Arien Simmons’

MAT Candidate Teaching Summit Presentation

Spring 2013

Website E-MailQuote

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INTRODUCTION:(use pictures/quotes from school)“We are the Baggett Bears. We are Building Educated, Achieving, Responsible Students.”

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Arien Simmons

• Master of Arts in Teaching: Early Childhood Education

• Baggett Elementary School• 5th Grade• Mrs. Emily Black• Social Studies, Science and

Math 3

Baggett Elementary School• Home to 671 Students• Diversity• Testing Scores• Location• Description of community• Principal- Mrs. Karniese

Daniel• Assistant Principal- Mrs. Lyn

Crowe

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Class, Size, Diversity of Students• How many boys and girls,

both classes• Diversity• How many gifted• EIP, SST,• RTI, Tier level

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Schedule• 7:30-8:00- Unpack, Prepare for the day, DOL• 8:00-8:10- Morning Announcements, Transportation,

Pledge• 8:10-8:40-Social Studies• 8:40-10:10-Math Workshop/Skills Block• 10:10-10:40- Science• 10:40-11:25- Specials/Planning• 11:25-11:35- Team teacher class switches classrooms• 11:35-12:05- Science• 12:05-12:25- Math Workshop• 12:25-12:55- Lunch• 12:55-1:05- Recess• 1:05-2:15- Math Workshop/Skills Block• 2:15-2:25- Pack Up/Dismissal

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

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CANDIDATE PROFICIENCY EVIDENCE:

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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?

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DOMAIN I:  PLANNING FOR DIFFERENTIATED

INSTRUCTION & ASSESSMENT 

PROFICIENCY EVIDENCE:

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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?

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DOMAIN II:  PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT PROFICIENCY

EVIDENCE:

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Lesson Plan: Social Studies

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?

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DOMAIN III:  IMPACTING STUDENT LEARNING

PROFICIENCY EVIDENCE:

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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?

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DOMAIN IV:  PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION & ASSESSMENTPROFICIENCY

EVIDENCE:

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Professional Development• Training• Parent/Teacher Conference• Other School Events• Scan documents for

trainings, meetings, PTA, Math skills training

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Professional Organization Memberships• SPAGE, KDP, Who’s Who

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Educational Philosophy• Before and after

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CONCLUSION: 

Do not have to use…

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Continuing Plan to

Develop as a

Professional Educator

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