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“Do unto others as you would have others do unto you.”

Matthew 7:12

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CHRISTY VAUGHN

CANDIDATE TEACHING SUMMIT PRESENTATIONSPRING 2014

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Christy Vaughn• Bachelor of Science in Education: Early Childhood Education

• Free Home Elementary School in Cherokee County

• 1st Grade• Collaborating Teacher: Mrs. Kelly Payne• Taught all subjects: Reading including Science & Social Studies Compacting, Language Arts and Math

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Free Home Elementary School• Approx. 342 students in grades K-5

• Located in Cherokee County

• Rural community with low, middle, and upper-class homes

• School is key to the community

• Current Principal: Mrs. Karen Carl

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My Class

26 StudentsDiversity:

- 14 boys- 1 Gifted- 12 girls - 2 SPED

- 3 ELL

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Schedule• 7:15-7:45 Arrival & Morning Work• 7:45-7:55 Morning Announcements• 8:00-8:35 Specials (PE/Art/Music) (Planning)• 8:35-8:50 Go over Morning Work• 8:50-9:30 Math• 9:30-10:00 Calendar/Spelling• 10:00-10:15 Snack/Restroom Break• 10:15-11:00 Writer’s Workshop/Grammar• 11:00-11:40 Restroom/Reading/Science/SS• 11:45-12:15 Lunch• 12:15-1:30 Reading/Science/SS Differentiated Groups• 1:30-2:05 Recess• 2:05-2:15 Pack up and Dismissal

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

My strength is time management. I always like to be ahead of the game.

Nervous about being up in

front of students

My mom asked me if I was going to wear a hazmat outfit

Love of Children and helping them succeed

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DOMAIN I:  PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT Proficiency Evidence: Planning for Differentiation• Differentiation can occur many places in the classroom in either content,

process, or product—I try to vary all of these based on the lesson.

• My teaching style uses a lot of of hands-on activities so that I can meet the needs of each student at his or her level.

• I teach in a manner that will interest multiple learning styles, involving music, movement, brain breaks, arts and crafts, visuals and written tasks in my lessons.

• Planning is determined by the Common Core Georgia Performance Standards and weekly planning with collaborating teacher’s recommendations.

• As we planned each week we pre-determined our groups and then gave the pre-assessment designed by the standards.

• Grouping students was based on the scores of the pre-assessment – for example: students who scored 8-10 were Group A, 5-7 were Group B and below 5 were Group C

• Provide New Knowledge

• Differentiated activities would be based on the group and we would need to tweak them at times based on the abilities of the groups.

• Post assessment

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DOMAIN I:  PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT Proficiency Evidence: Observations

Lesson Plan #3: Exclamation Mark

Lesson Plan #2: ReadingHibernation

Lesson Plan #1Telling Time

Lesson Plan #4: Measurement

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Pre-Assessment for Telling Time

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Pre Assessment for Reading/Hibernation

Pre – Assessment for Reading is given every 9 weeks through the STAR reading program. We integrate Social Studies and Science into our Reading lessons every week to cover all subject areas.

The STAR reading program helps us help the students read level appropriate books during these periods.

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Pre Assessment for Exclamation

Needs additional assistance

Independent Work

Alex Cade

Levi Kate

Spencer Ethan

Jorge Kayla

Bella Isaac

Noah Kaden

  Alynna

  Ava

  Megan Aidan Sara

  Joey Stacy Leland

  Jessie Charles Lucy

  Hayden Troy Grace

Pre-Assessment Chart based on

Morning Message

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DOMAIN II:  PROVIDING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT Proficiency Evidence: Differentiation: Learning Styles (variation of process)

• After the whole group lesson, students are provided teacher-guided instruction in differentiated groups in both math and reading.

• In addition, students work individually at stations (“Math IXL” in Math and “Reading Eggs” in Reading).

• A lesson is taught whole-group and reviewed as needed with individual students in Reading & Math.

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DOMAIN II:  PROVIDING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT Proficiency Evidence: Differentiation: Learning Styles (variation of content)

Telling Time Differentiated Activities

Group 2: Used Judy Clocks Cut/Paste Activity to show analog time since having hard time with analog clocks

Group 1: Used Judy Clocks – Showing the correct minute and hour hands to show digital/analog to match

Group 3: Ind work where students are able to write time based on analog clock

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Reading/Hibernation Differentiated Activities

Group A: Write Hibernation and then give 5 examples of animals that do so Group B: Draw &

Write about what you know and learned about Hibernation

Group C: Compare/Contrast Hibernation with a Mouse & Bear

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Exclamation ! Differentiated Activities

Group A: Select which sentences ended in an exclamation point!

Group B: View the picture and write a sentence that ends in an exclamation point!

Group C: Draw a picture and then write as many sentences as you can about it with exclamation sentences!

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DOMAIN III:  IMPACTING STUDENT LEARNINGProficiency Evidence: From Assessments to Instruction

Most of the time students are given the same pre- and post-assessment at the beginning/conclusion of units unless differentiation is needed on the pre/post assessments. Assessments have been formed based on the Common Core Georgia Performance Standards. Students are grouped and taught accordingly, based on assessment scores.

Student Pre Assessment Post Assessment

Spencer 45 67Grace 77 90Stacy 47 63Jorge 47 73Alex 45 47Lucy 73 90Sara 57 87!Charles 75 93Bella 47 73Ethan 62 87!Jessie 75 93Leland 62 87Ava 87 100!Troy 83 87Alynna 83 97!Kaden 59 59Kate 87 100!Cade 93 93Aidan 93 97!Joey 67 97Isaac 83 83Kayla 75 93Megan 62 87Hayden 65 83!

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Domain III Proficiency Evidence: Impact on Student Learning

Name / Cube Activity

The student answered all

questions correctly

The student needed

assistance with the questions

The student did not attempt the

questions

Name / LengthActivity

The student answered 6 questions correctly

The student answered 3 to 5

questions correctly

The student answered 0 to 2

questions correctly

Non StandardUnits

The student answered all

questions correctly

The student answered some

questions correctly

The student did not attempt the

questions correctly

Post Assessment

Will be graded according to %

Will be graded according to %

Will be graded according to %

Total 5 3 1Inches Activity

The student answered all

questions correctly

The student needed

assistance with the questions

The student did not attempt the

questions

CentimetersActivity

The student answered 6 questions correctly

The student answered 3 to 5

questions correctly

The student answered 0 to 2

questions correctly

Review on Inches &

Centimeters

The student answered all

questions correctly

The student answered some

questions correctly

The student did not attempt the

questions correctly

Post Assessment

Will be graded according to %

Will be graded according to %

Will be graded according to %

Total 5 3 1

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Domain III Proficiency Evidence: Use of assessments for instructionStudent work is assessed using rubrics and county assessments. Formal assessments (pre- and post-tests) are given at the beginning and completion of a unit. The results are used to form groups for math and reading groups so that students can most benefit from small group instruction among peers of similar skill level. Informal assessments may be used during the unit if groups need to be adjusted.

Lesson Analyses:

• Telling Time• Hibernation• Exclamation

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DOMAIN IV:  PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION & ASSESSMENTProficiency Evidence:

Professional Associations

In-Services and Training

Parent/Teacher Conferences

Sitton Spelling Training

Faculty meetings

8 grade-level meetings

2 parent-teacher conferences

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Philosophy of Education…then and nowMy philosophy has not really changed too much in the

past couple of years. I want to look at myself everyday and know I did my very best and gave my all to my

students to make sure they received the right learning experience in my classroom. I want to provide my

students with a nurturing classroom environment where they will receive love, support and guidance as they learn and continue to acquire new knowledge each day. I want

to lead by example and provide a classroom where students feel they can explore and learn in many different ways. I’ve always felt the need to have a different way of

teaching as long as it was a part of the Common Core Georgia Performance Standards curriculum. Now, that

I’ve completed my journey I feel the exact same way as I did when I began. I just am able to put a correct word with my way of teaching. The word is engraved in my

mind and heart forever. DIFFERENTIATE!!! My Teaching Philosophy

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CONTINUING PLAN TO DEVELOP AS A PROFESSIONAL EDUCATOR

Continuing Education:Master’s Degree

Teaching Certification:Full-time employment in public

schoolPresently:

Just finished up my student candidate teaching and will be

looking for full time employment as a certified teacher in Cherokee, Cobb, Forsyth and Pickens County