1. Jennifer Cowart MAT Candidate Teaching Summit Presentation Spring 2014 Website E-Mail “Do not train children to learning by force and harshness, but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.” Plato 1

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3. Jennifer Cowart Masters of arts in teaching: Early childhood education Avery First Grade Mrs. Catherine Stickler 3

4. Avery Elementary 1176 students 1176 students Canton, Georgia In the Union Hill Community Middle class demographics with some shifts to lower Love and Logic 4

5. My Class 24 students 16 girls 8 boys 22 Caucasian 2 African American 5 EIP 5 Gifted 5

6. Schedule 7:20 Students Arrive D. E. A. R. 7:45 News 7:55 – 8:30 Math Binders 8:30 – 9:20 Specials 9:20 – 10:00 Math Centers 10:00 – 11:15 Lit Centers 11:15 – 11:45 Science & Social Studies (integrating Reading Standards) 11:45 – 12:05 Recess 12:08 – 12:38 Lunch 12:45 – 1:15 Saxon Phonics 1:15 – 2:05 Writing Workshop 2:15 Car Rider & ASP Dismissal 2:23 Bus Dismissal 6

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8. Domain I:PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT 8

9. 9 Co-Teaching Model 24/7 planning Working side by side Constant collaboration Learning from a veteran teacher Moving in and out of each of the co teaching model throughout a day without even realizing it

10. Lesson Planning 10 Planning with Mrs. Stickler 24/7 Review Assessments after consulting standards Preparing assignments that reflect standards

11. Pre - assessments 11

12. Domain II: Providing Differentiated Instruction and Assessments 12 Rigby Scores (grouped by level)

13. Tiered Tasks CVC 13

14. Tiered Tasks N,V, Adj 14

15. Compacted out task 15

16. 16 TAPS, Tiered Tasks, Student Choice, and Centers

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18. 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? 18

19. 19 Domain III: Impacting Student Learning

20. Assessment 20

21. Post Test Science 21 Highest level students had to illustrate and label the parts of the plant.

22. Post Test Noun, Verb, Adj 22

23. Data Chart 23

24. Domain IV Presentations 24

25. Presentations 25

26. Professional Development Activities 26 GAE- Georgia Association of Educator

27. Teaching Philosophy PAST Didn’t change: Student centered classroom Rigid PRESENT Differentiation The perfect plan does not exist. Grab hold of “teachable” moments! Collaboration 27

28. Continuing Plan to Develop as a Professional Educator Subs Volunteer at the schools specialist degree in Early Childhood Teach 21 Gifted endorsement Eventually getting my specialist in leadership Possibly get my Doctorate in Education CONTINUE LEARNING! 28