Section Four:

Alignment to Curriculum & Professional Standards

Introduction
In this section I will outline the professional standards needed and how the artifacts I
have chosen align to those standards, and to the curriculum. The act of teaching today focuses
highly on the learner; this involves not merely the knowledge that one wishes to impart to the
student, but the cognitive and developmental patterns of the student. Thus teaching must focus
not only on what the instructor brings to the table in terms of information, techniques, and
expectations for the students, but also a strong grasp of the cognitive, emotional, and physical
stages of development; the unique individual aspects and differences of each student in these
areas, and how to create an effective environment for each student to experience the support,
encouragement, and challenges necessary for them to reach their full potential.
This process will include a good understanding of learner development, that is, gaining
clear insight into the various elements of cognitive, emotional, linguistic, social and physical
aspects of the students, which includes understanding of how individuals differ and vary in these
areas. This process must include the uniqueness of the diverse cultures and environments so as to
create an inclusive atmosphere in which to learn.
In addition, content is also a vital element, this embodies both an in depth knowledge of
the content areas, as well as the use of various and diverse means of communicating the content
via media, Smartboards, hands on activities, creativity, problem solving skills and critical
thinking development. The need to connect various concepts and help the students build upon
their prior knowledge is a very important aspect of this process.
Another essential ingredient is the need for a variety of methods for assessment in order
to effectively monitor the progress of the students, which must take into account once again the

MSED ELEMENTARY PORTFOLIO PROJECT

uniqueness and varied aspects of individual growth of each child. Planning, effectual strategies
and a high standard of responsibility are also a high priority. Self evaluation, professional
development and a clear recognition that the teacher is also a continuous learner are necessary
components.
Finally the role of leadership, the need for the teacher to be a model, a guide and a coach,
one who consistently shows by example how the learning process unfolds, all while holding to
the highest ethical standards, all of these elements are the parts that compose the role of the
teacher in meeting these professional standards.

Curriculum & Professional Educational Standards

The guiding principle in education today is that the teaching process focuses on the
learner. To teach, one must gain needed insight into the students themselves, how they learn,
grow, and process information. The Educational Standards upon which such teaching is built
reflect this principle.

INTASC Standards
Each of the artifacts in this project contain, to varying degrees, all ten of the standards
required; with greater emphasis on specific standards in each individual artifact; yet each lesson
plan includes the basic principles of the Standards and Claims, within its overall content.
In Artifact 1, for example, Standard 3, Learning Environments is emphasized in creating
an environment in which both hands-on activities and a positive, socially interactive atmosphere
are established to foster a strong learning environment.

MSED ELEMENTARY PORTFOLIO PROJECT

Technology is included in the process; the students, in learning about figurative language,
specifically the comparison of similes and metaphors, are shown the basic definitions; recite
them together, and then are given examples sentences both with and without figurative language
to help assess their grasp of the subject.
The students engage in multiple activities that integrate a variety of areas of instructional
strategies, including creativity, problem solving, and interacting with one another. Thus while
artifact 1 primarily focuses on Standard 3,Learning Environments, yet contained within the
overall lesson plan are Standards 1, 2, 6,and 7.
In Artifact 2, a Mathematics Lesson Plan, on Metric Units of Capacity, the emphasis is
place on Standard 4, Content Knowledge. In this lesson the students learn how to convert
measurements of capacity within the metric system, specifically between milliliter and liter. Now
again, in this lesson, while there is a great amount of Content Knowledge, thus focusing upon
Standard 4, still there is also assessment, which encompasses Standard 6, and there is much
emphasis on connecting of concepts and the engagement of the students in collaborative problem
solving, critical thinking, and relating of the subject matter to real world issues, which involves
Standard 5, Application of Content.
The lesson plan also incorporates much technology, diverse learning strategies, and crossdisciplinary skills, which brings in the principles outlined in Standard 7, Planning for Instruction
and Standard 8, Instructional Strategies.
In the 3rd Artifact, a Webquest Lesson Plan Amazon Rainforest, stresses Standard 5,
Application of Content. Again, while in this lesson there is strong accent upon connecting
concepts, integrating technology, and a variety of instructional strategies, nonetheless there are
also multiple methods of assessment ( Standard 6), a serious emphasis on Standard 2, Learning

MSED ELEMENTARY PORTFOLIO PROJECT

Differences which is seen in the seating of students of greater and lesser degrees of internet and
keyboard skills next to each other, as well as allowing the students much individual choice on
which species to research, which involves helping the students gain insight into the reality that
cultures around the world interact and rely on local species for their own survival.
It should be noted, that in all the artifacts, Standard 9, Professional Learning and Ethical
Practice, and Standard 10, Leadership and Collaboration, are present in all the artifacts, as it
would be truly impossible to properly formulate effective lesson plans and implement them in
such a manner without having Standards 9 and 10 as essentially guiding stars in all of the
research of this project.
In Artifact 4, Mathematics: Distributive Property, the principles of Standard 6,
Assessment is noted. This lesson plan involves students performing operations with multi-digit
numbers and with decimals to hundredths. Multiple methods are used to formatively assess the
students' abilities in these areas. But here again, the entire lesson encompasses much on Standard
8, Instructional Strategies, as this math lesson engages the students in many different approaches
to mastering the performance of operations as students make use of grid paper and colored
pencils, notebooks and the use of a Smartboard in the classroom. In addition there is hands-on
activity and working with partners, thus again bringing in Standard 3, Learning Environments
and Standard 5, Application of Content.
Artifact 5, Social studies: Immigration, engages the students with a primary focus on
Standard 5, Application of Content. This lesson plan includes an extensive use of loose-leaf
notebooks, pencils, poster board, markers, and non-fiction picture books. Since it is a lesson on
the topic of immigration, Standard 2, Learning Differences comes into play, as students draw a
bit upon their own diverse backgrounds as they study what early immigrants experienced in

MSED ELEMENTARY PORTFOLIO PROJECT

coming to America. The lesson involves studying people from all over the world of different
races, religions, economic backgrounds and interests.
Artifact 6, an App review, places the emphasis on Standard 8, Instructional Strategies.
The lesson itself is on the subject of ELA, specifically on writing as the students learn to
compose Haiku poems. The App will aid them in brainstorming words for their poems, proper
compositional structure, as well as the adding of artistic backgrounds. Thus it will help them in
building skills and applying knowledge in a variety of ways. This lesson also incorporates
Standard 7, Planning for Instruction, as both this App and others cited encapsulates crossdisciplinary skills, pedagogy and knowledge of the learners.
Artifact 7, Assessing Student Literacy Learning Format, deals with Standard 6,
Assessment. This lesson has a special place as it involved an actual student who struggled with
reading comprehension and in doing written responses. The lesson revolves around asking and
answering questions to demonstrate understanding of a text. Much assessment is a part of it as it
includes describing characters in a story, and how their actions contribute the sequencing of
events. It also contains lessons on writing opinion pieces, and writing narrative to develop real or
imagined experiences, using effective technique, descriptive details, and clear event sequencing.
Multiple methods of assessment are included, and again, with focus on an individual
student and his particular process and progress throughout the lessons. Clearly Standard 2,
Learning Differences also came into play in this item, as well as Standard 1, as observing and
helping this particular student to grow and develop in his patterns of learning; his cognitive,
emotional, and linguistic abilities.
In artifact 8, Instructional Plan Descriptor, also with primary focus on Standard 8,
Assessment, the lesson was also focused on a specific student, a real one, not imagined. This

MSED ELEMENTARY PORTFOLIO PROJECT

item involved grade/stage of development in Fifth Grade Reading and Comprehension level
using a BRI. Multiple types of assessment ere used, and an instruction plan was implemented,
thus bringing Standard 7 also strongly to bear upon this lesson plan. Further, Standard 10,
Leadership and Collaboration also played a strong role in this artifact, as it included parental
assistance, and working out a plan for her to keep a journal, which she could decorate and have a
special key to open, giving a sense of ownership of the learning process. She was also engaged in
the home activity of writing out instructional directions, such as how to get home from school,
and then reading them to a family member. She was also encouraged to write a recipe of her
favorite dinner and one on how do to her favorite craft. A worksheet for help in using transition
words and developing sequencing skills was also provided. This in turn could be passed on to her
next teacher to him/her in assessing her needs and help align the curriculum to those needs.
Artifact 9, Author Study/ Smartboard activity, involved a focus on Standard 8,
Instructional Strategies. This lesson was a specific study on children's books author, Kate
DiCamillo, best known for authoring the novel, The Tale of Despereaux. This lesson involved
the use of a Smartboard and extensive instruction in the use of technology. It included web
research and a study of the use of figurative language, such as similes, metaphors, alliteration,
onomatopoeia, hyperbole and personification. Several of the author's works were examined in
extensive activities using technology in the classroom. This process again included Standard 7,
Planning for Instruction, as it involved cross-disciplinary skills, and learning much knowledge of
content areas, and further, Standard 3, Learning Environments was also key, as the activities
were engaged in within the classroom, among the students working together, thus both individual
and collaborative work and much social interaction was part of the process.
NYS Code of Ethics for Educators

MSED ELEMENTARY PORTFOLIO PROJECT

In highlighting the NYS Code for Ethics in this project, once again, the guiding principle
of focusing on the priority of the learner comes strongly into view. To properly function in the
role of educator, one must place the strongest preeminence upon caring for the students and
nurturing their development intellectually, emotionally, physically, and socially to their fullest
potential. all of these elements, which make up Principle 1 of the Code, are present within the
lesson plans of this project. The students are treated with dignity and respect; they are required to
work cooperatively and respectfully with each other; and are engaged in much hands-on activity
individually, as well as collaboratively with one another.
Principle 2, in which the educator is required to create and maintain a challenging
learning environment for all the students, is essential to an effective classroom. artifact 3,
Webquest Lesson Plan, Amazon Rainforest, is one example of this focus. In this lesson the
students work together using technology and explore at length various species that live in the
rainforest. Accommodations are made for students with visual impairments, yet all the students
work together using the same technology and have extensive interaction with one another in a
supportive, safe environment.
In looking at Principle 3, which involves educators committing to their own learning, I
can say both as a graduate student in education, and as a professional teacher for over ten years,
that the learning never stops. I am continually having to sharpen the sword, so to speak, by
reading, attending continuing education seminars, searching websites, going to teachers stores,
finding new materials and staying current on the latest information available.
This is reflected in artifact 6, App review. In finding unique apps for the students, I must
of necessity be up on such innovations and capable of adapting them myself. The apps
highlighted in the lesson plan, such as the one that serves for helping in interactive reading

MSED ELEMENTARY PORTFOLIO PROJECT

comprehension, or the one which helps the students in learning about and composing Haiku
poems, are good examples of the need for continual learning by the teacher.
Principle 4, educators collaborate with colleagues and other professionals in the interest
of the students' learning, is a vital principle, as none of us can do it alone. We need to always
recognize that since the needs of the students come first, we cannot allow personal ego, and
therefore we consult with our colleagues in the interest of the students. This principle figured
continuously into each of the lesson plans, and is a constant in my teaching job.
Principle 5, which involves the teacher's collaboration with parents and community, is
again a very necessary element in the role of an educator. In artifact 8, Assessment & Instruction
Plan Descriptor, is a clear example of collaborating with parents, as the real student , Maria, was
given several at home activities, done in close cooperation with her parents. One of the primary
roles of an educator is to assist the parents in the growth and development of their child.
Consistent communication with parents is essential in the education process.

Principle 6, embodies the entire focus of the educational function, to advance an

intellectual and ethical foundation of the learning community. All of these lesson plans in this
project are rooted and grounded in a deep concern for the welfare and success of each and every
student. As an educator the teacher is to model an attitude of respect, understanding, cooperation,
and to be fair and honest in all action taken in the classroom. Classroom rules are posted on the
wall and reminders are constantly given to the students to treat one another with respect.
Students are engaged in many interactive activities within each lesson plan. Strong, solid content,
the latest technology available, and accommodations made to reflect the cultural diversity of
learning differences in the class.

MSED ELEMENTARY PORTFOLIO PROJECT

P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies
I believe the New York State Common Core Learning Standards for ELA, Math, and
Social Studies are clearly met in these lesson plans. In artifact 1, Figurative Language Lesson
Plan, NYS Core Learning Standards for English Language Arts , Reading Standards for
Literature are achieved in the lesson. In artifact 2, Mathematics: Metric Units of Capacity, NYS
P-12 Common Core Learning Standards for Mathematics, Measurement and Data is evident.
The Common Core Learning Standards are embedded within each and every artifact that
I have chosen as I have stated previously. The Common Core is extremely important because it
helps teachers to stay on track and to raise the expectations for students and teachers. When I
develop a lesson plan my first thought is how does this lesson plans align to the Common Core?
The Common Core enables teachers to still pick and choose what direction in what topics they
would like to explore, but it also gives teachers guides and resources in which to achieve those
goals.
International Society for Technology Education for Teachers and Students (ISTE)
Each of the lesson plans in this project meet the standards of the ISTE. In Artifact 1,
Figurative Language Lesson Plan, the students are engaged in creative and innovative activity.
After they have received some instruction, they are immediately involved in developing their
own examples of figurative language; they work with their elbow partners to partake of
collaboration with the teacher and their classmates; they engage in research through hands-on
activity, and learn to do critical thinking as they make distinctions between similes and
metaphors in different examples.
In Artifact 2, Mathematics Lesson Plan, Metric Units of Capacity, students are assessed
on their existing knowledge in the ability to convert large metric units to smaller ones; they

MSED ELEMENTARY PORTFOLIO PROJECT

10
engage in activities that help enhance and reinforce that knowledge, and connect to it, in this they
are presented with an acronym to help them in memory, and do writing and interaction to build
upon the knowledge and increase in proficiency.
Artifact 3, Webquest Lesson Plan Amazon Rainforest, involves multiple aspects of these
standards, as the students study Habitats together. They relate life in their own human habitat,
and how human action affects other habitats of other species, specifically in the rainforest. As
the students use their computers they will engage in much critical thinking and problem solving
throughout this lesson.
Artifact 4, Distributive Property, will occupy the students in various hands-on exercises
to gain greater insight and understanding into various mathematical concepts which strongly
emphasizes critical thinking and problem solving skills. The students will use various tools such
as pencils, notebooks, and colored pencils, and will also learn to solve math problems mentally
as well.
Artifact 5, Social Studies Immigration will engage students in both conceptual
understanding of historical experiences of others, as well as draw upon their own family histories
and prior knowledge. The students will further take part in interactive classroom exercises that
will allow them to learn from each other and encourage each other as they learn the subject
matter.
Artifact 6, an App Review, will engage the students in extensive understanding of the
latest technology available to them with an understanding of the contemporary tools and
resources available to them. These resources are not simply points of gaining information, but
also afford some valuable hands-on experience as they aid the students in the right use of words,
phrases, and even poetry composition.

MSED ELEMENTARY PORTFOLIO PROJECT

11

Artifact 7, Literacy learning Format, involves a specific student and his progress as he is
involved in a variety of activities including reading, writing, using a graphic organizer, and
brainstorming ideas. The student will also be assessed as to his progress, and this lesson plan was
used on an actual student. Communication, development of fluency in an area, and problem
solving skills were all a part of this lesson plan.
Artifact 8, Assessment & Instruction Plan Descriptor, is also an example of an actual
student, where creativity, innovation, and planned strategies were utilized. Various reading and
writing activities were a part of the process, as well as activities that could be used either in a
group format or one on one. One example of this was the sentence repair workshop, where
sentences that are in need of repair, are brought to the students, and they student uses a cut and
repair method to "fix" the sentences. Here decision making, critical thinking and problem solving
are all encompassed in the learning experience.
Artifact 9, Author-Study Smartboard Activity, is a lesson in which both contemporary
tools, such as a Smartboard are used, in an in-depth author study. The students research the
works of the author; they gather, evaluate and use the information, and then use it to develop
work on various literary skills of their own. They learn about various types of figurative
language, and how to apply it in their own writing.
Thus in each of the lesson plans a variety of different aspects of the ISTE standards was
utilized to fully engage the students in the educational experience; creativity, innovation,
communication and collaboration; as well as considerable action in the areas of problem solving,
critical thinking, research and information fluency using a large variety of technology, all worked
to give students a vast storehouse of resource material in which to engage the learning process.
Council for Exceptional Children (ECE)

MSED ELEMENTARY PORTFOLIO PROJECT

12
One very clear, cardinal priority in the field of education is the inclusion of each and
every student in the learning experience. The ethical importance of maintaining this essential
focus is nowhere more precisely noted than in working with students with exceptionalities.
Accommodations are provided for each exceptional student, across the spectrum; and yet, the
sense of inclusion, of not placing the student in the awkward position of feeling singled out, is a
delicate and yet necessary balance.
Involving the families in decision making regarding their child, getting their vital input, is
also important to meeting the ethical standard. For example, in accommodating students who are
visually impaired, in Artifact 3, Webquest Lesson Plan Amazon Rainforest, a larger font was
used on the internet research, which all the students could easily use, yet it was of great help to
those with visual impairments, yet allowed them not having to be embarrassed or singled out in
any way.
This type of practice was applied in a variety of scenarios, from students who struggled in
areas, to those who were highly gifted, and needed to have greater challenges provided. Caring
for the emotional well being of a student has as much a consequence on the quality of progress in
a students learning experience as does the academic activities in which they participate.
Understanding, collaboration, advocating for students and their families, all are a vital
part in fostering and maintaining these principles of the Council for Exceptional Children.
Conclusion
All of the Standards and Claims addressed in this section, come back again and again to
the priority of the learner, in every aspect of education. Even though this section involves
outlining how the artifacts presented line up to the required standards, and thus deal with the
work of the educator, nevertheless that work is geared, and always aimed at the learner. The

MSED ELEMENTARY PORTFOLIO PROJECT

13
TEAC claims, for example: to know one's subject matter, to meet the needs of diverse learners
through effective pedagogy and best teaching practices, and to be a caring educator, all point to
the work as it impacts the learner. All of the INTASC Standards, from Learner Development to
Leadership and Collaboration, are oriented toward caring for and nurturing the students as they
grow and develop in the educational process.
The focus of this section has been to demonstrate that the lesson plans incorporate all of
these standards. In all the different areas, assessment, creating learning environments,
instructional strategies, etc. I have endeavored to show the central point of how the learner is
effected, since that is the guiding principle of an educator. I have drawn upon both the
knowledge I have gained from this current educational experience as a graduate student of
Education, to my actual experience as a teacher. I have discovered over and over, the simple
reality that to take knowledge, and become an effective facilitator of that knowledge, is to simply
help each student to discover that which they already possess: their prior knowledge, connecting
that knowledge to new information, interacting with their teacher and with their peers, and
unlocking the unique gifts inside them, in order to grow and develop to their fullest potential, is
the true purpose of education. I find it always such a humbling, and yet wonderful privilege to be
a part of this process.

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT

14

15
MSED
ELEMENTARY
Artifact
Title

1. Figurative Language
Lesson Plan

2. Mathematics: Metric
Units of Capacity

3.Webquest Lesson Plan

Amazon Rainforest

4. Mathematics:
Distributive Property

5. Social Studies:
Immigration

INTASC
Standards

NYS Code of
Ethics
Standards for
Educators

NYS
P-12 Common
Core Learning
Standards

The Learner and

Learning:
Standard #3:
Learning
Environments

Principle 1:
nurture the
intellectual,
physical,
emotional, and
social of every
student

Reading: 5.RL.4

Content
Knowledge:
Standard #4
Content
Knowledge

Principle 1:
nurture the
intellectual,
physical,
emotional, and
social of every
student
Principle 2:
Creating a
supporting and
challenging
learning
environment for all

Measurement
and Data:
5.MD.1

Instructional
Practice:
Standard #6:
Assessment

Principle 2:
Creating a
supporting and
challenging
learning
environment for all

Number and
Operation
Fractions: 5.NF.6

Content:
Standard #5:
Application of
Content

Principle 1:
nurture the
intellectual,
physical,
emotional, and
social of every
student

Reading: RI.5.8
RI.5.3; RI.5.4
RI.5.5; RI.5.10
Writing:
W.5.1a;W.5.1b
W.5.2;W.5.6
W.5.7;W.5.9

Content
Knowledge:
Standard #5:
Application of
Content

Reading:
RI.5.3; RI.5.4
RI.5.5; RI.5.10
Writing:
W.5.1a;W.5.1b
W.5.2;W.5.6
W.5.7;W.5.9

NYS
Learning
Standards

TEAC
Claims

Claims 1-3
Knows subject
matter, meets
the needs of
diverse learners,
and caring
educators
Claims 1-3
Knows subject
matter, meets
the needs of
diverse learners,
and caring
educators

Social Studies:
5.1b; 5.2.c;5.3c;
5.6d

Claims 1-3
Knows subject
matter, meets
the needs of
diverse learners,
and caring
educators
Claims 1-3
Knows subject
matter, meets
the needs of
diverse learners,
and caring
educators

Social Studies:
5.1; 5.3; 5.5

Claims 1-3
Knows subject
matter, meets
the needs of
diverse learners,
and caring
educators

Section Four: Alignment to Curriculum & Professional Standards

ISTE
Standards for
Teachers and/or
Students
Teacher #1:
Facilitate and
inspire learning

CEC
Standards

Principles 1-10;
12

Student #1:
Creativity and
innovation
Teacher #1:
Facilitate and
inspire learning
Student #3:
Research and
information
fluency
Teacher #1:
Facilitate and
inspire learning

Principles 1-10;
12

Principles 1-10;
12

Student #1:
Creativity and
innovation
Teacher #1:
Facilitate and
inspire learning
Student #3:
Research and
information
fluency
Teacher #1:
Facilitate and
inspire learning
Student #1:
Creativity and
innovation

Principles 1-10;
12

Principles 1-10;
12

16
MSED ELEMENTARY
Artifact Title

6. App Review

7. Assessing Student
Literacy Learning Format

8. Assessment &
Instruction Plan
Descriptor

9. Author StudySmartboard Activity

10. Weebly and Smore

Websites

INTASC
Standards

NYS Code of
Ethics
Standards for
Educators

Instructional
Practice:
Standard #8:
Instructional
Strategies

Principle 2:
Creating a
supporting and
challenging
learning
environment for
all
Principle 2:
Creating a
supporting and
challenging
learning
environment for
all
Principle 2:
Creating a
supporting and
challenging
learning
environment for
all
Principle 1:
nurture the
intellectual,
physical,
emotional, and
social of every
student
Principle 2:
Creating a
supporting and
challenging
learning
environment for
all

Instructional
Practice:
Standard #6:
Assessment

Instructional
Practice:
Standard #6:
Assessment

Instructional
Practice:
Standard #8:
Instructional
Strategies
The Learner and
Learning:
Standard #3:
Learning
Environment

NYS
P-12 Common
Core Learning
Standards

RI.3.1; RI.3.5
W.3.1; W.3.4

NYS
Learning
Standards

TEAC
Claims

ISTE
Standards for
Teachers and/or
Students

CEC
Standards

Claim 2: Meets the

needs of diverse
learners through
effective pedagogy
and best teaching
practices

Teacher #3: Model

digital age work and
learning

Principles 1-10; 12

Claims 1-3
Knows subject
matter, meets the
needs of diverse
learners, and
caring educators
Claims 1-3
Knows subject
matter, meets the
needs of diverse
learners, and
caring educators
Claims 1-3
Knows subject
matter, meets the
needs of diverse
learners, and
caring educators
Claims 1-3
Knows subject
matter, meets the
needs of diverse
learners, and
caring educators

Student #3: Research

and information fluency
Teacher #1: Facilitate
and inspire student
learning and creatively
Student #4: Critical
thinking problem
solving, and decision
making
Teacher #1: Facilitate
and inspire student
learning and creatively
Student #4: Critical
thinking problem
solving, and decision
making
Teacher #3: Model
digital age work and
learning

Principles 1-10; 12

Principles 1-10; 12

Standards 1, 2, 3, 4, 6,
7, 8

Student #3: Research

and information fluency
Teacher #3: Model
digital age work and
learning
Student #3: Research
and information fluency

Standards 1, 2, 3, 4, 6,
7, 8

17
MSED ELEMENTARY
Section Five:
Teacher Candidate Reflection Guidelines
Introduction
When I reflect back on my learning experiences during the Medaille teacher education
program I am flooded with memories. I have learned so much over the course of one year, and it
truly amazes me. The teachers, instructors, and my fellow cohorts have all played an important
part in my becoming a better and more caring teacher. I have grown so much over the last year,
that I almost do not recognize myself. I have been able to do things that I would never have
thought possible a year ago. In this section, I will explore the many experiences that have
shaped my mind, heart, and soul. Being an experienced teacher did not make this experience any
easier, in fact it has most likely made it harder. I have had to rethink how I have been teaching
for the last 11 years. I no longer believe that I am in charge of student learning. I now see myself
as a coach in student learning.
In sports, a coach guides and instructs the athletes, but the players are the ones who
ultimately do so much on the field, and who achieve the victories. The coach is there to inspire,
to model what needs to be done, and to help the athletes to draw upon what is already inside
them, and to reach their full potential in the game. So it is with a teacher, a teacher is a facilitator
of the educational process, but the learner, the student, is the one around whom the process of
education revolves.
Students come into the classroom with a body of prior knowledge already inside of them,
and the teacher's job is to help bring it out, and to help the students to connect what they already
know to new ideas, new insights, and new information. Just as when Michelangelo was asked
how he made his famous sculpture of David, he simply said that he chiseled away the stone to
discover David inside! This is, I believe, a good illustration for the role of a teacher, we are to

18
MSED ELEMENTARY
help discover, to unfold rather than mold, to facilitate the wonderful, unique individuality of each
child.
Portfolio Project/Teacher Education Learning Experiences
In my education learning experiences I have taken many classes at Medaille. One of the
first classes that I was enrolled in was EDL-550, a literacy class, and my instructor was Elizabeth
Bystrak. First, we drove into researching effective ways to reach students of diverse abilities.
Each student in the class had to find an updated article to read, write about, and discuss with the
class. This was an excellent class, where we were immersed in the wonderful world of children's
literature. We were exposed to so many wonderful authors, illustrators, and stories. These
stories were used to create many different ways to enhance literacy activities within the
classroom. I really enjoyed this class.
Another class that I had taken during this time was EDU-503, a class on Social Studies,
Technology, and Literacy and the instructor was Matthew Rydelek. When I started this class I
did not think I would ever be able to fulfill all the requirements for this class. One of the many
requirements that I had to complete for this class was a Webquest. This project was to create an
interactive internet adventure for students. I have added the assignment as part of one of my
artifacts for my portfolio. The students were asked to become part of international team to do
research on one of four endangered animals. The students were given a research packet where
they would write up their research, draw pictures of the animals' habitats, and find other
interesting facts about their endangered animals. I worked very hard to develop an interesting,
interactive, and fun research project. My own son, whom I tested the Webquest on, really
enjoyed working on this animal research project. Matthew Rydelek is one of my favorite
instructors. He is very helpful, kind, and encouraging instructor. This class was so much fun.

19
MSED ELEMENTARY
The hours slip by as we learned many new and interesting ways to make learning fun and
enjoyable.
In the second term of my educational learning experience I had taken EDL-650,
Assessing and Evaluate of Literacy, and the instructor was Michele Amoia. This class asked me
to reflect on my learning throughout each class. Ms. Amoia pushed her students to find fun and
interesting ways to engage her students. Student collaboration was at the heart of the focus for
this class. Building a sense of community within the classroom was very important. She
believed that when students did something good then they were given an encouraging and
celebratory response. We learned how to do a rollercoaster, fireworks, silent high five, and many
other fun ways to celebrate learning.
Another important focus for this class was assessing student learning. We learned how
to assess students reading levels. The BRI is an informal reading test that is used to help
teachers gather information for instructional decision making in reading fluency and
comprehension. This assessment helps me as a teacher to gain valuable insights into a child's
reading behavior along with word identification, fluency, and comprehension. I not only
completed a project on assessing a real student, but I decided to use these valuable skills within
my own classroom. The information that I learned in this assignment enabled me to become a
better and more informed teacher.
The next class that I had taken in my second semester was EDU-502 Math, Science, and
Technology class and the instructor was Dr. Dunkle. This class focused on how to develop
lesson plans for Math and Science while incorporating technology. Dr. Dunkle walked us
through how to develop an extensive lesson plan for both Math and Science. We made many
visits to the Medaille library where we were explored Science and Math resources,

20
MSED ELEMENTARY
manipulatives, and textbooks. After we developed our lesson plans we would teach each other
the lessons that we had produced.
Another class that I had taken at the same time was Early Field Experience and the
instructor was Dr. Belete. In this class we had visited a school that was developed to enhance
and encourage students to achieve success in school for students of minorities. I learned a great
deal from visiting this school. This class also focused on best teaching practices and educational
theorists. Each of the students in this class was required to research a particular learning theorist
and then give a PowerPoint presentation to the class from what they had learned during their
research. The instructor also required the students to write a five page paper on their research
and knowledge that they had gleaned from their research. I found this class very helpful
because it helped me prepare for the edTPA exam. Many of the questions of the edTPA centered
around what I had learned in this class.
In the educational program at Medaille I was required to take two online seminars called
the Child Abuse Awareness and SAVE. Both workshops, Child Abuse Awareness and SAVE
workshops, covered topics such as harassment, bullying, and discrimination prevention for all
students. The Dignity for All Students Act (DASA) also addresses problems of exclusion, bias,
and aggression in schools in America. These two seminars were very valuable in preparing me to
become a better advocate for students in my school and children I may encounter in the future.
The following semester at Medaille I was enrolled in Technology for Elementary
Classroom. This class focused on learning how to master the Smartboard, websites, and other
important aspects of enhancing the website that we developed. I really enjoyed this class. I loved
creating my website on Weebly and Smore accounts. I included both of these accomplished in

21
MSED ELEMENTARY
my artifacts because I have very proud of them. You will see my students engaged in various
activities during the Science Club that I am in of charge at school.
Readiness to Become a Teacher
I believe that teaching for 11 years at Saints Peter and Paul School has prepared me to
become a teacher. The classes and student teaching have also shaped me to become ready to
teach children more effectively. My first student teaching placement was in my own school,
Saints Peter and Paul School, teaching in the fifth grade. I learned a great deal from all of the
classes that I have taken at Medaille, and I started incorporating these tools into my classes, as
well as incorporating more informal assessment in my classroom. I believe that this is making
me a more thoughtful classroom teacher. I see the need to give my students examples of the
work that I expect of them. I have realized that when assessing students more frequently, and not
just waiting for the next chapter test, one tends to see misconceptions that students may have
sooner, and this is a great aid in becoming a more effective teacher. I have also seen the need to
incorporate Gardeners Multiple Intelligences in my classroom, understanding that students learn
in a multiple of different ways. I believe that this also helps generate a greater interest within the
classroom. Students become excited when the teacher changes the ordinary into something new
and different.
Although I initially had to be encouraged to go back to school, because I not completed
my Master's in Education, I have still found this an enlightening experience. I have always been
the type of person who reflects upon the act of teaching. How might I teach more effectively, or
how could I get the kids excited about learning? Such questions as these tend to fuel my selfreflection. I love it when we get new textbooks because it gives me a chance to change things up
and experience learning something new myself, thus bringing the enthusiasm of a student to the

22
MSED ELEMENTARY
role of teacher. I do not want to be one of those teachers who simply teach the same thing year
after year, following the same lesson plans like a script.
I think some of the most important concepts that I learned this year would include
activating prior knowledge, learning in incorporate graphic organizers, and using multipliable
intelligences within the classroom. Graphic organizers are tremendous tools to activate prior
knowledge; aid in learning new vocabulary; help organize information that students are
learning or have learned, and to help assess students' learning. I am still struggling with using
these new tools in my classroom. It takes a tremendous about of time and planning to adapt these
new methods within the classroom. When my classes end in a few weeks I plan on researching
more of these tools, that I can incorporate even more innovation into the educational process.
Looking back on my first placement I can see that I have grown tremendously because of the
instruction I have had been given at Medaille College.
I began my second placement student teaching at Charter School of Applied Technology,
at 2303 Kenmore Ave., Buffalo New York. The school district for this school is the Buffalo
Charter School. I have been placed in a classroom of students that have been moved up from
kindergarten and first grade. The students consisted of 17 students, 9 of which are girls and 8
boys. Although, seventeen students were signed up to attend this summer bridge program, only
10-12 actually come each day.
The summer bridge program begins its day by providing the students with a full
breakfast. Students are given the choice of cereal, milk, juice, fruit, yogurt, and/or healthy snack.
This is a wonderful time for students to interact with each other and their teachers. Then the
students clean up and line up to go to their classrooms. Students are asked to line up without
touching the wall or each other. They are also asked to line up on a square and not to lean on the

23
MSED ELEMENTARY
walls. When the students arrive in their classroom they pick up their morning work. Morning
work consists of one sight word. First, they trace the sight word three times while whispering
the sight word. Second, they are to write the word on their own three times. Third, they are
asked to fill the sight word in a sentence with a blank. Then, they are asked to use the sight word
in their own sentence. When they have completed this assignment, I asked several students to
stand up and read their sentence. The students always do a really great job with this assignment.
When they are finished with this assignment they are asked to place their work in a green folder.
After morning work the students are asked to sit down on the floor for the read aloud.
This is a time where I read a predetermined book to the students. The first week and second
week was about the summer, whereas the third week was an author study on David Shannon.
There is always a reading activity that correlates with the story. When I read the story, in this
case the children's book, Splat the Cat, I chose ten words with the ending -earn, and reviewed
how to sound out the words while stressing how to say the words. I asked them to say the word,
spell the word, and then say the word again. I always began the story with discussing the author,
setting, predicting questions to activate prior knowledge and to get the students ready for
learning. If there were words that I thought the students would not understand, I would write the
word on the board or poster and discuss the word. While reading the story, I would also ask the
students to look carefully at the illustrations. In many of the stories that we had read over the
summer the illustrations were more important than the text. I would always ask the students
reading comprehension questions to ensure that they understood what had been read aloud to
them. The students greatly enjoyed listening the stories that were read, as well as the learning
activities that were created to support the books.

24
MSED ELEMENTARY
After the read aloud, we would create sentence strips, with each student asked to fill in
the blank in their own handwriting. The last sentence strip that the class worked on was, "In the
summer I like to play ______ with my friends." The first day the students would each take a turn
and write in their response. The second day each student would read the sentence while touching
each word. The third day the students would write the sentence on a long sentence strip of paper.
The fourth day the students would cut the sentence into pieces and make a puzzle out of them.
Finally, on the last day the students would write the sentence on a special piece of paper and then
illustrate a picture of their sentence. This is a wonderful activity that supports reading, writing,
and listening skills.
The students then transition into writing in their journal. Each day the students are given
a topic to write about. They are asked to write three good sentences about the topic, and then
they are asked to draw a detailed picture to support their writing. The younger students really
struggle with this activity. It is very hard for them because they have limited vocabulary in
which to draw from, to complete their writing. The students are asked to proof read their
drawings when they are done. Finally, students are asked to share what they have written. This
learning activity is a great way to further develop their reading, writing, and listening skills.
Each day the students are given the opportunity to participate in gym. The students really
enjoy going to gym every day. When the students return from gym they transition to calendar
time. The students love calendar time. The teacher aid plays a song to help the students learn
the days of the week. The students discuss the month, day, week, year, and the weather during
this time. The students love this part of the day. They are able to sing, shout, dance, and play.
Each day one student is picked to do this activity in the middle of the circle. This is a very
special honor.

25
MSED ELEMENTARY
When this activity is done students are ready for the Math lesson. The students in this
class seemed to struggle with mathematical concepts the most. The students were given a
benchmark test at the beginning of the summer program. I focused my lessons on the areas that
the students struggled with the most. The only form of technology that was in the classroom was
an Elmo. It was hard to use because the classroom was long and narrow. The white board was
quite far from where the students sat. I tried to use the Elmo like a Smartboard. I would project
the Elmo on the whiteboard and then have the students write on the white board. The students
loved to write on the board. I tried to use manipulative whenever possible, but my mentor
teacher preferred me not use manipulative. The students enjoyed working with the manipulative.
After Math class the students were placed in Math and Reading centers, then I would call
three students of similar reading abilities to a guided Reading group. Each day would begin with
three sight words. I would ask them to read the word, spell the word and then read the word
again. Then I would ask them to write the sight word three times. The students would read from
leveled readers. The first day we would read the story round robin. The second day the students
would whisper read while I listened closely to what they were reading. I would take a running
record of how they read. When they were done reading we would review any mistakes, asked
reading comprehension questions, and celebrate things that were done really well. Finally, on
the third day they would read the story for the third time, again review any misconceptions, and
then ask reading comprehension questions.
The day would end with the students having lunch together. This was a great time for the
students to talk and spend time together. The students would then clean up and get ready to leave
for the day.

26
MSED ELEMENTARY
My second placement was quite different from my first placement. I do not have as much
experience with younger children. Classroom management is very important and cannot be
taken lightly. Students need to be told to do everything. I had to rethink how I teach, talk, and
run a classroom. I learned quite a lot from this second placement, but it was not easy. It was the
most challenging teaching experience I have ever encountered.
In this experience, I discovered the importance of seeing myself as the learner, in this
situation. I had to detach myself from my own experience of teaching, and just be a student
teacher. I found myself bit out of my element in working with these much younger students, and
I recognized my need to learn from the teachers I was working with, thus reminding me once
again of the need for teachers to always function as continual learners. This mindset is not
always an easy one to embrace, especially when I have been teaching for over ten years. Yet, as I
focused my own attention on simply being a "student teacher", and took on the attitude of a
learner, the experience became a much more effectual one for me, both in my actions towards the
students I was interacting with, and in my approach to the whole experience. I can certainly
attest to the realization that each of us must always maintain a perspective of continuous
learning, growth and development, throughout our careers.
Conclusion
Many ingredients have gone into shaping me into a better and more equipped teacher
over the course of this last year, from the wonderful classes at Medaille, to the sometimes
daunting experience of student teaching placements. I truly struggled at times, wondering if I
would be able to finish this program. It has been a goal of mine to complete my Master's in
Education for years. I always regretted not finishing my Master's degree eleven years ago, having
dropped out of it at the time due to being pregnant with my second child. Medaille has given to

27
MSED ELEMENTARY
me the opportunity and encouragement to finally fulfill that dream. In engaging in this task of
once again becoming a graduate student, I have had to recognize that, in spite of having worked
as a teacher, there is still so much to learn, and insight, innovation, and inspiration, are not only
concepts that I can bring to the act of teaching, but also things I can and have experienced as a
student myself. To truly help instill a love of learning into students, I have realized that I must
possess such a love myself. I can honestly say that although this task of functioning as a student
again has been very challenging, it has also truly ignited within me a genuine passion for
learning, one that I am confident will continue long after I have completed this program.
[Back to Table of Contents]