Transcript Amy Bezdek’s Proficiencies

Amy Bezdek
Proficiencies
Reinhardt College
Price School of
Education
May 2009
“A teacher affects eternity;
he can never tell where his influence stops.”
-- Henry Brooks Adams
Website
Introduction
Amy Bezdek
Early Childhood Education
R.M. Moore Elementary School
First Grade
Carrie Wilcosky
All Subjects
R. M. Moore Elementary School, located in northwest Cherokee
County, Georgia, has a student population of approximately
585 students. They offer educational services from Georgiafunded Pre-Kindergarten through the sixth grade. With 76 fulltime and part-time staff positions, this Federal Title I school
serves the educational needs of an area known as Waleska.
Ms. Carrie Wilcosky’s first grade
class consists of twenty students,
eleven female and nine male. All
are Caucasian with the exception of
one female of Latino heritage. The
educational abilities of the class are
wide. Three students are in the
school’s gifted AIM classes, three
are being served by EIP services,
and the other fourteen are average
to above-average students. There
are three male students receiving
speech services.
Class Schedule
7:25-8:00 Morning Work
8:00-9:00 Math and Snack
8:00-8:30 Speech for JM, JB, SR on Mondays/Tuesdays
9:00-10:30 Reading/Language Arts
10:30-11:15 Specials (PE, Music, Art, Technology)
11:15-11:40 Reading/Language Arts
11:40-12:15 Lunch
12:15-1:40 Social Studies/
Science/Health
12:15-12:55 EIP Math – JB – Monday – Friday
12:55-1:30 EIP Reading – JB, SJ, LW – Monday-Friday
1:40-2:00 Recess
2:00-2:15 Dismissal
Pull outs are in Italics
Candidate Teaching
•Nervous
•Excited
•Overwhelmed
II. PROFICIENCY EVIDENCE:
DOMAIN I: PLANNING FOR
DIFFERENTIATED INSTRUCTION &
ASSESSMENT
•
•
•
•
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 you use
knowledge of curriculum, learner
differences, and ongoing assessment data
to plan for student access to same
essential content?
Main Artifact:
Lesson Plans: Unit Plan
DOMAIN II: PROVIDING
DIFFERENTIATED INSTRUCTION &
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?
•
How did you decide which strategies to use and
how did you provide for inclusion students?
Artifact Possibilities:
 Rubric
• Photographs of Performance-Based Tasks
• Room Lay Out
Links to websites utilized:
• www.prometheanplanet.com
Student work:
• Various Assessment Activities
back
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 you use systematic
formal/informal assessment as an ongoing diagnostic
activity to measure student growth and to guide,
differentiate, and adjust instruction?
Artifacts:
Completed Assessment Tools: Pre-Assessment, On-Going
Assessment, Post-Assessment
Lesson Plan (Anecdotal Records, Checklists,Analysis of Student
Learning I and II etc.)
Impact on Student Learning Reflections
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 you display a professional commitment to the teaching philosophy of
differentiated instruction to support student’ diverse learning needs and to maximize learning?
How did your teaching philosophy change during candidate teaching?
•
Artifacts:
•
Evaluation from College Supervisors
•
Evaluations from Collaborating Teacher
•
Communication and Letters to and from Parents
Professional Organization Memberships – Professional Association of Georgia Educators 2007-09; National Parent
Teacher Association 2004-09; The Georgia council of Teachers of Mathematics 2007-08.
•
Teaching Philosophy
•
2007
•
2009
•
You may choose to describe an ethical dilemma you encountered in Candidate Teaching and the decision-making process
that you or another went through in order to resolve this dilemma?
•
You may also choose to describe how your participation in meetings, in-services, and professional development activities
that affected your teaching philosophy?
III. SUMMARY: Candidate
Teaching Experience
In conclusion.......
What are your future challenges as a
teacher?
 How do you think that being a teacher will be
different from being a candidate teacher?
 What advice would you give to future
candidate teachers?
 What is your plan to continue to develop as a
professional?
