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Miti Shekhar MAT Candidate Teaching Summit Presentation Spring 2013

Miti Shekhar MAT Candidate Teaching Summit Presentation Spring 2013. Website: http://studentweb2.reinhardt.edu/psoe/shekhar129636 / E-Mail: shekhar129636@students.reinhardt.edu Quote: Without your involvement you can't succeed. With your involvement you can't fail. A. P. J. Abdul Kalam.

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Miti Shekhar MAT Candidate Teaching Summit Presentation Spring 2013

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  1. MitiShekharMAT Candidate Teaching Summit PresentationSpring 2013 Website: http://studentweb2.reinhardt.edu/psoe/shekhar129636/ E-Mail: shekhar129636@students.reinhardt.edu Quote: Without your involvement you can't succeed. With your involvement you can't fail. A. P. J. Abdul Kalam

  2. INTRODUCTION:

  3. Name, Major, School, Grade, Teacher, Subject

  4. School, Size, Location, Description of Community

  5. Class, Size, Diversity of Students

  6. Schedule

  7. My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began Candidate Teaching

  8. CANDIDATE PROFICIENCY EVIDENCE:

  9. 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?

  10. DOMAIN I:PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT PROFICIENCY EVIDENCE:

  11. 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?

  12. DOMAIN II:PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT PROFICIENCY EVIDENCE:

  13. 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?

  14. DOMAIN III: IMPACTING STUDENT LEARNING PROFICIENCY EVIDENCE:

  15. 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?

  16. DOMAIN IV:PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION & ASSESSMENT PROFICIENCY EVIDENCE:

  17. CONCLUSION: 

  18. Continuing Plan to Develop as a Professional Educator

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