Stephanie Telaro’s MAT Candidate Teaching Summit Presentation Spring 2013

1. Stephanie Telaro’sMAT Candidate Teaching Summit PresentationSpring 2013 The important thing is not so much that every child should be taught, as that every child should be given the wish to learn.John Lubbock WebsiteE-Mail

2. My Amazing Class!!

3. Stephanie Telaro Master of Arts in Teaching: Early Childhood Education Free Home Elementary School 2nd Grade: All Core Subjects Collaborating Teacher: Rhonda Patterson

4. Free Home Elementary School • Kindergarten- 5th Grade • Canton, GA (Rural) • Silver Medal in Governor’s SHAPE Honor Roll, 2012 • Started after the Civil War by General Lively

5. Free Home Elementary Contd.Approximately 300 Students • 35% Free and Reduced Lunch • 9% Gifted • 12% Special Education • 3% ESOL • 18% EIP

6. My Class • 23 Students • 21 Caucasian • 1 Hispanic (ESOL) • 1 Guatemalan • Very little behavioral issues!!!

7. Schedule

8. My Thoughts and Feelings as I Began Candidate Teaching……… Frightened Nervous Excited Strong enough? Smart enough? Do I have to know everything?!? Too nice, too strict, or just right?

9. CANDIDATE PROFICIENCY EVIDENCE

10. 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?

11. DOMAIN I:PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT PROFICIENCY EVIDENCE: Language ArtsMath Money1Math Money2Black History Common Core Georgia Performance Standards: MCC2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? MCC2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. • Georgia Performance Standards: • ELACC2RI2:Identify the main topic of a multi-paragraph text • as well as the focus of specific paragraphs within text. • ELACC2RI6: Identify the main purpose of a text, including • what the author wants to answer, explain, or describe. • ELACC2RL5: Describe the overall structure of a story, including • describing how the beginning introduces the story and the end • concludes the action. • ELACC2RF3: Know and apply grade-level phonics and • word analysis skills in decoding words. • ELACC2SL6: Produce complete sentences when appropriate • to task and situation in order to provide requested detail or clarification. Common Core Georgia Performance Standards: MCC2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? MCC2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. • Georgia Performance Standards: • SS2H1 The student will read about and describe the lives of historical figures in Georgia history. • Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms). • SS2CG3 The student will give examples of how the historical figures under study demonstrate the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion.

12. Materials

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? Bad Dog Dodger! Math Money 1& 2

14. Re-teaching Compacting Scaffolding Choices Reinforcing Ability

15. Motion & Energy

16. 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?

17. DOMAIN III: IMPACTING STUDENT LEARNING PROFICIENCY EVIDENCE: Geometry

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 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?

19. Faculty Meetings Informational Meetings/Hand-Outs PTA Parent Teacher: S.H., I.M., & K.C. RTI Meeting R.P.

20. Professional Memberships

21. Philosophy Present Past

22. Continuing Plan to Develop as a Professional Educator • Find a teaching opportunity: • Teaching: My own room! • Paraprofessional • Substitute Teacher • Specialist Degree: Early Childhood Education • Gifted Endorsement • GACE certify in Special Education 22

23. THE END!!!!!