1. Words of Wisdom  "A hundred years from now, it will not matter what kind of car I drove, what kind of house I lived in, how much money I had in the bank...but the world may be a better place because I made a difference in the life of a child." -- Forest Witcraft Candidate Teaching Capstone Presentation The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. -William Ashe Ward http://studentweb2.reinhardt.edu/psoe/Corr85833 Corr85833@students.reinhardt.edu Tena Corr

2. Tena Rawls Corr Early Childhood Education

3. Introduction Conducted Candidate Teaching at Indian Knoll Elementary in Canton, Georgia. Conducted Candidate Teaching at Indian Knoll Elementary in Canton, Georgia.

4. Collaborating Teacher Mrs. Jamie Nelson First Grade

5. Subjects Taught: Reading, Language Arts Science, Social Studies Science Math Computer

6. Indian Knoll Elementary School Opened in 2011 900 students between kindergarten and fifth grade Principal –Dr. Ann Gazell Assistant Principal –Susan Bruno Assistant Principal-Dr. Richie Carnes Mascot: Firebirds Colors: Gold, Blue and Green

7. My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began Candidate Teaching I was super excited to begin Candidate Teaching but quickly became extremely OVERWHELMED! My strengths are being well organized and having a passion for teaching! My greatest fear was not being able to complete all the lesson plans.

8. My Class Consists of 22 Students

9. My Students

10. Class ScheduleSubjectNumber of Students Number of Gifted and/or Disabilities Notes 7:45-8:00Morning Announcement 22 8:00-9:30Reader’s Workshop175 GiftedGifted pull out Monday 9:30-1020Math202 EIP2 EIP pullout Mon-Fri 10:20-11:35Science and Social Studies 175 ESOL5 ESOL pullout Mon-Fri 11:39-12:09Lunch22 12:09-12:30Minute Drills22 12:30-1:15Specials22 1:15-1:40Writer’s Workshop22 1:40-2:00Recess and Dismissal22

11. Planning Process Before planning for differentiated instruction, Mrs. Nelson and I would meet once a week to discuss concepts that I would need to cover the following week. I was free to use any resources and techniques I felt were necessary to ensure success for all students. Before planning each lesson, I always implemented some type of pre-assessment to gain knowledge of what each individual student already knew about the concepts.

12. DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & 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? How did I differentiate?

13. Pre-Assessments

14. Student Interest Inventory

15. Planning for Differentiated Instruction & Assessment Lessons Lifecycle of a Butterfly It’s About Time A Bad Case of Stripes

16. DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT  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?

17. Technology Direct Instruction Flipcharts Student Applied Practice

18. Menu Board V OCABULARY & SPELLING Write the vocabulary words in ABC order. VOCABULARY & SPELLING Complete the vocabulary worksheet.. V OCABULARY & SPELLING Use the dictionary and write the definitions of the vocabulary words. GRAMMAR Write the correct punctuation mark in each sentence. 1. What is Camilla’s favorite food _ 2. Camilla likes lima beans_ 3. Do you like lima beans_ 4. I love the taste of lima beans_ 5. Camilla’s skin turned into a rainbow of stripes__ 6. Can I have some beans_ 7. Do you like school__ GRAMMAR Write the plural forms of the following words: penny dish brother plate bean bunny pencil dog shoe doll girl mother boy pencil shoes stripe GRAMMAR Write a letter to Camilla. Tell her about you first day at Indian Knoll. C OMPREHENSION Complete the Comprehension Test. C OMPREHENSION Complete the Comprehension Test. C OMPREHENSION Complete the Comprehension Test. A Bad Case of Stripes

19. Student Work

20. Integrate Music and Movement

21. 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 you use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?

22. Authentic Assessments Differentiation Student Choice Higher Order Thinking Multiple Intelligences

23. Impact on Student Learning Community Helpers Community Helpers

24. Rubric 1 Weak Little or no evidence of learning based on the outcome 2 Basic Beginning of or some evidence of learning based on the outcome 3 Proficient Detailed and consistent evidence of learning based of the outcome 4 Strong Highly creative, inventive, mature presence of outcome Accuracy and Comprehension of community helpers as a whole Did not understand the community helpers at all. Forgot to list the tools and equipment. Very vague description and understanding of the community helpers. Forgot to incorporate important roles and duties. Didn't mention tools. The student showed an understanding of the community helpers and use very descriptive words. Relayed some but not all roles and duties. Mentioned tools but didn't give examples of how used they are used when needed. The student gave a detailed description of the community helpers listing occupation, role in society, and duties. Gave examples. Talked about tools equipment, place, of work, and more when needed. Use of Non-Verbal ability through Illustrations Includes vague pictures and artwork and information associated with the community helper. Includes pictures and artwork and information associated with the community helper. Neatly includes detailed pictures and artwork and information associated with the community helper. Neatly and creatively includes detailed pictures and artwork and information associated with the community helper. Communication with students during pair share/ partner work Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Usually listens to, shares, with, and supports the efforts of others. Does not cause trouble in the group. Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Creativity of Products The student did not make or customize any of the products with creativity. Products were made or customized by the student, but the ideas were typical rather than creative. The products reflect student creativity in their creation and/or display. All of the products produced reflect an exceptional degree of student creativity in their creation and/or display.

25. Student Inventory

26. 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 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?

27. Professional Development Activities  Faculty Meeting  Grade Level Meetings  6+1 Traits of Writing

28. Professional Organization Memberships

29. Teaching Philosophy BeforeNow Very naïve, long and theoretical Mature, realistic, short and concrete Humanist Differentiated Instruction

30. Future Education Plan Continuing Education CertificationEmployment Gifted Endorsement Teach 21 Obtain Master’s Degree at Reinhardt University Special Education Search for full-time position in a public or private school Continue with paraprofessional job at Canton Elementary

31. Special Thanks  I thank God for allowing me this opportunity to help fulfill my passion for teaching.  I thank all the faculty and staff at Reinhardt who helped me pave my road to success.  My husband and daughter whom were my greatest cheerleaders.  Faculty and staff at Indian Knoll whom provided me with never ending support.