1. Candidate Teaching Summit Presentation Kolbi Kelley-Blanton Kelley-Blanton75654@students.reinhardt.edu “Education is the key to unlock the golden door of freedom.” George Washington Carver

2. Kolbi Kelley-Blanton Early Childhood Education Major Student Taught at Liberty Elementary School 1 st Grade Taught All Subjects: Reading, Language Arts, Math, Science, and Social Studies Collaborating Teacher: Mrs. Tiffany Wilson

3. Liberty Elementary School 10500 Bells Ferry Road Canton, GA 30114 Liberty Elementary opened its doors for the first time in August of 2002, with an enrollment of 580 Kindergarten through Sixth grade students. The student population is now 1,586. 105 full-time teachers 6 part-time teachers 21 paraprofessionals who work in Kindergarten, Art, Music, PE, and areas with special needs.

4. My Homeroom Class I taught 27 students: – 15 girls & 12 boys 22 Caucasian students 1 Hispanic student 2 African American students 2 Bi-racial students 5 EIP students 3 Gifted/AIM students

5. My Candidate Teaching Schedule 7:25 - 8:15Arrival/Unpack/Morning Work 8:20 - 9:45Compact Reading Classes 9:45 - 9:55Snack/Restroom Break 10:00 - 11:05Compact Math Classes 11:15 - 12:00Specials 12:14 - 12:44Lunch 12:50 - 1:00Read Aloud/Calendar/Restroom Break 1:00 - 1:20Recess 1:20 - 1:45Science/Social Studies 1:45 - 2:00Pack Up/Dismissal

6. My Thoughts and Fears as I began Candidate Teaching Taken from my Week One Journal Entry: “ The first day my collaborating teacher informed me that Liberty Elementary School uses the compacting method to differentiate beginning in Kindergarten, and that I would have different classes of students for each subject. This was extremely overwhelming.” “The students are adjusting to me being in the classroom, and some are testing the waters to see if they have to follow the same rules when I am in control. I have full confidence that I will be able to handle these issues with my classroom management skills.” Of course, I was beaming with excitement, but I was shaking with nervousness at the same time!

7. Domain I: Planning for Differentiated Instruction & Assessment

8. Planning for Differentiated Instruction and Assessment Proficiency 1.0: The teacher candidate uses knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content. Reflective Analysis: How did you use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content?

9. Proficiency 1.0 Artifacts Science Lesson on Weather and Seasons English Language Arts Lesson on Nouns and Naming Part English Language Arts Lesson on Nouns and Naming Part Science/Reading Lesson on Plants and Animals Science/Reading Lesson on Plants and Animals Social Studies Lesson on Landforms

10. Weather and Seasons Pre-Assessment Pre-Assessment

11. Nouns and Naming Part Pre-Assessment Pre-Assessment

12. Plants and Animals Pre-Assessment Pre-Assessment

13. Landforms Pre-Assessment Pre-Assessment

14. Domain II: Providing Differentiated Instruction and Assessment

15. Proficiency 2.0: The teacher candidate utilizes a variety of strategies to differentiate instruction and assessment. Reflective Analysis: How did you utilize a variety of strategies to differentiate instruction and assessment?

16. Proficiency 2.0 Artifacts Various Assessment Activities Rubrics Activities that Integrate Technology Student Work Classroom Management System Photographs

17. Weather and Seasons Differentiated Fall Tree Activity High = Tornadoes Middle = Thunderstorms Low = Blizzards

18. Fall Tree Activity Continued

19. Fall Tree Activity Rubric

20. Landforms Differentiated Flip Books High = Mountains Middle = Valleys Low = Plains

21. Landforms Flip Book Checklist

22. Integrating Technology Promethean board 5 desktop computers Class set of laptops Brain Pop, Jr. Power Point Flip charts Promethean board 5 desktop computers Class set of laptops Brain Pop, Jr. Power Point Flip charts

23. Classroom Management System Large classes Positive reinforcement for good behavior Outstanding Student Cards Consistent consequences for misbehavior OOPS Cards Star cards

24. Domain III: Impacting Student Learning

25. Proficiency 3.0: The teacher candidate uses systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction. Reflective Analysis: How did you use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?

26. Proficiency 3.0 Artifacts Analysis of Impact on Student Learning Naming Part Reflection Analysis of Impact on Student Learning Naming Part Reflection Rubrics Observation Reports

27. Reflection Leading to Adjustments 0% Re-Teach Naming Part Meet with smaller groups Introduce action verbs Ask who or what

28. Completed Assessment Tools Observation Reports Monitor specific information Provides information for reflections Identifies success or area of weaknesses as a quick check Observation Reports Monitor specific information Provides information for reflections Identifies success or area of weaknesses as a quick check

29. Domain IV: Professional Responsibilities in Support of Differentiated Instruction and Assessment

30. Proficiency 4.0: The teacher candidate displays a professional commitment to the teaching philosophy of differentiated instruction to support students’ diverse learning needs and to maximize learning. Reflective Analysis: How did you display a professional commitment to the teaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning? How has your teaching philosophy changed during Candidate Teaching?

31. Proficiency 4.0 Artifacts List of Professional Development Activities Professional Organization Membership Teaching Philosophy Changes

32. Professional Development Activities 3 Faculty Meetings Weekly 1 st Grade Team Meetings 10 Parent/Teacher Conferences 1 RTI, Tier 3 Conference

33. Professional Organization Memberships Member of PAGE

34. Teaching Philosophy Changes Then 1.I was learning about differentiation, but I was unsure of how to do it. 2.I did not have a classroom management plan. 3.I did not realize the importance of assessing students. Now 1.I know the importance of differentiation, and I am comfortable with using different methods to do so. 2.I feel as though classroom management is one of my strengths. I am a firm believer in consistent consequences and positive reinforcement. 3.I know that assessing is key to differentiation and guides the teachers impact on student learning.

35. Conclusion What’s Next for me? How Will I Continue My Education? I hope to begin courses to get my Masters soon after graduation. Of course, I will continue to look for a full time teaching job! I have been blessed with the opportunity to fill my collaborating teachers spot as a long term substitute beginning in January while she is on maternity leave.