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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

open mindedness, willingness to learn and passion for the job.


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Artifact #1: Weebly website.

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

and parents in the twenty first century.


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Curriculum and Professional Standards

INTASC Standards

Standard #10: 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 com-

munity members to ensure learner growth, and to advance the profession.

NYS Code of Ethics for Educators

Principle 5: Educators collaborate with parents and community, building trust and confidentiali-

ty.

Ontario Ethical Teacher Standards

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.

ISTE Standards (Teachers)

3(a): Demonstrate fluency in technology systems and the transfer of current knowledge to new

technologies and situations.

3(b): Collaborate with students, peers, parents, and community members using digital tools and

resources to support student success and innovation.

3(c): Communicate relevant information and ideas effectively to students, parents, and peers us-

ing a variety of digital age media and formats.

5(b): Exhibit leadership by demonstrating a vision of technology infusion, participating in shard

decision making and community building, and developing the leadership and technology skills of

others.
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TEAC/CAEP Claims

Claim 2: Medaille college graduates meet the needs of diverse learners through effective peda-

gogy and best teaching practices

Claim 3: Medaille College graduates are caring educators


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Artifact #2: Cyber Safety Presentation.

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

parents and students who are looking to further their knowledge.

This presentation is a representation of a unique way to communicate with both students

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.

This prezi presentation is also a demonstration of my commitment to instruction of the

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
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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

situations. This prezi presentation is an example of my willingness to embarrass these moments

of teaching and go beyond the state selected curriculum.

Curriculum & Professional Standards

INTASC Standards

Standard #4: 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 mean-

ingful for learners to assure mastery of the content.

Standard #10: 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 com-

munity members to ensure learner growth, and to advance the profession.

NYS Code of Ethics for Educators

Principle 6: Educators advance an intellectual and ethical foundation of the learning community.

ISTE Standards (Teachers)

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

technology and information.


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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-

gogy and best teaching practices

Claim 3: Medaille College graduates are caring educators


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Artifact #3: Violence & Abuse Workshop Certification.

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

teachers who are there to care for students on a daily basis.

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

infuse it without my classroom community as a teacher. It is part of an educators job to help to

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

for knowledge and my commitment to remaining a lifelong learner.


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Curriculum & Professional Standards

INTASC Standards

Standard #9: 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, fami-

lies, other professionals, and the community), and adapts practice to meet the needs of each

learner.

NYS Code of Ethics for Educators

Principle 6: Educators advance an intellectual and ethical foundation of the learning community.

Ontario Ethical Teacher Standards

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)

Claim 3: Medaille College graduates are caring educators


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Artifact #4: Grade 2 Multiplication Arrays Lesson Plan.

Rational

My intent in including this mathematics lesson plan within my portfolio is to give evi-

dence of some of my teaching competencies including planning, instruction and assessment. By

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

of different types of assessment, as well as an understanding of how to ask effective questions to

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.

Curriculum & Professional Standards

INTASC Standards

Standard #5: Application of Content

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

and global issues.


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Standard #6: 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 teachers and learners deci-

sion making.

Standard #7: Planning for Instruction

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.

Standard #8: Instructional Strategies

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.

NYS Code of Ethics for Educators

Principle 2: Educators create support and maintain challenging learning environment for all.

NYS Common Core Standards

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.
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Ontario Curriculum

Overall Expectation: Number Sense and Numeration

3. Solve problems involving the addition and subtraction of one and two-digit whole

numbers, using a variety of strategies and investigate multiplication and division.

Specific Expectations: Operational Sense

Represent and explain, through investigation using concrete materials and

drawings, multiplication as the combining of equal groups (e.g., use counters to show that 3

groups of 2 is equal to 2 + 2 + 2 and to 3 x 2)

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-

gogy and best teaching practices


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I. LESSON DATA:
A. Candidates First & Last Name: Jennifer Davids
B. Subject/Content Area: Mathematics
C. Grade Level (PK-12): Grade 2
D. Unit Topic: Multiplication
E. Lesson Topic: Arrays
F. Duration of Lesson: 40 minutes
G. Materials:
Chocolates for demonstration
Charter paper for anchor chart
Picture of a building
Handout for students
Stickers

II. INSTRUCTIONAL PROCESS:

Ontario Curriculum Mathematics

Overall Expectation: Number Sense and Numeration


3. Solve problems involving the addition and subtraction of one and two-digit whole
numbers, using a variety of strategies and investigate multiplication and division.

Specific Expectations: Operational Sense


Represent and explain, through investigation using concrete materials and drawings,
multiplication as the combining of equal groups (e.g., use counters to show that 3 groups of 2 is
equal to 2 + 2 + 2 and to 3 x 2)

New York State Mathematics Core Curriculum Standards


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.

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.

C & D Objectives and Assessment


Objective Assessment
Students will be able to create an array up Teacher will formatively assess if students
to the 4 times tables using the template have a clear understanding of how to create
and materials provided. an array using the template on their work-
sheet (ex. Creating equal numbers of rows
and equal numbers of columns)
Students will be able to assign the correct Teacher will formatively assess students us-
repeated addition sentence and multiplica- ing the written repeated addition sentence
tion sentence for their created array. and multiplication sentence on their work-
sheet. The worksheet will be assessed using
a Met/Not Yet Met criteria.
Teacher will also use observations and stu-
dents responses during discussion to gage
understanding.
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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.

F. Main Body/ Procedure:


1. Display 12 chocolate on the brightlink
2. Talk about how we have been learning about multiplication, how might we be able to use
those skills to help figure out this real life problem?
a. Repeated addition, arrays, skip counting
b. Remind students that arrays are in rows and columns (display picture of rows
and columns to eliminate confusion during the lesson)
3. Provide an example of an array on the brightlink (4x3), go through the repeated addition
sentence and the multiplication sentence that goes with the array.
4. Ask students to join a partner and think of a different way that we could package the
chocolates for the chocolate factory. Give students 2 minutes to brainstorm with their
partner and then ask students to share with the whole group.
5. Allow time for sharing other types of arrays that be made with 12 chocolates on the
brightlink (go through 1x12, 2x6, 3x4). Examine repeated addition and multiplication
equation for each array
a. While students are sharing ideas, transfer the examples to chart paper for refer-
ence using stickers to emphasize the link between drawn arrays and object ar-
rays.
*ASSESSMENT - Circulate and listen to partner discussion to assess levels of understanding*
6. Allow students to vote for which array they think we should suggest to the chocolate fac-
tory.
7. Give students a body break with Try Try to Multiply song and the Bruno Mars times 3
jingle.
8. Bring students back to the carpet and ask them if they have seen any other real life ex-
amples of arrays just like the chocolate boxes?
a. Allow time for brainstorming as a class
*CRT - highlight different items that students see in their everyday lives*
9. Display a picture of a building, ask students what they notice about the building?
10. Tell students that we are going to practice our array skills by being our own architects.
Just like the buildings in the pictures we are going to create our own arrays on our own
rectangular buildings.
11. Display worksheet on the brightlink and go over one example with the students using
stickers as the windows (5x5). Write the repeated addition and multiplication equation.
12. Tell students it is their turn to be an architect. There are stickers already laid out on their
table groups that they may use for the windows of their building. Tell students that they
also need to make sure they have both the repeated addition sentences and multiplica-
tion sentences in order for their building to pass inspection. They may choose they ar-
rays that they use as long as they are using equal rows and equal columns just like our
examples.
a. Tell students they may go up the 5 times tables when they are making their own
buildings.
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*ACCOMMODATION - Student O.C and T.P. will be provided with equations on their worksheet
using a gradual release model. Student P.J will only be required to use repeated addition and be
encouraged to use number charts as a tool to help.*
13. Remind students if they finish early they may colour their buildings as we will be using
them for an art activity (overlapping).

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*

III. REFLECTION PROCESS

1. Culturally Responsive Teaching


The classroom is made up of 12 boys and 8 girls. Students come from a mix of socioeconomic
and religious backgrounds. The lesson will be respectful all students including those with IEPs,
gifted students as well as culturally diverse students by using varied language, modelling and
repeated instructions. The lesson will focus on students understandings of the city around them.
The city arrays will be modelled after cities that students can identify with (i.e. Georgetown or
Toronto).

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)

4. Anticipated Misconceptions and Plan to Address them:


Misconceptions (What students might Supports (What do you plan to do about it)
struggle with)
Students may confuse the rows and columns Teacher will go over examples of what makes
in an array a row and what makes a column. Visuals will
be provided as an extra form of support.

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.
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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.

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Artifact #5: Assessing Student Literacy Learning Case Study.

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-

cally on the students developmental needs. Additionally, I provided a written reflection of my

experience with the assignment and what I had learned about the process of reading and writing

assessment at a primary level.

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

young primary student.


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Curriculum & Professional Standards

INTASC Standards

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 #6: 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 teachers and learners deci-

sion making.

Standard #7: Planning for Instruction

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.

NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social and civic potential of

every student.

Ontario Ethical Teacher Standards

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

learning through positive influence, professional judgement and empathy in practice.

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,
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they model respect for spiritual and cultural values, social justice, confidentiality, freedom,

democracy and the environment.

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-

gogy and best teaching practices

Claim 3: Medaille College graduates are caring educators

Standards for Reading Professionals

Standard 1: Foundational Knowledge

Candidates understand the theoretical and evidence-based foundations of reading and writing

processes and instruction.

Standard 2: Curriculum & Instruction

Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced

curriculum to support student learning in reading and writing.


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Assessing Student Literacy Case Study

I. Basic Data

a. Student name: Liliana Gregori

b. Student grade/ stage of development: Grade 2, 7 years old, level 18 instructional


PM.

c. Type of assessment analyzed:

i. 2 x Running Records

ii. 1 x San Diego Quick Assessment

iii.1 x Phonological/Phonemic Awareness Assessment

iv. 1 x Fry Sight-Word Inventory (First 100, Second 100 and Third 100)

v. 1 x Elementary Spelling Inventory (ESI)

II. Summary of assessment document:

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.
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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 Fry-Sight Word Assessment was an interesting assessment as it showed signs


of Lilianas wide range of vocabulary. Liliana read the first 100 word list at 98%,
the second list at 91% and the third list at 87%. Although her accuracy went down
slightly as the lists got progressively harder, Lilianas confidence and speed did
not. She was full of certainty and assurance the entire way through the
assessment.

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. Liliana shows excellent phoneme and phonological awareness. She understands


the concepts of print and how to use picture clues and finger pointing strategies to
help guide her. She has an excellent vocabulary and sight word recognition. Lil-
iana could benefit from slowing down as she reads to be able to fully use her de-
coding strategies for unfamiliar words. As she has proven to be proficient in
phonological awareness she sometimes has trouble transferring her knowledge to
unknown words. She can continue to work on her fluency accuracy to help en-
hance her reading. She will also benefit from expanding her spelling development
with regards to long vowel combinations and inflected endings.

III. Instruction Plan:

a. In regards to phonics, Lilianas instructional plan will include development of her


ability to decode longer words (two or three syllables) as well as decoding differ-
ent vowel combinations (ou, igh, ought etc). Lilianas instructional plan will also
focus on fluency and spelling development.

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.
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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:

a. By conducting the interest inventory prior to beginning the assessments, it gave


Liliana something fun to do while also providing me with very useful information.
As a teacher I can use this information to properly prepare the class library and
learn about specific reading habits of students. I am able to structure and plan
lessons that I know will be engaging and interesting to. It was a fun way to begin
the assessment for both Liliana and myself. If I were to do this assignment over
again, I would add more questions about different types of books that interest her.
Throughout the assessment I learned that she loved to read non-fiction. It would
have been beneficial to learn this through her interest inventory.

[Back to Table of Contents]


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Artifact #6: Grade 4 Determining Importance Literacy Lesson Plan.
Rational

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.

Curriculum & Professional Standards

INTASC Standards

Standard #5: Application of Content

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

and global issues.

Standard #6: Assessment


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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.

Standard #7: Planning for Instruction

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.

Standard #8: Instructional Strategies

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.

NYS Code of Ethics for Educators

Principle 2: Educators create support and maintain challenging learning environment for all.

NYS Common Core ELA Standards

Reading Standards for Informational Text

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summa-

rize the text.

Ontario Curriculum

Overall Expectations: Reading

1. Read and demonstrate an understanding of a variety of literary, graphic, and informational

texts, using a range of strategies to construct meaning.


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Specific Expectations: Classifying Ideas

1.4. Demonstrate understanding of a variety of texts by summarizing important ideas and citing

important details.

Standards for Reading Professionals

Standard 1: Foundational Knowledge

Candidates understand the theoretical and evidence-based foundations of reading and writing

processes and instruction.

Standard 2: Curriculum & Instruction

Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced

curriculum to support student learning in 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-

gogy and best teaching practices


MSED ELEMENTARY PORTFOLIO PROJECT ! 59

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

II. INSTRUCTIONAL PROCESS:

Ontario Curriculum Language Arts

Overall Expectations: Reading


1. Read and demonstrate an understanding of a variety of literary, graphic, and informa-
tional texts, using a range of strategies to construct meaning.

Specific Expectations: Classifying Ideas


1.4. Demonstrate understanding of a variety of texts by summarizing important ideas
and citing important details.

New York State ELA Core Curriculum Standards


Reading Standards for Informational Text
RI.4.2 Determine the main idea of a text and explain how it is supported by key details;
summarize the text.

B. Central Focus
Students will use their knowledge of oral and written language to summarize nonfiction texts.

C & D Objectives and Assessment


Objective Assessment
Students will be able to identify the most Teacher will formatively assess if students
important items for their survival on the have a clear understanding of appropriate
island items for survival using their list on the work-
sheet (ex. Matches is appropriate, gum is not
appropriate)
Students will be able to justify why they Teacher will formatively assess students dur-
chose their items ing partner and class discussion using obser-
vation and anecdotal notes.
Teacher will formatively assess the worksheet
students hand in using a Met/Not Met criteria
based on understanding and reasons for im-
portance

E. Opening/Anticipatory Set:
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1. Display a picture of a deserted island as students enter the classroom.

F. Main Body/ Procedure:


1. Imagine that you have been given the opportunity to spend one year on a deserted is-
land. If you survive for 1 full year you will receive a great fortune! However you are only
allowed to bring 15 items. Remember that this island has nothing and these items are
the only thing you have to survive for an entire year
2. Ask students what we might need as humans to survive? What things are essential to
live? (food, water, shelter). Think about these things as you make your list of items
3. Model and share my list with the class:
a. Backpack, pajamas, pencil, notebook, tarp, water bottle, fishing rod, notebook,
sleeping bag, matches, a hammock, bug spray, sunscreen, flashlight, knife, pan.
*CRT - highlight different items that different people may bring, i.e. if students are reli-
gious they may bring something important to their religion*
4. On the worksheet provided, ask the students to create a list of 15 items.
*ACCOMMODATION - G.T. will think of items orally and use a scribe to complete the
list*
5. Have students share and compare their lists in partners.
a. Encourage trading or switching items during sharing time.
*ASSESSMENT - Circulate and listen to partner discussion and reasons for keeping
items, make anecdotal notes of student understanding and responses*
6. Tell students that plans have suddenly changed, the teacher got a call from the people
that are running the contest and have decided that the challenge is too easy. We need to
cut 7 items from the list to make a list of 8!
7. Model and think aloud as you cut 7 items from your list, justifying why they may not be
as important as other items.
a. Pajamas, bug spray, sleeping bag, pencil, notebook etc.
8. Invite students to cross out items and then to share their revised list with a partner.
Make sure to tell the students that they need to be able to explain why these are more
important than the ones that they have crossed out.
*ASSESSMENT - Circulate and listen to partner discussion and reasons for keeping
items, make anecdotal notes of student understanding and responses*
9. Explain to students there has been another change in plans, they must cut down their list
to only 3 items. There was a tsunami and the contest had to be moved to a small island.
10. Ask students to complete the back section of the handout writing down why they kept
those 3 items.
*ACCOMMODATION - C.A. will have the opportunity to use his chromebook to complete
the explanation, G.T will think of reasons orally and use a scribe to complete the work-
sheet*
11. Congratulate students on an excellent job of determining importance - finding the main
items that would help them survive.
a. You may not have noticed, but this is also an important thinking strategy that ac-
tive readers use: determining importance.
b. You did this by thinking, by discussing and by choosing what you felt was most
important for your survival.
c. While everyones list is not exactly the same , Im confident that none of you end-
ed up with unimportant or not very useful items.
d. All the items were well thought out and chosen carefully for good reasons.

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*

III. REFLECTION PROCESS

1. Culturally Responsive Teaching


The classroom is made up of 6 boys and 18 girls. Students come from a mix of socioeconomic
and religious backgrounds. The lesson will be respectful all students including those with IEPs,
gifted students as well as culturally diverse students by using varied language, modelling and
repeated instructions.

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.

4. Anticipated Misconceptions and Plan to Address them:


Misconceptions (What students might Supports (What do you plan to do about it)
struggle with)
Students may struggle with the idea of what Teacher will go over examples of what would
you will need to survive on an island for one be a useful item and what humans need to
year. survive. I.e. board game (fun but not useful),
matches (use to make a fire)

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: __________________

Help! Im Stuck on a Deserted Island!


Imagine you have been given the opportunity to spend one year on a
deserted island. If you survive for one full year you will receive a great for-
tune! However, you are only allowed to bring 15 items. Remember that this
island has nothing and these items are the only thing you have to survive
for an entire year!

Please list your 15 items below:

1. 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

13. 14. 15.


MSED ELEMENTARY PORTFOLIO PROJECT ! 63

Why I chose my Items:

I chose a ______________ because ________________

__________________________________________
__________________________________________
__________________________________________

I chose a ______________ because ________________

__________________________________________
__________________________________________
__________________________________________

I chose a ______________ because ________________

__________________________________________
__________________________________________
__________________________________________
MSED ELEMENTARY PORTFOLIO PROJECT ! 64

[Back to Table of Contents]


MSED ELEMENTARY PORTFOLIO PROJECT ! 65
Artifact #7: PK Presentation.
Rational

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-

ed for within an elementary classroom.

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-

modate for the exceptional students and situations in my future classroom.


MSED ELEMENTARY PORTFOLIO PROJECT ! 66
Curriculum & Professional Standards

INTASC Standards

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 #7: 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.

NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social and civic potential of

every student.

Ontario Ethical Teacher Standards

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

learning through positive influence, professional judgement and empathy in practice.

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,

democracy and the environment.

Special Education Professional Ethical Principles

Principle 2: Maintaining a high level of professional competence and integrity and exercising

professional judgment to benefit individuals with exceptionalities and their families.


MSED ELEMENTARY PORTFOLIO PROJECT ! 67
Principle 6: Using evidence, instructional data, research, and professional knowledge to inform

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-

gogy and best teaching practices

Claim 3: Medaille College graduates are caring educators


MSED ELEMENTARY PORTFOLIO PROJECT ! 68
MSED ELEMENTARY PORTFOLIO PROJECT ! 69
MSED ELEMENTARY PORTFOLIO PROJECT ! 70
MSED ELEMENTARY PORTFOLIO PROJECT ! 71
MSED ELEMENTARY PORTFOLIO PROJECT ! 72
MSED ELEMENTARY PORTFOLIO PROJECT ! 73
MSED ELEMENTARY PORTFOLIO PROJECT ! 74
MSED ELEMENTARY PORTFOLIO PROJECT ! 75
PK Presentation - Cerebral Palsy Script

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.

[Back to Table of Contents]


MSED ELEMENTARY PORTFOLIO PROJECT ! 78
Artifact #8: Field Work Reflection.
Rational

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-

tices and daily routines that stood out to me during my observations.

I have included field work reflection as one of my artefacts because I hope to highlight

my ability to be reflective. Being a reflection practitioner in the educational world is essential.

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

strategies. Additionally, it is equally as important to consider changing or adapting these strate-

gies whenever necessary.

Curriculum & Professional Standards

INTASC Standards

Standard #9: 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, fami-
MSED ELEMENTARY PORTFOLIO PROJECT ! 79
lies, other professionals, and the community), and adapts practice to meet the needs of each

learner.

NYS Code of Ethics for Educators

Principle 4: Educators collaborate with colleagues and other professionals in the interests of

their students learning.

Ontario Ethical Teacher Standards

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.

Special Education Professional Ethical Principles

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-

gogy and best teaching practices

Joseph Gibbons Public School Observation Hours

Grades 1-3

25 Hours
MSED ELEMENTARY PORTFOLIO PROJECT ! 80
Jennifer Davids

I completed 25 hours of observation at Joseph Gibbons Public School in Georgetown. I

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.

Learning about bias within the classroom seems to be straightforward, however it is

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-

lowed school to become a positive experience for them once again.

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

having a rough day or even year with students.

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MSED ELEMENTARY PORTFOLIO PROJECT ! 83
Conclusion

It is my hope that with these 8 artefacts, I have provided evidence of my companies as an

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

build my teaching practices on theory and research.

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

purpose as to benefit those who I am teaching.

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