Section One: Teacher Candidate Introduction to the Elementary Portfolio Project

Overview and Rational of Teaching:

Education has been the core component in developing our world. Thus, the purpose and

important of the Elementary Portfolio is essential as our students today become our leaders and

innovators tomorrow. Planning is one of the key criteria teachers must adhere to provide effective

instructions, which are directly applying concepts into the real world, as well as to inspire students

by motivating them with engaging lessons. Planning is essential as it it’s the core of student

learning, vigilant planning produces effective instructions, engaging and enjoyable lessons,

anticipated student answers, valid assessments, and accommodations to meet the individual

learning needs of each student. My two student teaching placements were a privilege as I learned

and collaborated with two experienced and stellar classroom teachers. These placements has

allowed me to implement best practices learned from my master’s in education program, along

with attaining new insight and skills from both classroom teachers has prepared and inspired me

to become an effective educator. Education is continuous and forever developing. Therefore,

attending professional development workshops is vital to grow as a professional to be updated and

current, ensuring students are receiving the highest quality of effective teaching, which is

embedded in effective planning. The sections of this capstone discuss important elements of being

an effective teacher. Section one discusses best practices, theories and theorists, and conclusion.

Section two examines my educational experience, work experience, school observations and

classroom applications, philosophy of education, resume, and conclusion. Section three of this

capstone focuses on specific artifacts to use to demonstrate my ability as a competent teacher to

develop students. Section four discusses how the artifacts in section three align with educational
standards. Section five is my reflection of creating this portfolio, and section six is my teacher

interview.

Portfolio’s Section –Best Practices:

The importance of teacher skills, pedagogy, best practices, accompanied with reflection

and growth mindedness are interwoven in teaching as it creates a mosaic quilt within the classroom

community of learners. Planning is the seed in education as it roots, grows, and blooms into

effective differentiated instruction with curricular standards, valid assessment, individualized

accommodations, culturally responsive teaching, classroom management, professional

collaboration, students’ growth mindset, and students’ growth socially and academically.

Developing and maintaining a positive rapport is essential for students’ emotional well –being and

academic success. When students feel they are immersed in a safe and trusting environment their

better able to focus, take risks, and drive their education forward as they participate without fear

of rejection. This establishment of trust amongst the community of learners is fostered and

reinforce through teacher –student interactions and boundaries communicated. Instructional time

is one of the most frequent teacher –student interactions that facilitates this trust. Welcoming

mistakes to objectively dismantle misconceptions as we are all learning together reinforces trust.

Additionally, the teacher needs to maintain emotional objectiveness, while staying focused on

positive goals for student self-improvement. These are key components to foster a positive rapport

and emotional well –being with students during difficult situations. Also, it is important to set

appropriate boundaries to respect the rights of others to maintain a healthy and positive learning

environment. It is important for the teacher to be mindful at all times, however, it is especially

important that the teacher is mindful of fostering a positive rapport during every teacher –student
interaction as it sets the tone and dynamics of the classroom. This occurs most often during

transitions and instructional time.

Assessments are a vital component in fostering a positive rapport and safe environment

with students. When the students feel their teacher is knowledgeable and competent in the subject

matter, frustration decreases as they trust the teacher will guide their learning to enable success.

Assessments provide feedback to the teacher as it gages student comprehension of a concept. This

feedback communicates to the teacher next steps to re –plan, re –teach, and re -asses any

misconceptions students might encounter during learning. Without knowing students’ level of

understanding of a concept it is impossible to continue teaching, for the teacher must continuously

assess student knowledge to be able to re –teach and continue with the learning segment.

Incorporating technology into lessons is on the rise within the school system. It has been proven

that students learn best when concepts are enjoyable, and purposeful as it is relative to the real

world, as well as, lessons incorporating student interest. Technology has become one of the most

leading innovations in the work force and at home. Thus, incorporating technology within lessons

benefits students as they learn important technical skills needed in the real world, while applying

their learning in an enjoyable and new activity. Additionally, technology is an excellent resource

to use as an accommodation for the different learners. Students with accommodations have more

inclusion with the use of technology. Technology can be used as an accommodation for students

to document their learning. Using a microphone instead of writing, videotaping a student

demonstrating and explaining a concept instead of writing, and having the technology device read

aloud a passage to the student are all ways to include students with accommodations within the

curriculum in an engaging activity. Additionally, through assessments, observations, parent

communication about their child’s background and learning styles, as well as interactions with
students provides closure for teachers. This closure will guide teachers to research, plan, and seek

resources for students who are English language learners, students with individual learning plans,

students with 504’s, students who are gifted, and students with learning delays to include these

diverse learners within the classroom.

Before a teacher can begin to plan learning segments and lessons, they must know more

in-depth details about the community the students are situated. Culturally responsive teaching is

vital before planning. The teacher must be knowledgeable in the real life experiences students

would have had by living within their community. Research within the school is important to know

the socio –economic status of the community, the amount of students that are provided meals or

reduced priced meals, the percent of high school graduates within the community to develop

students emotional well –being by integrating resilience, confidence, and passion for learning

throughout the learning segment. Also, environmental resources (lakes, rivers, oceans, farms, city,

industrial buildings) within the community to make learning relative. Once the teacher has

researched all of this important information, the teacher may begin to plan their learning segment,

instructions, accommodations, and assessments as it will all be relative to the experiences students

had living within their community. This is important as these difficult complex concepts are

dismantled into simpler concepts students can connect to through their own personal experiences

living within their community. The best form of classroom management is an engaging and active

lesson. When students are fully engaged and interested in learning it increases productivity.

Staying focused and having a meaningful purpose for learning captivates students’ full attention,

thus, making distractions less interesting to students. Additionally, it is important to establish rules

and procedures collaboratively as a class the first day of school. It is key to have student

involvement as they take more ownership they are more likely to implement their own rules, and
be accountable for maintaining the rule and consequences. It is necessary for the teacher to use

progressive disciplinary interventions. The teacher should always approach a situation with the

least amount of discipline to redirect student behavior, this may be done with proximity of having

the teacher walk close to the student or making eye contact with the student as a signal for the

student to stop the behavior and refocus. However, if these attempts are unsuccessful, then the

teacher will have to proceed with the next level of discipline. This may include a private

conversation after the lesson to ask the student how they are feeling. It is important to get insight

on how the student is feeling to be able to maintain the trusting relationship and to assist the student

by creating a plan the student can implement next time they are feeling this way. It is vital to have

these discussions in private. Giving students a compliment may be done in public depending on

how the student responds to attention; but discipline, constructive feedback, and plans for success

should always be done in private to maintain the trust, dignity, and respect of the student, as well

as to maintain the teacher –student relationship. Lastly, the teacher must be cognizant of their

mental set. The teacher must have “withitness” and emotional objectivity daily when interacting

with students, and being within the school community. For the emotional and physical safety of

students the teacher must have “withitness” by constantly scanning the room and listening in on

students conversations to ensure students are being safe and respectful within their learning

community. Additionally, if a student is in a difficult situation it is important that the teacher

maintains emotional objectivity, which is to separate the student from the issue. It is important to

discuss the issue in isolation and seek solutions from the student for personal growth. By having

private conversations, being objective, and focusing on solutions the student is not labelled and

does not identify with being “good” or “bad” for the situation is detached from the student. This
allows the student to be objective, emotionally healthy, reflect, and to grow as a person by learning

from the experience and focusing on solutions.

Professional collaboration is an important element to being an effective teacher. Sharing

resources and being a team shows their commitment and dedication to the well -being and success

of their students learning. Teachers and staff members within the school system demonstrate

ethics, professionalism, confidentiality, and team work to protect the students and to develop them

as people and as learners. Being knowledgeable and planned application of the curriculum

standards is a major part of professionalism. The teacher must be able to plan, instruct,

accommodate, and assess curriculum standards to foster student learning and academic success.

Additionally, the teacher should plan lessons cross –curricular to ensure all of the curriculum

standards are being taught and assessed. Lastly, it is essential for the teacher to withhold a

professional standard for themselves. The teacher must follow professional standards that are

established as standards and protocol for best practices and professionalism. Teachers are expected

to demonstrate professional standards and confidentiality at all times within the school community

and outside of the school community.

Theories and Theorists:

My pedagogy of the art and science of teaching is based on a progressive constructivism

approach. I believe all children are masters of learning, especially when learning is nurtured.

Optimal learning development occurs through self –discovery and guidance based on student

interest. Learning must be fostered, encouraged, and nurtured to ignite a passion for growth as

students drive their learning forward to become the best versions of themselves. Two theorist who

support the constructivism theory are Jean Piaget and Lev Vygotsky. Both of these theorists

believe that children are born without predisposition of opinion or ability, instead people are a
product of their nurtured environment they’ve been submersed (Abarbanel, J., Kol, S., &

Schcolnik, M. 44(4), pp.12-20, 2006). Piaget focuses on assimilation and accommodation of

transmitting learning into schemas for comprehension of learning and to expand learning

(Abarbanel, J., Kol, S., & Schcolnik, M. 44(4), pp.12-20, 2006). Vygotsky focuses on the social

development of learning through the zone of proximity, which learning nurtured through

appropriate challenging content accompanied with guidance to make self –discoveries (Abarbanel,

J., Kol, S., & Schcolnik, M. 44(4), pp.12-20, 2006). I strongly agree with Piaget as I believe

teachers have a powerful influence to enhance and mold students’ minds and abilities as students

automatically categorize learning into schemas for comprehension and clarity (Abarbanel, J., Kol,

S., & Schcolnik, M. 44(4), pp.12-20, 2006). Learning is automatically organized into different

categories either by assimilation of learning that is relative, or by accommodation by developing

a new schema for new and different learning (Abarbanel, J., Kol, S., & Schcolnik, M. 44(4), pp.12-

20, 2006). This develops and strengthens through multiple exposures, experiences, and guidance

to master skills (Abarbanel, J., Kol, S., & Schcolnik, M. 44(4), pp.12-20, 2006). Additionally, I

strongly agree with Vygotsky that learning is maximized with the appropriate amount of challenge

as learning builds on previous knowledge, along with self –discovery (Abarbanel, J., Kol, S., &

Schcolnik, M. 44(4), pp.12-20, 2006). I firmly believe, self –discovery Vygotsky discusses also

maximizes learning as it develops creativity and critical thinking skills that blossom through

guidance (Abarbanel, J., Kol, S., & Schcolnik, M. 44(4), pp.12-20, 2006). These two theorists in

the field of education support my pedagogy for education as I also believe that through the

progressive constructivism approach to plan differentiated instruction, accommodations, and

assessments learning is optimized (Abarbanel, J., Kol, S., & Schcolnik, M. 44(4), pp.12-20, 2006).

Another theorist I agree with in supporting my portfolio is John Dewey. He believed in changing
the traditional authoritative dynamic of learning into flexible student lead learning (Williams, M.,

K. 9(1) pp.91-102, 2017). Dewey’s theory is to plan the curriculum based around students interests

to make learning more meaningful (Williams, M., K. 9(1) pp.91-102, 2017). Dewey explains the

environmental tone set by the teacher significantly impacts student performance (Williams, M., K.

9(1) pp.91-102, 2017). When students are submersed within a natural, safe and comfortable

learning environment, free of rejections and personal critism, students become more inclined to

learn as they will be more readily to take risks and actively participate in their learning (Williams,

M., K. 9(1) pp.91-102, 2017). His theory supports my pedagogy as I believe in fostering a safe

learning environment for students emotional well –being (Williams, M., K. 9(1) pp.91-102, 2017).

Also, I believe learning is optimized when students become active participants and drive their

learning forward (Williams, M., K. 9(1) pp.91-102, 2017). Additionally, I believe when the

curriculum standards integrate the interest of the students, along with a safe and comfortable

environment, learning has power as it is more meaningful (Williams, M., K. 9(1) pp.91-102, 2017).

Also, I strongly agree with Dewey that through carefully planned lessons with differentiated

instructions to meet the learning needs of each student individually, creates optimal learning and

trust (Williams, M., K. 9(1) pp.91-102, 2017). Learning is maximized through vigilant planning

based on student interest, therefore, the trust between teachers and students strengthens as students

feel secure that their teacher genuinely cares for them and their learning individually (Williams,

M., K. 9(1) pp.91-102, 2017).

Conclusions:
 In conclusion, it is crucial for the teacher to develop and implement best practices along

with well-planned instructions and assessments that are individualized to meet the different

learning needs of the students. While being mindful to incorporate culturally responsive best

teaching practices to include diversity to make learning relative and meaningful throughout the

learning segment. The learning environment is a critical component for optimal student learning.

This requires trust and emotional safety for the students to be able to take risks and participate in

their learning to make discoveries, under the guidance of the teacher. Teachers inspire and ignite

a passion for learning that goes beyond the classroom. The core of learning is deeper than the

school system. Learning is an awakening that trickles down to the essence of our core, leaving us

thirsty for more as we transform into lifelong learners in an endless quest to discover and learn

with even more curiosity.