1. Sandra Salazar Zuñiga Candidate Teaching Summit Presentation Website E-Mail Any human anywhere will blossom in a hundred unexpected talents and capacities simply by being given the opportunity to do so. - Doris Lessing

2. PART I. INTRODUCTION: Description Of Self And Placement

3. Name, Major, School, Grade, Teacher, Subject Sandra Salazar Zuñiga Secondary Math Education/Mathematics Major Cherokee High School 10 th Grade GPS Geometry 11 th Grade GPS Advanced Algebra 12 th Grade GPS Mathematics of Finance Dr. Dave Sullivan

4. School, Size, Location, Description of Community Cherokee High School Approx. 140 teachers and 2100 students 930 Marietta Hwy. Canton, GA 30114 Diverse community- Large Hispanic Population Some students have low-income families Serving and supporting community

5. CHS Mission Statement With our nation's beliefs and ideals as its foundation, Cherokee High School, hand- in-hand with our families and community, will create a character- building environment to prepare students to negotiate the challenges of the future as productive citizens in a diverse society. "Warriors of Excellence!"

6. Class, Size, Diversity of Students Mathematics of Finance- 21 Students 6 girls and 15 boys Mostly white, one African-American, two Hispanic Geometry- 26 Students 12 girls and 14 boys Mostly white, three African-American, three Hispanic Advanced Algebra- 25 Students 14 girls and 11 boys Mostly white, three African-American, seven Hispanic 2 Special Education Students (one low vision- paraprofessional) Advanced Algebra- 17 Students 7 girls and 10 boys Mostly white, two African-American, two Hispanic 2 Special Education Students

7. Regular Schedule PeriodTimeClassRoom 1 st 8:30 – 9:30 a.m.APEX Lab (Credit Recovery)208 2 nd 9:36 – 10:30 a.m.Mathematics of Finance112 3 rd 10:36 – 11:30 a.m.GPS Geometry B106 4 th 11:36 – 12:30 p.m.GPS Advanced Algebra B107 5 th 12:36 – 1:30 p.m.Lunch104 6 th 1:36 – 2:30 p.m.GPS Advanced Algebra B111 7 th 2:36 – 3:30 p.m.Planning104

8. Thoughts and Feelings, Fears, Strengths and Weaknesses as you began Candidate Teaching Excited Nervous Class management (discipline students) Transportation and being away from home Vast knowledge of mathematics Comfortable with being in front of the classroom Soft voice (need to be louder)

9. PART II. CANDIDATE PROFICIENCY EVIDENCE:

10. 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?

11. Planning Sector Area Lesson Plan Deriving the formulaDeriving the formula Delicious Sectors ActivityDelicious Sectors Activity Affording a Home Lesson Plan Finding a Home Task Nth Roots/Rational Exponents Lesson Plan War GameAlternative Assignment Graphing Square/Cube Root Functions Lesson Plan Activity #1Activity #1 Activity #2 Activity #3Activity #2Activity #3

12. 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?

13.  Performance-Based Task Performance-Based Task  Activities that integrate technology Activities that integrate technology  Student work Student work  IRS Website–1040 Form IRS Website–1040 Form  Pre-Assessmentvs. Post-Assessment Pre-AssessmentPost-Assessment Various Assessment Activities

14. 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?

15. REQUIRED ARTIFACTS: Artifact Possibilities Analysis of Student Learning Completed Assessment Tool – Checklist

16. Student Learning StudentPre-AssessmentPost-AssessmentGain Alejandro G.0100+100 Shalima S.0100+100 Kally A.080+80 Cesar M.0100+100 Haley M.080+80 Courtney D.0100+100 Alex M.080+80 Michael L.080+80 Madison T.080+80 Dylan M.080+80 Tyler S.080+80 Tyler E.0100+100 Isaac G.0100+100 Robert R.080+80 Blake H.0100+100 John S.060+60 Kiersten C.0AbsentN/A

17. Student Learning

18. 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?

19. REQUIRED ARTIFACTS: Artifact Possibilities List of Professional Development Activities Geometry Teachers Planning Meeting (2/14/12) Math Department Meeting (3/22/12) Parent-Teacher Conference (3/27/12) Faculty Meeting (4/10/12) EOCT Preparation Meeting (4/12/12) Professional Organization Memberships PAGE Kappa Delta Pi

20. Teaching Philosophy Prior to Candidate TeachingNow (after Candidate Teaching) Help students become good citizensPrepare students to be good citizens by being an example to them. Teach by example and through serviceTeaching is about being an example. Service shows students how much you care for them. Be a facilitator not a dictatorBeing a facilitator is difficult but not impossible. Be a shepherdStudents sometimes do not want to be told what to do or how to do it; give them freedom but be there to watch for them. All students are different and learn different Differentiation is often difficult but is the key to education. Requires a lot of work. Students want to learnSome students do not want to learn, so it is an opportunity for me to motivate them. Be their cheerleader and give them confidence in themselves.

21. PART III. CONCLUSION: Candidate Teaching Experience

22. I pray that I am able to teach very soon. I want to get certified to teach gifted classes because I want to teach AP Calculus. I will miss my students. Eventually, I will like to get my Master’s and PhD to teach at a college and prepare other math teachers.