Kgriffithsportfolio Section 12345

Running Head: MSED ELEMENTARY PORTFOLIO PROJECT 64
An Elementary Portfolio Project Submitted to the
Faculty of the Graduate Department of Education of Medaille College
Kristina N. Griffiths
October 2018
In partial fulfillment of the requirements for the degree of

Master of Science in Education.
X
Kristina Griffiths
Medaille College Graduate Student
X
Prof. Belete Mebratu
Project Director
MSED ELEMENTARY PORTFOLIO PROJECT 2
Table of Contents
Section One: Teacher Candidate Portfolio Project Introduction………………………………….3
Section Two: Teacher Candidate Background Experiences.………………………………….......9
Section Three: Teacher Candidate Artifacts…………………………………………………..…26
Artifact #1: Mathematics – Time Measurement.……..….…………..........…...…...……26
Artifact #2: Literacy Lesson Plan
……………………………………..............................30
Artifact #3: Science – Electricity Lesson Plan ………………………………………….33
Artifact #4: Google Survey………………………………………………………………37
Artifact #5: PREZI Presentation…………………………………………………………38
Artifact #6: Classroom Management Fun Box…………………………………………..40
Artifact #7: Literacy Word Activity………………………………………………..……41
Artifact #8: SMART Notebook Author Study ……………………………………….…43
Artifact #9: Pecha Kucha………………………………………………………………...47
Artifact #10: Weebly Website……………………………………………………...……48
Section Four: Alignment to Curriculum & Professional Standards……………………………...50
Section Five: Teacher Candidate Reflection……………………………………………………..80
Section Six: Teacher Candidate Teacher Interview Video…………………………………………
References………………………………………………………………………………………......
Section One: Teacher Candidate Introduction to the Elementary Portfolio Project
Introduction, Overview and Rationale
‘Education is the most powerful weapon which can be used to change the world’ (Nelson
Mandela, n.d.). This is a strong statement, which reflects my view on the subject of education.
Education is related to a weapon in a metaphoric statement, in which the idea is shared, that
similar to a weapon education can change the lives of those that utilize or embrace it. Like
Nelson Mandela, I believe that education is a powerful weapon available to many. Through my
experiences, I have formulated a strong belief that the entire learning developmental process is
vital to the success of our society. It is my ultimate goal to be a part of the educational growth,
which will ensure that our city, society, country and our world progresses positively over time.
The educational growth that I have undergone will enable me to shape the minds of
students and prepare them to be future society members and leaders. Through my past
employment and placements, I have had the opportunity to support students from diverse
nationalities and various developmental and intellectual levels. Having had the chance to observe
students in both traditional and contained – special needs classrooms, I now truly appreciate the
role of the teacher and acknowledge the impact educators have on students. The teacher
profession is not only about relaying curriculum content, but entails that as educators we allocate
time to know our students and extensively plan to meet their simplistic to complex needs. To
accomplish this it is imperative that we incorporate culturally responsive teaching techniques to
certify that we are catering to the students’ various learning styles. I have developed and
understanding of how diverse the classroom is and it needs to be understood that each student
[Back to Table of Contents]

has an individualistic method of acquiring knowledge. That said, as educators we need to be
cognitive of the fact that strategic lesson planning is central to learning; allowing for engaging
instruction, accurate assessment, and an understanding of technology application. It is through
my learning experiences that I have come to develop this understanding, which I plan to fully
integrate into my teaching style.
This MSED elementary portfolio represents me as a proficient educator. It is anticipated
that through review of this document, you will acquire an in-depth understanding of my
education style and my journey to this point in my professional career. The portfolio initiates
with outlining my goals and reasoning behind wanting to be an educator. From there, the paper
highlights various experiences and academic achievements affiliated with my journey. It then
concludes with disclosing my developed philosophies of education, and what continues to mold
me into a qualified teacher candidate. This portfolio is an excellent manuscript and detailed
summary of my educational pathway, allowing for people to gain a thorough understanding of
why I should be considered an equipped educator.
Portfolio Development
In an effort to provide detailed information and clarity surrounding my extensive
education, this portfolio has been divided into six easy to follow sections. The sections are titled
as follows: 1. Teacher Candidate Portfolio Project Intro, 2. Teacher Candidate Background
Experiences, 3. Teacher Candidate Artifacts, 4. Alignment to the Curriculum and Professional
Standards, 5. Teacher Candidate Reflection, and 6. Teacher Candidate Interview Video. Each
section contains thorough details surrounding the stated topic. Before you indulge into the
information, below I have provides a brief content description for each listed section.

Section One: Teacher Candidate Portfolio Project Intro provides readers with a
synopsis of the portfolio on a whole. Within this section, you will learn about the various
theorists whom ideas have influenced and shaped my educational philosophy. It is further
anticipated that you will learn about my created artifacts and gain an understanding of the
relation they have to my teaching style. You will also gain insight on how these chosen artifacts
reflect my diverse teaching skills, such as the ability to instruct, accommodate, modify, plan, and
assess.
In Section Two: Teacher Candidate Background, readers will learn of the details of my
journey; past to present. Information about my work experiences, professional development,
educational achievements, and classroom management techniques are discussed and clarified.
Each of my experiences and background achievement provide an insight as to how the education
system has molded me and shaped my philosophy of education. This section not only provides
you with my unique background, but gives each reader a mental pictorial descriptive of the
various things that have influenced my journey. You will soon discover that these background
experiences and events become the foundation to obtaining my long-term goal as an educator
Section Three: Teacher Candidate Artifacts introduces you to the exact artifacts that
reflect my education and abilities as an educator. These artifacts signify the connection that I
have established between the teacher candidate instruction proficiencies, educational theories,
and with the curriculum and professional standards (both New York State and Ontario). All listed
artifacts have been strategically selected to reflect an aspect of my education that shows
tremendous growth and my individualistic teaching manner. The artifact are as follows; Literacy
Lesson Plan, Time Measurement Lesson Plan, Science – Electricity Lesson Plan, Google Survey,

Prezi Presentation, Classroom Management Fun Box, Literacy Word Activity, SMART
Notebook Author Study, Pecha Kucha Presentation, and the Weebly teacher website. The chosen
artifacts complement various aspects of this portfolio, by showing substantial growth and how I
have been able to utilize various tools and techniques to teach curriculum content, while
engaging students in countless ways.
Section Four: Alignment to the Curriculum and Professional Standards, I have vividly
presented the association between the artifacts shown, the Ontario curriculum and the New York
State standards. The curriculum and standards provide the basis for which the unit plans, lesson
plans and assessments are derived from. This section makes it evident to readers that the teacher
candidate is capable of incorporating these curriculum standards into lesson planning,
instructions, and assessments. Being able to establish and maintain the connection between
curriculum and teaching strategies, is an essential attribute of an educator. It is evident through
information provided that I, the teacher candidate, possess this distinctive skill.
Section Five: Teacher Candidate Reflection, is one of the most crucial sections of this
portfolio. A part of becoming a good educator, is to recognize opportunity for growth by
reflecting on past failures. Reflection is a means of self-assessment and can allow the individual
to implement change for improvement (Merriam-Webster, 2018). Having the ability to
thoroughly reflect on teaching practices and recognize areas of improvement, is a key skill that
teacher candidates should possess. In this section, I am encouraged to critically look at aspects of
my teaching, and make changes to facilitate academic growth. It is with this continuous
reflection for growth that I will be a more effective and proficient educator.
Section Six: Teacher Candidate Teacher Interview Video provides a final cumulative
review of the MSED portfolio in its entity. The video interview is a visual presentation of the
portfolio, in which I explain and connect the various sections. Through establishing connections,
I, the teacher candidate provide answers to questions of a mock interview. This interview allows
prospects to visually see me and gain an idea of how I can verbally articulate information similar
to when teaching. It is within this section that the opportunity is provided for me, the teacher
candidate to receive constructive criticism and useful feedback. The criticism and feedback given
will allow me to refine and improve the portfolio, teaching practices and educational approach as
necessary. The incorporation of this section will allow for continuous improvement and positive
professional growth.
Theorists and Experts in the Field of Education
Through pursuing my teaching credentials, I have gained knowledge of the many
influential educational theorists. Each theorist has their own idiosyncratic mindset about the
concept of education. Over time I have come to the realization that my beliefs, thoughts and
actions connect more to some theorists than others. The thoughts of John Dewey initially sparked
my curiosity and supported my teaching mentality. John Dewey supported progressivism; which
is the belief that education should focus on the whole child, rather than on the content (Cohen,
1999). The idea was that students should engage in active experiments or trials in order to truly
understand and test ideas. Every student is unique and learns in their own way, therefor the
instruction by the educator should engage them and allow them to obtain a deeper understanding.
This theory allows students to take part in the instruction by being active participants in their

learning process. As educators I believe it is our responsibility to guide students through learning
by motivating them to inquire and discover as they proceed. With this said, it is apparent that my
teaching philosophy is also in support of the teachings of Maria Montessori. My thoughts and
beliefs support the idea presented, that as educators we need to look at the child as a whole.
Instead of primarily focusing on the academics, as teachers we need to aim at developing the
student’s physical, social, emotional and cognitive skills. Many disagree with this, stating that
the parents need to take care of the non-academics, but realistically it should be a shared
responsibility considering for many, school is a second home.
Alongside these theorist thoughts, I have also taken on a few ideas presented by the
school of essentialism. Known theorist William Bagley, presented the belief that there is a
common core of knowledge, which needs to be transmitted to students in a systemic, disciplined
way. Although as educators we should motivate students to inquire and ask questions, I agree
with the essentialist perspective that there should be a core of the curriculum. This core material
would be the foundation of education, for example; reading and writing. It is from the common
core material that educators can support students to build upon that knowledge and learn through
further discovery and inquiry. In general, the goal of the theorist mentioned was to help
educators develop a method or technique to instruct students. Regardless of the theory
supported, the ultimate goal of educating students remains consistent; ensure that we as
educators are cognizant of the needs of all students.
Conclusion
This introduction section summarizes the foundation of the MSED elementary portfolio.
As the subsequent sections proceed, the information presented here will be built upon. I, the
teacher candidate will showcase my ability to incorporate culturally responsive teaching. This
will be evident through the artifacts selected, which showcase my ability to incorporate the CRT
(culturally responsive teaching) model in daily planning, instruction and assessment. In addition,
I will demonstrate within the portfolio my proficiencies in effective class management,
application of curriculum standards, and ability to incorporate technology for engagement and
learning. This MSED elementary portfolio is the foundation of the many attributes and skills
which classify me as an effective and competent educator. My skills and aptitudes will come to
light through discussion and presentation. It is anticipated that a thorough understanding of my
educational beliefs and techniques will be obtained and items included will showcase relevant
abilities with clarity.


Section Two: Teacher Candidate Background Experiences Introduction
‘Every experience should do something to prepare a person for later experiences of a deeper and
more expansive quality (Dewey, n.d.)’
Introduction
Dewey had a good point when he stated the above quote. I too believe that every
experience has a purpose and to some degree acts as a way to prepare an individual for what is
yet to come. A career in education was not a thought nor dream growing up. The role of a
teacher was viewed as a babysitting job, which did not entail much. As I progressed through the
grade levels, teachers began challenging me constantly. It was in my primary school years that I
started to see what hard work at school meant, and realized that I needed to not only listen but
show the teacher I understood. I struggled with my academics, but managed to sail through the
grades by staying slightly above failing marks. Similar to others, I quickly became resilient and
disobeying toward teachers. Behaviours emerged due to the fact teachers (non-relatives) wanted
to dictate what I should and should not do. The teacher role was authoritative, controlling, and
demanding, resulting in diminutive opportunity for student involvement. This made the role of a
teacher very unattractive and not worthy of consideration. The opinion I held of the teacher
profession, was consistent throughout my school years, and became deeply embedded mentally.
Upon graduating from high school I was gratified to be entering university, where I would have
more control over my academics and a bit more freedom. It was at this point in my life I had put
early education behind me and primarily focused on being the first of three kids to possibly gain
a university degree and please my family.
The thought of becoming an educator was a minute idea, which emerged upon
completion of my post-secondary degree and diploma. Employment in various group homes,

allowed me to see and become cognitive of the fact that many people are living with exceptional
needs in our society. Seeing hands on the toll different diagnosis had on adults, sparked my
curiosity. I began to wonder, what could have been done during the early stages of life to help
individuals with disabilities. I soon became strongly convinced, that early intervention and
changes would allow for individuals with disabilities to have a better quality of life. With this
motivation and verbal guidance from coworkers, I proceeded to gain information about the
special needs aspects of our education system. Through the intensive interview process I was
successful in gaining an employment position as a special needs teaching assistant. The
importance of early intervention along with the hormonal mindset of pregnancy with my first
born, gave me the strength to pursue this career change, and allowed me to positively re-think the
idea of becoming an educator.
In this section the numerous aspects of my education journey, training and teaching
experiences will be discussed. It is anticipated that you will gain a thorough insight, as to what
events led me to my current endeavors and my personal views surrounding the concept of
education. Ideally, my life experiences, teaching approaches, and education philosophies will
come to light through reading, and you will gain an understanding of my various classroom
management and technology usage techniques. This section will then conclude with a
presentation of my resume and the relation it has to my teaching career; past to present.
Teacher Candidate Educational and Work Experiences
Education Experiences
One of the main reasons that I lacked interest in an educator career, was simply due to the

negative exposure I endured as a child. Being a female and a visible minority led to many
academic struggles. I was not encouraged physically as I was seen as weak, due to the fact I was
female. Simple minded was my classification because I was a person of color. This may seem on
the extreme side, but it is common when educators instruct, to some extent they generalize or
make hasty conclusions about students. My individuality did not make me unique it set limits
and created obstacles before the teacher even knew who I was. Teachers in my mind were not
only demanding and authoritative, they represented societal biases and built generalizations
based on them. Known theorist Jean Rousseau simplified this when he stated, ‘formal education,
like society itself is inevitably corrupting (The Educational Theory of Jean Jacques Rousseau,
2000).’ I did not look speak or act like the majority white peers and that made me different. I fell
behind in studies and was never encouraged to go above and beyond. This lack of support from
educators made my first years of school discouraging and frustrating, which resulted in a lack of
confidence and low self-esteem.
Contrary to the mentioned experience, my college year was fantastic. I was given the
opportunity to study the very thing that fascinated me most, which was disabilities. The program
built on my curiosity and professors gave me a chance to be heard and explore various streams of
thought. Although the thought of school and my perspectives of teachers began negative, this
experience, studying something I loved was worth the past struggles. As an adult I have
reflected on my past challenges and shortcomings, soon developing a new perspective of
teachers. Known philosopher Dewey states this point best, ‘A reflective practitioner is
thoughtfully engaged in altering her practice to achieve the deepest and fullest experiences for
herself and her students (Douglas J. Simpson, Michael P. Jackson, and Judy C. Aycock,

Thousand Oaks, CA: Sage Publications, 2005). With this reflective practice in mind, I have
developed a deeper understanding of the economics of the classroom. This mindset had stemmed
from past educational lectures, meanwhile teaching me how to support persons with exceptional
needs. Alongside my fellow co-workers I helped to establish and teach a means of
communication and build fundamental skills (reading, writing, and math). A job I soon
treasured, had now sparked an interested in education and would be the foundation for my
growth as an educator. I saw disability studies as a puzzle and I was eager to put the pieces
together.
Gaining an insight of the special education aspect of our education system, has allowed
me to see the role of an educator in a new light. I am keen and driven to support students, such
as those with exceptionalities. The passion to help is fueled by a fear that lack of early
intervention would lead to students being left behind, a feeling and experience that I
unfortunately knew well. I have grown to see that although the teaching styles of many of my
previous educators seemed wrong, their intentions where right. From past to present, stereotypes
and generalizations occur, but the overall intent of teaching is to educate children. The style and
methods may differ based on the individual teacher but the general intent is consistent. This
became very apparent to me during my college study experience.
Work Experiences
By completing my developmental service worker diploma, I was qualified to work for a
number of agencies that provided support for persons with disabilities. I worked for both
Community Living Mississauga and VITA Mens Sana, as a developmental support personnel. I
provided both residential and community support on a daily basis. The support provided entailed

working 1:1 with individuals and focusing on basic fundamental skills; math, reading, and
writing. In addition to academic support, I assisted with developing life skills. Collaboratively, I
worked with staff to establish a means of communication for individuals (verbal & nonverbal).
The focus was to implement a vast amount of skills to allow them to live a meaningfully
productive life. My time spent working for these companies, shaped and motivated me to enter
the role of teaching. I often pondered of how changes or supports at a young age could have
allowed for a development of fundamental skills. This curiosity of the causation surrounding
different disability diagnoses, is what fueled my motivation towards this field.
With education and disability in mind, I aimed to find a median between the two. This
led me to my current employment position with the Peel District School Board (PDSB). I am a
special needs teaching assistant, and am currently placed in a contained classroom. Within this
classroom there are 3 staff including myself and we facilitate the PTP (Primary Transition
Program) for the school. The class has a maximum of 7 students, who have both a developmental
and intellectual disability. I have the opportunity to support students with gaining the necessary
academic skills; math, science. English, to hopefully transition into a mainstream classroom by
second grade. I am part of the special needs team which plans for the student’s academic success.
It has been my job to assist with the formulation and amendment of IEP (Individualized
Educational Plan), ISP (Individual Safety Plan) and aid the teacher with planning accordingly for
the students. In addition to my current placement with PDSB, I offer my time as a respite aid. I
am registered with respite Canada, and help local families with support of their child or children
living with a disability. My passion for disability studies has formed my new perspective of the
educator role, and has motivated me to dedicate myself to becoming an educator and helping
those who require it the most.
School Observations & Classroom Applications

The first placement I had during my studies was in a mainstream classroom, in the
Brampton, Ontario area. I provided 1:1 academic support to a young boy with an ASD (autism
spectrum disorder) diagnosis. This student was in a grade two - three split classroom amongst
typical children. Through observation I was quickly able to see that the teacher stayed in control,
not by dictating but by finding common ground with her students. She acknowledge each student
as a unique individual and worked hard to address the needs of every student within the
classroom. The teachers took the extra time and care to know the family dynamics of each
student and recognize special occasions or events in their lives. For example this included but
was not limited to the following; birthday, birth of a sibling or loss of a family member etc. I
viewed these actions as a prime example of culturally responsive teaching.
With the classroom teacher, I formulated the IEP (Individualized Education Plan) and
modified work for student completion. This involved sharing observations and creating modified
work expectations based on the teacher, SLP (speech language pathologist), and social worker
(SW) recommendations. The elementary classroom setting was open and very engaging for
students. Unlike back when I was in elementary school, teachers dedicated time to planning and
ensured that the classroom environment reflected the social dynamics of the students. I learned
how to relay observations, documents student success, and view the various techniques teachers
use to manage their classrooms. The students within this classroom provided me with a positive
view of how the education process is, and made me eager to one day have a classroom of my
own.
During my studies at Medaille College, I had the pleasure of observing students at

Buffalo Prep for the requirements of my EDU 504 class. The students I met where in grade six,
and displayed many exceptionalities. The first thing I noticed when I entered the classroom was
how well the teacher stayed in control of her room, with the use of best practices. The best
practices I observed was that teachers greeted and addressed each student by their name. Even if
a student was late for class they still got a warm and inviting welcome as opposed to being
scolded for tardiness. Teachers circulated the classroom and asked students to provide and
answer to the question posed. They encouraged quiet students to speak and provided answers that
they had written down. In the event the answer was completely off, the teacher provided verbal
praise for the input and never made the student feel ashamed or dumb for giving an incorrect
answer. This in my opinion is a best practice, because often I have heard or seen
students be told ‘that’s wrong’, and instead teachers should be saying ‘I never thought of that’ or
that’s a good answer but not quite what I was looking for’. These responses were just a few of
the many I heard.
The classes at Buffalo prep consisted of approximately 15 students, all of the same
gender. What that meant was that teacher formulated classes that consisted of one sex, male or
female not both. I was informed that this was done to keep the focus on the work instead of
building relationships with the opposite sex. In order to be in this program students had to
display financial and/or academic need and had to be a visible minority (person of colour). I
observed this classroom Saturday morning at 9:00 am until approximately 1:00 pm.
In the classroom, I noticed how close the desks were to the front. The teacher informed
students to start filling seats from the front row and students had no issues doing so. Students
took their books out right away and were eager to get started. The teachers began instruction

promptly and opened by asking students how their week went. They allowed time for students
who wanted to share to do so and teachers shared as well. The teachers then did a recap of what
was covered last class, this included asking students if they recalled specific details of the
previous class and took up the homework that was to be completed. Major points were written
on the board and the teacher answered any questions students posed, to ensure full
understanding. Once instruction began, the students were quiet as the teacher spoke. The teacher
was loud, clear and circulated the room making eye contact with each student. The teacher wrote
major points on the board and gave opportunity to students to write on the board. It was also
common for the teacher to pause during instruction and check for comprehension by asking
students questions pertaining to the content being discussed. The students were always given
homework and teachers allotted time to take up the homework and discuss areas of difficulty
students had while completing the assigned work. For nearly all instruction students were
situated behind a desk but as subjects changed they moved to various classrooms for that period
and were given time for snacks and natural breaks.
Analysis
In our Core of Education course it has been repeatedly stressed to not stand still and
lecture to students. The teacher was constantly moving and this forced students to stay engaged
and kept them awake. In addition, it has been encouraged to relay tasks to students and it was
routine for teachers to not only tell students but write on the board what they hope to accomplish
over the course of the period. This directly linked to the advice I have been given throughout
first semester. In the future when working with children and adolescents I will definitely make it

a practice to start lessons by outlining what will be achieved by myself and the students by the
end of the period. This practice will create routine and provide a structured lesson of instruction.
Application
The science lesson I observed about germs was a very informative one that I can recreate
as a new educator. It allowed me to see how a subject like science can be very engaging if you
allow the students to be a part of the experiment. Students were all given a sample of a bodily
fluid in a test tube and required to find out which one of their peers infected them with an
unknown disease. While students engaged in the science experiment, the teachers circulated the
room and used the student’s first name when providing feedback and verbal praise. This kept the
environment positive and improved student learning as they were having fun. This allowed for
the teachers to see the students interact with their peers, and work together to solve the mystery.
Being involved with the students and knowing them, made this experiment entertaining to watch
and definitely displayed practices that I plan to apply to my own instruction.
Philosophy of Education
‘Education is the most powerful weapon which you can use to change the world’
– Nelson Mandela
This is a powerful quote from a very inspirational and well educated leader, Nelson
Mandela. Not only does my education thoughts and beliefs abide by the message presented here,
I strongly believe that others should look at education with a similar mindset. Education is a
privilege for all, not just the wealthy or upper class. It is the key to unlocking an array of
opportunities in our rapidly evolving society. Education is based on trying to provide equal and

fair opportunity to everyone and all school environments should align with this goal. In order to
fully provide you with an in-depth understanding of my ideal education system, aligned with my
personal philosophy of education, it is necessary to look at the following major issues; the school
as a whole, the curriculum, learning, the learner, assessments, classroom management, and the
role of the teacher. It is through thorough review of these teaching field aspects that will allow
you to truly understand my chosen philosophy of education.
The School
After analyzing the different schools of thought and inspirational philosophers; it is
correct to conclude that my personal philosophy of education most relates to progressivism.
Progressivism school of thought supports the enhancement of society through reformation. It is
based on the idea of progression, in which educators teach what society is, and aim to prepare
children for life in a democratic society. A school of this thought, would promote student
engagement and exploration as a way of learning necessary content. All students would learn
through his or her own experiences, rather than the traditional textbook or lecture method. It is
through the student’s probe of the world that they obtain the knowledge and information to
become good learners and citizens.
The Learner
The students in an education system as the one mentioned would be able to explore.
Through exploration and trial students would discover and learn new skills and concepts.
Students work in small groups which promote teamwork and the development of social skills;
critical to future employment settings. With minimal guidance students are encouraged to play
and interact with their peers and together work with each other to problem solve. The learners

display teamwork in the classroom, which entails that they work collaboratively to achieve or
complete assignments or tasks assigned. Learners complete experiments and engaging activities
that have them collectively explore various concepts and lessons inside and outside of the
classroom setting. Overall the learner is free from education constraint, meaning that every
moment is a teachable moment and they are encouraged to explore to learn.
The Curriculum
The most simplistic way to describe the curriculum is to state; the child is the curriculum.
This means that every child is treated and viewed as a unique individual. The curriculum in my
ideal school would be established based on children and the things they need to know to prepare
them for society. The curricula would be based on the students’ abilities, interests, and
experiences. For example, instead of assigning pages in a text book to teach a student addition,
the teacher may bring the students outside to look at rocks and incorporate the concept into the
lesson. There are many ways to turn subject concepts into interactive activities throughout the
classroom, the school and outdoors. The main idea of the curriculum in my school is to teach
content through many different engaging activities, placing minimal restraint on student
exploration. In addition, students would be given stations where they can guide their own
learning all around the classroom with various manipulatives to promote self-pace learning.
Learning
The learning in this school would be guided and student-centered. Similar to
progressivists, the school would focus on teaching content fundamental to one’s education,
through individual progress and change. The learning takes place through simple activities and
lessons, which involve very little structuralized programs. Students would work in group settings

promoting critical thinking, problem solving, and social skills. The learning within my ideal
school would place the onus on the student to apply themselves to the learning experience with
minimal guidance and direction from their educators. The students would be encouraged to
explore and discover within their environment, in order to learn various concepts critical to their
educational development.
Assessments & Classroom Management
Every classroom needs a method of assessment, to ensure that each student is retaining
the content and meeting the overall expectations of the educators. A classroom under my
philosophy of education would not have standardized or paper written testing, instead it would
focus on monitoring and observing students while engaged in various activities. Educators would
have students experiment and complete hands-on tasks to see if they comprehend the concepts
that were presented. Planning and formulating lessons or activities that are fun and engaging
would help educators gain insight into the extent to which the student is learning and retaining
content. In addition, if the activities provide the opportunity to learn in an enjoyable environment
it will keep the class in order, therefore maintaining positive classroom management. Students
would be too pre-occupied with learning content, that the opportunity to disengage or engage in
unwanted behaviour would be minimal or non-existent.
The Teacher
The teacher is the guide for the student in this classroom. The role of the teacher is to
present lesson content and guide the students through learning it using interactive and engaging
activities. Although the responsibility is for the teacher to teach, with them just guiding the
student – they are giving the students more of that accountability. The ultimate objective of the

teacher is to reduce intervention in the learning process as the student progresses and develops
along their educational journey. The teacher arranges and organizes the learning environment to
meet the needs and interests of the students as well as promote the students independence. It is
ideal that the educators get to know as much as they can about their students to ensure that they
plan accordingly for their success.
It is imperative that all educators establish a philosophy of education. Knowing this will
enable you to plan sufficiently for your students. Based on the detail surrounding various aspects
of my education thought, it has become extremely evident that my education philosophy is
aligned with progressivism. I feel that students need that mental break; meaning they are allowed
to explore their individual interests and curiosities. In allowing students to do this we are
providing them with the opportunity to expand their learning and enhance their mindset. In

addition, students gain positive experiences and habits through the constant group activities
promoting social interaction with peers. It is these positive peer interactions which will prepare
them for future collaborative employment opportunities.
Development of Résumé
At this point, I would like to present to you my résumé. This document outlines my work
and education experiences. In addition you will be informed of my training competencies and
certificates and awards received along this education journey.
Kristina N. Griffiths
15 Terry Drive, Toronto, Ontario M6N 4Y8

(647) 221 – 99339
kg884@medaille.edu
CERTIFICATION: Seeking New York State Initial Certification in Elementary

Education, Grade 1 - 6
EDUCATION: Master of Science in Education – May 2019

Medaille College, Buffalo, New York
GPA: 4.0
RELATED EXPERIENCE: Special Needs – Educational Resource Facilitator

PDSB – Eastbourne Drive P. S 2016 – Present
 Support students with exceptional needs within a
contained ASD classroom – Primary Transition
Program
 Participate in formulating IEP and Student Safety Plans
 Planned collaboratively with classroom teacher and
special education department
Teacher Candidate (Field Placement)

Buffalo Prep January 2018
 Observed and assisted students during math and science
class
 Participated in instructions and answered student
questions as required.
 Provided feedback to direct teacher during
collaboration.
Special Needs – Educational Resource Facilitator

(Field Placement)
PDSB – Brandon Gate P.S 2014 – 2015
 Provided 1:1 support to an ASD student in a grade two
mainstream classroom
 Collaborated with teacher to modify work and
formulate IEP
 Communicated progress to parents and provided
documentation for reporting
TRAINNING: Safe Schools eModule, September 2018

Medical eModule, September 2018
Child Abuse and Maltreatment, June 2018
Violence Prevention and Intervention, June 2018
Dignity for All Students Act, June 2018
Crisis Prevention Intervention, February 2018

Anaphylaxis and Asthma, 2017
WHIMIS Training, February 2017
Accessibility Training for Educators, February 2017
TECHNOLOGY: Microsoft Windows XP, Windows 8 & Windows 10,

Office 2013, Mac OS X, iPads, Apple TV,
Chromebooks, Document Cameras, SMART
Notebook
HONORS/AWARDS: Award of Distinction, 2018

Garman Family Scholarship Recipient, 2018
CO-CURRICULAR: Breakfast Club Committee, Eastbourne Drive P.S 2018

Black History Committee, Eastbourne Drive P.S 2018
EMPLOYMENT Residential & Community Support Worker

Community Living Mississauga 2010
– 2016
 Supported adults and teenagers living with disabilities
 Implemented programs designed by therapists
 Assisted individuals with transportation and conducting
daily tasks
Residential & Community Support Worker

VITA Men’s Sana 2011 – 2016
 Supported adults and teenagers living with disabilities
 Implemented programs designed by occupational,
speech, and physical therapists
 Taught life skills within the home setting
Customer Service Manager

First Media Group 2011 – 2016
 Processed customer payment transaction
 De-escalate customer situations and problem solved
 Train and direct staff
VOLUNTEER: Parent Council Committee Member, Carlton Village 2018

Black History Committee – NRUC 2015 - 2017

Conclusion
This section was intended to provide readers with a thorough understanding of my
education foundation. The information discussed show what has led me to the field of education
and why I plan on becoming an elementary teacher. Although not many teachers were
mentioned for influence, I hope you saw how my studies shaped my journey. In addition, my
past experiences at various group homes and current experience within a classroom setting has
guided my academic journey to my current endeavors. It is evident that this section is crucial for
future employers to gain an insight as to the experiences that have aided in my positive education
development. All experiences are teachable moments and this section is crucial in the portfolio to
allow you to see the significant growth I have undergone.
The next section is the Teacher Artifacts. This section contains pedagogical evidence that
outlines professional growth as an educator. I will showcase my best created artifacts and
explain their importance to my teaching practice. In addition, you will learn how these artifacts
reflect positive teaching practices, academic skills, professional outlooks, and attitudes essential
in becoming an elementary teacher. This will support the overall goal of the portfolio, which is to
portray my readiness for a career in education.


Section Three: Teacher Candidate Artifacts
The fruit of your own hard work is the sweetest (BrainQuote, 2001)
This quote states it best, our work as educators is the sweetest thing. The satisfaction of
knowing I created something that helped a students learn, is a priceless feeling. This section
outlines the contents and materials that support the preparedness of me, teacher candidate. Here,
you will find the artifacts that promote my outstanding ability to plan, teach, instruct and assess
for the needs of the students. A total of ten artifacts have been strategically chosen, and each
support the following; planning, instruction, assessment, engagement, literacy, science,
professional development, technology, dispositions, and supporting ENL and SWD students. It is
anticipated that as you proceed, a thorough understanding of the reasoning behind each artifact
selection will be provided.
The artifacts presented are as follows; Literacy Lesson Plan, Time Measurement Lesson
Plan, Science – Electricity Lesson Plan, Google Survey, Prezi Presentation,
Classroom Management Fun Box, Literacy Word Activity, SMART Notebook Author Study,
Pecha Kucha Presentation, and the Weebly teacher website. These artifacts not only portray my
hard work accomplishments, but also allow people to gain an insight of my individualistic
educational philosophy and teaching techniques. Through these artifacts I will demonstrate
crucial skills to being an effective instructor and successful classroom manager. Each artifact will
portray a direct affiliation to both educational and professional standards.
Artifact One: Mathematics – Time Measurement Lesson
The Math – Time Lesson was created for a grade one class. The central focus of the

learning segment that this lesson is a part of, is for students to begin to understand the concept of
time and its impact on their daily lives. At the conclusion of the lesson students should be able to
recognize different clocks and be able to tell time to the hour on an analog clock. This lesson
aligns with the following professional standards;
InTASC: Standard #1 Learning Development: 1b. The candidate creates
developmentally appropriate instruction that takes into account Individual learners strengths,
interests, and needs and that enables each learner to advance and accelerate their learning.
Standard #2 Learning Differences: 2a. The candidate designs, adapts, and delivers instruction to
address each student’s diverse learning strengths and needs, and creates opportunities for
students to demonstrate their learning in different ways.
ISTE: Standard 1d. Learner Development; the candidate understands how learning
occurs – how learners construct knowledge, acquire skills, and develop disciplined thinking
processes - and knows how to use instructional strategies that promote student learning.
THE ONTARIO PROVINCIAL CODE OF CONDUCT AND SCHOOL BOARD
CODES OF CONDUCT - Teachers and Other School Staff: help students work to their full
potential and develop their sense of self-worth; empower students to be positive leaders in their
classroom, school, and community.
NYSED CODE OF ETHICS - Principle 2: Educators create, support, and maintain
challenging learning environments for all. Educators apply their professional knowledge to
promote student learning. They know the curriculum and utilize a range of strategies and
assessments to address differences. Educators develop and implement programs based upon a
strong understanding of human development and learning theory. They support a challenging

learning environment. They advocate for necessary resources to teach to higher levels of
learning. They establish and maintain clear standards of behavior and civility. Educators are role
models, displaying the habits of mind and work necessary to develop and apply knowledge while
simultaneously displaying a curiosity and enthusiasm for learning. They invite students to
become active, inquisitive, and discerning individuals who reflect upon and monitor their own
learning.
COUNCIL FOR EXCEPTIONAL CHILDREN - Initial Preparation Standard 1:
Learner Development and Individual Learning Differences 1.0 Beginning special education
professionals understand how exceptionalities may interact with development and learning and
use this knowledge to provide meaningful and challenging learning experiences for individuals
with exceptionalities.
ILA STANDARDS Element 5.1 Candidates design the physical environment to optimize
students’ use of traditional print, digital, and online resources in reading and writing instruction.
Element 5.2 Candidates design a social environment that is low risk and includes choice,
motivation, and scaffold support to optimize students’ opportunity.
ONTARIO COLLEGE OF TEACHERS ETHICAL STANDARDS – Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour
human dignity, emotional wellness and cognitive development. In their professional practice,
they model respect for spiritual and cultural values, social justice, confidentiality, freedom,
democracy and the environment.
CAEP - 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the
appropriate progression level(s) in the following categories: the learner and learning; content;
instructional practice; and professional responsibility.
The mentioned standards reflect the proficiencies that I have demonstrated through the
creation of this lesson. I have taken into account the diversity of my classroom and incorporated
modifications and accommodations as needed to ensure the success of this lesson. In addition, I
have demonstrated my ability to ensure that the content being taught to students align with the
politically established standards for all students at this grade level. Below I have listed the
standards that are directly reflected throughout this lesson.
The Ontario Curriculum Grades 1-8: Science and Technology – Grade 1 overall
expectations for ‘Telling Time’ - read demonstration digital and analogue clocks, and use them to
identify benchmark times and to tell and write time to the hour and half-hour in everyday
settings.
NYS Elementary Mathematics Core Curriculum Grade K-4 1.1b Humans organize
time into units based on natural motions of Earth: second, minute and hour. The reason this
lesson was selected as an artifact, was because it provides a thorough understanding of my first
independent accomplishment. This lesson was an introductory to the theory of time, and captured
students’ attention by building on their exposure to time in their environment and daily lives.
Students had the opportunity to build their own analog clock and gained knowledge of
terminology used in order to tell time. The activity of clock creation within this lesson made
evident my strong ability to instruct and provide details in order to obtain the
desired or intended outcome. Students were able to follow the step by step direction provided
through teacher modelling and then create their personal clock. These clocks were then an
essential tool needed to complete the tasks of lessons to follow. This hands on approach, which

was derived from the works of John Dewey, was the key to maintaining student engagements for
the entire lesson. This lesson utilized the student created clocks to solve verbal and written
questions about time. With the attention to step by step instruction within this lesson, I have
selected this artifact to be my direct representation of my ability to thoroughly instruct students
in an educational setting.
Artifact Two: Literacy Lesson Plan
The Literacy Lesson Plan was my second artifact selection. This lesson was geared for
grade 2 students, and related to reading development. The central focus of the learning segment
this lesson plan was taken from, was to have students develop the skill of answering who, what,
where, when and why questions (5W’s) to show understanding of key details in a text. Through
the execution and design of this lesson, it is obvious to see that significant planning was
involved. I allotted time within the lesson to read to students and guide them through inquiry
discussion to ensure comprehension of the text being studied. In addition to the physical text, I
also included visuals and tactile prompts to keep students engage and cater to the students with
exceptionalities. As the direct educator during this lesson, it was my responsibility to ensure that
I was abiding by the professional standards. These are the standards that directly align with my
teaching practice.
InTASC - Standard #1 Learner Development -The teacher understands how learners
grow and develop, recognizing that patterns of learning and development vary individually
within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences-The teacher uses understanding of individual differences
and diverse cultures and communities to ensure inclusive learning environments that enable
each learner to meet high standards.
Standard #3: Learning Environments - The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self-motivation.
THE ONTARIO PROVINCIAL CODE OF CONDUCT AND SCHOOL BOARD
CODES OF CONDUCT - Teachers and Other School Staff: help students work to their full
NYSED CODE OF ETHICS Principle 1: Educators nurture the intellectual,
physical, emotional, social, and civic potential of each student. Educators promote growth in
all students through the integration of intellectual, physical, emotional, social and civic learning.
They respect the inherent dignity and worth of each individual. Educators help students to value
their own identity, learn more about their cultural heritage, and practice social and civic
responsibilities. They help students to reflect on their own learning and connect it to their life
experience. They engage students in activities that encourage diverse approaches and solutions to
issues, while providing a range of ways for students to demonstrate their abilities and learning.
They foster the development of students who can analyze, synthesize, evaluate and communicate
information effectively.
COUNCIL FOR EXCEPTIONAL CHILDREN - 3.0 Beginning special education
professionals use knowledge of general and specialized curricula to individualize learning for
individuals with exceptionalities.
ILA – STANDARDS Element 5.2 Candidates design a social environment that is low
risk and includes choice, motivation, and scaffold support to optimize students’ opportunities for
learning to read and write.
Ontario College of Teachers Ethical Standards – Care - The ethical standard
of Care includes compassion, acceptance, interest and insight for developing students' potential.
Members express their commitment to students' well-being and learning through positive
influence, professional judgment and empathy in practice. Respect – Involves incorporating trust
and fairmindedness through education and the entire learning process of the students in our
classroom. Trust – Being open and honest, to allow for fairness within the classroom. Integrity –
continuous reflection and aim for improving, to ensure responsibilities are being met. Through
reading the lesson plan (primarily the anticipatory set), it is evident that I displayed the qualities
mentioned in the above professional standards. I incorporated modifications and made
adjustments based on the needs of the students, which showed my ability to implant inclusion
within the classroom. The activities incorporating in this lesson were grade level appropriate and
aligned with the following standards;
The Ontario Curriculum Grades 1-8: Writing – Developing and Organizing Content
Developing Ideas 1.2 generate ideas about a potential topic, using a variety of strategies

and resources (e.g., formulate and ask questions such as the five W’s [who, what, when, where,
why] to identify personal experiences, prior knowledge, and information needs; brainstorm
ideas with a partner).
NYS Elementary Science Core Curriculum Grade K-5: RL.2.1: Ask and answer such
questions as who, what, where, when, why, and how to demonstrate understanding of key detail
in a text. With the mentioned curriculum standards in mind I was able to provide a lesson that
allowed the students to obtain and demonstrate the skills presented.
The Literacy Lesson not only reflect my ability to plan, it also shows how thorough
planning allows for comfortable instruction. I catered to all the needs of the classroom and
ensured that the tools were present to allow every students to be directly involved in the activities
and stay engaged for the duration of the period. Through modelling and guided instruction I was
able to achieve the objectives of this lesson.
Artifact Three: Science – Energy Lesson Plan
The energy lesson plan is my third artifact selection. I had fun creating this grade 4
science lesson on energy. The content of this lesson was suitable for the grade level, in addition
provided a bit of challenge for active learning. The lesson was taken from an energy learning
segment, in which the central focus was for students was to learn about energy and its numerous
forms. Students learned to apply scientific ideas to understand how energy can be transferred into
a desired form for practical use. Below are the professional standards, I believed connect to the
lesson and where evident throughout my comprehensive planning and instruction.

ISTE STANDARDS FOR EDUCATORS
1c. Stay current with research that supports improved student learning outcomes, including
findings from the learning sciences.
ONTARIO - THE PROVINCIAL CODE OF CONDUCT - Teachers and Other School
Staff Under the leadership of their principals, teachers and other school staff maintain order in
the school and are expected to hold everyone to the highest standard of respectful and
responsible behaviour.
NYED CODE OF ETHICS Principle 2: Educators create, support, and maintain
learning.
COUNCIL FOR EXCEPTIONAL CHILDREN 3.1 Beginning special education
professionals understand the central concepts, structures of the discipline, and tools of inquiry of
the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills,
and develop meaningful learning progressions for individuals with exceptionalities.

3.2 Beginning special education professionals understand and use general and specialized content
knowledge for teaching across curricular content areas to individualize learning for individuals
ILA STANDARDS - Element 5.1Candidates design the physical environment to
optimize students’ use of traditional print, digital, and online resources in reading and writing
instruction.
ONTARIO COLLEGE OF TEACHERS ETHICAL STANDARDS - Trust
The ethical standard of Trust embodies fairness, openness and honesty. Members' professional
relationships with students, colleagues, parents, guardians and the public are based on trust.
CAEP 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the
appropriate progression level(s) in the following categories: the learner and learning; content;
instructional practice; and professional responsibility.
This science lesson allowed the grade four students to build on their prior knowledge and
create a device that would have practical use in their everyday life; a circuit. Students not only
learned the components of the circuit, they were fully engaged by being given the opportunity to
use household items to create a circuit of their own. This lesson directly aligns with the following
curriculum standards;
NYS Elementary Science Core Curriculum Grade K-4 4. Energy - PS3 - 4. Apply
scientific ideas to design, test, and refine a device that converts energy from one form to another.
The Ontario Curriculum Grades 1-8: Science and Technology - Grade 53.1 identify a
variety of forms of energy (e.g., electrical, chemical, mechanical, heat, light, kinetic) and give
examples from everyday life of how that energy is used (e.g., electrical energy for cooking;

chemical/electrical energy to run our cars; mechanical energy to hit a baseball; light energy for
managing traffic on the roads; heat energy to warm homes and schools) 3.3 describe how energy
is stored and transformed in a given device or system (e.g., in a portable electric device, chemical
energy stored in a battery is transformed into electrical energy and then into other forms of
energy such as mechanical, sound, and/or light energy)3.4 recognize that energy cannot be
created or destroyed but can only be changed from one form to another (e.g., chemical energy in
a battery becomes electrical energy)
This artifact was chosen based on the amount of hands on exposure students were given.
Providing the students with the opportunity to be a part of the experiment kept them engaged and
enhanced their ability to comprehend the information being taught. Similar to theorist Dewey, I
feel that the best way for students to gain a thorough understanding of the subject matter is to be
given the opportunity to experiments and be a part of the study. I feel that this lesson was
successful in providing students with that opportunity, meanwhile teaching them about an
intricate subject. The artifact is perfect for inclusion as it reflects my ability to plan, instruct and
engaging, while still teaching the components of a complex science subject.
Artifact Four – Google Survey
The google survey was the fourth artifact selected to be included in this MSED
elementary portfolio. This artifact is a perfect representation of a tool used to assess the students.
The google survey I created was aimed at gaining information from students, which would allow
me to plan and instruct accordingly. It was entitled, Story Time Is Fun and was a questionnaire
for students to fill out. My aim for creation was to obtain information about the home reading
environment, meanwhile also gaining information about the types of reading material which

would interest the students. This survey is a great way to learn the most possible about the
students I teach and ensure that I spark there interest with the learning materials I choose to
utilize. Through this form of student assessment, I am able to gain the information I required to
plan and cater to the needs of my learners. This assessment tool aligns with the following
professional standards;
InTAC – Standard #1 Learner Development: the candidate regularly assesses individual
and group; performance in order to design and modify instruction to meet the learners need in
each area of development.
New York State Code of Ethics for Educators - Principle 2: Educators create,
support, and maintain challenging learning environments for all.
ISTE Technology Standard 5 - use appropriate graphic and electronic tools and
techniques to process information.
Ontario College of Teachers Ethical Standards – Respect Intrinsic to the ethical
standard of Respect are trust and fair-mindedness. Members honour human dignity, emotional
wellness and cognitive development. In their professional practice, they model respect for
spiritual and cultural values, social justice, confidentiality, freedom, democracy and the
environment.
CAEP - 2.1 Partners co-construct mutually beneficial P-12 school and community
arrangements, including technology-based collaborations, for clinical preparation and share
responsibility for continuous improvement of candidate preparation. Partnerships for clinical
preparation can follow a range of forms, participants, and functions.

The Google survey promotes getting to know the students, which is critical to the success
of the learning experience. Part of being a successful educator is to know your student by
incorporating the CRT fundamentals. This survey can be used to gain the information required
to ensure that the needs of the students we teach are being met. Establishing an open line of
communication creates trust and makes the students more comfortable disclosing information
about themselves. This artifact not only provides an opportunity to better know your students, I
believe it can be utilize in various ways; most importantly as a means to establish and maintain
that home school connection.
Artifact Five: Prezi Presentation
The fifth artifact selected is my Prezi presentation. The Prezi was designed to inform
parents and students of appropriate and safe technology usage. Often students have full access to
the internet and this can pose many negative outcomes. For example cyber bullying, which can
be equally negatively impacting as physical bullying. Through this Prezi presentation I was able
to place important information into a visually appealing and engaging program. Students and
parents have access to the presentation and have the option to share the information. This artifact
directly aligned with the following standards;
ISTE - Designer - Educators design authentic, learner-driven activities and
environments that recognize and accommodate learner variability. Educators: 5a. Use
technology to create, adapt and personalize learning experiences that foster independent
learning and accommodate learner differences and needs.5b. Design authentic learning
activities that align with content area standards and use digital tools and resources to

maximize active, deep learning.
5c. Explore and apply instructional design principles to create innovative digital learning
environments that engage and support learning.
NYSED – CODE OF ETHICS Principle 3: Educators commit to their own learning
in order to develop their practice. Educators recognize that professional knowledge and
development are the foundations of their practice. They know their subject matter, and they
understand how students learn. Educators respect the reciprocal nature of learning between
educators and students. They engage in a variety of individual and collaborative learning
experiences essential to develop professionally and to promote student learning. They draw on
and contribute to various forms of educational research to improve their own practice.
The google survey platform can be designed in numerous ways to cater to what the
educator needs. It is a great tool to ensure that we gain the information about students to ensure
effective planning and instruction for success. This questionnaire is excellent as a new school
year starter and can be utilized at any grade level. I chose to incorporate this tool as an artifact
because it is a primary example of a way educators can utilize technology. In addition it reflects
how educators can embed culturally responsive teaching into your teaching style.
Artifact Six: Classroom Management Fun Box
The ‘Classroom Management Fun Box’ is the sixth artifact I decided to include in this
MSED elementary portfolio. This is an extremely useful tool to help with the management of the
classroom. Inside this box educators can have any item they feel will benefit the needs of the

students in the class. The classroom management fun box I created was catered to students with
exceptionalities. I incorporated items that would aid in satisfying students with sensory and
repetitive needs. The items would change depending on the dynamics of the classroom, which
would entail getting to know the students in the classroom. This artifact selection directly aligns
with the following standards;
InTASC – Standard #1j- the candidate takes responsibility for promoting learners’
growth and development. Standard #1k – the candidate values the input and contributions of
families, colleagues, and other professionals in understanding and supporting each learners’
development.
NYSED ETHICS FOR EDUCATORS - Principle 1: Educators nurture the
intellectual, physical, emotional, social, and civic potential of each student. Educators
promote growth in all students through the integration of intellectual, physical, emotional, social
and civic learning. They respect the inherent dignity and worth of each individual. Educators
help students to value their own identity, learn more about their cultural heritage, and practice
social and civic responsibilities.
ILA Standards - Element 5.2
Candidates design a social environment that is low risk and includes choice, motivation, and
scaffold support to optimize students’ opportunities for learning to read and write.
The Classroom Management Fun Box is an excellent tool for new and older educators. It
entails knowing your students and being strategic in the selection of the items included. I feel
that this box can be applied any time and should always be updated to fit the growing needs or

dynamics of the students. This artifact is an excellent inclusion for my portfolio because it
showcase my ability to design and cater to more complex learners, for example ENL and SWD
students within the classroom.
Artifact Seven: Literacy Game
For my seventh artifact I decided to incorporate a literacy activity that I had formulated
during first semester. This is an excellent way to introduce and practice vocabulary within the
classroom. This activity had students saying the word, writing the word and building the word.
It is through this repetitive creation of the chosen or assigned words that they become more
familiar and hopefully recognize the words during reading practice. For the build aspect of the
activity, I had students use PLAYDOH to create the letters of the word. I felt that PLAYDOH
allowed for a sensory satisfaction, although, the activity can be altered to cater to the specific
students engaged. The creation of this activity, allowed me to show my ability to adhere to
various professional standards. The standards that directly coincide with the activity I produced,
are as follows;
ONTARIO – The Provincial Code of Conduct - help students work to their full
NYSED – Code of Ethics - Principle 2: Educators create, support, and maintain

learning.
COUNCIL FOR EXCEPTIONAL CHILDREN - 1.0 Beginning special education
use this knowledge to provide meaningful and challenging learning
experiences for individuals with exceptionalities.
ILA STANDARDS - Element 5.1 Candidates design the physical environment to
optimize students’ use of traditional print, digital, and online resources in reading and writing
instruction.
The inclusion of this literacy activity was definitely a great choice. This activity
presented a new way to learn vocabulary and catered to the sensory needs that exist amongst the
students. I believe that this activity reflects my ability to design and promote the development of
literacy skills utilizing a fun engaging item such as PLAYDOH. The best part of this activity is
that it can be manipulated in numerous ways to cater to the needs of the student in direct use.
Additionally, it can be made to be applied to any elementary grade level. This activity is a great
representation of literacy and fun.

Artifact Eight: The SMART Notebook/Board Author Study Presentation.
The eight artifact selected is my SMART Notebook/Board Author Study. This project
reflects my ability to utilize the many tools incorporated into the SMART Notebook/board
program. I feel that this assignment completion reflects tremendous growth in relation to
technology usage. This piece of technology is becoming a regular tool in the classrooms and it is
crucial that educators receive the necessary training and guidance to ensure it is being
incorporated into lessons and utilized to its full potential. Learning to use this equipment and
program was a great technology learning accomplishment, which can be directly linked to the
following professional and academic standards;















INTASC Standard #1a – The candidate regularly assesses individual and group
performance in order to design and modify instruction to meet learners’ needs in each area of
development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level
of development. Standard #1j – The candidate takes responsibility for promoting learners growth
and development.
ISTE – Designer – Educators design authentic, learner – driven activities and
environments that recognize and accommodate learner variability. Educators: 5a – Use
technology to create, adapt and personalized learning experiences that foster independent
learning and accommodate learner differences and needs.5b – Design authentic learning
activities that align with content area standards and use digital tools and resources to
maximize active, deep learning.5c – Explore and apply instructional design principles to
create innovative digital learning environments that engage and support learning
CAEP Standard 1- 1.1 Candidates demonstrate an understanding of the 10 InTASC
standards at the appropriate progression level(s) in the following categories: the learner and
learning; content; instructional practice; and professional responsibility.
NYS Code of Ethics for Educators - Principle 2 Educators create, support, and maintain
learning.
THE ETHICAL STANDARDS FOR THE TEACHING PROFESSION - The ethical
standard of Trust embodies fairness, openness and honesty. Members' professional relationships
with students, colleagues, parents, guardians and the public are based on trust.
ONTARIO TEACHERS CODE OF CONDUCT- empower students to be positive
leaders in their classroom, school, and community
ILA Standards - Candidates create a literate environment that fosters reading and
writing by integrating foundational knowledge, instructional practices, approaches and methods,
curriculum materials, and the appropriate use of assessments.
InTASC Standard 1: Learner Development and Individual Learning Differences 1.0
Beginning special education professionals understand how exceptionalities may interact with
development and learning and use this knowledge to provide meaningful and challenging
learning experiences for individuals with exceptionalities.
Ontario Ministry of Education Elementary Standards - 2.7 use a variety of forms
(e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a
variety of purposes (e.g., create posters or media ads that encourage care and concern for
water and air in the community)
P-12 Common Core Standards Connections - Engage NY – K-5 College and Career
Readiness Anchor Standards for writing; Use technology, including the Internet, to produce and
publish writing and to interact and collaborate with others.
New York State Standards - 3. Computers, as tools for design, modeling, information
processing, communication, and system control, have greatly increased human productivity and
knowledge. Students: • identify and describe the function of the major components of a computer
system. • use the computer as a tool for generating and drawing ideas. • control computerized
devices and systems through programming. Model and simulate the design of a complex
environment by giving direct commands.
Being an interactive tool, the SMART board allows for shared learning experiences.
Students are able to engage in activities by touching the large touch screen. Teachers are also
able to incorporate paper pencil tasks into a technology version; for example daily check-ins can
replace the known attendance road calls. The activity I created on this tech piece was aimed at
gaining information about a specific author and participating in activities that incorporated
aspects of his literature. The SMART Notebook project was a great additive to this portfolio. It
showcases my ability to integrate technology usage into my daily instruction. In addition it
allowed me to be creative through the design of various activities and learn interactive tricks to
engage my learners.
Artifact Nine: Pecha Kucha
The ninth artifact that I have chosen is my Pecha Kucha presentation. This artifact
directly aligns with the following professional and academic standards;
ISTE STANDARDS - Educators continually improve their practice by learning from and
with others and exploring proven and promising practices that leverage technology to improve
student learning.
ONTARIO PROVINCIAL CODE OF CONDUCT - help students work to their full
classroom, school, and community;
NYSED CODE OF ETHICS - Principle 3: Educators commit to their own learning
in order to develop their practice. Educators recognize that professional knowledge and
development are the foundations of their practice. They know their subject matter, and they
understand how students learn. Educators respect the reciprocal nature of learning between
educators and students. They engage in a variety of individual and collaborative learning
experiences essential to develop professionally and to promote student learning.
COUNCIL FOR EXCEPTIONAL CHILDREN 1.0 beginning special education
use this knowledge to provide meaningful and challenging learning experiences for individuals

CAEP - 1.2 Providers ensure that candidates use research and evidence to develop an
understanding of the teaching profession and use both to measure their P-12 students’ progress
and their own professional practice.
I included this project as an artifact because it was a new tool. Prior to class I had never
heard of this tool and that made me curious to see what it would allow me to create. Using this
style of presentation I was able to create an informative demonstration on the ASD form known
as Asperger’s. The presentation involved the use of photographs and informative audio I had
recorded. In order to successfully complete the Pecha Kucha, It required that I spend time
gathering research and deciding what information was crucial for inclusion. With the 20 minute
time restriction of this style of presenting, I had to be very selective and use my judgment to
minimize information but still provide enough for viewers to learn about the topic. Through this
artifact I learn the important of thorough research and improved my ability to condense and
deliver information. The Pecha Kucha provided viewers with detailed information about
Asperger’s, and related visuals to support the information. This type of presenting is condensed
and straight forward, which makes it an excellent tool to use in my future classroom.
Artifact Ten: Weebly Website

The final artifact I decided to include was my Weebly teacher website. This artifact
showcased my ability to design, inform and decipher relevant information for inclusion. Of all
artifacts selected I feel that the Weebly website created, encompasses all ethical standards.
The fact that this artifact reflects all standards is why I chose to include it. It showcases my
personally disposition, which entails; my ability to design, inform, be culturally responsive,
promote inclusion and most of all utilize technology as a form of communication.
Conclusion
This section presented ten artifacts that I feel represent my tremendous professional and
academic growth. Through the artifacts mentioned people are able to see that I possess the
ability to effectively; plan, instruct, assess, and engage the students within the classroom. In
addition, I have learned to modify my instruction in order to ensure the needs of students with
exceptionalities and those needing extra assistant are being met. I have also manage to keep
instructing fun and engaging which is a part of being a successful educator. Through the use of
technology in the artifacts chosen I am able to show that I have undergone tremendous
professional growth and can apply technology in the most effective and positive manner to
ensure ample learning opportunities for all students.

Section Four:
Alignment to the Curriculum and Professional Standards
‘The Whole Purpose of Education is to turn mirrors into windows.’
(J. Harris, 2018)
Introduction
This section has been created to show readers the alignment the artifacts have with the
specific curriculum and professional standards. These standards are not only a guide for teachers,
but serve as a professional checklist for administrators and school board officials. With teachers
aligning their instruction with the stated standards, they are insuring that they are exhibiting
professionalism and job efficiency. For these reasons the standards are of high importance in the
education field, and should be taking seriously for the success of our students. This section will
show exactly how I have incorporated the curriculum and professional standards into my
instruction, which will in turn portray the value I have for them.
Curriculum & Professional Educational Standards
Interstate Teacher Assessment and Support Consortium Standards (InTASC)
The Interstate Teacher Assessment and Support Consortium Standards (InTASC) was
developed as an outline to model what teachers should know and be able to do. These standards
inform teachers that the entire teaching process begins with the learner. It is by understanding
this that educators can ensure that every K – 12 student reaches the goal of being ready for post-
secondary education and/or the workforce. It is anticipated that through review of these
standards, teacher candidates, such as myself will recognize that learning patterns fluctuate
among individual students and each learner brings with them an individualistic learning style.
The InTASC Standards are divided into categories; the learner and learning, content,
instructional practice, and professional responsibility. Below are the exact standards from the

professional document, which my teachings align with.
I. The Learner and Learning.
1. Learner Development—The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.

2. Learning Differences—The teacher uses understanding of individual
differences and diverse cultures and communities to ensure inclusive
learning environments that enable each learner to meet high standards.
3. Learning Environments—The teacher works with others to create
environments that support individual and collaborative learning, and that
4. encourage positive social interaction, active engagement in learning, and
self motivation
II. Content
5. Content Knowledge—The teacher understands the central concepts, tools
of inquiry, and structures of the discipline(s) he or she teaches and creates
learning experiences that make the discipline accessible and meaningful
for learners to assure mastery of the content.
6. Application of Content—The teacher understands how to connect
concepts and use differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem solving related to authentic
local and global issue.
III. Instructional Practice Standard
7. Assessment—The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner
progress, and to guide the teacher’s and learner’s decision making.
8. Planning for Instruction—The teacher plans instruction that supports
every student in meeting rigorous learning goals by drawing upon

knowledge of content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the community context.
9. Instructional Strategies—The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to
apply knowledge in meaningful ways.
IV. Professional Responsibility
10. Professional Learning and Ethical Practice—The teacher engages in
ongoing professional learning and uses evidence to continually evaluate
his/her practice, particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the community), and
adapts practice to meet the needs of each learner.
11. Leadership and Collaboration—The teacher seeks appropriate leadership
roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to advance the
profession.
Through review of the details of this standards, I hope you can see aspects of them
reflected in the chosen artifacts. I strongly believe although the intent is to show exactly which
artifacts align with InTASC, it does become evident that these standards should and do align with
all aspects of my teaching, which portrays my readiness as a teacher candidate.
NYS Code of Ethics Standards for Educators

The NYS Code of Ethics Standards for Educators is an open declaration by educators
which outlines the expectations of teachers. This document serves as a guide and creates a
uniform code of conduct across all schools. Below I have included the exact standard, to show
the alignment it has with my chosen artifacts.
Principle 1
Educators nurture the intellectual, physical, emotional, social, and civic potential of each
student. Educators promote growth in all students through the integration of intellectual,
physical, emotional, social and civic learning. They respect the inherent dignity and worth of
each individual. Educators help students to value their own identity, learn more about their
cultural heritage, and practice social and civic responsibilities. They help students to reflect on
their own learning and connect it to their life experience. They engage students in activities that
encourage diverse approaches and solutions to issues, while providing a range of ways for
students to demonstrate their abilities and learning. They foster the development of students who
can analyze, synthesize, evaluate and communicate information effectively.

Principle 2
Educators create, support, and maintain challenging learning environments for all.
Educators apply their professional knowledge to promote student learning. They know the
curriculum and utilize a range of strategies and assessments to address differences. Educators
develop and implement programs based upon a strong understanding of human development and
learning theory. They support a challenging learning environment. They advocate for necessary
resources to teach to higher levels of learning. They establish and maintain clear standards of
behavior and civility. Educators are role models, displaying the habits of mind and work
necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning
individuals who reflect upon and monitor their own learning.
Principle 3
Educators commit to their own learning in order to develop their practice. Educators
recognize that professional knowledge and development are the foundations of their practice.
They know their subject matter, and they understand how students learn. Educators respect the
reciprocal nature of learning between educators and students. They engage in a variety of
individual and collaborative learning experiences essential to develop professionally and
to promote student learning. They draw on and contribute to various forms of educational
research to improve their own practice.
Principle 4
Educators collaborate with colleagues and other professionals in the interest of student
learning. Educators encourage and support their colleagues to build and maintain high standards.
They participate in decisions regarding curriculum, instruction and assessment designs, and they
share responsibility for the governance of schools. They cooperate with community agencies in
using resources and building comprehensive services in support of students. Educators respect
fellow professionals and believe that all have the right to teach and learn in a professional and
supportive environment. They participate in the preparation and induction of new educators and
in professional development for all staff.
Principle 5
Educators collaborate with parents and community, building trust and respecting
confidentiality. Educators partner with parents and other members of the community to enhance
school programs and to promote student learning. They also recognize how cultural and
linguistic heritage, gender, family and community shape experience and learning. Educators
respect the private nature of the special knowledge they have about students and their families
and use that knowledge only in the students’ best interests. They advocate for fair opportunity
for all children.
Principle 6
Educators advance the intellectual and ethical foundation of the learning community.
Educators recognize the obligations of the trust placed in them. They share the responsibility
for \understanding what is known, pursuing further knowledge, contributing to the generation of
knowledge, and translating knowledge into comprehensible forms. They help students
understand that knowledge is often complex and sometimes paradoxical. Educators are
confidantes, mentors and advocates for their students’ growth and development. As models for
youth and the public, they embody intellectual honesty, diplomacy, tact and fairness.
The mention standards are the basis for how educators should act, instruct and teach.
These standards are important to ensure that everyone understands their responsibility as an
educator and conduct themselves in an appropriate manner. In addition, they ensure that as
educators we always act in the best interest for student success.
The Ontario Ethical Teacher Standards
The Ontario Ethical Teacher Standards was intended to motivate educators to reflect and
stand by the responsibilities of a teacher. These standrds are upheld in Ontario and reflect the
ideal characteristics of a teacher. As an becoming educator, it is important for me to align my
teaching style with these standards as they directly pitline the requirements of the profession I
have chosen to have. Below I have included the standards to provide clarity and showcase the
traits that I have portrayed through the chosen artifacts. These standards have been sectioned into
main characteristics;
Care
The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.
Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members
honour human dignity, emotional wellness and cognitive development. In their professional
practice, they model respect for spiritual and cultural values, social justice, confidentiality,
freedom, democracy and the environment.
Trust
The ethical standard of Trust embodies fairness, openness and honesty. Members'
professional relationships with students, colleagues, parents, guardians and the public are based
on trust.
Integrity
Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual
reflection assists members in exercising integrity in their professional commitments and
responsibilities.
P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies
These standards focus on what exactly the students will be expected to learn at each
grade. It is in these curriculum standards that I have gained a clear understanding of the detailed
grade level expectations. With these standards I am able to create lesson plans that will enable
the student to be successful. Parents also have access to this document so that they can follow
along on the education journey and helps their child to gain the most they can through the
learning process. Below I have provided the weblink with direct access to these standards.
https://www.engageny.org/
As you look through the chosen artifacts it is evident to see the alignment with specific standards
listed.
NYS Learning Standard
These are the learning expectations for New York State. In these standards are an aoutline of
what students should know and be able to do as a result of expert instruction. It is important to
have these standards to ensure that new and old educators align their lessons with the set board
requirements. I have provided the direct link here: http://www.p12.nysed.gov/ciai/standards.html
The artifacts mentioned where included based on the direct alignment with these standards.
Ontario Ministry of Education Expectations
These are the learning expectations for the province of Ontario. In this document the ministry has
outlined the specifics curricula to be taught at the various grade levels. This is a very useful and
important tools for educators, such as I, because it provides the fundamentals to guide educators
through the intructions, assessments, and planning done for our students. I have provided the
direct link here: http://www.edu.gov.on.ca for the specific standard statements. Through review
it is evident to see that the chosen artifacts have not only aligned with the curriculum but the
entire instructional process displays knowledge of the grade level expectations.
DOE Claims
These claims are commitments maintained by the specific school responsible for
preparing the teacher candidate. In this case, the claims are directly from Medaille College and
they state the following:
Claim 1: Medaille College graduates know the subject matter in their certification
area(s)
Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.
Claim 3: Medaille College graduates are caring educators.
Based on these claims, the college has designed the education progam for students such as
myself.
CAEP Standards
These standards coincide with the DOE claims, providing additional information
surrounding the colleges’ duty and commitment to ensuring the preparedness of the educator.
The CAEP standards provides a deep understanding of the critical concepts and principles of
given disciplines of study. They assert that teacher candidates, as I will obtain the knowledge
needed to advance the learning of the students. These standards are important because they place
responsibility and accountability on the college, to ensure that they are providing the necessary
tools needed to ensure my success.
International Society for Technology Education for Teachers and Students (ISTE)
These standards are similar to a personal checklists guide. The ISTE standards are
utilized as a framework for students, educators, and administrators. The standards are helping
educators to design items and spaces which allow for students to explore their learning
environment. I believe these standards are important because they act as a reminder to
incorporate the responsibilities we have and ensure that we are displaying them through practice.
International Literacy Association Professional Standards (ILA)
These standards outlines the criteria for developing and evaluating preparation programs
for literacy professionals. The standards focus on the knowledge, skills, and outlooks necessary
for effective educational practice in a precise role and points out contemporary research and
evidence-based practices in instruction, curriculum, assessment, and leadership.
Council for Exceptional Children (ECE)
These standards are dedicated to promoting the success of students with exceptionalities.
Through review of these standards, you are able to see connections made that are a direct
portrayal of the artifacts. In addition, these standards demonstrate a commitment to self –growth.
On the next page you will see my chart. This is where I have listed att artifacts in one.
Beside the listed artifact is the standards specific to the one your holding. All artifacts are uniqu
and show my ability to choose, with the childs best interest in mind.
Alignment to The Curriculum and Professional Standards Chart

ILA
NYS Code NYS P-12 DOE Claims ISTE Internatio Ontario Ontario
Artifact InTASC of Ethics Common NYS & CAEP Standards nal CEC Curriculum Teacher
Title Standards Standards Core Learning Standards for Literacy Standards Standards Ethical
for Learning Standards Teachers Associatio Standard
Educators Standards and/or n s
Students Profession
al
Standards
The Principle Grade 1 Measureme DOE – Standard Element Standard Grade 1 : Care
Learner 2. Promote Math: 1.1b nt and Data Claim 1,2,3 1.d Learner 5.1 1 Telling Time Respect
Artifact and Student CCLS - CAEP – Developme Element Learning Trust
#1: Learning Learning Math: Standard 1 nt 5.2 Developme Integrit
Math Learner 1.MD.3 nt and y
Lesson Developmen Individual
t Learning
Standard 1, Differences
2,3,4,5,6,7
The Principle Grade 2 RL.2.1: DOE – Element Standard Grade 2: Care
Learner 1. ELA: Demonstrat Claim 1,2,3 N/A 3: Developing Respect
Artifact and Nurture All Developing e CAEP – 5.2 Curricular Ideas 2.1 Trust
#2 Learning Students Ideas 2.1 understandi Standard 1 Content Integrit
Literacy Learner ng of key Knowledge
Lesson Developmen detail in a y
t
text.
Standard 1,
2,3,4,5,6,7
The Principle Grade 4 Standard DOE – Standards Element Standard Grade 5: Care
Learner 3. Science: 1: Analysis, Claim 1,2,3 1.c 3: 3.1 Science Respect
Artifact and Commitme PS3 4.0 Inquiry, CAEP – Learner 5.1 Curricular & Trust
#3 Learning nt to own Energy Design Standard 1 Developme Content Technology Integrit
Science Learner learning as nt Knowledge – Energy
Lesson Developmen well as y
t students
Standard 1,
2,3,4,5,6,7
The Principle DOE – Standards Element Standard Care

Learner 2. Promote Claim 1,2,3 5 1 Respect
Artifact # and Student N/A* N/A* CAEP – Technology 3 Learning N/A* Trust
4 Learning Learning Standard 1 Developme Integrit
Google Learner nt and
Survey Developmen Individual y
t Learning
2,3,4,5,6,7
Alignment to The Curriculum and Professional Standards Chart

Artifact InTASC NYS Code NYS P-12 NYS DOE Claims ISTE ILA CEC Ontario Ontario
Title Standards of Ethics Common Learning & CAEP Standards Internatio Standards Curriculum Teacher
Standards Core Standards Standards for nal Standards Ethical
for Learning Teachers Literacy Standard
Educators Standards and/or Associatio s
Students n
Profession
al
Standards
The Learner Principle DOE – Standard Care
Artifact # and 3. N/A * N/A* Claim 1,2,3 5.a.b. N/A N/A N/A* Respect
5 Learning Commitme CAEP – Designer Trust
Prezi Learner nt to own Standard 1 Integrit
Development learning as y
Standard 1, well as
2,3,4,5,6,7an students
dards Ethics
Standards
for
Educators
The Principle DOE – Standard Care
Artifact # Learner 1. N/A * N/A* Claim 1,2,3 1 Respect
6 and Nurture All CAEP – N/A Element Learning N/A* Trust
Classroom Learning Students Standard 1 Developme Integrit
Managment Learner 5.1 nt and
Fun Box Developmen Individual y
t Learning
2,3,4,5,6,7
The Principle DOE – Standard Care
Artifact # Learner 2. Promote Claim 1,2,3 1 Respect
7 and Student N/A* N/A* CAEP – N/A Element Learning N/A* Trust
Literacy Learning Learning Standard 1 Developme Integrit
Activity Learner 5.1 nt and
Developmen Individual y
t Learning
2,3,4,5,6,7
The Principle DOE – Standard Element Standard Grade 2: Care
Artifact # Learner 2. Promote Claim 1,2,3 1: Leader 1 Math- Respect
8 and Student N/A * N/A* CAEP – Standard 5.1 Learning Measureme Trust
SMART – Learning Learning Standard 1 2: Citizen Developme nt of Time Integrit
NoteBook Learner Standard nt and Creative
Author Developmen 3: Designer Individual Writing y
Study t Learning
2,3,4,5,6,7
Artifact # InTASC Principle N/A* N/A* DOE – Standard Element Standard N/A * Ontario
9 The 3. Claim 1,2,3 1: Leader 5.1 1 Teacher
Pecha Learner Commitme CAEP – Standard Learning Ethical
Kucha and nt to own Standard 1 2: Citizen Developme Standard
Learning learning as Standard nt and s
Learner well as 3: Designer Individual
Developmen students Learning
t for Differences
Standard 1, Educators
2,3,4,5,6,7St
andards
Artifact # The Principle N/A* N/A* DOE – Standard Element
10 Learner 2. Promote Claim 1,2,3 5.a.b. 5.1
Weebly and Student CAEP – Designer
Learning Learning Standard 1
Learner
Developmen
t
Standard 1,
2,3,4,5,6,7
* There is no set standard that applies as the chosen artifact can be catered to fit all

Conclusion
In this section I was able to explain why I chose each artifact for inclusion. As the reader,
you should have been able to specifically understand the alignment with the curriculum and
professional standards I have stated. It is very important to align artifacts with the standards
because this ensures that as educators we are meeting the requirements of our profession and
doing our outmost best for student success. In the next section of this portfolio I will provide a
reflection of my journey. One of the most important and sometimes most difficult thing for an
educator to do is reflect. The fact that I am able to positively reflect to help with my professional
growth, will demonstrate my readiness as a teacher candidate.

Section Five: Teacher Candidate Reflection

Time spent in self-reflection is never wasted – it is an intimate date with yourself’ – Paul Wong
Introduction
This section provides me with the opportunity to reflect on the MSED education program
as a whole. I will highlight my most memorable parts of the teacher education program and my
MSED portfolio project. The MSED portfolio project overview will serve as a reflective
overview of the process of creating this document. I consider this section the most important
because having the skills needed to critically self-reflect and analyze my education path, shows
the characteristics of an effective teacher. The MSED portfolio completion reflects my ability to
judgmentally examine my teaching style, incorporate the professional and academic curriculum
standards and create lessons that are informative and engaging for all students. The portfolio was
a great way to collaboratively portray the tremendous growth I have undergone transitioning into
a skilled educator.
The portfolio began with a detailed description of my past endeavors. I was able to share
my journey and remember the countless previous achievements, which have influenced where I
stand today. Looking at my own student classroom days, allowed me to truly begin to understand
the position of the student, and the many life factors that influence their learning experience.
Through the creation of the Background Experiences section, I had the opportunity to list and
reminisce about the many things I have done over the years to develop my career, while
understanding how important it is to know the students we aim to educate. This section provided
me with a chance to look at the external factors that affect the students’ academic development.
For example, the effects of not having a healthy breakfast before attending school or enduring
emotional stresses of a broken family. These are just two of the many things students of this day

and age face on a regular basis, which can have negative influences on their education
experience. As the classroom teacher it is important for me to know the students so that I can
help to decrease or improve their situation, allowing them to gain as much as possible during
their time in my class. It was not until I analyze my own past experiences that I was able to pin-
point many factors that played a role in my academic development. This allowed me to truly
understand that it’s not just the events of the classroom that plays a role in the students
development, but the external community and home factors do as well.
I then proceeded to share a few artifacts that I have created. These artifacts where selected
based on the fact that they reflect my ability to plan, assess and instruct. The artifacts include:
Time Measurement Lesson Plan, Literacy Lesson Plan, Science Lesson Plan, Google Survey,
Prezi Presentation, Classroom Management Fun Box, Literacy Word Activity, SMART Notebook
Author Study, Pecha Kucha Presentation, and my Weebly Teacher Website. Through the selected
artifacts I notice the most growth. I was placed in the position to show and demonstrate my skills
acquired from the thorough instruction provided throughout the MSED program. It is one thing
to sit in a classroom and be exposed to instruct, but it is a skill to know how to apply that
knowledge obtained. I believe that through the creation of the artifacts I have shown my abilitly
to apply the content taught throughtout the program. I learned how to create lesson plans, how to
incorporate academic standards, how to assess the students learning and how to use technology
to enhance the learning experience. All of which I have portrayed through these aretifacts
making them the perfect example of academic growth. Each of these artifacts reflect the work of
an effective teacher and can be used in the future when I am in the position of an educator. After
a thorough review of the artifacts, I proceeded to explain the

alignment with the professional and academic standards. This section displayed the requirements
laid out by the education professionals and clarified how my artifacts aligned with them and how
I have aimed and met the standards set out for professional conduct.
This portfolio allowed me to see my past failures and recognize areas for improvement
within my teaching philosophy. The next section will explain the observations, experiences, and
lessons I have acquired as a result of going through the education program and how I have met
the colleges DOE Claims and CAEP Standards as a teacher candidate. In addition I will explain
the process of creating the MSED portfolio and the importance of having a document such as this
as an excellent tool for transitioning into the role of a teacher.
Portfolio Project/Teacher Education Learning Experience
The Medaille College MSED graduate program provided me with a tremendous amount
of information about the field of education. The program allowed me to gain knowledge of the
various subject areas and the education theorists who had a role in the creation of the academic
thoughts. Some of the known philosophers I have come to align my own education style with
are; John Dewey, Maria Montessori, Jean Piaget, and Robert Marzano. These philosophers have
had a major role in the creation of curriculum content and the way in which educators instruct
and asses students in the classroom. Many of the theories I have drawn into my own teaching
style are; the benefits of play, the importance of engagement and the significance of establishing
a routine or consistent environment for learning to happen. Past philosophers set the foundation
for learning; and as time goes on, educators such as myself have supplemented or detracted
techniques to cater to the complexities displayed by the students. I strongly believe that one of

the best and most informative part of this program was the time spent analyzing the philosophies
and theorists which have influenced the education system; past to present. This is very important
because these philosophies directly power our teaching style and dictate how we educate
students within the classroom. The review of this content allowed for teacher candidates, as I, to
really see the success and failures of the past to ensure future success.
This program taught me the importance of culturally responsive teaching (CRT). It was in
the first semester of the education program that I had first heard this term and was educated on
the meaning. I learned that CRT involved me knowing the students in the classroom, primarily
their cultural heritage and family dynamics. I became knowledgeable to the fact that many
benefits come with building a communication bridge between the students’ school experiences
and home life experiences. Based on the CRT style of teaching, I came to the understanding that
I needed to ensure that my classroom environment and instruction was multicultural; displaying
respect, fairness, and equality for all student and staff involved. Along with teaching in this style,
it was crucial that I incorporated multicultural information, materials, and resources in
instruction to ensure each student is reflected and can relate to the curriculum content being
taught. Without instruction of this style from teachers of the education program, I may not have
learned it, therefore creating a disadvantage to the students I would support in the future.
As a Medaille student it was expected that I meet standards set out by the program
coordinator. The expectations of the teacher candidate were outlined in the DOE Claims and
CAEP Standards, which were provided to me upon beginning this program. I believe that the
assignments and classroom work reflect that I have met the college standards set forth. Through
lesson plans created and curriculum content review, I am able to show knowledge of the subject

matter within my grade one to six certification. I have studied the theories of past educational
philosophers and obtained my teaching styles with their practice in mind. This shows some of the
best teaching practices, which will ensure a successful learning experience for our diverse
students. The fact that I have taken time to modify and accommodate in the lessons I have
created, makes it evident that I care about the needs of my students and have taken them into
consideration when planning for instruction.
In addition to meeting the DOE claims, I have worked hard to ensure that I also align my
teaching style with the CAEP standards. Through courses taken I have studied the 10 InTASC
standards, which highlight the learner and learning, content; instructional practice, and my
professional responsibility. The lesson plans created for various classes show my ability to
incorporate and utilize innumerable curriculum standards necessary to instruct at the various
grade levels. Although at times I felt that the standards were tedious to review, once I reviewed
and understood their importance it became part of my teaching style. The educators of the
education program were helpful with providing clarity when needed and assigning activities that
allowed for application of the standards; obvious example would be the lessons plans created.
This program gave me the opportunity to gain in-class observation experience and
examine different classroom management and instruction techniques. Some of these techniques
became tools that I plan to utilize when I am assigned my own classroom. For example, I have
created a classroom management fun box. This is a box which contains various items to assist
with the management of the classroom. Whether it be a fun activity or a tactile object, the items
enabled me to keep control and optimize the learning experience for the students. The education
program taught me different techniques to control the class and showed me that the only way for

learning to happen is if the management of the classroom was successful. This said the creation
of this fun box was not only an assignment but a highly resourceful tool that I can carry with me
throughout my entire career.
The education program assigned the MSED portfolio assignment as an accumulative
analysis outlining my professional development journey. The portfolio allowed me to gather all
aspects of my past and present that make me an effectively good teacher. It serves as an
organizational foundation, which I can use as a stepping stool to enter the education fied as a
prepared teacher. Providing my future employers with an intensive description of my
professional development and reflects on my past endeavors. It is through the creation of this
portfolio that I am able to truly reflect and establish a basis for my future teaching. I had the
opportunity to write numerous lesson; although some where good and some where bad, each one
showed professional academic growth. The lessons I learned to create covered the grade content,
assessments of the students and various accomodations for our exceptional students. It wasent
until I wrote my first lesson plan that I truly understood the importance of thorough planning. In
order to meet the requirements of this assignment, it was important to research my own growth
and look at all the classroom and homework I have completed and is a reflection of my ability to
apply knowledge obtained in class.
Readiness to Becoming a Teacher
Now the question of whether I am ready to become an educator is posed. I strongly
believe that none of the teacher candidates can label themselves as fully ready to be a teacher.
Instead, I would state that we posess the skills to be successful, and it wont be until we are in the
classroom using those skills effectively, that we will know if we are truly ready. This program

has aimed to ensure our success, but it is our responsibility to apply the skills learned to make
success a reality. Through this program I have now learned how to write a detailed lesson plan.
This is very important as planning allows for the teacher to be prepared and ensure they are
meeting the needs of all the students. The lessons plans that I have created thus far display my
ability to plan and show my skill of ensuring curriculum content is fun and engaging for the
intended students.
Classroom management importance was a repetitive reminder from the teachers during the
education program. It entails that I utilize various tools and resources to keep my students
attentive, organized and academically on task. For example, verbal or gestural cues to gather
attention or keeping the pace and engage students during a lesson. There are a wide variety of
aids and techniques that teachers use to classroom manage, and as educators we find the ones
that work for us. Classroom management is critical to the success of the classroom and is a skill
all educators need to have.
Conclusion
This section was included to provide a reflective view of the education program and
highlight some of my most influential experiences. I feel that it is always important to reflect
and by sharing my reflections, I have made myself open to constructive feedback. One of the
best and most important things I learned during this program was that in order to truly grow, I
need to accept and learnd from past failures. It made me happy to receive good grades, but I was
truly proud to receive thorough feedback that would allow me to better myself as an educator.
So, am I ready to be a teacher? I don’t know, but I do know that this program has given me an

abundance of tools to help me be successful and prepare for the role. That said, I guess when I
am in the classroom I can apply my skills and truly know if I am indeed ready for this very
important role of preparing students for life.

References
Cohen, L. M. (1999). PHILOSOPHICAL PERSPECTIVES IN EDUCATION. Retrieved August,
2018, from https://oregonstate.edu/instruct/ed416/PP3.html
Curriculum and Instruction. (2018, September 20). Retrieved from
http://www.nysed.gov/curriculum-instruction
Introduction to Montessori Method. (n.d.). Retrieved August, 2018, from
http://amshq.org/Montessori-Education/Introduction-to-Montessori?
gclid=CjwKCAjwlejcBRAdEiwAAbj6Ke_aqbnN5W7ytGCMmv1x4lAGjL1cQ7bWbW7Fgukg
orK9Bp59D7K4bxoCHz0QAvD_BwE
ISTE Standards FOR EDUCATORS. (n.d.). Retrieved October 14, 2018, from
https://www.iste.org/standards/for-educators
Mandela, N. (n.d.). Nelson Mandela Quotes (Author of Long Walk to Freedom). Retrieved August,
2018, from https://www.goodreads.com/author/quotes/367338.Nelson_Mandela
McKeown, G. (2014). Essentialism: The disciplined pursuit of less. London: Virgin Books.
(n.d.). Retrieved July 28, 2018, from https://study.com/academy/lesson/what-is-progressivism-
definition-history-goals.html
(n.d.). Retrieved from https://www.oct.ca/public/professional-standards/ethical-standards
(n.d.). Retrieved from http://caepnet.org/standards/standards-advanced-programs

Johnson, B. (n.d.). What Is Your Educational Philosophy? Retrieved August 3, 2018, from
https://www.edutopia.org/blog/what-your-educational-philosophy-ben-johnson
Scots College. (2017). Educational philosophy: What is it all about? Retrieved September, 2018,
from https://www.tsc.nsw.edu.au/tscnews/educational-philosophy-what-is-it-all-about
Standards. (n.d.). Retrieved from https://www.literacyworldwide.org/get-
resources/standards/standards-for-reading-professionals/standards-2010-standard-5

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Running Head: MSED ELEMENTARY PORTFOLIO PROJECT 64

An Elementary Portfolio Project Submitted to the

Faculty of the Graduate Department of Education of Medaille College

In partial fulfillment of the requirements for the degree of

Section One: Teacher Candidate Portfolio Project Introduction………………………………….3

Section Two: Teacher Candidate Background Experiences.………………………………….......9

Section Three: Teacher Candidate Artifacts…………………………………………………..…26

Artifact #1: Mathematics – Time Measurement.……..….…………..........…...…...……26

Artifact #2: Literacy Lesson Plan

Artifact #3: Science – Electricity Lesson Plan ………………………………………….33

Artifact #4: Google Survey………………………………………………………………37

Artifact #5: PREZI Presentation…………………………………………………………38

Artifact #6: Classroom Management Fun Box…………………………………………..40

Artifact #7: Literacy Word Activity………………………………………………..……41

Artifact #8: SMART Notebook Author Study ……………………………………….…43

Artifact #9: Pecha Kucha………………………………………………………………...47

Artifact #10: Weebly Website……………………………………………………...……48

Section Four: Alignment to Curriculum & Professional Standards……………………………...50

Section Five: Teacher Candidate Reflection……………………………………………………..80

Section Six: Teacher Candidate Teacher Interview Video…………………………………………

Section One: Teacher Candidate Introduction to the Elementary Portfolio Project

Introduction, Overview and Rationale

accomplish this it is imperative that we incorporate culturally responsive teaching techniques to

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instruction, accurate assessment, and an understanding of technology application. It is through

integrate into my teaching style.

This MSED elementary portfolio represents me as a proficient educator. It is anticipated

summary of my educational pathway, allowing for people to gain a thorough understanding of

why I should be considered an equipped educator.

In an effort to provide detailed information and clarity surrounding my extensive

as follows: 1. Teacher Candidate Portfolio Project Intro, 2. Teacher Candidate Background

Experiences, 3. Teacher Candidate Artifacts, 4. Alignment to the Curriculum and Professional

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journey; past to present. Information about my work experiences, professional development,

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engaging students in countless ways.

candidate is capable of incorporating these curriculum standards into lesson planning,

curriculum and teaching strategies, is an essential attribute of an educator. It is evident through

portfolio. A part of becoming a good educator, is to recognize opportunity for growth by

to implement change for improvement (Merriam-Webster, 2018). Having the ability to

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Theorists and Experts in the Field of Education

Through pursuing my teaching credentials, I have gained knowledge of the many

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responsibility considering for many, school is a second home.

common core of knowledge, which needs to be transmitted to students in a systemic, disciplined

educators develop a method or technique to instruct students. Regardless of the theory

educators are cognizant of the needs of all students.

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I will demonstrate within the portfolio my proficiencies in effective class management,

light through discussion and presentation. It is anticipated that a thorough understanding of my

abilities with clarity.

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a university degree and please my family.

completion of my post-secondary degree and diploma. Employment in various group homes,

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successful in gaining an employment position as a special needs teaching assistant. The

idea of becoming an educator.

Teacher Candidate Educational and Work Experiences

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confidence and low self-esteem.

reflected on my past challenges and shortcomings, soon developing a new perspective of

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