1. The Big Interview Tessa K. Jackson EDU 650 Dr. Ricci February 29, 2016

2. Tessa K. Jackson B.A. Xavier University of Louisiana in English M.A. Ashford University in Education – Early Child Development  Position desired: Kindergarten Teacher in the Birmingham School District  1 year of Substitute Teaching and Long-Term Substitute Teaching  Will complete teaching certification Fall 2016  Excellent references and recommendations

3. PHILOSOPHY OF EDUCATION  Main Objective – To creatively teach kindergarten students the rudiments of education and how to think through their learning using technology, 21 st century skills, and a teacher-centered style that allows for student input.  Classroom Environment – Students will respectfully and actively engage in learning activities with the teacher and each other while enjoying an exciting, safe, and instructional classroom environment.  Assessments – Students will be prepared with all fairness and mastery for teacher-led assessments that test their learning throughout the school year.  Technology – Technology including computers, tablets, interactive software, and others will be used by teacher and students to enhance learning and as a resource for information.  21 st Century Skills – The 21 st Century Skill Set will be incorporated in learning with critical thinking, problem-solving, creativity, communication, and technology (Newman, 2013).

4. Classroom Management Plan  Unified and simplified management plans will be used by teacher and students to maintain respectful and disciplined behavior and learning with a few rules that are shared school-wide behavior standards (Lopez, 2013).  A Teacher-centered teaching style will be implemented because of the young age of the students. It will allow for student input and plenty of hands-on learning to develop critical thinking skills and student ownership of learning.  Rules and guidelines for behavior and learning will be posted throughout the classroom and school to reinforce model behavior. Students will be positively reinforced to reward model behavior.  A paraprofessional will be employed to assist with student learning and behavior management.

5. 21 st Century Learning Skills for Teachers and Students CollaborationCritical Thinking Innovation Creativity Problem-Solving Citizenship Personal Goals & Self DevelopmentTechnologyCuriosityImagination Communication

6. Classroom Model  Although I aspire to teach kindergarten, I will use a flipped classroom with learning labs during the day, and instructional videos for children to watch on the school server at night to free up parents in the evening. Accompanying worksheets will be explained to the children in one-on- one video instruction and utilize differentiated teaching to address student needs.  This may be ambitious for a kindergarten class. However, the road to success should be started on as early as possible to ensure success. All instruction will be tailor-made for kindergarten students.  Students will collaborate with each other throughout the day to foster teamwork. There will also be time for individualized learning. A teacher-centered style will help me to set the basic foundations upon which to build learning.  Technology in computers and tablets with interactive software, smart boards in the classrooms, projectors, and other instructional tools will make learning cutting edge and more efficient, contributing to digital literacy in students (Newman, 2013).

7. Effective Lesson Planning and Design EFFECTIVE LESSON PLANS ARE FOLLOWING: Researched from many different sources, including the web. Have a clear purpose with the end in mind. Have learning objectives based on Common Core States Standards. Clear, concise, complete, and specific. Use Backward Mapping Design to look at what skills need to be mastered and use formative and summative assessments to direct instruction and activities. Students take ownership of their learning by working toward specific goals defined by the learning objectives. They also participate in formative assessment that allows them to fail and try again without fear of failing the class. An effective lesson plan takes all of this into consideration and plans accordingly. (Newman, 2013).

8. Backward Design Planning  Backward Design Planning Involves 3 Stages That Are: 1. 2. 3. (Newman, 2013, Chapter 9.3) Identify desired results. Determine acceptable evidence. Plan learning experiences and instruction

9. Assessment Matters Assessment helps teachers to see the end from the beginning and drives instruction. It helps to measure student learning and future learning. There are two types formative and summative (Newman, 2013).  Formative Assessment  Is continuous throughout the lesson and measures student learning for relearning and re-teaching. It drives instruction.  If a quiz or assignment is used to measure learning and contributes to the overall system of performance, it is formative in nature (Newman, 2013).  “ The analysis and interpretations would then be incorporated in planning for future lessons” (Kesianye, 2015, p. 212).  Enables students to master the necessary skill set without fear of failure or useless pressure (Newman, 2013).  Summative Assessment  Measures learning of a particular unit of instruction at a particular point in time (i.e. a midterm exam) (Newman, 2013).  It is usually for a grade, and students are prepared for it by ongoing formative assessments throughout the lesson.  Summative assessment usually marks the end of a learning unit (Newman, 2013).  It can still be used as formative if students perform unsatisfactorily. The assessment then becomes blended in function (Stenhouse Publishers, 2011).

10. Professional Learning Communities (PLC)  Professional Learning Communities (PLC) are collaborative meetings among teachers in the community that help them to join and share their “collective expertise” and to continue learning about new strategies, technology, and research in the field (Newman, Chapter 13.3, no pg. #).  As teachers join, collaborate and learn from one another, schools flourish as the student body benefits from enhanced teaching practices and collaborative efforts (Newman, 2013).  PLC’s help teachers to learn past their degrees and obtain information and practices to help them excel in the classroom, and administrators to get feedback from teachers and their struggles to offer them solutions (Newman, 2013).

11. THIS IS WHAT IT TAKES… EDUCATION Degree(s) Certification Professional Learning Communities National Board Certification DETERMINATION Never giving up. Staying in it until the end. Maintaining behavior and discipline. Remember that we have an important job to do. Calls for creative and resourceful searching for ways to help our students. COMMITMENT Teaching is not for wimpy whiners. Society is depending on teachers to produce aware and capable workers and citizens. It takes courage and perseverance. COLLABORATION School administrators, teachers and other faculty should share goals and act as a cohesive group. Teachers should band together to share expertise, support, and to strategize for education.

12. THIS IS WHY IT MATTERS…

13. References Kesianye. S.K. (2015). The Three Perspectives of Integrating Assessment and Instruction in the Learning of School Mathematics. The Journal of Education and Practice. 6(19), p. 212-214. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1079550 Lopez, D. (2013). No Excuses University: How Six Exceptional Systems Are Revolutionizing Our Schools (2nd ed.) Turnaround Schools Publications. Newman, R. (2013). Teaching and Learning in the 21st Century: Connecting the Dots. San Diego, CA: Bridgepoint Education, Inc. Stenhouse Publishers. (2010, November 30). Rick Wormeli: Formative and Summative Assessment [Video file]. Retrieved from http://www.youtube.com/watch?v=rJxFXjfB_B4

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16. Two Content Layout with Table  First bullet point here  Second bullet point here  Third bullet point here Group 1Group 2 Class 18295 Class 27688 Class 38490