Undergraduate & Graduate Transcripts

The College of New Jersey
Undergraduate Transcript
Candice A. Groves
Undergraduate Academic Record

Secondary Schools:
Cresskill High School- NJ Graduated Jun 2001

Test Scores:
10-01-00 SAT VERB=560, MATH=550, TOT=1110
06-01-00 SAT VERB=590, MATH=550, TOT=1140

Degrees Awarded:
BACHELOR OF SCIENCE May 13, 2005
School of Education
Majors: Early Childhood Education
Spanish
Honors: Magna Cum Laude
Cum GPA: 3.683

Transfer Credit Applied to Fall 2001
Fairleigh Dickinson,Williams Jun 2000 - Aug 2000
PHYSICS I B 3.00
Jun 2001 - Aug 2001
HUMANITIES II A- 1.00
School Total: 4.00

----------------------Fall 2001------------------------

Admitted Program:
School of Education
BACHELOR OF SCIENCE
Major: Early Childhood - Spanish

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ECED-099-01 SCHOOL OF EDUCATION SEMINAR
P (1.00)
Exclude Credit
IDSC-151-21 ATHENS TO NEW YORK A- 3.00 11.01
MATH-105-04 MATH STRUCT & ALGORITHMS FOR ED
A- 3.00 11.01
RHET-101-55 RHETORIC I A- 3.00 11.01
SOCL-101-12 INTRO SOCIOLOGY B+ 3.00 9.99
SPED-101-05 EXC POP IN SOCIETY A- 3.00 11.01
-------------------------------------------------------
Good Standing
Dean's List

AHRS EHRS QHRS QPTS GPA
Current 16.00 15.00 15.00 54.03 3.602
Cumulative 20.00 19.00 15.00 54.03 3.602

---------------------Spring 2002-----------------------
ECED-105-01 INTR EARLY CH ED B+ 1.00 3.33
ENGL-233-06 WOMEN WRITERS A- 3.00 11.01
MATH-106-04 MATH STRUC & ALGORITHMS ED II
A 3.00 12.00
RHET-102-32 RHETORIC II A 3.00 12.00
SPAN-203-02 SPEECH AND GRAMMAR REVIEW A 3.00 12.00
SPAN-211-03 COMPOSITION AND GRAMMAR REVIEW
A 3.00 12.00
-------------------------------------------------------
Good Standing
Dean's List

AHRS EHRS QHRS QPTS GPA
Current 16.00 16.00 16.00 62.34 3.896
Cumulative 36.00 35.00 31.00 116.37 3.754

----------------------Fall 2002------------------------
ART -101-03 FOUNDATIONS OF ART B- 3.00 8.01
ECED-206-01 GUIDING LEARNING/YOUNG CHILDREN
A 2.00 8.00
IDSC-252-19 SOCIETY, ETHICS, TECHNOL A 3.00 12.00
PHIL-200-02 BASIC PHILOSPHCAL ISSUES A- 3.00 11.01
SPAN-215-01 INTRO SPANISH PHONETICS I/ B 3.00 9.00
SPAN-241-02 INTR TO LIT IN SPANISH I B+ 3.00 9.99
-------------------------------------------------------
Good Standing
Dean's List

AHRS EHRS QHRS QPTS GPA
Current 17.00 17.00 17.00 58.01 3.412
Cumulative 53.00 52.00 48.00 174.38 3.633

---------------------Spring 2003-----------------------
ECED-340-01 DEV & LRNG YNG CHILD A- 4.00 14.68
LAWJ-100-04 INTR TO CRIM JUSTICE A- 3.00 11.01
RDLG-205-01 CH LIT/STORY TELLING A- 3.00 11.01
SPAN-216-01 NOTICIAS/CUR EVNTS SPAN SPK WLD
A 3.00 12.00
SPAN-311-01 SURVEY/SPANISH PENINSULAR LIT
B 3.00 9.00
-------------------------------------------------------
Good Standing
Dean's List

AHRS EHRS QHRS QPTS GPA
Current 16.00 16.00 16.00 57.70 3.606
Cumulative 69.00 68.00 64.00 232.08 3.626

Transfer Credit Applied to Fall 2003
Bergen Comm College Jun 2003 - Aug 2003
GENERAL BOTANY A 4.00

----------------------Fall 2003------------------------
ECED-314-03 OBSERVA & PARTICIPATION A 5.00 20.00
ECED-319-03 SOC SCI & SCI ECED A 3.00 12.00
ECED-491-03 CREAT LRN EXP YNG CH A 2.00 8.00
ELEM-484-03 MULTICULTURALISM IN ELEM ED
A- 1.00 3.67
MATH-342-03 TCHG MATH ELEM SCHOOL A 1.00 4.00
PHED-496-03 SURV TCH HPE/SAF ELEM A 1.00 4.00
RDLG-316-03 RDG/LANG EXP YNG CHLDRN A 3.00 12.00
SPAN-301-02 ADVANCED SPANISH GRAMMAR REVIEW
B 3.00 9.00
-------------------------------------------------------
Good Standing
Dean's List
Internal Transfer

AHRS EHRS QHRS QPTS GPA
Current 19.00 19.00 19.00 72.67 3.825
Cumulative 92.00 91.00 83.00 304.75 3.672

---------------------Spring 2004-----------------------

Program Changed To:
Majors: Early Childhood Education
Spanish

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HIST-221-02 EUROPE IN EARLY MODERN PERIOD
A- 3.00 11.01
INCD-240-02 COMPUTER LITERACY A- 3.00 11.01
MDLA-390-01 2ND LANG ACQUISTION REL METHODS
B+ 3.00 9.99
MUSC-350-81 MUSIC MODRN AMER SOCIETY A 3.00 12.00
-------------------------------------------------------
Good Standing
Dean's List

AHRS EHRS QHRS QPTS GPA
Current 12.00 12.00 12.00 44.01 3.668
Cumulative 104.00 103.00 95.00 348.76 3.671

Transfer Credit Applied to Summer 2004
Bergen Comm College Jun 2004 - Aug 2004
ASTRONOMY A 4.00

---------------------Summer 2004-----------------------
SPAN-303-10 CIVILIZATION OF SPAIN I/ B+ 3.00 9.99
-------------------------------------------------------
Good Standing

AHRS EHRS QHRS QPTS GPA
Current 3.00 3.00 3.00 9.99 3.330
Cumulative 111.00 110.00 98.00 358.75 3.661

----------------------Fall 2004------------------------
ANT -110-01 INTRO TO CULTURAL ANTHROPOLOGY
B+ 4.00 13.32
SPA -304-02 CULTURE & SOCIETY SPANISH AMER
B 4.00 12.00
SPA -312-03 SURVEY OF SPANISH-AMERICAN LIT
A 4.00 16.00
SPA -497-01 POST FRANCO DETECTIVE FICTION
A 4.00 16.00
-------------------------------------------------------
Good Standing
Dean's List

AHRS EHRS QHRS QPTS GPA
Current 16.00 16.00 16.00 57.32 3.583
Cumulative 127.00 126.00 114.00 416.07 3.650

---------------------Spring 2005-----------------------
ECED-489-01 ST TCHG EARLY CHLDHD A 10.00 40.00
RDLG-422-01 DIAGNOSIS RDG DIFF A 2.00 8.00
-------------------------------------------------------
Good Standing
Dean's List

AHRS EHRS QHRS QPTS GPA
Current 12.00 12.00 12.00 48.00 4.000
Cumulative 139.00 138.00 126.00 464.07 3.683

Requirements completed for BACHELOR OF SCIENCE
--------End of Undergraduate Academic Record------------

Display Transcript 855484446 Candice Groves
Jun 01, 2010 06:59 pm


Institution Credit Transcript Totals Courses in Progress
Transcript Data
STUDENT INFORMATION
Curriculum Information
Current Program
Master of Education
Program: MED Reading
College: Education
Major and Department: Reading, Secondary & Mid School Educ
DEGREES AWARDED
Sought: Master of Education Degree Date:
Curriculum Information
Primary Degree
Program: MED Reading
Major: Reading
Attempt Hours Passed Hours Earned Hours GPA Hours Quality Points GPA
Institution: 24.000 24.000 24.000 24.000 96.000 4.000
INSTITUTION CREDIT -Top-

Term : Fall 2008
Major: Reading
Subject Course Level Title Grade Credit Hours Quality Points R
CIRL 601 GR THEOR FOUNDTNS OF LITERACY A 3.000 12.000
CIRL 633 GR SOC/PSYCH LING & RDG A 3.000 12.000
Attempt Hours Passed Hours Earned Hours GPA Hours Quality Points GPA
Current Term: 6.000 6.000 6.000 6.000 24.000 4.000
Cumulative: 6.000 6.000 6.000 6.000 24.000 4.000


Term : Spring 2009
Major: Reading
Subject Course Level Title Grade Credit Hours Quality Points R
CIEC 618 GR LANG DEV&EMERGENT LITRCY A 3.000 12.000
ELRL 617 GR CHILDREN LITERACY 21CENT A 3.000 12.000
Attempt Hours Passed Hours Earned Hours GPA Hours Quality Points GPA
Current Term: 6.000 6.000 6.000 6.000 24.000 4.000
Cumulative: 12.000 12.000 12.000 12.000 48.000 4.000

Term : Summer 2009
Major: Reading
Subject Course Level Title Grade Credit Hours Quality Points R
ELRL 605 GR ADV INQUIRY LIT CHILDREN A 3.000 12.000
Attempt Hours Passed Hours Earned Hours GPA Hours Quality Points GPA
Current Term: 3.000 3.000 3.000 3.000 12.000 4.000
Cumulative: 15.000 15.000 15.000 15.000 60.000 4.000

Term : Fall 2009
Major: Reading
Subject Course Level Title Grade Credit Hours Quality Points R
ELRL 620 GR DIAGNOSIS RDG PROB:PRAC A 3.000 12.000
ELRL 625 GR ADOLESC & ADULT LITERACY A 3.000 12.000
Attempt Hours Passed Hours Earned Hours GPA Hours Quality Points GPA
Current Term: 6.000 6.000 6.000 6.000 24.000 4.000
Cumulative: 21.000 21.000 21.000 21.000 84.000 4.000

Term : Spring 2010
Major: Reading
Subject Course Level Title Grade Credit Hours Quality Points R
ELRL 621 GR REMEDIATN READ PROB:PRAC A 3.000 12.000
Attempt Hours Passed Hours Earned Hours GPA Hours Quality Points GPA
Current Term: 3.000 3.000 3.000 3.000 12.000 4.000
Cumulative: 24.000 24.000 24.000 24.000 96.000 4.000


TRANSCRIPT TOTALS (GRADUATE) -Top-

Attempt Hours Passed Hours Earned Hours GPA Hours Quality Points GPA
Total Institution: 24.000 24.000 24.000 24.000 96.000 4.000
Total Transfer: 0.000 0.000 0.000 0.000 0.000 0.000
Overall: 24.000 24.000 24.000 24.000 96.000 4.000

COURSES IN PROGRESS -Top-

Fall 2010
Major: Reading
Subject Course Level Title Credit Hours
ELRL 623 GR PRACTICUM TEACHING READING 3.000
ELRL 624 GR ADMIN & SUP READ PROGRAMS 3.000

New Jersey Early Childhood Certificate

New Jersey Elementary Certificate

List of References

1. Mr. Brian Gatens, Principal of Harrington Park School, Harrington Park, NJ
(201) 768-5700, gatens@nvnet.org

2. Dr. Loretta Bellina, Former Superintendent of Ho-Ho-Kus Public School, Ho-Ho-Kus, NJ
(201) 227-7791, lbellina@cresskillboe.k12.nj.us

3. Mr. Michael Fox, Principal of Demarest Middle School, Demarest, NJ
(201) 768-6061, foxm@nvnet.org

4. Mrs. Jenifer Mihalik, Cooperating Teacher 2nd grade, Washington Elementary School, Levittown, PA
(215) 945-9482, jmihalik@btsd.us

5. Dr. Jody Eberly, Early Childhood Education Professor, The College of New Jersey, Ewing, NJ
(609) 771-2727, jeberly@tcnj.edu

6. Mrs. Marianne Bloom, Kindergarten Teacher, Ho-Ho-Kus Public School, Ho-Ho-Kus, NJ
(201) 652-4555, mbloom@hohokus.org

7. Mr. Ron Wohlgemuth, Art Teacher, Demarest Middle School, Demarest, NJ
(201) 768-6061, wohlgemuth@nvnet.org

Philosophy of Teaching

From a young age, I never had a doubt I’d one day be a teacher. I have always been fascinated by children and their learning capabilities. Because I am fortunate enough to come from a large family, I have had many informal opportunities to witness the miracle of their discoveries. I want to use my passion for helping others by channeling it into a profession.

I close my eyes and envision my classroom as a place the children love to be. The inviting environment pleases them and their parents. There is no anxiety or fear, no worries or insecurities—just happiness and an eagerness to learn. The parents will feel comfortable communicating with me and I with them. There is nothing more important for children than the love and support of parents and teachers.

The classroom should be alive with colors and decorations that are student-made and student-friendly. The walls are an interactive canvas filled with informal ways to learn and display work. The students’ interactions should be positive and natural, because their expectations will be clear. Those expectations will be put in place from the start, to ensure a constructive beginning to the year.

The time schedule should not be too tedious. A set schedule is necessary because it creates an air of comfort, but needs room for adjustment due to the fact that the teaching profession as a whole is centered on flexibility. A little spontaneity shakes the day up a bit and makes the activity more attention-grabbing.

The activities in which they engage during this schedule will promote their cognitive, social-emotional, language, and physical developments. I will plan for a variety of materials so the children have the ability to make choices. When they are in control of certain aspects of their education, they will become more invested. I do not want them to become bored or disinterested with the choices of activities; they require a proper amount of stimulation to promote development.

I will teach my students in various ways in order to support their different intelligences. Through the use of facilitation grids and informal assessments, I will be able to group them according to their needs to make their learning more effective and meaningful. Although aware of the fact that their abilities will differ greatly, I will find a way to reach each student to avoid frustration.

Class discussions and informal conversations should be common throughout their periods of discovery and amazement. As the year progresses, I hope to see a vast improvement in the way in which each child conveys his or her ideas to the class. In this way, the children are not only learning from my guidance, but also from their fellow classmates. I plan to set aside times in which they can talk with me privately. Since every child will not be comfortable speaking to the entire class, I can reach more students effectively.

My classroom is one in which learning is natural and considered life-long. I strive to be someone who can provide a level of guidance and support, while still being a role model with an insatiable need for knowledge. Exercising my knowledge of children and their development is essential, but I will still be open to new ideas from parents, colleagues, or administrators. Looking toward the future, I see my teaching improving with each and every lesson.