Beruflich Dokumente
Kultur Dokumente
21
Section Three: Teacher Candidate Artifacts
Introduction
This section of the portfolio is home to the materials and evidence that will support my
claims to having the necessary skills and knowledge needed to work as a competent and effective
educator. I have put together different pieces of work that each highlight my abilities to plan, in-
struct, assess, be aware culturally responsive teaching practices, incorporate technology as well
as engage in professional development. Each artefact selected will speak to one or more of these
areas of teaching and give confirmation of my capabilities. All of the artefacts have been chosen
and rationalized due to their connections to educational theory and curriculum and professional
standards. Section three will document my work ethic, technical skills, and my commitment to
the teaching profession. My hope is that throughout the section an emphasis will be put on my
Rational
Weebly is a website that allows individuals to create and operate a website of their very
own. The website offers different templates but it is ultimately up to the user to utilize their own
creativity to design a unique and appealing webpage. As a pre-service teacher, I have put togeth-
er a website for my future classroom. It can be seen as a place where students and parents can go
to access information about current classroom activities, classroom guidelines, homework help
as well as many resources that will help the students navigate the school year.
The creation of my website is functional for a classroom for many reasons. Firstly, it can
be used as a great extension for learning that happens within the classroom. Links, information
and questions to stimulate students thinking can be posted regularly to help engage students in
additional inquiry based learning outside of the traditional classroom. The learning is then also
very individualized and students are able to use the features of the website that best benefits
them. I have made sure to incorporate a variety of resources and information available for all
types of learners. The reasons behind ensuring that there are many different types of resources
and opportunities for learning was inspired by Howard Gardners theory of multiple intelli-
gences. Both students and their parents come equipped with many different styles of thinking
and learning, which gives educators the unique opportunity to expand their horizons beyond the
typical teaching tools (Armstrong, 2012). This theory influences me be creative and innovative
when creating platforms for learning and when it comes to communication with both students
INTASC Standards
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and com-
Principle 5: Educators collaborate with parents and community, building trust and confidentiali-
ty.
Trust: The ethical standard of trust embodies fairness, openness and honesty. Members profes-
sional relationships with students, colleagues, parents, guardians, and the public are based on
trust.
3(a): Demonstrate fluency in technology systems and the transfer of current knowledge to new
3(b): Collaborate with students, peers, parents, and community members using digital tools and
3(c): Communicate relevant information and ideas effectively to students, parents, and peers us-
decision making and community building, and developing the leadership and technology skills of
others.
MSED ELEMENTARY PORTFOLIO PROJECT ! 24
TEAC/CAEP Claims
Claim 2: Medaille college graduates meet the needs of diverse learners through effective peda-
Rational
The Cyber Safety Presentation is a shot but informative type of slide show created using
the Prezi application. The content is focused on helping children to learn how to keep themselves
safe while navigating the internet. The information included is presented in an age appropriate
manner with videos and pictures to help engage the students in the content. It is a simple yet di-
rect and effective, that allows the students to take in the information in a way that is visually ap-
pealing. In addition to the information on cyber safety, there are links to additional resources for
and parents while supporting the use of technology in the classroom. Technology as well as the
internet is a growing resource that we as teachers need to be familiar with. It is important that we
are able to help our students navigate the amazing technology that we are fortunate to have ac-
cess too. By helping students to become aware of some of the dangers and how to stay safe, I am
creating an environment for my students to feel open to asking questions, have the confidence to
explore the internet safely and facilitating further learning on the subject matter.
hidden curriculum within my classroom. Students need to have academic content knowledge of
the curriculum, however there are many moments within the school year where it is appropriate
to teach them about life skills and current issues so they are able to become well-rounded mem-
bers of society. Theorist Henry Giroux believed strongly in the power of hidden curriculum.
Giroux theorized that the hidden curriculum allows students to create linages between school and
our social, economic and political landscape and it also allows for schools to be seen as more
than just methodical institutions giving out repetitive information (Doyle & Singh, 2006, p.61). A
MSED ELEMENTARY PORTFOLIO PROJECT ! 32
students education is a complex composition of academic and social knowledge in order to be-
come independently thinking members of society. The hidden curriculum that Giroux speaks
about allows educators to encourage students to utilize their critical thinking skills in real life
INTASC Standards
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 mean-
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and com-
Principle 6: Educators advance an intellectual and ethical foundation of the learning community.
4(a): Advocate, model, and teach safe, legal, and ethical use of digital information and technolo-
gy, including respect for copyright, intellectual property, and the appropriate documentation of
sources.
4(c): Promote and model digital etiquette and responsible social interactions related to the use of
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 peda-
Rational
The violence and abuse workshops for the state of New York are conducted online for all
educators. The provide individuals in the education field with the necessary information for rec-
ognizing, reporting and the overall handling of any instances of violence or abuse against chil-
dren who are a part of our school community. The content is in-depth, informative and a must for
With the addition of this artefact, my hope is that it will showcase my commitment to
personal developed and my eagerness to care for the students in my care. Information continues
to change in all facets of the education profession. It is important for those within the field con-
tinue to learn the most up to date information in order to meet the ever changing needs of the
students. Personally, I am invested in ensuring that my kills are continuously improving and tak-
ing part in workshops because they not only add to my value as an educator, but build on my life
long journey of education. I am excited to continue to learn throughout the rest of my career in
education. The process of learning is something that should never stop whether that be for a stu-
dent or an educator. I have taken this learning stance thanks to inspiration for theories John
Dewey. Dewey felt that education should be measured by whether or not it created a desire for
the learner to continue to learn and grow (Trotter, 2006, p.10). I hope to take this view point and
inspire students to chase their desire for knowledge and set an example by doing so. It is my
hope that by completing these professional development workshops, it will illustrate my desire
INTASC Standards
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, fami-
lies, other professionals, and the community), and adapts practice to meet the needs of each
learner.
Principle 6: Educators advance an intellectual and ethical foundation of the learning community.
Trust: The ethical standard of trust embodies fairness, openness and honesty. Members profes-
sional relationships with students, colleagues, parents, guardians and the public are based on
trust.
TEAC/CAEP Claims
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
Rational
My intent in including this mathematics lesson plan within my portfolio is to give evi-
seeing all of these pieces together, it will illustrate a concise, organized and well thought out les-
son for a special group of grade 2 students. It will show that my instruction is grade appropriate,
creative and makes use of Vygotskys Gradual Release Model. The Gradual Release Model is a
best practice instruction model where teachers strategically transfer the responsibility in the
learning process from the teacher to the students (Fisher & Frey, 2008). I was able to implement
this model into the lesson plan in a fluid manner during instruction.
Additionally, the inclusion of this lesson will give evidence to my use and understanding
check for levels of understanding. The ability to create effective lesson plans with all three of
these best practices is an asset that an educator should possess. With enough practice, educators
become more and more proficient in the use of these essential lesson planning elements. My
hope is that it is evident that I have a strong grasp of planning, instruction and assessment with
the included lesson plan and will continue to grow and refine my skills with additional practice.
INTASC Standards
The teacher understands how to connect concepts and use differing perspectives to engage learn-
ers in critical thinking, creativity, and collaborative problem solving related to authentic local
The teacher understands and uses multiple methods of assessment to engage learners
in their own growth, to monitor learner progress, and to guide the teachers and learners deci-
sion making.
Planning for Instruction. The teacher plans instruction that supports every student in meeting rig-
orous 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.
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
Principle 2: Educators create support and maintain challenging learning environment for all.
2.OA Working with equal groups of objects to gain foundations for multiplication
Use addition to find the total number of objects arranged in rectangular arrays with up to
5 row and up to 5 columns; write an equation to express the total as a sum of equal
addends.
MSED ELEMENTARY PORTFOLIO PROJECT ! 44
Ontario Curriculum
3. Solve problems involving the addition and subtraction of one and two-digit whole
drawings, multiplication as the combining of equal groups (e.g., use counters to show that 3
TEAC/CAEP Claims
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 peda-
B. Central Focus
Students will use their knowledge of the distributive property of multiplication to create models of
arrays, write the repeated addition equation, multiplication equation and find the product.
E. Opening/Anticipatory Set:
1. You have been recruited! - I have been contacted by the chocolate factory here in town
and they need our help. They have all this chocolate that they need to ship to the stores
around town. And they need our help to figure out what kind of boxes to ship it in. They
want to use rectangular boxes of 12 because those are the easiest to ship.
G. Closing:
1. Remind students that we see arrays constantly in everyday life. Encourage students to
go home and try to find at least 2 arrays in their house with their parents that they can
share with the class tomorrow.
2. Ask students to hand in their worksheets before getting their lunch.
*ASSESSMENT - Student worksheets to be assessed using a Met/Not Met criteria,
based on their creation of arrays and math sentences*
2. Accommodations
Students P.J, O.C and T.P. will be provided with equations on their worksheet using a gradual
release model to help assist them in creating the arrays. All students mentions will be provided
with extra think time, additional verbal instruction and prompting as necessary.
3. Prerequisite Skills
Students will need to know that multiplication is repeated addition. Students will need to know
basic multiplication facts up to 4 (or have knowledge of how to use the hundreds chart)
5. Academic Language
Identified Language Demand Instructional Support
Function: Create Students will use their prior knowledge about
survival to determine importance. Students
will be directed through explicit instructions
and modelling.
MSED ELEMENTARY PORTFOLIO PROJECT ! 48
Vocabulary: Rows, columns Teacher will clarify understanding and answer
any questions prior to letting students begin.
Teacher will display a visual to help clarify the
difference between a row and column.
Syntax: Anchor chart for examples The anchor chart made during the box of
chocolate example will be on display for stu-
dents to reference during the building's activi-
ty.
Discourse: Modelling the creation of an array Teacher will model the thought process and
steps of how to create an array using both
chocolates and stickers.
Rational
An Assessing Student Literacy Learning Case Study is a case study based on a primary
student and their reading and writing skills. The purpose of the case study is to complete a devel-
opmental reading and writing assessment based on concepts of print, phonemic awareness, de-
coding strategies, high frequency word recognition, phonics, writing, fluency, comprehension
and vocabulary. After the assessment is complete I was able to determine two things, what the
child knew and what they did not yet demonstrate an understanding of. Subsequently, I was able
to discuss instructional needs based on the assessment. This instructional plan was based specifi-
experience with the assignment and what I had learned about the process of reading and writing
I have chosen this artefact because it explicitly highlights the areas of assessment and in-
struction. Throughout the assignment I was able to use resources created by experts in the field
of literacy assessment. More specifically, I used resources created by Irene Fountas, Gay Su Pin-
nell and Lucy Caulkins. The use of running records and sight word evaluations are assessment
techniques that are employed within many different school districts. It has not only given be
practical knowledge of school programs but also gave me first hand experience with evaluating a
INTASC Standards
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.
The teacher understands and uses multiple methods of assessment to engage learners
in their own growth, to monitor learner progress, and to guide the teachers and learners deci-
sion making.
Planning for Instruction. The teacher plans instruction that supports every student in meeting rig-
orous 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.
Principle 1: Educators nurture the intellectual, physical, emotional, social and civic potential of
every student.
Care: The ethical standard of care includes compassion, acceptance, interest and insight for de-
veloping students potential. Members express their commitment to students well-being and
Respect: Intrinsic to the ethical standard of respect are trust and fair-mindedness. Members hon-
our human dignity, emotional wellness and cognitive development. In their professional practice,
MSED ELEMENTARY PORTFOLIO PROJECT ! 51
they model respect for spiritual and cultural values, social justice, confidentiality, freedom,
TEAC/CAEP Claims
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 peda-
Candidates understand the theoretical and evidence-based foundations of reading and writing
I. Basic Data
i. 2 x Running Records
iv. 1 x Fry Sight-Word Inventory (First 100, Second 100 and Third 100)
a. The first two assessments Liliana took part in were running records taken from
the PM Benchmark kit. I began at a level 17 and discovered that Liliana was read-
ing this level at a 96% accuracy rate, meaning that she could read it at an inde-
pendent level. I then asked Liliana to read a level 18 book. She read the level 18
with 93% accuracy, indicating that this was her instructional reading level. During
both readings, Liliana used a variety of skills to help her understand the text. Be-
fore beginning to read each page she glanced at the pictures and took note of what
was happening. When she was stuck on a word, she would glance at the picture
again before appealing to me for help. Throughout her reading she used finger
pointing as a means of keeping track of her place and isolating words as she read.
Liliana used self-correction effectively throughout both running records. If she
stumbled she would repeat words as necessary so that the story flowed correctly.
Liliana was able to show that she understood the stories when asked both literal
and inferential comprehension questions about each.
The San Diego Quick Assessment done with Liliana confirmed that she was at a
grade 2 instructional level. She was able to read 100% of the grade 1 level words,
80% of the grade 2 level words and only 20% of the grade 3 level words.
Although Liliana had difficultly accurately reading the grade 3 level words, she
was able to correctly identify all of the beginning sounds and used her vocabulary
knowledge to guess or infer what she thought the word said. She often would rush
through the words, not necessarily using her decoding strategies to her full
potential.
MSED ELEMENTARY PORTFOLIO PROJECT ! 53
Liliana was able to complete he Phonological/ Phonemic Awareness Assessment
with ease. She was able to successfully identify rhyming words and initial sounds,
correctly blend words and produce phoneme segmentation, use phoneme
manipulation as well as accurately use phoneme deletion.
The final assessment that Liliana completed was the Elementary Spelling
Inventory (ESI). She was able to accurately identify consonant sounds, both initial
and final, short vowels and digraphs. As the words became more complex, Liliana
had more difficulty correctly identifying the blends, long vowels, and inflected
endings. Liliana once again showed great confidence in her work and attempted
each word with thought and diligence. She took her time to sound out each word
and gave her best attempt.
b. The work on decoding longer words will begin with a mini lesson on chunking.
Liliana will be given a sheet that she can write down difficult words that she
comes across. The words on that list will then be examined with the teacher to
look for simple words within the larger words that Liliana can identify. Using dif-
ferent highlighters to highlight the different parts of the word, Liliana will learn to
identify helpful ways to decode unfamiliar words.
MSED ELEMENTARY PORTFOLIO PROJECT ! 54
c. The teacher will conduct class lessons that will focus on long vowel sounds to
help Liliana focus on how to decode words with long vowels. The class will read
The Donut Chef by Bob Staake to focus on the long 0 sound. Additionally, the
class will review different children books to learn about the different vowel
sounds. Together they will create an anchor that Liliana as well as the entire class
is able to refer to. All students will be encouraged to refer to the anchor chart to
assist them when they have trouble decoding unfamiliar words.
d. Liliana will receive a personal dictionary to help encourage her to use the correct
spelling in her written work. She may use books in the classroom or different
words used during lessons to help fill her dictionary with words that she will use
regularly.
e. Liliana will continue to write daily with a special focus on using the correct
blends, long vowels and inflected endings. Her writing will be reviewed with the
teacher to encourage her to begin to look back on her work and make corrections.
f. Fluency will be developed through the use of choral reading in the classroom.
Each week the class will be given a poem or short story that they read together.
The teacher will begin by reading the poem or story to the class, next the class
will read together and finally each student will attempt it independently at their
desk. The class will read the poem or story multiple times throughout the week to
work on their pace, expression and accuracy.
g. Finally, Lilianas love of non-fiction books will be utilized to encourage her love
of reading as well as help her to practice decoding unfamiliar words and continue
to increase her vocabulary.
IV. Reflection:
a. This assignment as a whole as been a really positive experience for me. I enjoyed
having a truly hands on experience with assessment of an actual student. One of
the first things that I noticed when completing the assignment was the need to be
prepared as well as flexible with the material. Children are very observant and are
able to notice when you feel uncomfortable or unprepared. The first time I met
with Liliana I was a little bit nervous and I think a bit flustered as a result. After
beginning, it became more natural and the nerves went away quite quickly. Lil-
ianas stamina was also something that I did not anticipate. When preparing my
assessment I had planned to complete all of the assessments in one sitting. How-
ever, when we began with the running records, I quickly realized that it would be
too overwhelming for Liliana and as a result I would not get accurate information
to analyze. Although it took more time, I was very willing and happy to return for
a second setting with Liliana to complete the rest of the assessments. The impor-
MSED ELEMENTARY PORTFOLIO PROJECT ! 55
tance of the next steps and instructional plan really stuck out to me as I complet-
ed the assignment. Although assessment is wonderful, without an improvement
plan the student will remain stagnant and unable to develop their skills. Finally, I
learned that as a teacher the more that I practice giving assessments as well as in-
struction, the better I will become. I look forward to continuing to learn and im-
prove as I move through my career as a teacher.
V. Interest Inventory:
Planning and implementing meaningful lesson plans are an essential part of a teachers
daily duties. I have included this Grade 4 literacy lesson plan as an example of my ability to per-
form these tasks. As each lesson requires a hook or anticipatory set, this lesson was able to grab
the students attention and truly start a great discussion about how to determine importance. The
students were told that they were going to take part in a contest to live on a deserted island for
one year and if they were successful they would win one million dollars. The students were only
permitted to bring along 15 items. Throughout the lesson each student would have to give up
items and truly determine which ones would be the most important to their survival. Throughout
the lesson I was able to cater to the students different learning styles by incorporating a variety of
tools and presentation techniques. I used visuals of an island to help students visualize where
they would be staying for a year. The class brainstormed ideas together before giving the stu-
dents an opportunity to make their own lists. I incorporated pen to paper lists for students to
write on and accommodated for students with an IEP. One student was given the option to use
assistive technology or a scribe. I believe that this lesson encompasses what it really means to
have fun while learning. Throughout the lesson, students were excited and engaged in what we
were doing. They were then able to directly relate that to their learning.
INTASC Standards
The teacher understands how to connect concepts and use differing perspectives to engage learn-
ers in critical thinking, creativity, and collaborative problem solving related to authentic local
in their own growth, to monitor learner progress, and to guide the teachers and learners deci-
sion making.
Planning for Instruction. The teacher plans instruction that supports every student in meeting rig-
orous 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.
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
Principle 2: Educators create support and maintain challenging learning environment for all.
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summa-
Ontario Curriculum
1.4. Demonstrate understanding of a variety of texts by summarizing important ideas and citing
important details.
Candidates understand the theoretical and evidence-based foundations of reading and writing
TEAC/CAEP Claims
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 peda-
I. LESSON DATA:
A. Candidates First & Last Name: Jennifer Davids
B. Subject/Content Area: Language Arts
C. Grade Level (PK-12): Grade 4
D. Unit Topic: Summarizing Important Ideas
E. Lesson Topic: Determining Importance
F. Duration of Lesson: 40 minutes
G. Materials:
Handout for students
Picture of deserted island
Whiteboard
B. Central Focus
Students will use their knowledge of oral and written language to summarize nonfiction texts.
E. Opening/Anticipatory Set:
MSED ELEMENTARY PORTFOLIO PROJECT ! 60
1. Display a picture of a deserted island as students enter the classroom.
G. Closing:
MSED ELEMENTARY PORTFOLIO PROJECT ! 61
1. Remind students that this is something we need to do when reading. It is not about get-
ting the right answer but rather its about thinking through the text to figure out what you
want to take away from it.
2. Its about deciding what information you think should be left behind and what information
should be brought to the island.
3. Ask students to hand in their papers with their remaining items along with explanations
*ASSESSMENT - Student worksheets to be assessed using a Met/Not Met criteria,
based on understanding and reasons of importance*
2. Accommodations
Student C.A. will have the opportunity to use his chromebook when students are asked to
record explanations. Student G.T will be asked to think of ideas and reasons verbally and use a
scribe to when completing the worksheet.
3. Prerequisite Skills
Students will need to know what it means to survive on an island for one year. Students will
need to have knowledge of items that are essential to survival. Class will discuss the things es-
sential to human survival i.e. water, shelter and food.
5. Academic Language
Identified Language Demand Instructional Support
Function: Identify Students will use their prior knowledge about
survival to determine importance. Students
will be directed through explicit instructions
and modelling.
Vocabulary: Survival, deserted Teacher will clarify understanding and answer
any questions prior to letting students begin.
Syntax: Sentence Starters Sentence starters are provided for explana-
tions of items.
Discourse: Modelling elimination of items Teacher will model the thought process and
reasons why she eliminated an item to help
guide students
MSED ELEMENTARY PORTFOLIO PROJECT ! 62
Name: __________________
1. 2. 3.
4. 5. 6.
7. 8. 9.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
MSED ELEMENTARY PORTFOLIO PROJECT ! 64
The Pecha Kucha is a unique presentation in which the viewer sees 20 slides only con-
sisting of images. Each slide is displayed for one 20 seconds and accompanies by a voiceover
presentation of information related to the images. For this Pecha Kucha, I created an informa-
tional presentation on Cerebral Palsy. The goal of the Pecha Kucha is to educate the viewers on
the realities of living life with this disability and also suggest ways in which it can accommodat-
The inclusion of this artefact speaks to my ability to adapt to situations within the class-
room and my familiarity with the different facets of special education. During my research for
the presentation I was able to truly understand the different forms of accommodation that exist
for students who present with special needs. My hope is that this artefact will demonstrate my
willingness to take the time to educate myself and learn about any given exceptionality that a
student might possess and learn how to adapt my teaching methods or classroom space. Well
known theorist, Jean Piaget, has said that when we assimilate we use existing knowledge to deal
with a new situation, but if this knowledge does not work, we must then accommodate and find a
new way to deal with this new situation (MacLeod, 2015). These concepts can relate directly to
working with students with special needs. It is my job as a classroom teacher to help accommo-
date for students to the best of my ability in order for them to receive the education that they de-
serve. My hope is that this Pecha Kucha will show that I have the abilities to adapt and accom-
INTASC Standards
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.
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
Principle 1: Educators nurture the intellectual, physical, emotional, social and civic potential of
every student.
Care: The ethical standard of care includes compassion, acceptance, interest and insight for de-
veloping students potential. Members express their commitment to students well-being and
Respect: Intrinsic to the ethical standard of respect are trust and fair-mindedness. Members hon-
our human dignity, emotional wellness and cognitive development. In their professional practice,
they model respect for spiritual and cultural values, social justice, confidentiality, freedom,
Principle 2: Maintaining a high level of professional competence and integrity and exercising
practice.
Principle 12: Participating in the growth and dissemination of professional knowledge and skills.
TEAC/CAEP Claims
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 peda-
Slide 1
Cerebral palsy (CP) is a disorder that affects muscle tone, movement, and motor
skills including the ability to move in a coordinated and purposeful way.
The word cerebral has to do with the brain. While the word palsy means a
weakness or problem in the way a person moves or positions his or her body.
Slide 2
Cerebral palsy is usually caused by brain damage that happens before or during
a baby's birth, or during the first 3 to 5 years of a child's life.
Cerebral palsy is the most prevalent physical disability in school-age children.
Kids with CP have varying degrees of physical disability. Some have only mild
impairment, while others are severely affected.
Slide 3
Although cerebral palsy does not get progressively worse, how it affects a per-
son's body can change as children grow and develop.
However, the use of treatment, therapy, special equipment, and, in some cases,
surgery can help kids who are living with the condition.
Most children with cerebral palsy can learn to walk, although many need to use
wheelchairs, braces, and other assistive devices
Slide 4
There are 3 types of Cerebral Palsy:
1. Spastic cerebral palsy which causes stiffness and movement difficulties
2. Athetoid cerebral palsy which leads to involuntary and uncontrolled
movements
3. Ataxic cerebral palsy which causes a problem with balance and depth
perception
Slide 5
The brain damage that causes CP also can affect other brain functions and lead
to additional medical issues, such as:
visual impairment or blindness
hearing loss
speech problems
drooling
tooth decay
sleep disorders
osteoporosis
behavior problems
Slide 6
Seizures, speech and communication problems, and intellectual disabilities are
more common among kids with CP. Many have problems that can require ongo-
ing therapy and devices such as braces or wheelchairs.
It is important to know that each child with cerebral palsy is different and their
learning styles and behaviours will differ accordingly.
Slide 7
Many students with CP can do the same kinds of things that other kids and teens
like to do, such as extracurricular activities, phys-ed, playing or listening to music
and hanging out with friends. Students with CP, however, may need a little more
time to travel between classes and complete activities and tasks.
MSED ELEMENTARY PORTFOLIO PROJECT ! 76
Slide 8
Teachers with students with cerebral palsy need to make sure their classroom is
easy to get around and free of obstacles.
Students with CP may need to miss class time for doctor visits or to see the
school nurse to take medication. Teachers need to make sure to give special
consideration regarding missed instruction, assignments, and testing.
Slide 9
Many children with CP have average or above average IQs. Thus, they need ac-
cess to the same curriculum as their nondisabled peers. However, worksheets,
test forms and project guidelines may need to be modified.
Additionally, science lab equipment may need to be adapted for the child to safe-
ly conduct an experiment.
Slide 10
Most children with cerebral palsy will benefit from Occupational Therapy (OT),
Physical Therapy (PT) and speech therapy if speech has been impacted.
If a child uses a wheelchair, then a 1:1 aide will most likely be needed.
The aide should encourage as much independence as possible, but be ready to
assist when needed.
Slide 11
For a student with cerebral palsy who lacks fine motor control , assistive technol-
ogy can be extremely beneficial.
Assistive, or adaptive, technology is the name for a device that helps to increase,
maintain or improve functional capabilities of individuals with a disability or im-
pairment.
Slide 12
With the amazing advances in technology, it is hard to find an aspect of life that is
not touched by technology in some way.
For people with disabilities, these advances offer opportunities for inclusion in
very aspect of life, including school.
Slide 13
Technology breaks down the barriers including activity limitations and participa-
tion restrictions and help to create equal opportunity for all students.
Funding is often available to help offset the cost of the equipment and should be
looked into and modified to fit each student's particular needs.
Slide 14
In regards to educational placement for students with Cerebral palsy, it will on the
circumstances of each child.
Each student is unique and requires a unique educational plan
However, the basis of all plans should begin with classroom inclusion
Slide 15
Each student should have accommodations and modifications within the class-
room as necessary.
Given the right support, many children with cerebral palsy are capable of receiv-
ing a regular high school diploma.
Slide 16
Educators, parents, doctors, therapists, as well as the students with cerebral pal-
sy should work together to develop and maintain the best treatment and educa-
tion plans.
Educators should be prepared for possible medical emergencies by planning
ahead with parents in case students need advanced assistance.
MSED ELEMENTARY PORTFOLIO PROJECT ! 77
Slide 17
Because bullies often target students who seem "different," these kids and teens
can be at a higher risk of being bullied.
It is important to educate students and create a safe and welcoming environment
for all.
Education within the classroom can involve books, projects or even guest speak-
ers.
Slide 18
A book that can help introduce cerebral palsy in a child friendly way is The ad-
ventures of Jackpants.
It is a story about a superhero boy named Jack Bennion. The book was written
by Jacks Dad, Jon to help Jacks classmates learn about his condition and his
life before he began school.
The book had great success and a sequel was created.
Slide 19
Taking Cerebral Palsy to School is another children's book that can be used in
the classroom.
It is written from the perspective of Chad, a student with Cerebral palsy.
This book answers many of the questions other students might have but may be
too scared or uncomfortable to a
The book also includes an experiment that allows children without cerebral palsy
to experience what the condition may feel like.
Slide 20
Cerebral Palsy.org is a very helpful resource for parents and educators to help
children living with CP.
Beyond an informational resource, the website features stories of success and
inspiration regarding children and adults living with Cerebral Palsy.
The website also connects individuals with other helpful resources as well.
As an education student I was given the opportunity to visit elementary classrooms and
observe their daily routines and practices as a way to become more comfortable in a school envi-
ronment. During the observations, I was able to take notes about best practices that I would later
reflect upon. This reflection covers the time that I spent in a Behavioural Resource Classroom
with students in Grades 2 and 3. It discusses the amazing student teacher interactions, best prac-
I have included field work reflection as one of my artefacts because I hope to highlight
On a daily basis, educators are required to think critically about situations, lessons as well as
classroom dynamics. A teacher much be able to observe and determine why a lesson went poorly,
why it went well and how they can improve upon it for next time.
In this reflection, I have been able to draw on my observation experiences in order to bet-
ter myself as an educator. I highlight best practices that I will implement in my own classroom
and discuss why they are considered best practices. Through my observations I have learned that
it is important to truly understand the reasons why we as teacher implement certain teaching
INTASC Standards
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, fami-
MSED ELEMENTARY PORTFOLIO PROJECT ! 79
lies, other professionals, and the community), and adapts practice to meet the needs of each
learner.
Principle 4: Educators collaborate with colleagues and other professionals in the interests of
Integrity: Honesty, reliability and moral action are embodied in the ethical standard of integrity.
and responsibilities.
Principle 6: Using evidence, instructional data, research, and professional knowledge to inform
practice.
Principle 11: Engaging in the improvement of the profession through active participation in pro-
fessional organizations.
Principle 12: Participating in the growth and dissemination of professional knowledge and skills.
TEAC/CAEP Claims
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 peda-
Grades 1-3
25 Hours
MSED ELEMENTARY PORTFOLIO PROJECT ! 80
Jennifer Davids
completed the observations from January 26th, 2015 until June 26th, 2015. The time of day of
each observation varied from the middle block between lunches (11:20am-1:00pm) to the after-
noon block (1:45pm - 3:20pm). The school is located in a suburban neighbourhood with family
incomes ranging from poor to wealthy. The children I observed were in a behavioural resource
class (BRC). It was a self contained class with 5 students. The students were placed in the class-
room from different schools within Halton Hills due to behavioural exceptionalities. The class
had 4 young boys and 1 young girl, all in grades 2 and 3. The classroom was supported by one
classroom teacher, three full time educational assistants and one child and youth worker. All of
the students were identified as students with disabilities and were on IEPs. Their family life
ranged from being in foster homes, to single parents, to low income families.
Due to the behaviours of the students within the class, the daily routine was always set up
but often interrupted when having to deal with incidents. The typical middle block between
lunches consisted of outdoor education followed by a period of music or art. The class would go
outside and perform different activities including scavenger hunts, spray painting the snow, co-
operative games and community walks. The focus of many of the lessons were on community
and engagement of the students. The music and art classes were also focused on engagement and
participation. Whole group instruction was used in these particular subjects however the students
math and language programs were individualized based on their current level of understanding.
Although curriculum was taught, the main focus of the day was to help students regulate their
behaviour and teach them social cues in order for them to succeed when they re entered main-
stream classes. After lunch the general routine consisted of a program called Dreambox (focused
MSED ELEMENTARY PORTFOLIO PROJECT ! 81
on math) and RazKids (focused on reading) followed by social studies or science. While the kids
were on task the teacher used this time to have a brief team meeting with the adults in the room.
The best practice that was most evident during my hours of observations was the class-
room culture that was created. The growth of the culture and community of the classroom began
at the beginning of the year when they set up their rules as a class. All of the rules were written
on chart paper and signed by each student. The rules were brainstormed together and each stu-
dent agreed to them by signing their name at the bottom. There were specific charts designated
for lunchtime rules as well as transitions. The consequences for breaking the rules were also
clearly stated on the chart paper. There was no way for the students to be unaware of the rituals
and routines of the classroom. The teacher had also set up a Star of the Week wall where each
week a students picture would be displayed along with other information so that they class was
able to learn more about them. There were stickers available for the students to hand out to each
other when they saw a friend doing something kind or working hard. There were always oppor-
tunities for students to earn free time or other fun activities. Despite the disruptive incidents that
often occurred, the focus was always on the community of the classroom and positivity.
As a pre service teacher, it was reassuring to see how every day was in fact a new day
within the BRC. Students consequences or crisis behaviours were very rarely taken into the next
day. They found that starting each day off as a fresh day gave the students the opportunity to take
accountability for their behaviour and their decisions while at the same time not boxing them in
by their behaviour.
very different than applying that knowledge and not allowing you own bias to seep into your
everyday. The resiliency of the staff as well as students in the BRC was very encouraging. They
often faced very tough days where one or more students would be in crisis for hours. The days
MSED ELEMENTARY PORTFOLIO PROJECT ! 82
were often physically and emotionally draining for them and yet they managed to come in every
morning with a smile on their face. The adults attitudes were reflected in the students which al-
My hope is that no matter what type of day that I am having as an educator, that I can
turn off those negative feelings and focus on the students and their well being. I think that it is so
easy to forget how much students look up to their teachers and the adults in their lives and it is so
important to be a positive role model. The struggles that some of the students in this particular
BRC class and how they were able to overcome them were amazing to see and will be something
that I remember for a long time. They will be examples that I can look back on when I may be
educator. Each artefact was chosen carefully and with purpose. I am confident that there as mul-
tiple examples of my abilities plan, instruct, assess, engage the students, accommodate for spe-
cial needs, plan for core subjects like math and literacy, implement technology in the classroom
and better myself through professional development. I am always committed to doing the best
work possible both for myself and for my students and colleagues. I continue to draw inspiration
from educational theories such as Garner, Vygotsky and Piaget. Their knowledge allows me to
In the next section of the portfolio, there will be a more in depth look at the curriculum
and professional standards. The basis of all of my lesson plans, teaching methods and ideas begin
with professional standards and curriculum. As an informed educator, I create and do things with