1. STEPHEN COLE MAT Candidate Teaching Summit Presentation Spring 2013 Website E-Mail “A Teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron.” - Horace Mann 1

2. INTRODUCTION: 2

3. PERSONAL DATA: Stephen Cole Master of Arts in Teaching Early Childhood Education Cloverleaf Elementary 5 th Grade Mrs. Becky Smith Reading/English Language Arts/Social Studies 3

4. SCHOOL DEMOGRAPHICS Cloverleaf Elementary 291 Highway 20 Spur, Cartersville, Georgia 30121 738 Students Title I School Located in northwest of Atlanta, in the rolling hills of north Georgia, sits the town of Cartersville. Cartersville is known for its beauty and small town charm. It is ideally situated close enough to the metro area to enjoy its amenities; however, far enough away to have its own character. It is a suitable place to raise a family. 4

5. CLASSROOM DEMOGRAPHICS Mrs. Becky Smith’s 5 th Grade Classroom – Classroom consisted of two distinct blocks Block One: 29 regular education students, 5 ESOL students, 16 girls, 13 boys Block Two: 28 higher- level students, 10 Gateway students, 15 girls, 13 boys 5

6. Schedule Block One Homeroom7:30-8:00 RTI8:00-8:45 ELA8:45-9:30 Reading9:30-10:15 Recess10:15-10:30 Soc. Stud.10:35- 11:05 6 Block Two ELA11:10- 11:40 Reading11:40- 12:00 Lunch12:00- 12:45 Reading12:45-1:15 Soc. Stud.1:15-1:45 Planning1:45-2:30 Bus2:30

7. My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began Candidate Teaching At my age, what will people think about me being a student teacher? Will I be able to handle the instructional content, especially language arts? Will my collaborating teacher be supportive? Is teaching really what I want to do for the rest of my life? Can I handle the time management? 7

8. CANDIDATE PROFICIENCY EVIDENCE: 8

9. DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT PSOE 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 I use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content? 9

10. DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT Lesson OneLesson TwoLesson Three 10

11. DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT PSOE Proficiency 2.0: The teacher candidate utilizes a variety of strategies to differentiate instruction and assessment. Reflective Analysis: How did I utilize a variety of strategies to differentiate instruction and assessment? 11

12. DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT PROFICIENCY EVIDENCE: New Knowledge AcquisitionKnowledge Applied Practice ActivityPractice Applied Practice ActivityPracticeActivity AssessmentAssessment Activity AssessmentAssessment Activity 12

13. DOMAIN III: IMPACTING STUDENT LEARNING 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 I use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction? 13

14. DOMAIN III: IMPACTING STUDENT LEARNING PROFICIENCY EVIDENCE: AdjustedAdjusted Instruction ThemeTheme Lesson Impact 14

15. DOMAIN IV: PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION & ASSESSMENT 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 I display a professional commitment to the teaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning? How has my teaching philosophy changed during Candidate Teaching? 15

16. DOMAIN IV: PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION & ASSESSMENT 16

17. PROFICIENCY EVIDENCE: Professional Development 17

18. PROFICIENCY EVIDENCE: Professional Development 18

19. PROFICIENCY EVIDENCE: Professional Membership 19

20. TEACHING PHILOSOPHY BEFORE All students can learn the same content. Instruction should be teacher focused. Learning environment is not important. Behavior influences learning. AFTER Students should be differentiated. Instruction should be student focused. Learning environment is very important. Cognitive ability influences learning. 20

21. CONCLUSION: 21

22. Continuing Plan to Develop as a Professional Educator 22 My initial reading list…

23. Continuing Plan to Develop as a Professional Educator To do list… 1.Find a job. 2.Certification for High School Social Studies. 3.Seek out professional training opportunities (PLU, etc.). 4.Eventually further my education. 23

24. I may not know what the future holds, but I know who holds the future. 24