Professional Documents
Culture Documents
Introduction
‘‘At first, they’ll ask why you’re doing it. Later, they’ll ask how you did it.’’
- Unknown
As I prepare to write this final section of my portfolio project, I am flooded with many
emotions. It is hard to believe that 10 months have passed since I started this journey; it is even
harder to believe that I am almost done (the in-class component). As I have mentioned, my path
to teaching was neither straight nor obvious. I made a decision to uproot my career and become a
student, once again. Similar to the quote above, many people questioned my decision. Others
were confused. Some probably didn’t think I would follow through with it. Except, I did. Not
only did I follow through with my decision but I excelled at it. People still ask me, ‘‘How do you
do it?’’, and I never know how to answer them. The truth is, I just do it! That is who I am and
who I will always be – a goal crusher! I can’t wait to take my reputable work ethic on my new
adventure. At least now, every ounce of me that I pour into my work will benefit a child rather
than a bottom line. That is the type of work I want to spend the rest of my life doing.
portfolio, and how they enhanced my preparedness and capabilities to be a successful teacher. I
will consider the overall process of this project, the collection of materials, and the organization
of the content. I will also recount my educational experiences during the M.S.Ed. program at
Medaille College, including the courses I feel contributed the most to my future success in the
classroom. Lastly, I will present the many reasons why I believe I am well-prepared to become a
professional teacher. Throughout all this, I will demonstrate how I have met the Department of
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Education (DOE) claims and the Council for Accreditation for Educator Preparation (CAEP)
Creating this portfolio was a very worthwhile and rewarding experience. Not only does it
showcase my skills as a teacher and my preparedness to successfully lead a classroom, but it also
made me realize how much I have learned in this program and gave me a real sense of pride for
what I have accomplished in my life, professionally and personally. It wasn’t always easy to put
my thoughts into words or to apply theory to practice or even to remember what projects best
reflect my high-quality work, but the process of collecting and reviewing all the information
contained in this document reinforced (and re-taught) several concepts and theories I already
learned but may not have mastered. It also required me to do some additional research, for which
I am better off.
In Section Two, I was required to reflect on my educational and work experiences for the
purpose of connecting them to my future in education (DOE Claim 2: Pedagogy and best
teaching practices). This was an eye-opening exercise because, on the surface, my lack of
however, when you break-down the skills and expertise I acquired from over a decade of
planning and executing corporate training events as well as managing senior executives, it is
What I found interesting about the process of choosing artifacts for Section Three, was
how difficult it was. At first, I wasn’t even sure I had eight ‘good ones’ to submit; however, once
I started sorting through my assignments and seeing the work I had produced, the list of what to
include continued to grow. In the end, I narrowed it down to nine artifacts that best demonstrate
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my pedagogical proficiencies, best teaching practices, subject matter knowledge, and ability to
be a caring, supportive, and effective teacher (DOE Claim 1: Subject matter; Claim 2: Pedagogy
and best teaching practices; Claim 3: Caring educator). The process of aligning my artifacts to
understanding of them, as well as my ability to apply such guidelines to my daily work (DOE
Claim 1: Subject matter; Claim 2: Pedagogy and best teaching practices; Claim 3: Caring
educator).
The opportunity to volunteer in several classrooms over the last three semesters has been
a worthwhile experience. The ability to work with students in different grades and at various
academic levels was so valuable and something that could not be taught in class. Also,
witnessing first-hand the different approaches teachers take to teach their lesson, relate to their
students, and differentiate their instruction, was wonderful (DOE Claim 2: Pedagogy and best
teaching practices; Claim 3: Caring educator). It reinforced a number of theories and concepts I
have learned throughout this program and also validated the types of techniques I would use
Creating my philosophy of education was a great exercise to get me thinking about such a
thing. At first, I felt at a disadvantage not having a background in education; however, it enabled
me to create something unique that I truly believed in, without any outside influences. And,
although my ideal school may never come to fruition, the process of designing it opened my eyes
to all the ways I would like to run my classroom as well as the type of environment in which I
would like to work (DOE Claim 2: Pedagogy and best teaching practices; Claim 3: Caring
educator).
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I enjoyed all the courses in the M.S.Ed. program at Medaille College; however, there are
a few that stand out in terms of preparing me for this journey. First and foremost, the Technology
class (EDU 571) was one of my favorites. I really feel this course exposes you to relevant
classroom skills and builds an incredible tech-savvy foundation from which a teacher can better
engage their class (DOE Claim 2: Pedagogy and best teaching practices). I look forward to
I also found the Foundations of Special Education (ESP 600) online course very useful
and informative. The insight into working with students with disabilities, using response to
intervention, and creating a least restrictive environment will be beneficial in today’s inclusive
classroom, and will help me be a more caring and culturally responsive teacher (DOE Claim
Both Literacy classes (EDL 550, EDL 650) ranked high on my list of favorites. This
likely has a lot to do with my love for communications; however, I found both classes so
informative and applicable to real life. There were a number of hands-on activities that forced us
to be creative in our approach, and I really enjoyed it—as a student and as a teacher candidate. I
look forward to teaching ELA classes because I have experienced first-hand how learning can be
fun! (DOE Claim 1: Subject matter; Claim 2: Pedagogy and best teaching practices; Claim 3:
Caring educator).
If I had to choose the most important lesson I learned over the last year, it would be the
importance of considering the needs of all your students when planning, instructing, and
assessing. Before this program, I wasn’t aware of all the different classroom dynamics that exist
nor was I aware of how to deal with or work around all these dynamics. I believe that
understanding how to differentiate instruction and accommodate students with diverse needs is
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the difference between a good teacher and a great one. The old adage, ‘know your audience’
couldn’t be more true when it comes to teaching. If you haven’t done your own homework about
your students and identified their strengths and weaknesses, then you are setting yourself up for
failure. And, when you are responsible for shaping the lives of little people, failure is not an
option. (DOE Claim 2: Pedagogy and best teaching practices; Claim 3: Caring educator).
The second most important lesson I learned throughout this program is how much
professional standards to creating an effective and enjoyable lesson. I had never put much
thought into the amount of preparation needed to teach a lesson or unit, but now I recognize that
it takes a lot of time and a lot of planning.. This will help me manage my time accordingly,
especially at the beginning of my career when everything is new. (DOE Claim 2: Pedagogy and
In my opinion, a successful teacher is one who identifies their students’ needs, strengths
and weaknesses, and then creates engaging and culturally responsive lesson plans that address
ability to plan, instruct and assess, and my capacity to be a caring, supportive, and effective
teacher. My key strengths that support this include: my planning skills (I am well organized and
detail oriented); my ability to incorporate relevant content and important themes into my lessons
expertise (my savvy presentation and SMART Board skills will engage my students and make
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work feel like fun); my classroom management skills (from accommodating and differentiating
my instruction to providing group and individual incentives for work well done); and, my
reflection skills (I always look back and consider how things can be improved for the future, and
I never assume I will always get things right the first time) (DOE Claim 1: Subject matter; Claim
Although I may not bring to the table years of experience in the classroom, I do bring a
well-rounded and diverse educational background and work history that has prepared me for this
next chapter in my life. As evidenced by my return to school and venture into a new career, I am
a strong believer in life-long learning. Although I feel fully prepared to teach in a classroom, I
don’t expect my educational path to end here. As I learn from experience and develop my
teaching skills, I will continue to expand my mind and skillset through professional development
and additional qualification courses (DOE Claim 1: Subject matter; Claim 2: Pedagogy and best
teaching practices). After all, the more I know, the better teacher I become. The better teacher I
am, the more successful my students will be (DOE Claim 3: Caring educator).
Conclusion
I believe I have presented all the supporting evidence of my abilities and preparedness to
become an effective and successful teacher. As such, I would like to end on a more personal note
by stating how thankful I am I decided to pursue this new career and enroll in the M.S.Ed.
program at Medaille College. I have learned a tremendous amount in such a short period of time,
and I have had the pleasure of being taught by some amazing teachers. More importantly, I have
met, worked with, learned from, and been inspired by 20 incredible people; most of whom I will
remain in contact with beyond graduation, some of whom will be lifelong friends. I feel
confident that as we all embark on this new journey, we will be there to support each other and
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offer help or advice when needed. Next to being able to shape the young minds of our future, this
is a pretty remarkable outcome of this program. And now, when people ask me, “How do you do
In the next, and final section, I will be sharing a mock interview that showcases my work,
technology skills, and preparedness to become a teacher, as well as my ability to make relevant
connections to respond to job-related questions. The video is created and edited by me, using