naticia dempsey candidate teaching summit presentation email website email website "listen to...
TRANSCRIPT
Naticia Dempsey Candidate Teaching Summit Presentation
EmailWebsite
"Listen to the musn'ts child, listen to the don'ts. Listen to the shouldn'ts the impossibles, the won'ts. Listen to the never haves, then listen close to me...
Anything can happen child, anything can be!"
-Shel Silverstein
Naticia G. Dempsey• Master of Arts in Teaching:
Early Childhood Education• Holly Springs Elementary School• Fourth Grade• Mrs. Alison Vidal• Reading, Language Arts and Social
Studies
Holly Springs Elementary School
• Located in Canton, Georgia within the Cherokee County School District
• Current Principal is Dr. Dianne Steinbeck• Home to approximately 1251 students in grades K-6 and
home to 81 certified teachers• Currently at 86% capacity with 10 mobile units, 115%
without the mobile units
Gender and Racial Diversity
• Gender: 53% Male 47% Female
• Race: -85% Caucasian-7% African-American, -3% American Indian/Alaskan-3% Multi-Racial-2% Asian-1% is Pacific Islander
• Ethnicity:- Approximately 12 % of all students are Hispanic/Latino
From the HSES Profile and Improvement Plan
Gen
der
Race
Socioeconomic Diversity• The majority of students are from “blue-
collar” families that tend to sit within the lower-middle to middle class, but there is a substantial portion of the student population that fits into the lower class.
• Approximately 32% of the Students are eligible for Free or Reduced Lunches.
From the HSES Profile and Improvement Plan
My Class49 Students Overall
24 Homeroom Students
Morning Block______
22 Student
s
Afternoon
Block_______
27Students
Classroom Diversity
Morning Block
Gender: 11 Girls 11 Boys
Ethnicity: 1 ELL Hispanic
Ability Levels: 4 Above-Target13 On-Target 6 Below-Target
Disabilities:
-1 student with Cerebral Palsy
-1 Student with Spina Bifida
-2 students with ADD
Afternoon Block
Gender: 15 Girls 12 Boys
Ethnicity: 2 African Americans
Ability Levels: 5 Gifted - Aim 8 Above-Target 6 On-Target 8 Below-Target
Disabilities:
-1 student with Asperger Syndrome - 3 students with ADD
- 4 students in EIP for Reading and Math
Schedule
Morning Block
7:30 Homeroom and Spelling
8:00 SWITCH Classes8:05-8:15 Agendas8:15-9:00 Reading9:00-9:30 Language Arts9:30-10:10 Social Studies10:15-11:00 Specials and
Planning Period
11:05 SWITCH Classes
Afternoon Block
11:05-11:15 Agendas11:15-12:05 Reading12:05-12:09 Restroom
Break12:09-12:39 LUNCH12:45-1:00 RECESS1:05-1:30 Language
Arts1:30-2:00 Social
Studies2:00 DISMISSAL
A Journey of a 1000 Miles….
Fears:• The Unknown
• Collaborating Teacher• The Day to Day Rigor • Classroom Management• Inability to Reach a Student with Autism.
Feelings:• Nervous
• Shy with other teachers and administration
• Excited• Hopeful• Important
Weaknesses:• Thinking like an adult• Giving directionsbefore breaking into
small groups• Giving students too
much independence too soon
• Rubrics
Strengths:• Empathizing and sympathizing with
Students•Having high expectations
for every student• Guiding students in deep
discussions• Social Studies
• Classroom Management
Candidate ProficiencyEvidence
Documentation of Competency
DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION &
ASSESSMENT
Proficiency 1.0The teacher candidate uses knowledge of curriculum, learner differences, and ongoing
assessment data to plan for student access to same essential content.
Lesson Plans
• 4th Grade Reading Lessons:– The Great Kapok Tree– The Houdini Box
• 4th Grade Language Arts Lesson:−Compound Sentences
• 4th Grade Social Studies Lesson:−The Three Branches of National Governme
nt
DOMAIN II: PROVIDING DIFFERENTIATED
INSTRUCTION & ASSESSMENT
Proficiency 2.0The teacher candidate utilizes a
variety of strategies to differentiate instruction and
assessment.
My Classroom
Social Studies: Colonization
Boards
Choice
Integrated Technology
with
Social Studies: The Three Branches of National
Government
Differentiated Summative Assessment
An Example of Student Work
Technology Integration
Language Arts: Compound Sentences
Differentiated Summative Assessment
Pre-Assessment
Formative Assessments: -Applied Practice Activities -Side by Side Chats -Whole Group Discussions -Small Group Discussions -Observational Checklists
Social Studies: Preamble to the Declaration of
Independence and the Constitution
Rubrics for Both Assessments
Declaration of Independence
Constitution
DOMAIN III: IMPACTING STUDENT LEARNING
Proficiency 3.0The teacher candidate uses systematic
formal/informal assessment as an ongoing diagnostic activity to
measure student growth and to guide, differentiate, and adjust
instruction.
Reading Centers: The Houdini Box
The Plan-Centers = Leveled Readers, Computer Activities,
Compare/Contrast, and Questioning/Predicting
The Problem-5/22 students = very low fluency scores-3/22 students = unable to demonstrate vocabulary comprehension-2/22 students = unable to demonstrate story comprehension
The Improvement -5/5 students = showed improvement in fluency scores
on the Nuclear Fluency Checklist = all improved at least 23 points = the greatest improvement was 39 points
-3/3 students = able to demonstrate vocabulary comprehension in a side by side chat
-2/2 students = showed improvement in story comprehension in whole group discussion after listening to the story on cd
Reading: The Great Kapok Tree
The Plan
-Weekly Vocabulary Lesson
The Pre-Assessment-14/22 students knew the definition of dangle and pollen
-10/22 students knew the definition of slithered -9/22 students knew the definition of fragrant and pollinate -6/22 students knew the definition of dappled and wondrous-5/22 students knew the definition of canopy-Example of student work
The Improvement -20/22 students demonstrated vocabulary comprehension
through their products-2/22 students needed additional practice
-demonstrated comprehension after additional computer practice
-Observational Checklist-Example of student work-Completed Rubric
Technology Makes Learning Engaging and Impactful!
The Articles of ConfederationPreamble to the Constitution
The ConstitutionThe Three Branches of National Government The Three Branches of National Government
The Bill of RightsWestern Expansion
Compound SentencesVocabulary
DOMAIN IV: PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF
DIFFERENTIATED INSTRUCTION & ASSESSMENT
Proficiency 4.0The teacher candidate displays a
professional commitment to the teaching philosophy of differentiated instruction to support students’ diverse learning needs
and to maximize learning.
In-Service GCRCT Workshop
Professional Development Activities
In-Service Quia Workshop
In-Service SuccessMaker Vocabulary Workshop
Professional Organizations
Pi Lambda Theta
Kappa Delta Pi
Alpha Chi
Educational PhilosophyBefore Now
Very naïve, flowery and theoretical
Research-based and intellectualized
More about me than my students
Humanist
Constructivist
Social Reconstructivist
5 Pages Long
Mature, realistic and concrete
Research and experience based
More about educational goals for me and my students
Humanist
Constructivist
Social Reconstructivist
A Touch Behaviorist???
3 Paragraphs Long
School Meetings Attended
Family Fun Nights
Parent
Teacher
Conferences
Faculty Meetings
Fourth Grade PTA Music Night
What’s Next?Continuing Plan to Develop as a
Professional Educator • Georgia certification and a job to go along with
it!• Ed.S. within the next four years.
– Differentiated Instruction? – Curriculum?– Gifted Education (if not Ed.S., I definitely want my
gifted endorsement)
• Doctorate by the time I’m forty (within the next 10 years).-Leadership?-Culture Curriculum and Change (UNC Chapel Hill)?
“Childhood is what you spend the rest of your life trying to
overcome. That's what momma always says. She says that
beginnings are scary, endings are usually sad, but it's the middle
that counts the most. Try to remember that when you
find yourself at a new beginning. Just give hope a chance to float
up. And it will....” -Hope Floats
One Last Word
I believe that God gives us what we need when we need it, and I am
so very thankful for being led to Reinhardt and for the opportunity to work with its amazing ensemble
of educators. I graciously thank you for preparing me so finely to
become an engaging and impactful teacher.