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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,
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
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
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
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
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
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
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;
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
In furthering my literacy education, the course EDL 650: Assessment and Evaluation in
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
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
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
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
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
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
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
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
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.
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
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
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
this film examines the history of education in the United States, revealing the
world. The film explores compelling new approaches that aim to revolutionize
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.
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,
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
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
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
My MSED Elementary Portfolio Artifacts are reflective of my vast array of abilities and
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
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;
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
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;
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
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
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,
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
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.
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
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.
and cannot wait to enhance the lives of my future students on their journeys to learning and
discovery.