Section Five: Teacher Candidate Reflection Guidelines

Introduction

Over the course of the past four sections of this Elementary Portfolio Project I have had

the opportunity to showcase my abilities and competencies to join the field of education as a

professional teacher. Throughout my portfolio thus far, I have discussed key teacher

competencies, including planning, instruction, assessment, technology, learner accommodation,

culturally responsive teaching/diversity, classroom management, professional collaboration,

curriculum standards, professional standards, and professional development. In Section Five, I

will reflect upon the previous four sections and the pedagogical proficiencies that I have acquired

throughout my studies at Medaille College and the process of developing my Elementary

Portfolio Project.

Throughout this section, I will be referencing and making connections to the professional

standards of CAEP, the Council for the Accreditation of Educator Preparation, as their claims are

Medaille College’s Department of Education’s commitment to quality, qualified, and competent

graduates. These claims include my knowledge of subject matter in my certification area, my

ability to meet the needs of diverse learners through effective pedagogy and best teaching

practices, and my capacity to be a caring educator. The Elementary Portfolio Project has given

me the opportunity to present myself as a competent, prepared teacher candidate; it has also

afforded me the opportunity to showcase my growth as a future educator. Section Five of this

portfolio is a chance for me to reflect upon my studies and experiences in the Master of Science

in Education program at Medaille College, the process of the Elementary Portfolio Project, and

my readiness to become a teacher.

Everything happens for a reason and when it is meant to be, it will be. These are firm

beliefs of mine and what has led me to Medaille College at this point in my life. From travelling

as an international flight attendant, to taking the entire decade of my twenties to complete my

undergraduate degree, to working as a Core French teacher by happenstance, I have had many

different events lead me to this life-changing opportunity. I was meant to be here. It is in my

blood. The Master of Science in Education program at Medaille College has provided me with

the essential skills and knowledge expected of a professional school teacher (TEAC/CAEP

Claim 1: Subject Matter, TEAC/CAEP Claim 2: Pedagogy, Best Teaching Practices for Diverse

Learners, TEAC/CAEP Claim 3: Caring Educator). I have had the fortunate opportunity to gain

many learning experiences from my studies at Medaille College’s Master of Science in

Education as well as from the process of developing my Elementary Portfolio Project.

Coursework at Medaille College has been challenging, engaging, and educational; it has

provided me with the tools necessary to become a knowledgeable, caring, and effective teacher

(TEAC/CAEP Claim 1: Subject Matter, TEAC/CAEP Claim 2: Pedagogy, Best Teaching

Practices for Diverse Learners, TEAC/CAEP Claim 3: Caring Educator). Though all are

beneficial in their own right, upon reflection of my courses throughout the program, four of them

stand out in my mind. In Early Field Experience, I had the invaluable experience of observation

hours in my first semester of the program. I learned valuable methods of teaching – including

observing the differences and similarities of teaching Core French and French Immersion

curriculum, observed classroom management strategies, and the opportunity to witness first-hand

the pedagogical practices and theories that I had been studying in other first-semester,
foundational courses (TEAC/CAEP Claim 1: Subject Matter, TEAC/CAEP Claim 2: Pedagogy,

Best Teaching Practices for Diverse Learners).

Another course that provided valuable learning experiences was The Core of Education.

In this class, I learned essential strategies and methods of teaching, such as the Gradual Release

of Responsibility Model (TEAC/CAEP Claim 2: Pedagogy, Best Teaching Practices for Diverse

Learners). I gained the opportunity to explore math curriculum standards in New York State and

Ontario, I learned to create a central focus and expand it across a four-lesson learning segment,

and I learned to create detailed lesson plans, one of which included a quiz I created to assess

understanding and drive my instruction during the next lesson (TEAC/CAEP Claim 1: Subject

Matter, TEAC/CAEP Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners).

In addition to gaining valuable experience in planning, culturally responsive teaching and

diversity have been paramount in this Master of Science in Education Program. One such course

was Culturally Responsive Pedagogy: Cultural Competencies as an Emancipatory Pedagogy. In

this course, I not only gained my Dignity for All Students Act (DASA) certification, but also

learned the importance of understanding the challenges today’s teachers meet regarding the

needs of diverse learners, and that this diversity is much more than culture, race, or ethnicity

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

Claim 3: Caring Educator). In today’s classroom, it is essential that teachers create a respectful

and welcoming learning environment, where everyone recognizes and appreciates each other’s

differences, as that is what makes us stronger as a classroom and as a society.

Lastly, as literacy is very near and dear to my heart, Developmental Literacy is a course

that I found especially beneficial. I learned how to teach literacy from a balanced approach, as

well as methods and strategies for teaching engaging English Language Arts lessons
(TEAC/CAEP Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners). Additionally,

this course enabled me to analyze New York State and Ontario curriculum standards and

expectations; I was able to plan, create, and execute a literacy lesson, teaching it in front of a

“class” of my peers and utilizing materials that I created for our “classroom” (TEAC/CAEP

Claim 1: Subject Matter). This course was a unique opportunity to engage with my peers, learn

from one another, and gain the tools I need to be an effective educator.

Developing this Elementary Portfolio Project while completing other courses and

working full-time has truly been a testament to the importance of time management. Though a

challenging undertaking, reflecting upon my studies at Medaille College and developing this

portfolio has been an important learning experience. Re-telling my journey that brought me here

has integrated my inherent desire to be an educator, my appreciation for life experiences, and

cementing my fervent belief in everything happening for a reason. I have enjoyed going through

coursework, projects, and lesson plans, deciding what constitutes the best showcase of my

abilities and best reflection of myself as a future educator. Though at times tedious, analyzing

and deepening my knowledge of curricular standards – such as New York State Common Core

and Ontario Curriculum Expectations – as well as professional standards – such as InTASC and

the Teacher Code of Ethics for both New York State and Ontario – has proven to be beneficial,

as I feel it is important for teachers to have an understanding of these standards in order to fully

become a well-rounded, competent, and caring educator (TEAC/CAEP Claim 1: Subject Matter,

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

Claim 3: Caring Educator). Lastly, having the opportunity to connect my artifacts to these

standards and educational theories gave me the chance to truly analyze my work throughout the
Master of Science in Education, a reflective practice that is characteristic of an effective teacher

(TEAC/CAEP Claim 3: Caring Educator).

Readiness to Become a Teacher

The Master of Science in Education program has enabled me to hone my academic and

communication skills as well as acquire essential skills and knowledge expected of a

professional teacher. This program has immensely helped me become a well-rounded teacher

candidate for the role of professional elementary teacher. My enthusiasm for learning and

education is demonstrated by my commitment to my undergraduate studies and graduate

Honours with Distinction from University of Toronto, not an easy task for a mature student who

works full-time. As I approach the conclusion of this Elementary Portfolio Project and the

completion of the Master of Science in Education program, I am reminded of my excitement for

returning to the classroom, this time equipped with the tools, skills, and knowledge necessary to

be a successful, effective educator. I am confident I possess the preparedness and readiness

required to become a distinguished and quality teacher, thanks to the Master of Science in

Education program at Medaille College.

In Section Two of this portfolio, I shared with you my journey to becoming a teacher,

detailing my experiences, skills, and learning that I am confident will be an asset to the teaching

profession. In Section Three, I have carefully selected artifacts that display my knowledge and

skills in the key competencies of effective teachers: curricular and professional standards,

classroom management, planning, instruction, assessment, technology, culturally responsive

teaching/diversity, learner accommodation, professional development, and professional

collaboration. Artifacts such as my literacy lesson using Book Creator display my knowledge of

using a technological approach and my ability to create assessments. My ELA lesson plan and
math learning segment are clear examples of my skills in planning, instruction, assessment, and

knowledge of curriculum. My DASA certificate and culturally responsive teaching activity

highlight my understanding of and commitment to being culturally responsive in my teaching

and sensitive to the needs of diverse learners. My classroom management tools showcase my

ability to be creative when setting classroom routines, procedures, and behavioral expectations.

My newsletter to parents demonstrates my fervent belief in the importance of professional

collaboration with families and the home-school partnership. My DASA and Humor in the

Classroom certificates are examples of my willingness to continuously learn in an effort to

maintain professional development. My Pecha Kucha presentation showcases my understanding

of special educational needs of students with disabilities and learner accommodations. Lastly, my

science weekly plan demonstrates my ability to plan effectively, maintaining curricular

standards. This wide variety of artifacts exhibits my readiness to teach in today’s classroom.

I believe my portfolio expresses my creativity, skills, strengths, and knowledge as

evidence of my ability to be an effective educator. Not only do my artifacts and standards

alignment highlight my competence, but my professional and academic experiences tell the story

of a flight attendant who took the long way around but ended up at the perfect destination.

Conclusion

Reflecting upon my time in Medaille College’s Master of Science in Education program

and my developing this Elementary Portfolio Project, I truly understand the importance of life-

long learning. Making connections to TEAC/CAEP claims cement my belief that I am ready to

teach, as a capable, caring educator. Effective teachers are continuously learning, reflecting, and

improving their skills. The reflection process of Section 5 of this portfolio has been an important

exercise in preparing me to be a successful member of the field of education. I am confident that

enthusiasm for literacy, French, and learning will shine through in the classroom, and hopefully

inspire students to work hard, set and achieve personal goals, and be the best that they can be –

no matter their background, ability, or challenges. The next section, Section 6, provides a video

interview where I intend to demonstrate my pedagogical beliefs and best teaching practices by

answering potential questions in an interview simulation.