Section Five: Teacher Candidate Reflection

Introduction

Section Five, Teacher Candidate Reflection of the MSED Elementary Portfolio Project is

a reflection of my experiences in creating this portfolio along with the knowledge I have gained

while teaching students and completing my Master of Science in Education program at Medaille

College. I will discuss my educational process and the steps undertaken in selecting materials

and artifacts for inclusion in my profile. I will discuss the research that has guided my practice

along with how this portfolio has been organized to best highlight my skills as suited to the

teaching profession. This will demonstrate my readiness to lead my own classroom of students as

a confident, prepared, educated, ambitious and caring professional. Section Five is divided into

four sections: The Introduction, The Portfolio Project/Teacher Education Learning Experiences,

Readiness to Become a Teacher, and the Conclusion.

Portfolio Project/Teacher Education Learning Experiences

I feel very privileged to have been afforded the opportunity to obtain my Master of

Science in Education degree from Medaille College. The research that I have undertaken in

pursuing my MSED degree has prepared me in every possible way to enter the classroom as a

knowledgeable and caring professional. TEAC/CAEP Claim 1: Subject Matter; TEAC/CAEP

Claim 3: Caring Educator.

The teaching profession is one of the most complex career fields as it combines the

academic, social, emotional and physical needs of students in collaboration with parents,

guardians, staff and community partners. Teaching professionals must first and foremost have a

high level of care and concern for the best interests and well-being of each and every student in
their class. This attribute must be present in any individual who aspires to be an effective

educator. The certificates, volunteer experiences and letters of reference that I have included in

Section Three, Artifact 8 of this MSED Elementary Portfolio Project demonstrate that I am

prepared in this way, for my career in elementary education which is directly aligned with

TEAC/CAEP Claim 3: Caring Educator.

In keeping with being knowledgeable and cognizant of the needs of a diverse student

population, I think about the topics that were addressed in several courses throughout my MSED

Elementary Education program. The course ECI 535, Culturally Responsive Pedagogy: Shaping

Culturally Inclusive Classrooms provided me with a wealth of information about the skills and

attributes necessary to address the needs of all students in my classroom. Importance was drawn

to the fact that as educators, we must continually be mindful of the ever-changing fabric of our

classrooms. We must ensure that all students, regardless of socio-economic status, race, religion,

ethnicity or culture must come to the classroom feeling welcome, included, safe and inspired.

These aspects must all be present for a student in order for him/her to grow to their very best

potential academic, social, emotional and physical potential. This aligns directly with all three of

the TEAC/CAEP Claims. Claim 1: Subject Matter; Claim 2: Pedagogy, Best Teaching Practices

for Diverse Learners; TEAC/CAEP Claim 3: Caring Educator.

Increasingly, educators need to be aware of the issues which arise for students with

special needs. These needs can range from small adjustments within the classroom such as

understanding the importance of seating arrangements, to identifying behaviors which warrant

additional attention in order for a student to receive extra support and/or resources. The course

ESP 600 was especially interesting for me because I was enlightened about topics such as

assistive devices, IEP and 504 plans and how being open minded and listening when assisting
students with special education needs can make a world of difference to their academic success. I

learned that forming partnerships with other educational professionals is an important way to

collaborate about how I can best support students in my classroom. Communication is key in this

regard because if the student, his/her family, the teacher and other support staff are all on the

same page, the student is more likely to receive the support that he/she needs which inevitably

leads to better outcomes for the student and an increased quality of life at school and sometimes

home. TEAC/CAEP Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners and

Claim 3: Caring Educator.

This course also taught me to know my students by actively observing them, asking

questions and knowing the signs when a student is struggling. It is very important to actively

research educational topics on an ongoing basis as a means of being up-to-date on the latest

available resources for students in need. Often time is of the essence in supporting a student with

special needs. In recognizing the signs that a student is in need, I can immediately put into

action, a plan to support that student and help him/her on a path to success. Claim 3: Caring

Educator. Helping the student in need is important but it is also important for me as a classroom

teacher to be able to factually educate the rest of my students about the needs of students who

require special education so that my classroom environment can remain an inclusive, judgement-

free and safe place for all students to learn. It is for this reason that I chose to include my Pecha

Kucha Presentation as Artifact 7 in my MSED Elementary Education Portfolio. It is my strong

belief that the mental health of my students be addressed and understood by all. Educating

students to be caring and empathetic is not only important for the smooth functioning of my

classroom but it is an important intangible skill that students will need to become productive

members of society throughout their youth and into adulthood. By modelling care and concern
for others, students can see first-hand how beneficial it is to take care of one another for the

benefit of all. I strongly believe that we are better together! This supports the following

TEAC/CAEP Claims: Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners;

TEAC/CAEP Claim 3: Caring Educator.

In terms of my education in developmental literacy, I believe that I am well prepared to

educate students in a caring way, using my knowledge of developmentally appropriate books and

resources within my classroom library. I chose to include my Guided Reading Lesson Plan as

Artifact 5 as a means of demonstrating my abilities to plan and guide a reading group while

videotaping the lesson in order to effectively reflect on my practice. My studies at Medaille have

taught me about how to choose books and resources which are not only appropriate and engaging

for elementary students but that can be used for cross-curricular educational purposes. I am

excited to read books such as The Invisible Boy by Trudy Ludwig as a means of teaching

inclusiveness but also linking the material within the book to math, science, social studies

curriculum expectations and more. I feel that if I can invite my students on an interactive journey

into the book, they will grasp so much more than they would if I just read the book to them.

When students can connect their learning to their real life, everyday experiences, thats when

meaningful learning happens. This aligns with TEAC/CAEP Claim 1: Subject Matter and Claim

2: Pedagogy, Best Teaching Practices for Diverse Learners.

In furthering my literacy education, the course EDL 650: Assessment and Evaluation in

Developmental Literacy, allowed me real-life, hands-on experience conducting reading records

and writing summary reports as evidenced in Artifact 2, Assessing Student Literacy-A Case

Study. I was able to work with a student to identify learning patterns with respect to vocabulary,

comprehension and oral reading fluency. I was able to identify strengths and weaknesses,
suggest areas for improvement and develop appropriate instructional plans. As a best practice, I

wrote a reflection as a concluding component to this artifact as a means of identifying how I

could improve this exercise to best serve the needs of future students. This supports the

following TEAC/CAEP Claims: Claim 1: Subject Matter; Claim 2: Pedagogy, Best Teaching

Practices for Diverse Learners; TEAC/CAEP Claim 3: Caring Educator.

Moving forward in education, I have learned the importance of educating with the

STEAM principle in mind. Incorporating Science, Technology, Engineering, Math and Arts into

all aspects of my classroom practice will engage students in meaningful learning. Through this

approach, my students will understand how to apply these concepts in a practical way so that

they can apply their learning throughout their lives. Teaching students to embrace this way of

learning is beneficial for many reasons. One of which is that it teaches students to break the

stereotypical gender roles with respect to career aspirations. For example, some might argue that

the Technology and Engineering field have traditionally been male dominated. In educating my

students using the STEAM principle, I am engaging my students to learn all subjects and

inspiring them to pursue their interests regardless of pre-conceived stereotypes.

My courses such as EDU 500, The Core of Education- Curriculum Planning and EDU

502- Education Methods of Teaching Math and Science, taught me how to thoroughly and

effectively plan math and science lessons for all, in a culturally responsive way. These courses

brought attention to the importance of building detailed, effective, culturally responsive and

accommodating lesson plans which are engaging and hands-on in order to spark student

curiosity and inspire a love of the maths and sciences. Many important components were

discussed throughout both of these courses but the underlying theme in relating our detailed

lesson plans to our everyday teaching practices was to have a firm knowledge of the math and
science we are teaching while ensuring our lessons are fun and engaging. It is with these

concepts in mind that I planned and included Artifact 4-Science Unit Plan in this MSED

Elementary Education Portfolio. Allowing students the opportunity to experience math and

science in working with their hands to grow their very own plants has so many benefits and is

exciting for each student as it allows them to experience the emotion of pride! These ideas align

with the TEAC/CAEP Claim 1: Subject Matter and Claim 2: Pedagogy, Best Teaching

Practices for Diverse Learners.

It was with great pride that I included Artifacts 1, Survey Assignment with Data Analysis

Summary and Artifact 3, Annotated Bibliography. In showcasing these two artifacts, I believe

that my skills in research and data analysis are evident. These artifacts provide evidence of my

desire to learn the background information with regards to a variety of research topics. I am able

to source educational articles from reputable educational databases such as ERIC and EBSCO.

My effective research abilities allow me to contemplate various topics from a variety of angles

and determine how such information is applicable to the current academic environment. I am

able to think critically about the research of others and determine its validity within the context

of my learning environment. The more information that I have about a topic and how it relates to

the field of education, the better able I am to put theory into practice in my own classroom. The

course ECI 510, Research In Education was a welcome addition to my academic profile as it

provided me with the opportunity to explore my skills in the area of research and demonstrate

my aptitude for discussing that research as it relates to relevant topics within the profession of

education. TEAC/CAEP Claims addressed in this section include the following: Claim 1: Subject

Matter; Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners.

 In terms of understanding the intricacies of the modern-day classroom, two of my

Medaille courses prepared me well. EDU 503, Education Methods of Teaching and EDU 504,

Early Field Experiences/Seminar in Physical Education and Family & Consumer Sciences. Both

of these courses drew attention to the importance of how to deliver instruction to students. Of

course it is important to be knowledgeable about the subject matter that you are teaching but it is

of equal importance to give careful consideration to the methods which I employ to deliver that

information to students. Lessons must be engaging and interactive in order for students to get the

most out of the messages being delivered. This is important for the academic, social and

psychological development of the students in my class. I was able to see first-hand, a

demonstration of an elementary lesson which took a social studies topic and incorporated math,

science and English language arts components. It was exciting to watch students make

connections between multiple lessons as they learned the material.

I also had the privilege of attending a Preparatory School as part of my Early Field

Experiences course. This was very educational and enlightening because I was able to see how a

classroom for academically gifted yet socio-economically underprivileged students operated. I

was blown away by the potential that I saw in all of the students that I observed in the

classrooms during my time at the school. It really drove the point home that it is important to

listen to the ideas of students and foster their learning and growth through identifying and

promoting their interests. These ideas align with TEAC/CAEP Claim 2: Pedagogy, Best

Teaching Practices for Diverse Learners and TEAC/CAEP Claim 3: Caring Educator.

Understanding todays educational system is a very important component of any teaching

practice. In order to understand the current system, it is important to have a good understanding

of how it has evolved. I have learned a great deal in this regard from my ECI 610 course,
Transitions From Educations Roots to the Present. Throughout this course, I have had the

opportunity to research many educational philosophers and gain an understanding of how thei

theories and research have shaped education to look the way it does today. I have had the

opportunity to learn about educational philosophers including, but not limited to Jean-Jacques

Rousseau, Johann Pestalozzi, Howard Gardner, B.F. Skinner and Maria Montessori. These

educational theorists and philosophers are important because their ideas and methods in

education still shape its practice today. Understanding how students learn is just as important as

what they learn.

Lastly, but importantly, I have learned so much about the benefits of technology

throughout my EDU 571- Technology for the Elementary Classroom course. Technology is ever-

evolving and so are the technological devices being used as tools to deliver instruction and to

conduct research. It is crucial for me as an educator in the classroom, to understand technology

and use it to my advantage as I endeavor to deliver instruction to my students. I am able to

confidently plan instruction for SMART Board activities using SMART Notebook software. I

have prepared a 49 page presentation and included it as part of my Weebly Website which I have

also created as a means of demonstrating my abilities in the area of technology and my comfort

level with using technology to deliver my instruction to students. During my time teaching, I was

able to take part in a PD screening of a feature length documentary film on technology and

education called Most Likely To Succeed. As described on the website http://www.mltsfilm.org/,

this film examines the history of education in the United States, revealing the

growing shortcomings of conventional education methods in today's innovative

world. The film explores compelling new approaches that aim to revolutionize

teaching as we know it, inspiring school communities to reimagine what

students and teachers are capable of doing. T o date, Most Likely To Succeed has

screened for thousands of audiences around the world, igniting conversations

and empowering change along the way.

It is m y firm belief that a prepared, knowledgeable and reflective educator

must understand and use techn ology as a positive learning tool within the

classroom environment. The TEAC/CAEP Claims which are applicable are as follows:

Claim 1: Subject Matter; Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners.

Readiness to Become a Teacher

It is important for schools to build a collaborative network of professional,

knowledgeable and reflective practitioners in order to support the learning and growth of all

students within it. Throughout my MSED Elementary Education Portfolio Project, I have

demonstrated the professional skills, knowledge of State and Provincial Curriculum Standards,

abilities in the areas of technology, research, communication, collaboration necessary to succeed

in todays education system.

I began my MSED Portfolio Project discussing how my own educational experiences

have shaped my current philosophy of education and I have demonstrated how those experiences

have built my character and fueled my passion for teaching students at the elementary level. My

love of teaching French as a second language in an immersion setting is what inspires me to

perform at my best each and every day. I am proud of my accomplishments and competencies in

being fluently bilingual in the French language and I cannot wait to share my excitement for

teaching this language with my students. In bringing a positive and pleasant attitude into my

classroom, I believe that I possess the ability to inspire young students to achieve their best in a

fun, engaging and interactive way. Teachers spend a great deal of time with their students
throughout the school year and I believe that through positive role modelling and teaching

methods, I possess the ability to make a difference in the lives of my students.

My passion for educating students within an engaging, inspiring, safe and judgement

free environment are cornerstones of my philosophy of education and are evident throughout my

portfolio. TEAC/CAEP Claim 3: Caring Educator.

My MSED Elementary Portfolio Artifacts are reflective of my vast array of abilities and

competencies in the areas of curriculum planning, culturally responsive teaching, integration of

technology, understanding of curriculum standards, accommodation, assessment and reflection.

As a good practitioner, I understand how to conduct research and how to relate my

findings in a practical way in order to enhance classroom learning. This was evident in Artifact

1: Survey Assignment with Data Analysis Summary where I was able to conduct research,

collect data, report on the findings and design a plan of action; Artifact 3: Annotated

Bibliography which demonstrated my competencies in reading current research and

understanding its importance to the field of education.; and Artifact 6: New York State Report

Card Review where I was able to research many aspects of a school community in order to better

understand the issues which affect students and families on a daily basis. TEAC/CAEP Claim 1:

Subject Matter, and Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners;

TEAC/CAEP Claim 3: Caring Educator.

In the area of technology, I am proud to say that I have created my very own Weebly

Teacher Website which is full of tools and resources for parents and students in my class. I have

developed a SMART Notebook Author study and included it within my website as a means of

showcasing my comfort level with todays latest technology. It also demonstrates my creativity

in designing fun, interactive and engaging lessons that will be both educational and memorable
for my students. Other tools which are included within the Weebly Teacher Website include

Symbaloo Virtual Weblink Organizers, Screen Casting, QR Codes, Smore Flyers and Tellagamis

and more! It is important that I value all that technology has to offer in my classrooms as I

endeavor to teach my students with the 4 Cs of 21st Century Learning in mind. The 4 Cs are:

critical thinking, communication, collaboration, and creativity. Upon graduation, all students will

need to possess these skills in order to be successful in their future lives. As such, I take it upon

myself to ensure that I incorporate this method of thinking in my everyday classroom approach

so that it becomes second nature to my students. TEAC/CAEP Claim 1: Subject Matter.

I am very aware of the importance of culturally responsive teaching in todays classroom

environment. I am proud to live in a country which celebrates diversity and I bring that way of

thinking into my classroom. I have demonstrated my knowledge and awareness of these methods

in Artifacts 4: Science Unit Plan and Artifact 5: Guided Reading Lesson Plan. All of my lesson

plans incorporate culturally responsive teaching which highlights the fact that I give specific

thought to how my lessons are responsive to the needs of all students in my classroom.

TEAC/CAEP Claims: Claim 2 Pedagogy, Best Teaching Practices for Diverse Learners;

TEAC/CAEP Claim 3: Caring Educator.

My Dignity for All Students , SAVE and NetSmartz Certifications demonstrate that I am

knowledgeable about how to protect my students from harm and that I have diligently explored

the legislation that governs the protection of children in our schools and communities.

Awareness of warning signs is a key factor in helping students who may be at risk and

understanding that discretion is of paramount importance when handling delicate matters such as

these is a necessity. My educational, business, volunteer and life experiences have given me the

tools I need to be an advocate for the students in my classroom, school and community.
TEAC/CAEP Claim 1: Subject Matter, and Claim 2: Pedagogy, Best Teaching Practices for

Diverse Learners; TEAC/CAEP Claim 3: Caring Educator.

Throughout my studies in pursuit of my MSED Elementary degree, I have had the

opportunity to collaborate with other like-minded individuals, present my ideas and research in

front of peers and professors, videotape my lessons and reflect upon how to make them better,

design and implement classroom management strategies and attend educational seminars and PD

events. This experience has taught me about the complexities of the education profession and

how important it is to confidently bring my best to the classroom every day. I believe that

collaboration, professionalism, maturity and discretion are all attributes that I possess which will

be of tremendous value to my teaching career. TEAC/CAEP Claim 1: Subject Matter, and Claim

2: Pedagogy, Best Teaching Practices for Diverse Learners; TEAC/CAEP Claim 3: Caring

Educator.

Conclusion

Section Five of my MSED Elementary Portfolio Project highlighted my abilities in being

a reflective practitioner. Looking back at the experiences I have had while working to earn my

MSED Elementary degree has taught me about the importance of continually questioning,

growing, developing and reflecting in order to be my best.

I have demonstrated that I understand how to plan and deliver culturally responsive

lessons which adhere to the most current curriculum standards. I have demonstrated that my

awareness of STEAM concepts and teaching the 4 Cs of 21st Century Learning are evident in my

lesson planning. I structure my plans this way, in order for my students to be able to make

connections in a cross-curricular way which makes their learning meaningful and relevant.
 I am aware of the necessity of teaching my students in a culturally responsive way to

ensure that everyones needs are addressed. I have demonstrated my awareness of

accommodating to meet the needs of my diverse learners and continually collaborating and

questioning in order to ensure that each student has the resources that he/she needs to succeed.

I am acutely aware of my responsibilities in keeping my students safe and protecting their

best interests which is evident in looking at my DASA, NetSmartz and SAVE training

certifications. TEAC/CAEP Claim 1: Subject Matter and Claim 2: Pedagogy, Best Teaching

Practices for Diverse Learners; TEAC/CAEP Claim 3: Caring Educator.

Often times, its not what we say but what we do that speaks volumes about our love and

passion in life. When I stepped into my daughters elementary French immersion classroom on

my very first day of volunteering, I knew immediately that I was where I was meant to be. I

derive tremendous joy from teaching young students and seeing the delight on their faces when

they discover that theyve made a connection between their learning and their lives. Further to

this, I enjoy learning from my students. I marvel at the different perspectives through which

children view the world and I believe that we, as adults can learn so much from our students if

we take the time to listen. Patience and kindness are two intangible traits which I possess that I

truly feel are vitally important to my success as an educator of young children. When my

students feel safe to ask questions and try new things, amazing accomplishments arise.

I look forward to embarking on my career as a French immersion, elementary educator

and cannot wait to enhance the lives of my future students on their journeys to learning and

discovery.

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