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Mel Woody Candidate Teaching Summit Presentation

Mel Woody Candidate Teaching Summit Presentation. "Education is not the filling of a pail, but the lighting of a fire." William Butler Yeats Website EMail. Introduction. Mel Woody, Early Childhood Elementary School, Grade, Teacher All Subject.

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Mel Woody Candidate Teaching Summit Presentation

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  1. Mel WoodyCandidate Teaching Summit Presentation "Education is not the filling of a pail, but the lighting of a fire." William Butler Yeats Website EMail

  2. Introduction

  3. Mel Woody, Early Childhood Elementary School, Grade, Teacher All Subject

  4. B.  School, Size, Location, Description of community

  5.   C.  Class, Size, Diversity of students, Schedule

  6.   D.  Thoughts and Feelings, Fears, Strengths and Weaknesses as you began Candidate Teaching.

  7. II.  PROFICIENCY EVIDENCE

  8. 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? • Artifact Possibilities: • Lesson Plans:  REQUIRED:  Three lesson plans or your unit plan. • Other artifacts you may include: • Pre-Assessment Activities • Student Inventories • Student Interviews 

  9. 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? • REQUIRED:  Choose at least three of the following artifacts to present.  INCLUDE:  How did you decide which strategies to use and how did you provide for inclusion students?Artifact Possibilities: • Performance-Based Tasks • Rubrics • Activities that integrate technologyWebquests • Videos and Photographs • Room DiagramLinks to websites utilizedStudent work • Classroom Management System • Various Assessment Activities 

  10. 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? • REQUIRED:  Choose at least two of the following artifacts to present.INCLUDE:  An example of one lesson, reflection, and use of assessment results to adjust instruction (You may not have had the opportunity to implement, but tell what you would have done.) • Artifact Possibilities: • Completed Assessment Tools (Anecdotal Records, Rubrics, Checklists, Observation Reports, Analyses of Student Learning, etc.)Impact on Student Learning Reflections, evidence of use of assessment results, adjusted lesson plan.

  11. 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? • REQUIRED:  Your teaching philosophy at the conclusion of candidate teaching as contrasted with an earlier philosophy.INCLUDE:  How did your teaching philosophy change during candidate teaching. • Artifact Possibilities:  (PROVIDE DOCUMENTATION, IF APPROPRIATE) • Evaluations from College Supervisors, Collaborating Teachers • Communication and Letters to and from Parents • Lists of school meetings attended (PTA, SST, Parent Conferences, etc.) • List of Professional Development Activities (In-services, Conferences...Provide Documentation)Professional Organization Memberships • Teaching Philosophy • Self-Assessments • You may choose to describe an ethical dilemma you encountered in Candidate Teaching and the decision-making process that you or another went through in order to resolve this dilemma? • You may also choose to describe how your participation in meetings, in-services, and professional development activities that affected your teaching philosophy?

  12.    III.  SUMMARY:  Candidate Teaching Experience

  13. In conclusion,................ What are your future challenges as a teacher?  How do you think that being a teacher will be different from being a candidate teacher?  What advice would you give to future candidate teachers?  What is your plan to continue to develop as a professional?

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