1. Introduction B’Nekia S. Williams Born and raised in Albany, GA 3 AAS degrees General Studies Hospitality Management Instructor of Technology and Military Science Bachelor’s Degree Human Resources Management USAF veteran (11 years) USAF instructor for four years Taught 3,000+ hours Earned Master Instructor Badge Taught over 2,500 students Skills include but are not limited to Microsoft Office, Organizational Management, Critical Thinking, Customer Satisfaction, Curriculum development and design, Education is important to me because….

2. Philosophy of Education Make learning FUN! Use Garner’s theory of Multiple Intelligences Students should expect: Clear/Concise instructions Application of knowledge Teamwork approach (It takes a village!) Effective communication is paramount Accountability

3. Classroom Management Understanding classes will be culturally diverse Student-centered vs Teacher-centered Respect for all Creativity Positive Discipline Teamwork/Ownership Conflict Resolution skills Clear rules (no more than five, students will help create)

4. Different School Models School A Elementary DOD School Sumter, SC School B Elementary Athens, GA Differences/Similarities Points to Consider Student/Teacher Ratio25:120:1+/- 5 students Key IssuesDiversity in large classes Lack of background knowledge and sound vocabulary, behavior issues Similar; diversity will yield some of the same issues of School B Role of Technology Most Important and vital to student success Daily basis, use NetBooks/Chromebook Same in most cases. Grade level determines the usage Subjects Needing AttentionReading Comprehension Same 21 st Century Skills Creative/Critical thinking skills, Collaboration/ Communication skills Written/oral communication, social skills, reading and math fluency Same in most cases; School B focuses more on math fluency than School A Key Issues Currently Face -Class size -Too much testing -Not enough parental involvement -Teacher creativity stifled Prioritizing time and resources to complete the increasing demands of educators while keeping morale up for the teachers School A’s issues differs from School B’s. There are more demands on teachers in school B, but limited resources.

5. Effective Lesson Planning and Design Will consist of questions that foster critical thinking Will use formative assessments to gauge learning Homework, quizzes, etc Will use summative assessments to gauge comprehension End of chapter tests, semester exams Students will communicate through journals what they have learned Students will take ownership of the lessons Groups that teach each other using the stop light approach (green, yellow, red)

6. Assessment Matters Use assessments and evaluations to gauge the validity of a school and its practices Formative assessments are used to inform future practice. Its goal is to improve teaching and learning. Teachers are to take this information to understand where the students are failing in order to know where they should have their focus during classroom time. Formative assessments should be an on-going process that is detailed and acknowledges what the goal or objective is, where the students stand at any given time and the gap that needs to be bridged amongst the two. Summative assessments are used in the form of getting an overall snapshot of a school’s progress.

7. Assessment Matters con’t There are three areas to keep in mind when considering what makes an assessment formative: feedback, student involvement, and future learning. Formative assessment is designed to provide feedback at multiple levels to multiple audiences Teachers can use data from this assessment to construct homework assignments, study groups as well as guided discussions to ensure that the students are understanding the information given to them Standardized tests are summative assessments that are used to determine if students have learned what they were supposed to learn in a specific grade or content area and to provide a comparison of student progress as compared against other students

8. Professional Learning Communities (PLC) Process is designed for teachers to identify issues individually and collectively, and then become the drivers to attaining the knowledge needed to solve the issues One of the most useful frameworks for understanding the cycle of professional learning and how it can and does affect teacher practice and student success is derived from a study by the New Zealand Ministry of Education. They developed the teacher inquiry and knowledge building cycle that focuses on three interconnected and parallel levels, which include the student, teacher, and organization. (Newsman, 2013)

9. PLC con’t Level 1- what are our students learning? what students already know what they will need to learn what evidence and assessments will be used to determine their success, will ensure that teachers guide their professional growth based on students' needs Level 2- asks teachers to assess their own learning needs and, in particular, what they need to learn and do to ensure their students' success. Level 3- What has the impact of our actions been? Connecting with organizations or groups provides teachers with an opportunity to gain a larger perspective on the educational landscape, connect with other educators, and network with people across the nation and the world

10. References Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, IncTeaching and learning in the 21st century: Connecting the dots Darling-Hammond, L., & Adamson, F. (2010). Beyond basic skills: The role of performance assessment in achieving 21st century standards of learning. Stanford Center for Opportunity Policy in Education.Beyond basic skills: The role of performance assessment in achieving 21st century standards of learning Capizzi, A. M. (2009). Focus on Exceptional Children. Start the Year Off Right; Designing and Evaluating a Supportive Classroom Management Plan. Kaye, C. B. (2012, October). Education Digest, Issue 2. Greening the Curriculum, pp. 10-15.