1. Richard Kook’s MAT Candidate Teaching Summit Presentation Spring 2013 Website E-mail “One generation plants the trees, another gets the shade.” 1

2. INTRODUCTION to my Candidate Teaching 2

3. Richard Buchanan Kook Master of Arts in Teaching Johnston Elementary 3 rd Grade All subjects Collaborative Teacher: Josephine Modica 3

4. Johnston Elementary 541 Students, K-5 Located in Woodstock, Georgia Opened in 1981 and named after Cherokee County Teacher Florine Dial Johnston 32% of students on free lunch 42 ESOL Students Wide economic backgrounds and parent involvement 4

5. Class, Size, Diversity of Students My 3 rd grade classroom: 24 Students 2 Special Education 3 Students with IEP’s 5 ESOL Students 5 AIM Students 8 Latino, 2 African American, 14 Caucasin http://www.cherokee.k12.ga.us/Schools/johnston-es/about/default.aspx 5

6. Schedule Morning Work: 7:30 – 8:00 Reading: 8:00 – 9:20 Specials: 9:20 – 10:00 Math: 10:00 – 11:10 Lunch: 11:10 – 11:45 Math: 11:45 – 12:05 Recess: 12:05 – 12:35 Language Arts: 12:35 – 1:15 Social Studies/Science 1:15 – 2:10 6

7. My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began Candidate Teaching Anxious Adaptable Classroom management experience Nervous Planning a unit 7

8. DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT 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? 8

9. WHERE DO I START? 9

10. Student Interest and Background “My Life on a Time Line” 10

11. PRE-ASSESSMENTS Graphing 11

12. Lesson Plans 12 L.B.J. Lesson Plan What character traits did L.B.J. have? What adjectives can I use to describe him? Magnets Lesson Plan How do they work? What do they attract? Graphing Lesson Plan How do I read, interpret, and create graphs?

13. 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? 13

14. HOW DO I RELATE CONTENT? Appropriate Literature 14 Use Manipulative Examples

15. INCORPORATING TECHNOLOGY 15 Accommodate Student Needs Student’s Leading the Way!

16. L.B.J. 16 Small Group for ESOL Buddy Reading Independent Reading Grouping permitted equal access to content Grouped Heterogeneously for LBJ Poster

17. JIGSAW IT! 17

18. Using Readiness Level and Bloom’s Field Trip to the Zoo! 18 Heat and Energy

19. Carousel Reading 19

20. LET STUDENTS DECIDE 20 RECYCLE GIRL!

21. ENOUGH TALK: LET’S BE SCIENTISTS 21

22. 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? 22

23. Assessment Data 23

24. Assessment Data: Lesson’s Learned 24 “This part of the lesson lacked an appropriation for time during the newspaper reading.” manipulatives “Needless to say, tomorrow I will start out with the manipulatives as I should have today.”

25. Assessment Data 25 Skittles Impact

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 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? 26

27. PHILOSOPHY: THEORY INTO PRACTICE 27 “Daunting task to differentiate off the cuff” “Impact student learning” OLD NEW

28. Professional Development 28 Professional Associations In-Services and Training Parent / Teacher Conferences Other School Events Student Professional Association of Georgia Educators Alpha Chi National Honor Society Kappa Delta Pi International Honor Society Emergency Preparedness Seminar, January 14 January 23, RTI Training 4 Faculty Meetings February 12, GCRCT Parent Information Night February 26, Quia Training 3 Parent/Teacher Conferences Formal yearly IEP meeting March 4 with school staff – additional student assistance Notes/Emails to parents regarding education and behavior Assisted PE Teacher with Jump Rope for Heart Day, February 15 Read Across America Day, March 4 March 8, Tellus Museum Field Trip Cultural Arts Day, April 26

29. Continuing Plan to Develop as a Professional Educator: Training 29 Gifted Endorsement Teach 21 Certification High School History Certification Promethean/Smart- Board Training Sensory Education Training

30. Continuing Plan to Develop as a Professional Educator: Goals Use Kahn Academy Enact Literature Circles Art Integration Teach Students How To Learn Start an Outdoor School 30

31. Farewell 31