Candidate Teaching Summit Presentation

By: Lynn StruckSpring 2011

"We know what we are, but know not what we may be.” -William Shakespeare

My E-MailMy Website

Lynn Struck • Master of Arts in Teaching: Early Childhood

Education• Candidate Teaching at Boston Elementary in

Woodstock, GA• Placed in Kindergarten Classroom • Collaborating Teacher: Mrs. Tammy Owen• Paraprofessional: Mrs. Maria McDaniel• Taught All Subjects

Math Reading Language Arts Social Studies/Science/Health

I

Boston Elementary

Boston's MISSION STATEMENT

LEARNING AND GROWING TO PREPARE FOR OUR FUTURE

• Home to approximately 893 children in grades • K-4th• Located in Woodstock, GA• Title I Distinguished School since 2003• Namesake of School: Mr. Kleven Boston/ graduated from

Reinhardt College in 1935• Boston’s district includes six mobile home parks and one

subsidized housing complex• Current Principal is Mr. Les Conley• Current Assistant Principals are Mrs. English and Mrs.

Newman

My Kindergarten Class

• Composed of 19 students• 7 Boys, 12 Girls• 8 Caucasians• 3 African Americans• 8 Hispanics• ESOL Services-4 Students• EIP Services-6 Students• Speech Services-2 Students

Our Schedule• 8:30-9:00 Morning Work• 9:00-9:40 Specials• 9:40-10:00 Snack• 10:00-11:15 Reading Centers• 11:15-11:45 Calendar• 11:45-12:30 Math Centers• 12:30-12:50 Read Aloud/Prepare for Lunch• 12:55-1:25 Lunch• 1:25-1:45 Science/Social Studies/Health• 1:45-2:05 Recess• 2:05-2:30 Science/Social Studies/Health• 2:30-2:55 Preview/Review• 2:55 Prepare to go home

Beginning Candidate Teaching…

• Elated to finally be in the candidate teaching block of the MAT program—I have missed being in the elementary classroom!

• Concerned about meeting the expectations of my collaborating teacher, my university professor, and myself

• Confident that I would bond with and love teaching my students• Apprehensive about being able to teach effectively to such a diverse

population of student abilities and readiness levels.

Planning for Differentiated

Instruction

MLK Social Money On the Move! Addition

Studies Math Reading Math

My Lesson Plans• Lesson Plan Observation One• Martin Luther King, Jr. Social Studies Lesson

• Lesson Plan Observation Two• Coin Recognition and Values Math Lesson

• Lesson Plan Observation Three• On the Move! Reading Lesson

• Lesson Plan Observation Four• Model and Record Addition Facts Math Lesson

Student Inventories

• Checklist for Assessing Students’ Multiple Intelligences

Logical- Mathematical

Musical

Bodily-Kinesthetic

Student Interviews

Reading Survey

Providing Differentiated Instruction & Assessment

Assessment Activities

Martin Luther King, Jr. Social Studies Lesson Low Group Average Group High Group

Assessment Activities

Recognition of Coins and Values Math Lesson

Low Group Average Group High Group

Low Group Average Group High Group

Problem-Based Task Rubric

Problem-Based Task for Addition

Student WorkReading Lesson On the Move!

Impacting Student Learning

Use of Assessment Results to Adjust Instruction• Analysis of Impact on Student Learning for

Coin Recognition and Coin Values

Rubrics

Observational Checklists

Student Self-Assessments

Professional Development Activities

• Attended Scheduled Faculty Meetings• Attended “Our Role in Reporting Child Abuse

” Staff Meeting• Attended Kindergarten Registration Informati

onal Meeting for 2011-2012/Reading Checklist and Math Checklist Acquired

• Attended GCRCT Proctor Training Meeting

• National Education Association

Professional Organization Memberships

Before Now• Humanist/Constructivist• Teach to the GA Standards• Focus on Reading and Math• Multiple Ways for Students

to Demonstrate Achievement

• Positive, Nurturing Classroom Environment

• Use of Assessments to Drive Instruction

• Student Assisted Creation of Classroom Rules

• Use of Open-Ended Questioning

• Humanist/Constructivist• Teach to the GA Standards• Focus on Reading and Math• Multiple Ways for Students

to Demonstrate Achievement

• Positive, Nurturing Classroom Environment

• Use of Assessments to Drive Instruction

• Student Assisted Creation of Classroom Rules

• Use of Open-Ended Questioning

Philosophy of Education

Implementing My Philosophy

I NOW……..

Use multiple intelligences and learning styles to address all learners Challenge students on their levels—no more hearing “This is

boring.” or “I can’t do this.” Use assessments to measure student growth Reflect on my performance and adjust my lessons accordingly Align each lesson to the standards Provide flexible grouping for my students Vary assessment options for my students by offering real world

problem-based tasks, hands-on assignments, open-ended tasks “Think” like a lesson plan. Have students self-reflect on their learning to apply what they have learned to their everyday lives

Have become a reflective, problem-solving teacher who uses differentiated instruction to address the unique learning styles of all of my students.

Conclusion… Continuing Plan to Develop as a

Professional Educator

o Desire to work in a kindergarten classroomo Pursue my Specialist degree o Work as a substitute teacher o Continue to read education resource books and

professional educator magazines o Work towards getting my Gifted Endorsement.

"There is no more noble profession than teaching. A great teacher is a great artist, but his medium is not a canvas, but the human soul." ~Anonymous

The Crayon Box That TalkedWouldn't it be terrible? Wouldn't it be sad?

If just one single color was the color that we had? If everything was purple? Or red? Or blue? Or green? If yellow, pink, or orange was all that could be seen?

Can you just imagine how dull our world would be If just one single color was all we got to see?