http://studentweb2.reinhardt.edu/psoe/parrott71522/

parrott71522@students.reinhardt.edu

“The first step in the acquisition of wisdom is silence, the second listening, the third

memory, the fourth practice, the fifth teaching others.” -Solomon Ibn Gabriol

Candidate Teaching Summit Presentation

Part I. Introduction:

Description Of Self And Placement

Nicole F. ParrottMiddle Grades Education

Vickery Creek Middle SchoolSixth Grade

Mrs. Emily HarrisonLanguage Arts

Vickery Creek Middle School

1,059 Students

6240 Post Road, Cumming, Georgia 30040

West Cumming is a small community compared to its surrounding counties. Vickery Creek Middle School is home to the Vickery Vipers. The students all come from upper to middle class families. Cumming is slowly becoming a more diverse community.

Sixth Grade Language Arts with Mrs. Harrison30 students per classFive classes a dayThe classes are not very diverse in culture, but they are very diverse in intelligences.Weekly Schedule

Thoughts and FeelingsPlacement-fearNervousWorriedOverwhelmedReady-strengthLesson plans in head didn’t work in the

classroom-weakness

Part II. Candidate Proficiency Evidence:

Documentation of Competency

Domain I: Planning for Differentiated Instruction and AssessmentProficiency 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?

Artifacts__R_ At least three lesson plans or a unit

plan

Business Letter Lesson PlanPropaganda Lesson PlanMedusa’s Head Lesson Plan (Reading)Poetry Lesson Plan

Other ArtifactsPre-assessment Activity 1Pre-assessment Activity 2

Domain II: Providing Differentiated Instruction and 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?

Artifacts

__R__ Various Assessment Activities

Assessment Type 1Assessment Type 2Assessment Type 3

Instructional Strategies

During my Medusa’s Head Lesson I also used a c.d. to read the story to the auditory-learner students and my linguistic learners were able to read along with the c.d..

Domain III: Impaction 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?

Artifacts__R__ An example of one lesson, reflection, or

use of assessment results to adjust instruction__R__ Completed Assessment Tools (Anecdotal

Records, Rubrics, Checklists, Observation Reports, Analyses of Student Learning, etc.)LessonPre-AssessmentOn-Going Assessment Mention Walk AroundPost-AssessmentCompleted Observation ReportMy Lesson Analysis

Domain IV: Professional Responsibilities in Support of Differentiated Instruction and

AssessmentProficiency 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 students’ diverse learning needs and to maximize learning? How has your teaching philosophy changed during Candidate Teaching?

Artifacts__R__ List of Professional Development

Activities (In-Services, Conferences: provide documentation)

__R__ Professional Organization Memberships__R__ Teaching Philosophy at the conclusion of

candidate teaching as contrasted with an earlier philosophy

TLC Activities (Professional Development)Depth of Knowledge LevelsBeginning Teaching Philosophy 2008Ending Teaching Philosophy 2011

Professional Organization Membership

I have been a member of GAE and NEA for the past three years. I will continue being a member for thirty years plus.

Part III. Conclusion

Candidate Teaching Experience

Continuing Plan as an Pro. Educator

In the future not only do I plan to get a master’s degree, but I also have been thinking about getting certified in Math and Reading. I believe that opening the door to a broader educational experience will not only help me to find a job, but also to put some variety in my teaching experiences. I would also really like to help teach adults to read that have some how missed out on that learning.

My future challenges as a teacher will probably be allowing myself to become emotionally attached to my students. During my candidate teaching I went home crying a few times, and I have learned from my collaborating teacher that I need to be more assertive and stop letting my classes get the upper hand.