Beruflich Dokumente
Kultur Dokumente
thus far, through concrete examples of artifacts that I specially choose to include in this portfolio
as ones that demonstrate my readiness to be an effective teacher. The artifacts listed in sections
three and four specifically demonstrate my competency in the area of planning, instruction,
York and Ontario Common Core and Professional Standards that are connected to the artifacts I
Section five of this portfolio will delve deeper in examining my preparedness to teach as
I reflect upon the start of my schooling at Medaille College and the near end, and the various
courses and learning experiences that shaped my educational philosophy embodied within the
Having worked in a school for the past 17 years and completing an Honors degree later in
life, there was no doubt in my mind that my next steps would be teacher’s college. Living in
Ontario, I had the option to attend an Ontario Teacher Education Program but opted to enroll in
Medaille’s Master of Science in Elementary Education Program and was the best decision I
made. The teacher educational program at Medaille effectively prepares teacher candidates
through various courses and hands on learning. Although a rigorous program, Medaille sets up
Field Placement Experience. What a way to start the program. This course was so engaging as it
incorporated a lot of hands on learning activities that are so relevant to the diversified learning
styles of today’s students. The hands-on learning in addition to the many group work
assignments was a nice way of getting to know colleagues and in essence prepared us for the
collaboration that comes with teaching. If one thinks teaching is a one-man band than they are
sadly mistaken. Today’s educators collaborate to plan multidisciplinary lessons and or team
teach, they collaborate to discuss concerns over students, and they collaborate for the purpose of
Claim 2: effective pedagogy and best teaching practices for diverse learner, and DOE/CAEP
Claim 3: Caring educators). In addition, the required 40 hours of current field placement
experience in a school was a nice refresher for me since I had not been in a school for the past
few years due to me finishing my undergraduate degree. Observing in a grade 2 and 4 classroom
was a nice way of connecting classroom application to that of a real classroom setting.
Another course I took at Medaille College was also during my first semester and it was
entitled Culturally Responsive Teaching. Although the notion of culturally responsive teaching
was not new to me, as I studied it in my undergraduate program, the way this class was
in one of our assignments we were to read three academic journal articles that were based upon
the notion of being privileged. We were then required to reflect upon the readings by pretending
that something occurred in our life that impacted it in a sever manner. For example, something
like losing a limb, or being diagnosed with a fatal illness. This assignment opened up my eyes to
the privilege that I truly possess and was unaware of. Upon sharing our reflections as a whole
class, shed invaluable insight in to the very topic of being privileged and the difference that one
individual encounters from the next based upon their age, race, class, language or ability as some
examples. This led to some very emotional discussion and because of it I will always remember
the importance of not only setting students up with equal opportunities but equitable ones that
will benefit their individual needs (DOE/CAEP Claim 1: Knowledge of Subject Matter,
DOE/CAEP Claim 2: effective pedagogy and best teaching practices for diverse learner, and
During second semester, I began learning about what I had long awaited and truly desired
to learn-lesson planning. It was during a course entitled Curriculum Planning that I couldn’t
have asked for a better instructor and class to learn this invaluable skill of lesson planning that
would carry over with me for the rest of my career. In this class I learned to produce not only a
math lesson plan, but how to plan accordingly to create a whole segment. We also got the
opportunity to showcase our learning segments by way of a backdrop display which was a great
way to celebrate our learning and gave us a chance to view our colleagues work as well.
Learning how to develop a lesson plan was not as easy as I anticipated. Planning an effective
lesson takes a lot of thought and curriculum knowledge. One must keep in mind student’s
interests needs and abilities; accommodations and modifications; how to engage the learner and
sustain their interest; precise vocabulary, syntax and discourse that you require your students to
demonstrate and how you will assist them in doing so; the incorporated use of higher order
function words essential for student’ understanding of concepts within the lesson; explicit
and best teaching practices for diverse learner, and DOE/CAEP Claim 3: Caring educators).
Having learned the task of effective lesson planning during this class really prepared me for the
upcoming classes in semester three whereby we were required to do a lot of lesson planning.
During second semester, I also took a course that I felt was extremely invaluable for
educators of the 21st century- Technology in the Classroom. Not considering myself a
technologically savvy individual and almost fearful of taking on technological endeavors, I came
to a realization that technology is not something to be feared but rather embraced. It is inevitable
that today’s learners are accustomed to using technology as part of their every lives and
experiences and so it only makes sense to incorporate it as much as possible when teaching.
However, one should not be mistaken that technology be used to replace the teacher, but rather
used as tool to enhance the learning process and learned about various technology tools that
coincide with the SAMR model (Substitution, Modification, Augmentation, and Redefinition).
Such things as making sway presentations, book creator, smart board application, one note, Class
Dojo, hyperdocs, and educations are just a few of the technological programs I learned that can
be used to extend student learning. I now realize how feasible it is to incorporate technology in
meaningful ways and how beneficial technology can be for students ( DOE/CAEP Claim 2:
effective pedagogy).
Upon reflecting, the above-mentioned highlights are just some of the highlights I take
away with me from my time at Medaille College and the MSED Program that especially
resonated with me. I feel these highlights solidify my confidence in my ability to be an effective
teacher that all encompassed in the DOE/CAEP standards Claim 1: Knowledge of Subject
Matter, DOE/CAEP Claim 2: effective pedagogy and best teaching practices for diverse learner,
and DOE/CAEP Claim 3: Caring educators. Having used DOE/CAEP claims to guide my
practice and learning journey thus far, I’m sure I’m are headed in the right direction when I
uphold my professional status upon becoming a certified teacher and abide by a new set of
The majority of this portfolio speaks volume about what I have learned over the past
years and at Medaille College and the MSED Program. The specific artifacts that I included in
section three explicitly demonstrates my competency in the various teaching areas of planning,
professional standards, and professional development. Not only do the artifacts demonstrate my
competency in the aforementioned areas, but section four of this portfolio demonstrates the
connections I’ve made to each artifact to the various curriculum and professional standards.
Being able to demonstrate my knowledge of effective teaching practices that are each imbedded
effective teacher.
really stems from the theoretical underpinnings of the various educational theorists I’ve learned
about at Medaille College. This knowledge has really guided my educational philosophy and my
understanding of the purpose of school from past to present. Gone are the days of didactic and
rote teaching methods that equate to lower level skills. And gone are the days of the sole use of
paper pencil methods as a way of assessing students outcomes. Today, I embed my personal
Vygotsky and the notion of the child as curious and capable. In essence, I feel very advantaged
in that I feel as though I was taught in a manner that coincides with current research about best
teaching practices.
As a result of the MSED program at Medaille, I feel prepared, ready and eager to embark
research about best ways to teach children today. I understand about the importance of nurturing
the whole child so that right from the start, students feel comfortable in my classroom and that
they are in a safe place to take the necessary risks so pertinent in their learning. I know the
importance of embracing the differences of the students that make up my classroom and the
importance of catering to their individual needs. I hope to be able to not only provide equal
opportunities to my students but to provide them with equitable ones so that each student no
matter, age, race, gender, language or ability, will have a chance to succeed academically.
Moreover, I know the importance of teaching students in a manner that will help them to acquire
the necessary skills that they will need when applying for job employment in this ever-
demanding competitive world that awaits them. Therefore, I will adapt my teaching style to one
that incorporates inquiry-based learning approaches that will help student to think outside the
box and to gain those higher order thinking proposed in Bloom’s Taxonomy. Lastly, it is my
hope to instill a love of learning within each of my students so that they are intrinsically
Having worked in the education field for the past 17 years holding different positions,
and now completing my MSED at Medaille college, it is my hope that my lifelong learner
attitude will transcend upon my students. Not only will I share my educational journey with my
students in hopes of being a positive role model, but I hope that my overall eagerness to make a
school is not a chore but an everyday adventure. Looking back to some of my past teachers, I can
definitely say that it was the teachers that were enthusiastic and positive in nature that were
definitely more effective than those who were not. Having said that, I believe that teaching is not
for everyone and it is my hope that this portfolio has depicted not only my competency to be an
Conclusion
In conclusion, writing this portion of this elementary education portfolio feels surreal.
Having worked in a school board for seventeen years as an education assistant and early
childhood educator, I never thought I would come to this stage in my life whereby I will be the
classroom teacher. I view my time spent working in a school over the past years not as a waste of
time, but as a collection of knowledge and wealth that I can bring with me as I begin a teaching
career. I am very confident that not only will my educational and employment background serve
me well, but my education at Medaille College and all the specialized coursework that I did, will
with no doubt in my mind gave me the preparedness needed to enter a profession that is not only