Msed Portfolio Project-Compressed

MSED Elementary Portfolio Project
Bushra Sheikh
June 3, 2019
An Elementary Portfolio Project submitted to the
Faculty of the Graduate School of Education of
Medaille College
In partial fulfillment of the requirements for the degree of
Master of Science in Education
______________________________
Bushra Sheikh
Graduate Student
______________________________
Belete Mebratu Professor
Project Director
MSED ELEMENTARY PORTFOLIO PROJECT 2
Table of Contents
Section One: Teacher Candidate Introduction to the Elementary Portfolio Project……..… ..3
Section Two: Teacher Candidate Background Experiences………………………………....9
Section Three: Teacher Candidate Artifacts……………………... ………………………....6
Artifact #1: Weebly Teacher Website…….…………………………………………25
Artifact #2: Technology Survey Assignment……………………………………….32
Artifact #3: Pecha Kucha Presentation……………………………………………...42
Artifact #4: ELA Lesson Plan ………………………………………………………44
Artifact #5: Math Lesson Plan………………………………………………………51
Artifact #6: ELED Assessment………………………………………………………61
Artifact #7: Professional Development………………………………………………92
Artifact #8: Theorist Presentation……………………………..…………………….95
Section Four: Alignment to Curriculum & Professional Standards …………………………100
Section Five: Teacher Candidate Reflection …………………………………………..…….116
Section Six: Teacher Candidate Interview Video …………………………………………...123
References ……………………………………………………………………………………129
Section One:
Teacher Candidate Introduction to the Elementary Portfolio Project
Introduction, Overview and Rationale
“A teacher is a compass that activates the magnets of curiosity, knowledge and wisdom.’
~ Ever Garrison
In this portfolio, I have highlighted an overview of my learning journey which showcases
my own understanding of teaching as well as my teaching philosophy. I decided to become a
teacher because I want to change the world. I know that the education field is the only place
where I can make a huge impact. I have a strong desire to influence and educate the students that
are and will be part of my life. I am mindful that teaching is one of the professions in which it is
important to be kind, patient, understanding, compassionate and sensitive to our student’s needs
and I am fully prepared with providing it to my students. I aspire to be a teacher who cares by
being compassionate and kinds to the students and the community I work in, respect differences
and treat everyone fairly and as an equal to be inclusive of all needs. As I embark my career in
teaching I hope to inspire success, confidence and hope in each student. I want to reach high
levels of achievement and prepare each student for a successful future and shape them into a
lifelong learner. As I reflect on my path to becoming a teacher, I start with my associates degree
as an Early Childhood Educator and the importance of learning in a child’s life. Children begin
to learn about the work at a very early age and their early experiences of education deeply affect
their future social, emotional, and cognitive development. Following the path of an Early
Childhood Educator and further intrigued by child development, I concurred a Bachelor of
Applied Science of Child, Youth and Family. My professional growth is up most important to
me, which lead me to Medaille College in the Master’s in Elementary Education Program. Many
environments impact my growth and learning and has allowed me to take roles of an Educator in
the classroom. I have had positive experiences that are valuable in my professional development-
roles such as directorship in before and after school programs, co-cop placements in a
Montessori, a designated childhood educator in full day kindergarten programs, and student
teaching that contribute to my professional portfolio and a collection of artifacts, teaching
philosophy, best teaching practices, an understanding of the importance of planning, instruction,
technology, literacy, and how to accommodate and modify for the diverse students.
This Elementary portfolio is a written presentation of my vision, my values and a display
of my skills that show beyond doubt my readiness to take on a path in the teaching career. I
believe that I possess the insight and determination that I need to be a successful teacher and s
positive role model to my students.
Portfolio Development
As this portfolio is a written representation of my experiences and pedagogy of teaching,
it will provide the reader with an advancement of the necessary documentation and evidence as
well as artifacts. This portfolio consists of six sections.
Section one will be the introduction which will provide the reader with a content
overview of the portfolio, teacher philosophy, the theories and theorist valued by the candidate,
lastly the best teacher practices demonstrated by the candidate. Throughout the portfolio the
candidate will draw connections between the teacher’s planning and teaching practices,
instructional strategies used, and as evidence artifacts will be included to solidify the rationale
for the chosen artifacts.

Section two of the project is the Teacher Candidate Background Experiences, this section
builds on the teacher philosophy the theories and theorist that are valued by the candidate as well
as the best teacher practices. Section two is as important as section one in understanding the
background of the portfolio. It will give the reader and in-depth view of the education and work-
related experiences that shape the candidate’s role as an educator. The examples given in this
section are not just from the candidates work and study experiences but are built around the
candidate’s time spent in elementary, middle, high, and graduate school. The best teaching
practices, teacher philosophy, and approach to teacher is all interconnected to the past
experiences held by the candidate.
Section three consists of Teacher Candidates Artifacts. The materials chose for this
section will provide with the pedagogical evidence of the Elementary Portfolio Project. These
artifacts will showcase and support the high developed skills and knowledge that is needed to be
a competent teacher in an Elementary School. Some of the artifacts that will be part of this
portfolio if the ELED 650 Reading Assessment Plan, the Pecha-Kucha presentation, Theorist
Presentation, ELA Lesson Plan, Math Lesson Plan, Professional Development Certificate,
Technology Survey Assignment. Each artifact will have a detailed description and the alignment
to the teacher candidate goals and understanding of the needs of Elementary teacher. The
artifacts will also assist the reader in the making relations to the candidates Pedagogical
understanding and the connection between the artifacts and NYS and Ontario Curriculum.
Lastly, the artifacts will show how they relate to the candidate’s professional standards, and the
knowledge of student learning, assessment, and development as well as instructional strategies
used when planning.

In the fourth section of this portfolio the reader will find how the artifacts align with the
candidates planning. The candidate will show the ability to work with not only NYS common
core state standards but also the Ontario Curriculum. These standards are the foundation of
planning every lesson and learning segment. It is important that these standards of the curriculum
be part of the Elementary Portfolio as it one the core reasons elementary teachers follow a
curriculum. Teacher planning, instruction, assessment is all part of the requirements when
following a curriculum so the candidate will draw connections at all times to reflect on why
lessons and learning segments were planned.
The fifth component of the portfolio is where the teacher will be reflective about Teacher
Elementary Portfolio Project. The teacher will build on all the other four sections of this project
and demonstrate how each section has impacted the candidate’s growth, learning and progress as
a teacher. It is important that as an educator we show reflective practices as it is key do being a
successful educator. The reflection will address valuable aspects of the growth made by the
candidate in terms of planning, instruction, assessment, literacy mathematics, technology, the
best teaching practices and how to be an effective and culturally responsive teacher. Being a
reflective teacher enables the candidate to improve the ways adopted initially and making
changes when needed to make students life-long learners.
Finally, section six, the teacher candidate video interview is the part of this portfolio that
prepares the candidate for the career. The interview will be an extension or the written
representation and in this interview the candidate will showcase the work highlighted in each
section and make connections that may be asked when being interviewed. A Weebly website will
be used to display the technology skills and give the reader an opportunity to view the
candidate’s portfolio artifacts. The interview video will consist of all elements of the portfolio,
while answering filed specific questions.
Theories, Theorists and Experts in the Field of Education
There are many experts Theorist that play a vital role in my approach of Education and
my teaching philosophy. The theorist that I chose to include in my Elementary Portfolio Project
is Lev Vygotsky, John Dewey, Jean Piaget and Samuel Bloom. The focus of planning is to
successfully scaffold students through learning segments. Scaffolding technique was used to
change the level of support given to the students as the learning segment progressed. “Notions of
scaffolding and the zone of proximal development, for example, have helped teachers,
counselors, and youth workers of all stripes consider how best to support growth through the
building of key bridges to meaningful activities, challenges, and, most importantly, human
relationships” (Nakula, 2009). Anchor charts and I do, We do, You do model was used to
promote deep level of learning which are some tools used to support scaffolding. The candidate
aligns the questioning high order thinking when the students engaged in learning segment
activities. High order thinking and use of Blooms Taxonomy created by Benjamin Samuel
Bloom helps learners make connections with past learning and new learning. The teacher when
planning the learning segment was mindful that initially for lesson plan one and two the students
are dependent on the teacher and the support provided to them, however the expectation was that
by the lesson plan three and four the students become more independent in skills so that teacher
support can gradually be faded. “Questions on synthesis level allow students to devise
approaches to design experimentations and test hypotheses. Students who work at this level can
design knowledge in new, unique ways and exploit their imagination.”(Anees, 2017).
Bloom's taxonomy is a set of three hierarchical models used to classify educational
learning objectives into levels of complexity and specificity. The three lists cover the learning
objectives in cognitive, affective and sensory domains. The blooms taxonomy helps the teacher
think through the focus of the lesson plans and learning segments and lines it to the student
learning objectives and central focus. Jean Piaget relates the student’s learning with background
knowledge or Schema. Background knowledge is a major component to the student’s new
learning and plays a vital part in lesson planning. According to Jean Piaget “the schema is our
background knowledge of things that we learn. As we grow we learn more information on
specific topics. We organize this knowledge into visual representations and add to them as well
learn.” (Boeree, 2006).
Conclusion
The experts in field highlight above are the basis of the candidates teaching philosophy
and best practices carried out as an educator. This Elementary portfolio Project will be built on
the theories outline as well as provide the reader with further information and outline about the
authors background, teaching approach, assessment, and teaching artifacts included. In this
section the candidate has given and overview of the life that lead to a teaching profession and the
experiences that has prepared to teach and be an educator in the classroom. The next section to
follow will give more of an understanding of school, and work experiences that prepared me to
take the steps to prepare for teacher’s college.
[Back to Table of Contents]

Section Two:
Teacher Candidate Background Experiences
Introduction
I was never truly sure about the career choice I would make when I grew up. Many times,
I would be asked “What do you want to do when you grow up?” This was one of those
intimidating questions I found standard when in public. I remember my older sister always
having a definite answer. Forever she wanted to be a doctor! Coming from a background where
my father was a doctor and a mother who was a homemaker, I knew I didn’t want to be a doctor
but never took the time to look into what interest me. As I started to grow up my mother was
diagnosed with cancer and shortly after diagnosis she has passed when I was 16. This is one of
those periods in my life that I experienced taking care of someone without anything in return. I
soon realized I wanted to work with people whom I could provide care and help to. Through high
school years I chose to take American Sign Language to fulfill a language requirement. Last year
of high school I did a co-op placement at a deaf school which gave spark and drive to teach.
During my time at co-op placement I would work one on one with students practicing small
tasks. My time at the school provided me with the confidence to be around students and teach. I
continued to work towards my career goal and graduate high school and take the steps needed to
become a teacher. Before I took on the journey to become a teacher, I already was volunteering
in programs at my Mosque as a camp leader, babysitting children, and organizing events for
young children.
This section will introduce my educational background as well as my work- related
experiences that shaped my teaching career. I will highlight valuable learning experiences in
education and work and student teaching. I will be discussing how my educational background,
work experiences in the education field, practicums, resume and philosophy of education are all
interrelated and the connections my philosophy has made with theorists and experts in the field.
Teacher Candidate Educational Background and Work Experiences
One experience that I can reflect on is when I was in Elementary school, as English was
not my first language I would be pulled up once a day by an ESL teacher to work of my reading
and comprehension, this teacher was the one who pushed me to work hard and that it was okay
to make mistakes. This teacher gave me confidence as well as built my self-esteem which helped
me learn English a lot faster I believe. I think that it is a teacher’s responsibility to push their
students and when they struggle make the time to support them where ever that weakness lies.
When I think back that is the teacher I aspire to be, someone who will support their students
when they struggle rather than simplify tasks instead of making them feel like they are not
capable. Throughout the years of being in school I continued to believe that it was okay if I made
mistakes, I need to keep trying and that failure was never an option I gave myself.
My academic background started with an Associate’s Degree in Early Childhood
Education. At a young age I realized that working with children is what I enjoyed doing. Seeing
young children grow and learn is all so individual. I like to see how genuine they are and at the
same time I love to learn from them. Even though they might be little, they are great teachers just
because of the way they see life I chose to become an ECE, because it’s a huge responsibility to
nurture the young child and I wanted to be the person that was able to make the difference while
they were in my care. I finished my program and graduated with an Early Childhood Education
Degree. Part of graduation requirement was a successful twelve-week co-op placement at a

childcare center. I was placed with a lovely lady as a mentor. She ran an amazing play-based
program, which incorporated all developmental aspects of the whole child. I began to think in the
direction of wanting a role of a lead teacher and aspiring to run a great play-based pre-school
program myself.
After graduation I was immediately hired to The YMCA to take the role of the lead
teacher in a pre-school classroom. I was extremely ecstatic at the opportunity and began to
practice my ECE role. As I exhausted my energy every day with little children, taking the time to
nurture and care for them I also realized how draining it was and some of the behaviors that were
appearing in the classroom with young personalities was one of the most difficult aspects of the
childcare world.
A year of taking the lead role as a teacher, the exhaustion and burn out happened much
sooner than expected. I shifted into a direction of change and took employment with a Doctors
group as a medical assistant. Transition at a fast pace I got married at 21and made a move to
Canada. The bitter taste of childcare was still there. I decided to move further with my studies
and enrolled for a Bachelor’s in Applied Science and child youth and family. Throughout my
Bachelors I thought back to my days of wanting to reach out and help students and figured that
the Child, Youth and Family study will help with attaining that goal. I could find jobs in the
social worker sector and perhaps find more value to me degree. My placement through the
Bachelor’s was based in a day care and soon found myself taking on similar roles as the previous
ones. I was faced with harder courses such as statistics ad psychology courses which I was not
fond of. I remember failing statistics and crying over the difficulty and practice it took to pass the
course to graduate. One main thing I learned through failing the statistics course was how much
a teacher or professor can affect students learning. This continued my journey to finding my own
path to becoming a teacher and realizing how effective teaching is key to student success.
When I further reflect on my first employment with the YMCA as a pre-school lead
teacher role there were many issues I faced day to day. There were many factors that affected
feeling gratified after long days of work. Parents, paper work, sometimes lack of recognition,
opportunities for growth and not to mention some of the behaviors I was not qualified to work
with. Behaviors were the most challenging that I had never experienced before and dealing with
management as well as dynamics that came to be part of the whole child care system. This work
experience pushed me to work hard to work towards getting out for child care and more towards
being part of the education system for school districts.
Upon graduation once again, I was employed by a Before and After School program and
due to financial stress, I took the first role I could to pay back student loans. Starting as a
supervisor in a school age program I was working with students with special needs. I worked
with a few ASD students, working on routines and supporting them with completing tasks when
they needed assistance. One of my co-worker always seemed very insensitive to the students I
worked with, rushing them through tasks and there were never any modifications to the activities
that were planned. I was not a special needs teacher but I continued to modify tasks for these
students and allowed for extra time when needed. Working on simple things I researched at
home, taking puzzles into the program and continuing to work on strengths of these students. My
work in this program really opened up the work of special needs and as I learned more about the
diverse needs of students in the education field I knew I wanted to further my career in education
and help every individual in my classroom.

After a long six years and growing into every role possible at the before and after school
program, I went in one morning and discussed with my co- workers at the time that I wanted to
go back to school to complete my degree to become a teacher. I also was given the opportunity
by the principal at the school to pick up fail to fill jobs at the school in grades 1-5. I began more
and more enjoying my role as an educator and less as a front-line child care worker. This is when
I looked at all the schools that offered a teaching program, and I chose Medaille College. Every
teacher who I discussed my plans with was extremely supportive and said that is what I was
meant to do. The principal wrote me a recommendation letter affirming that I was a strong
teacher candidate, I had leadership skills, problem solving skills, empathy, compassion,
responsiveness, flexibility in planning. This was validation for me that I was on the right track
and that going back to school to become a teacher was the career I had always seen for myself, it
was now or never! It wasn’t long before I was given an acceptance letter to start at Medaille
College.
School Observations and Classroom Application
Student teaching was built up to be one of the most challenging part of the Masters in
Elementary Education Program at Medaille College. It is no doubt that at the end of my first
placement it was a busy time, one that I did not expect to be as overwhelming! Reflecting on my
first placement, I had a positive experience. One of the biggest successes I felt I had in my first
placement as a classroom teacher was quickly transitioning into the classroom and developing a
positive rapport with the classroom teacher, admin staff and custodial staff and students. I
believe that unless people make good relationships early on its difficult to engage in any other
activities. Being able to have that rapport I was able to feel comfortable and confident in lesson
planning, working with the children in the classroom and collaborate lesson plans with my
associate teacher. I asked questions to help me learn and grow in my role, and asked for the
opportunity to observe special classrooms, work with ESL students alongside the ESL teacher
who had was trained in a remedial/recovery reading program. I was able to engage in a few
different types of programs she used with ten ENL students in my classroom.
One of the biggest challenge I encountered in my first placement was learning
assessments and creating rubrics/success criteria to grade and evaluate students. I think that the
challenge was making harsh decisions which felt difficult to make. My first time using success
criteria rubric in accordance to my central focus and grading the students on their understanding
was a heavy feeling. Considering that these rubrics would eventually lead to evaluation and
writing report cards using the information and everything that comes with that aspect of
teaching- parent/teacher conferences. Although this part was a challenge with the help of my
associate teacher I took the time to also understand that how important it is to have 3-4 pieces of
work to grade using the criteria and have activities for the different learners in the classroom.
The students that struggled with reading and comprehension were strong in drawing and oral
comprehension. As a student teacher I didn’t have much experience as my associate teacher did
so being mindful and constantly finding new way to incorporate different types of lesson plans to
appeal to the types of learners in the classroom supported the students as well as helping to bring
their grades up.
The students in this classroom were trained really well about the roles and responsibilities
as well as the expectations. Whether the students were in the gym, library, outdoor recess/indoor
recess, or classroom they were aware that if they did not follow rules there would be
consequences. As a new teacher in the classroom I made sure that I set the same expectations for
the students so it would not confuse them, and also helped me build relationships with them and
very quickly they respected me as the teacher. The students started to trust me as much as the
teacher in the classroom and they knew that I would treat them as fairly as the teacher did.
Having 2-3 classroom management strategies in this classroom worked well for the children and
me as a new teacher in the classroom.
In my first placement I developed a lesson plan about inferencing. This lesson plan was
reflective of your student’s personal, cultural, and/or community assets as each child had an
opportunity to use their personal schemas to make inferences. The students made great
connections while engaging in all the lesson plans I planned for this learning segment. My goal
was to have the students work together as a class, individually and use groups to execute each
lesson. For this learning segment, I had the principal and custodian as well as some other
teachers to be part of my lesson. At the end of my learning segment the students were using
vocabulary like schema which showed that the students learn through active engagement and
when they feel involved. The students understanding of the learning objectives in accordance to
the central focus shoed clearly when the assessment tasks were given. I started to feel more
confident in using the rubrics and grading the students work.
Using technology was not my strength considering many times it can fail. First few
weeks of my placement I didn’t use any technology. After my first learning segment and
evaluation and looking into the responsibilities chart I realized that it was one of the
responsibilities that were part of it, I had to start feeling more confident about incorporating
technology in my lesson plans. With the help of my associate teacher I started small and use apps
on the iPad as follow up activities and moving in my seventh week of placement I planned a
whole day lesson plan using technology and creating stories using the 5W’s record voices and
present their stories. The lesson plan went really well and the students enjoyed it, the
engagement of the students was there as well as the product I got at the end of the lesson plan
was amazing. This is when I realized that technology can fail but I always need to be prepared as
a teacher with a back-up for the times when things go wrong. Regardless of my fear I have to
continue planning lessons that will draw my students in, technology happens to be the best way
to do so.
I felt anxious about my placement in Grade five and getting used to a new school as I just
started to feel comfortable with my first placement school. I had a very warm welcome at my
second placement was greeted by each one of the staff. My teacher had an infectious laugh that
filled the classroom even through stressful periods. The principal at this school came into the
room and introduced himself and took the time to speak with me, as well as made an
announcement about my days at the school, this lead to each and every student in the school
calling me by my name, I felt included almost immediately.
Before I started at this school I looked it up to check for location, class sizes, nutrition
breaks, and their values at the school. This was when I found out that the class I was in only had
12 students. This took me a bit by surprise! I began to ask around about why the numbers were
so low at this school which almost everyone had a different answer. My first day at the school I
began to piece together a puzzle about the community, the school and the students. The students
in my classroom came in with a lot of energy and loud voices as well as a type of classroom
culture I had not experienced before. The teacher gave me some information about the students
in her classroom being bussed into the school from project buildings, and the dynamics of their
lives at home. All the students in my classroom were a part of project homes with really low
family income, I quickly began to realize how different their world was than mine. The students
almost right away started to look me up and down and ask me questions almost as if I was being
interrogated by them which I found uncomfortable. I had so many questions, the students, their
homes, the behaviors. With all the experiences expressed above the biggest success I had as a
teacher at this school was simply knowing how much compassion and empathy I had for the
students in my classroom. These students also needed emotional and social support before I
could teach any of my lesson plans.
Some days I would offer to pay for pizza, and being an advocate of their emotional well-
being, other days just being friend and building self- esteem because school was the best part of
my student’s day. My lesson plans were modified like never before, I could not stand in front of
these students and teach a 40 - minute lesson plan because it just did not work on most days. This
seemed to the biggest challenge I had to face as a student teacher and having a tunnel vision
about my planned lessons. I had to incorporate play-based learning and lesson being taught with
multiple body breaks because the students just could not sit through long lessons.
At this school I continued to create engaging lesson plans that were developed around my
students cultural, personal and community assets. When money lesson was taught for math I was
able to use real money and give them a create your space project instead of worksheets to let
them be creative and give a project to design a room with no budget using iPads to draw the
space out and make a list of items in their space and adding money. This was engaging for the
students as they come from project homes and live in small apartments in some cases some of
the students didn’t even have their own rooms in the apartment.
A challenge for me at this schools was unit planning for a social studies unit on First
Nation and European Explorers early contact. This was difficult for me as I grew up in New
York and never studied social studies in Ontario. I had to learn everything about the learning
expectations around this unit before I taught it. Planning a unit that was unfamiliar to myself was
a challenge but also helped me grow and learn about indigenous people in Canada.
My placement at this school taught me many life lessons. I felt that it gave me a different
insight to my teaching practices. One major thing I learned is that each child comes with
different stories and it is important as an educator to take the time to get to know the students at a
personal level to emotionally and socially support students through their learning journey in your
classroom.
Philosophy of Education
Much of my field work and work experiences has impacted my philosophy of education.
Further, my philosophy is reflective of theorists and theories whom were presented in section
one. To categorize my philosophy, the Philosophy of Education I feel most aligned with is
Pragmatism. I find that ever before we are living in constant state of change and it places great
emphasis on the need for us as a learner to use scientific methods to solve personal and social
problems. Experiences that shape our world are the interactions between individual and the
environment which helps the student live, grow and develop. According to John Dewey the
interactions we will have a different outcome for each person, but intelligent people will be able
to take what they learned and apply it to a new problem or situation to problem solve. I believe
that we are creatures that are constantly experimenting, thus, we see it in the education system as
well. Educators are being reflective of their ways to see what works and what could change.
Curriculum
School districts and School Boards are looking at what parts of curriculum are working
well for students and what may need change. Curriculum expectations are modified every so
often as the student’s needs are becoming more diverse. As an educator I support the idea of
moving towards implicating ways to help student’s problem solve and allow inquiry- based
learning to support student curiosity. Learning should be more child centered and less teacher
lead, we are seeing this done in Ontario maintaining inquiry-based learning as young as
Kindergarten. To accommodate student needs educators are allowing for this shift happen in
older grade levels. Teachers are stepping back from giving directed lessons and facilitating
learning through student research, engaged activities and use of technology as well as other
resources for student learning.
Teacher
When I am teach in my classroom I plan to engage less in the traditional instructional model
in which the teacher presents information to the students. I believe that students should be given
an active role in learning. Teacher and students roles need a shift, teachers should be taking more
time in collaborating with their students to help facilitate meaning construction in students so
that learning becomes a shared experience. As a new teacher in the education system I created
more open- ended learning segments and assessments to help break the traditional and typical
testing to gauge how well a student has understood content. This type of teaching gives every
student an equal chance to showcase their abilities. Our students are very capable, I believe that
students learn from the environment, peers and the communities they are part of. Given the
chance students can problem solve, research, question to find answers which will promote life-
long learning and impact their lives forever.
Learning and the Learner
I am mindful about some of the key points when teaching, of someone who aligns themselves
with a pragmatic approach to education. Students in a pragmatist classroom share their

experiences with fellow classmates and provided more frequently with opportunities to
collaborate work to learn from each other. This is also supported by Lev Vygotsky’s social
development theory. Student interactions play a fundamental role in the process of cognitive
development, as such anyone who has a better understanding or a higher ability level than the
learner in respect to an assigned task is a better teacher and learning becomes a reciprocal
experience.
Resume
Introduction.
My resume below outlines where the experiences above are generated from. the
education background, the work experiences and volunteer work that has lead my path to
becoming and educator. My resume also showcases some of the professional development I have
taken part in to continue to grow in the role of an educator. I speak three languages fluently
which has helped me in work places as well as my placements at both schools. Being a woman
of diversity, I am mindful and conscious about issues relating to individuality, equity and
inclusion in my classroom.
Bushra Sheikh
3654 Bangor Road
Mssissauga, ON, L5L - 4S1
(647) 808 - 8407
Bushrasheikh@hotmail.com
Objective: To build an engaging and lasting relationship with Elementary students and peers as a
dedicated teacher.
Education
2018 - Present Medaille College
● Masters in Elementary Education Program
● Graduation August 2019 (3.9 GPA)
2009 - 2011 University of Guelph

● Bachelors in Child, Youth & Family
2004 - 2007 Suffolk County Community College

● Early Childhood Education Diploma
● Early childhood activities, art, music, literature, numeracy, science
Teaching Experience
2016 - Current Peel District School Board - Mississauga, ON
● Planning for and educating students using play-based in FDK.
● Planning for students using differentiates instructions and assessments.
● Collaborated with kindergarten team to develop inquiry- based plans and ensure
student’s needs are met.
● Observing, monitoring and assessing development of students through
parent/teacher portfolios.
● Maintaining a healthy physical, emotional and social learning environment.
● Performing all duties assigned by the principal with respect to the DECE role.
● Working with children with special needs/toileting.
● Lifting and transferring children in wheelchairs if needed.
● Experience with special needs students 5+ years.
2016 - Current St. Sebastian Catholic School - Mississauga, ON

● Planning for and educating students in the Kindergarten classrooms.
● Communicating with families when needed.
● Experience with special needs students 5+ years.
2012 - Current PLASP Child Care Services - Mississauga, ON

● Helping with registrations for children.
● Providing after school care to school age children.
● Using the How does learning happen? Document to create daily plans.
● Working with special needs children 5+ years.
Student Teaching Experience
2019 - 2019 Peel District School Board Castlebridge Public School Grade 1
● Planned engaging lessons and educated students using the Grade 1 Ontario
Curriculum.
● Observing, monitoring and assessing the development of students.
● Utilized educational technology such as Osmos and classroom tablets and

implemented them into lessons daily.
● Communicating with families when needed.
● Differentiated my instruction and assessment to meet the needs of ESL and IEP
students through the use of sentence frames and modified rubrics.
● Assisted teachers with in school and lunch clubs (Basketball, Tech, Garden).
● Coordinated in school field trips (Fire Truck visit, Pizza Workshops)
2019- Current Peel District School Board Oakridge Public School Grade 5
● Planning for and educating students using the Grade 5 Ontario Curriculum.
● Observing, monitoring and assessing the development of the students.
● Differentiated my instruction and assessment to meet the needs of ESL and IEP
students through the use of sentence frames and modified rubrics.
● Assisted teachers with in school and lunch clubs (Basketball, Tech, Garden).
● Utilized educational technology such as the Google Chrome books, iPads and
classroom apple TV into lessons daily.
● Implemented Math, Language, Science, Social studies lesson plans daily.
● Coordinated school assembly (The Big Gulp).
● Create activities for students using apps like SEESAW to document student
portfolios.
2010 - 2010 University of Guelph Child Care Learning Center

● Engaged students in outdoor education.
● Created hands-on learning centers and student portfolios to document student
progress.
Professional Development
Vesi Online Edu- 2018 Behaviour is Communication
Vesi Online Edu- 2018 Learning Disabilities
St. Johns Ambulance -2018 CPR & First Aid
IPD- Ed-2017 Lifting and Transferring Training
PLASP-2016 How Does Learning Happen?
PLASP-2016 Accessibility for Children with Disabilities/ Inclusion
PLASP-2015 Supporting Positive Interactions as an ECE
PLASP-2014 Setting the Stage (Behaviours)
PLASP-2014 Positive Care Giving
Volunteer Experience
2016- Current Sheridan Park Public School Mississauga, ON
2016- Current NISA Homes Mississauga, ON
Languages
● English (Fluent)
● Urdu (Conversational)
● Punjabi (Conversational)
References available upon request
Conclusion
Section two presents my journey to the deciding factor of my drive to becoming an educator
in the classroom. My education thus far and work experience supports my goal. This section also
includes my understanding of best teaching practices and classroom applications as a student
teacher. Over time as you can see in my resume, there is a collaboration of my work that
encompasses my drive to becoming a teacher. The next section that follows is the Teacher
Candidate Artifacts, this will be the pedagogical evidence that supports my skills and knowledge
needs to prepare to teach in and Elementary classroom.

Section Three:
Teacher Candidate Artifacts
Introduction
In this section the reader will be able to the evidence that support the skills and
knowledge of the candidate. The artifacts included show the teacher’s effectiveness of her best
teaching practices. The artifacts are important as they highlight the teacher’s success in the path
of becoming an educator. The artifacts chose to be part of this MSED portfolio is intentional as it
highlights the capabilities of the candidate and how the teacher has planned, instructed, uses
technology in the classroom to be inclusive of the modern -day learner, modified and
accommodated plans for diverse learners, demonstrated culturally responsive teaching, and
parent communication. The inclusion of these artifacts in the portfolio also demonstrate the main
theories used in the sections above of this portfolio. There are connections drawn between
theorists, my personal background, as well as my own pedagogy and classroom applications. The
artifacts included are all sample documents take from my time in school at Medaille college and
student teaching placement. Each artifact will have a rational supported from the curriculum and
professional standards as well as a brief description of what the artifact is and why it is included
in this portfolio, lastly what knowledge and skills are demonstrated and how they have prepared
me to teach in an elementary classroom.

Artifacts & Rationales
Artifact #1: Weebly Teacher Website
This Artifact sample demonstrates my ability to keep a database updated for when
students are in the classroom, but more so when they are at home and need access to homework
or reinforcement on the skills being learned at school. This teacher website will also act as and
communication tool between parents and the teacher to check for updates on a weekly basis. the
website will also include links, and resources available for students as well as parents for posted
suggestions for reading, websites and applications to practice skills being taught in the class and
a virtual field trip, classroom rules, and teacher contact information. Positive parent- school
communication benefits the child and the parents. Parent being involved in the child’s education
by getting ideas from the school on how to help and support their children by learning about
what is being taught in the classroom can help. Teachers also benefit from parent involvement as
having more contact with parents, teachers learn more about students' needs and home
environment, which is information they can apply toward better meeting those needs.
The first artifact makes connections with INTASC Standards for professional teaching. It
Specifically aligns with 1(k) The teacher values the input and contributions of families,
colleagues, and other professionals in understanding and supporting each learner’s development.
CAEP Standard 1 1.5 Providers ensure that candidates model and apply technology standards as
they design, implement and assess learning experiences to engage students and improve learning;
and enrich professional practice. Also, according to Ontario Code of Ethics standard Leadership
in Learning Communities Members promote and participate in the creation of collaborative, safe
and supportive learning communities. They recognize their shared responsibilities and their
leadership roles in order to facilitate student success. Members maintain and uphold the
principles of the ethical standards in these learning communities.
As an educator I strong value Parent engagement I believe that student achievement can
improve when parents play an active role in their children's education, and that good schools
become even better schools when parents are involved. Students are more likely to be motivated
and have better behavior as well as social skills when there is parent-teacher communication.

Artifact #2: Technology Survey Assignment
As a teacher candidate it is valuable to understand the students and their needs as well as
the direction that learning is taking off to. Students today are leaders in the use of technology.
Technology is becoming part of each students learning experiences and schools are starting to
reflect on the need and use of technology. Technology is being integrated in student’s daily lives
and requires us as educators to be willing to innovate our teacher practices as a response to the
modern- day learners in our classrooms.
Schools are moving towards bring your own device schools. Today’s students are tech
leaders. The use of Technology can increase in student engagement which will lead to improve
student’s success. We live in a world of constant change. Reliable and equitable access to
technology is fundamental to education as it connects learners to the people and helps schools
communicate with families. Technology will help students with individual needs, no one learns
in the same way or at the same pace, but technology can level the playing field for all students
with individual needs. Students can learn at their own speed, reviewing concepts and/or skipping
ahead. Access to the internet gives students a broad range of resources to conduct research.
Technology also can facilitate and encourage peer-collaboration.
This survey assignment is the second artifact that demonstrates the importance of being
able to incorporate aspects of the community while valuing their opinions. The purpose of this
questionnaire is to assess how the use of the Information Technology can transform and improve
every aspect of schools and how school communities feel about incorporating more technology
in our schools.
This survey aligns with the ISTE Education leader standards 1a Ensure all students have
skilled teacher who actively uses technology to meet student learning needs. 2a Engage
education stakeholders in developing and adopting a shared vision for using technology to
improve student success. Informed by learning sciences. Artifact 2 also aligns with the INTASc
Standard 3(n) The teacher is committed to working with learners, colleagues, families, and
communities to establish positive and supportive learning environments. As education leaders we
need to support and be mindful that we are a support to our guiding digital age learners. The
Ontario Code of Ethics Standard Commitment to Students and Student Learning Members are
dedicated in their care and commitment to students. They treat students equitably and with
respect and are sensitive to factors that influence individual student learning. Members facilitate
the development of students as contributing citizens of Canadian society. Technology is
important to apply technology- CAEP Standard 1.5 Providers ensure that candidates model and
apply technology standards as they design, implement and assess learning experiences to engage
students and improve learning; and enrich professional practice.

Bushra Sheikh
Medaille College
ECI 510
Professor Craig Centrie
July 30, 2018

Purpose:
The use of the Information Technology can transform and improve every aspect of schools,
modernizing the curriculum, student assignments, assessments and records, communication with
parents and our classrooms. Using technology will help us as teachers maintain records and
assessments using online software and communicate with families via email. Schools can reduce
administrative costs by the use of technology.
Target Population:
The Target Population of the questionnaire is designed for Parents of students in the Peel District
School Board Elementary Schools Kindergarten-6th Grade.
Introduction:
Peel Schools are moving towards BYOD- bring your own device schools. Today’s students are
tech leaders. The use of Technology can increase in student engagement which will lead to
improve student’s success. We live in a world of constant change. Reliable and equitable access
to technology is fundamental to education as it connects learners to the people and helps schools
communicate with families. Technology will help students with individual needs, no one learns
in the same way or at the same pace, but technology can level the playing field for all students
with individual needs. Students can learn at their own speed, reviewing concepts and/or skipping
ahead. Access to the internet gives students a broad range of resources to conduct research.
Technology also can facilitate and encourage peer-collaboration. In the year 2018, Technology is
a part of how we work and live. Teaching students this essential skill will help prepare them for
their future careers.
Survey Questions on Technology
Directions:
The purpose of this questionnaire is to assess how the use of the Information
Technology can transform and improve every aspect of schools and how school
communities feel about incorporating more technology Kindergarten-6th grade.
Your responses to these questions will be kept confidential. It is imperative that
you answer these questions truthfully. Please use the scale below for each response
1- Strongly Disagree 2-Disagree 3-No Opinion 4- Agree 5-Strongly Agree
1 22 3 4 5
Strongly Disagree No Agree

Strongly
Disagree Opinion
Agree
1. In today’s society, how important is it to include Technology in the classroom?
1 2 3 4 5
2. Use of Technology can improve schools.
1 2 3 4 5
3. Lack of Technology in the classroom takes away from a Students full potential.
1 2 3 4 5
4. Do you feel comfortable with communication via email about your student’s
progress?
1 2 3 4 5
5. Use of Technology in the classroom would create a disconnect between the students
and the teachers.
1 2 3 4 5
6. Students create products that show higher level of learning with use of Technology
as a resource.
1 2 3 4 5
7. Technology changes the way teachers teach.
1 2 3 4 5
8. Technology is a good tool to use to reduce administration costs providing schools

with better funding.
1 2 3 4 5
9. Use of technology will provide students with better peer collaboration and team
building skills.
1 2 3 4 5
10. Technology use prepares students for their future career’s.
1 2 3 4 5
How many times a week should Technology be used within the classroom?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Do you prefer communicating and accessing your student’s assessments and records
online?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Do you believe that use of Technology will create a gap in the student and teacher
interactions?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Thank you for taking the time to participate in this questionnaire. Your time and participation
is respected and valued. This survey will help improve the use of Technology in our Peel District
School Board -Elementary Schools Kindergarten-6th Grade.
Students are required to meet high academic standards. One of the steps in helping students
achieve them is the use of Technology in the Elementary Schools for teaching, learning and
administrative functions. Most people that took the survey agreed that the use of Technology in
the Elementary Schools will reduce administrative costs by providing schools with more
funding, along with the benefits of it on our student’s future. It provides with better peer
collaboration and team building skills, and a higher level of learning can be achieved.
Survey Analysis-
Based on the survey analysis most school families strongly agreed that technology can
provide teaching and learning opportunities that were previously unavailable. Every school and
community has an important strengths it can draw upon to achieve its technology vision.
Majority of the survey takers believed that component of technology planning provides with:
experienced trained future and advocates of technology, motivated school community members,
and more funding for the schools.
Survey takers did not express concerns about the gap between students and teachers due
to the use of technology in the classroom. One of the areas that scored level 5 on the Linkert
scale by most people was question number 6 about students creating better products that show
higher level of learning with use of Technology as a resource. This is because technology can be
matched with the needs of learners for achieving high standards with the functions of particular
technology applications. There are programs that can be used in all parts of the curriculum
(Math, Science, literacy, and Social Studies).
Looking at the survey results, as a community they believe that students who are ready
for the future know how to use technology effectively for a variety of purposes, it prepares
students for their future careers, students who miss out on this learning opportunity can miss out
on vital skills, question number 10-majority scored high strongly agreeing. Survey takers
believed that use of technology can prepare their children for a better future career.
Plan for Improvement
A technology plan will enable school staff and community partners to implement and enhance
schoolwide improvements by focusing on the skills and knowledge students need. Schoolwide
improvement and technology plan will work to align new and expanded learning outcomes with
the curriculum, instruction, and technology. The equitable use of technology across schools and
classrooms, and among students and teachers will be considered. All schools will have
procedures for monitoring technology use in classrooms. Areas in which technology will be
incorporated:
• Basic technology literacy skills.

• All students have hands-on technology time to complete their learning tasks and enhance
their academic achievement.
• All students will have access to current media resources for engaged learning.
• All teachers, administrators, support staff, and parents will use technology for tasks
related to the school.
• All teachers and school staff will have access to technology as a resource to create better
lesson plans keeping it aligned with the curriculum standards.
Technology is a catalyst for change in academic content. Technology resources will give
students access to curricular content will expand. The Peel District School Elementary schools
will infuse technology into content standards and goals. The schools will incorporate the use of
computers to adapt content for students with individual needs. Teachers will need the same
technology literacy skills that schools and society require of students. Among their
responsibilities they will model the use of new technologies for students. Technology will
change the learning context from teacher-directed to learner-centered activities, giving students
more control of content, creating a more collaborative schools, and providing different ways of
accessing information and communicating with the school community. With the results of the
survey and the Plan for improvement we believe that we can achieve goals we set for our
students with the use of technology in our schools.

Artifact #3: Pecha Kucha Presentation
My third artifact is the Pecha Kucha presentation which is a 20- slide power point
presentation with 20 second audio description of the slide on a particular topic. The presentation
was on Autism Spectrum Disorder for ESP 600 class at Medaille College. This presentation
highlights the candidates ability to research a topic and present it in a unique way. This project
also allowed for the candidate to learn more in depth about Autism Spectrum Disorder and how
it is becoming more prevalent in the school classroom, types of assistive technology that can be
used, fidgets tools that are effective in the classroom as well as some student samples of the
students in my work experiences.
This Artifact aligns with the CAEP Standard Provider Responsibilities 1.2 Providers
ensure that candidates use research and evidence to develop an understanding of the teaching
profession and use both to measure their P-12 students’ progress and their own professional
practice. It also has connection with INTASC 1(d) The teacher understands how learning
occurs--how learners construct knowledge, acquire skills, and develop disciplined thinking
processes--and knows how to use instructional strategies that promote student learning. NYS
code of Ethics Principle 1: Educators nurture the intellectual, physical, emotional, social, and
civic potential of each student. According to ISTE Standards 5c Explore and apply instructional
design principles to create innovative digital learning environments that engage and support
learning. This artifact highlights the skills of research and presentation of information in unique
ways that appeals to all types of learners especially visual and auditory. According to CEC
Standards for exceptional children standard 12 Participating in the growth and dissemination of
professional knowledge and skills.


Artifact #4: ELA Lesson Plan
The fourth artifact part of my MSED portfolio is an ELA lesson plan. This showcases the
candidate’s ability to successfully plan lessons in relation to English language arts and literacy
requirements and curriculum expectations. An educator we need to set out a set of ideas that
build on another, compound in their knowledge, plan for errors, confusions and misconceptions,
and build assessments to ensure that the students actually understand the components of
information with which they are being taught. The central focus of this lesson was to identify and
demonstrate understanding of a text by retelling the ideas using 5 W’s and use a graphic
organizer to sort ideas for writing a story using 5 W’s. the Informal Assessment part of the lesson
students identified 5 W’s on the carpet during choral reading a passage written by the teacher.
Teacher gave students a graphic organizer with 5 W’s to see if they are able to identify the 5 W’s
from the story read during choral reading. Teacher gave the students iPads to create, record and
present their stories using the graphic organizer. The teacher used a success criteria rubric to
assess the student understanding of the central focus. This demonstrates effective planning and
assessing of the students learning as it relates to lesson taught. It is imperative that every plan
that is being taught is tied to NYS Common Core State Standards and Ontario Curriculum
Standards as well.
To start off INTASC Standards that are most applicable are standard 1a The teacher
regularly assesses individual and group performance in order to design and modify instruction to
meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and
physical) and scaffolds the next level of development and 1bThe teacher creates developmentally
appropriate instruction that takes into account individual learners’ strengths, interests, and needs
and that enables each learner to advance and accelerate his/ her learning in different ways.
Moving into NYS Common Core State Standards Key Ideas and Details:
CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.CCSS.ELA-LITERACY.RL.1.3 Describe
characters, settings, and major events in a story, using key details. Ontario Code of Ethics
Professional Knowledge Members strive to be current in their professional knowledge and
recognize its relationship to practice. They understand and reflect on student development,
learning theory, pedagogy, curriculum, ethics, educational research and related policies and
legislation to inform professional judgment in practice. CAEP 1.1 Candidates demonstrate an
understanding of the 10 InTASC standards at the appropriate progression level(s) 1 in the
following categories: the learner and learning; content; instructional practice; and professional
responsibility.
Medaille College Department of Education
Lesson Plan
Teacher Candidate’s Name: Bushra Sheikh Date: Feb 28h 2019
Context for Learning (edTPA)
Where is the school where you are teaching located? City: _______ Suburb: __X_____ Town:_______ Rural: ______
Grade level: ____1____ Number of students in the class: _____19___
Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
No IEP 0
Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
Visuals
ENL/ESL- English as a New Language 10 Frequent checks for understanding
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Struggling Readers 3 Visuals
Frequent check for understanding
Lesson ____1__ of a ____1__ Day Learning Segment
Subject and Lesson Topic: 5 W’s
Grade Level: 1 Lesson Duration: 40 minutes
Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this lesson is to identify and demonstrate understanding of a text by retelling the ideas using 5 W’s and use a graphic
organizer to sort ideas for writing a story using 5 W’s.
Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
Students have been reading text to identify and show understanding of a text by retelling the main ideas and concepts using the
5W’s. In the library they are also voting on Blue Spruce books and inferencing using 5 W’s about a guest reader.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
This knowledge will be used to inform my instruction as students will be guided on how to extract information from a text and
organize it using a 5 W graphic organizer. Students will work on creating their own stories using story sticks and graphic organizers
followed by drawing their background scenes and characters and record voice using technology.
Curriculum Standards
ONTARIO CURRICULUM:
Grade 1 -Writing
1.4 Sort ideas and information for their writing in a variety of ways, with support and direction (using pictures, labels key words,
simple graphic organizers, or a 5 W’s framework).
CCSS.ELA-LITERACY. SL
1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to Identify the 5 W’s in a Informal Assessment- Students will Check for understanding
text. identify 5 W’s on the carpet during choral Teacher will re-direct when needed
reading a passage written by the teacher.
Teacher will be able to assess students
understanding in oral choral reading
during time on the carpet. (This can be
found in Appendix B)
Students will be able to write a story, Formal Assessment- Teacher will give Check for understanding
sorting ideas from a 5 W graphic organizer. students graphic organizer with 5 W’s to Teacher will re direct when needed
see if they are able to identify the 5 W’s.
(This can be found in Appendix A)
Students will be able to use their ideas and Formal Assessment- Teacher will give the Check for understanding
5 W’s to create stories on iPads. students iPads to create, record and Teacher will re direct when needed.
present their stories using the graphic Teacher guided directions.
organizer. The teacher will use a success
criteria rubric to assess the student
understanding of the central focus.( This
can be found in Appendix C)
Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Identify No modifications required
Looking at your standards and objectives,
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary Who Anchor chart for ESL and visual learners.
What
Key words and phrases students need to be Where

able to understand and use When
Why
Syntax Students will use a graphic Visuals

Describe ways in which students will organizer with 5 W’s and write Frequent checks for understanding
organize language (symbols, words, a story in their language Re-direct when needed
phrases) to convey meaning.
journals.
Discourse Students will use their created Frequent checks for understanding
How members of a discipline talk, write, graphic organizers and Re-direct students when needed
and participate in knowledge construction pictures they drew to create
and communicate their understanding of
stories using classroom iPads.
the concepts
Instructional Process Accommodations and/or
Modifications and/or Supports
Anticipatory Set/Motivator Facilitate/prompt class discussion
Teacher will review what it means to be a good reader using an anchor chart. (This can Anchor chart for visual and ENL
be found in Appendix D) students
Teacher will read aloud a made-up story using the 5 W’s, during whole class discussion
the students will take turns circling the 5 W’s. (This can be found in Appendix B)
Teacher will show the students a story that she created using the 5 W’s on a classroom
iPad using the Rabbit EDU app.
Instructional Procedures Frequent check for understanding

1. The students will use a 5W’s graphic organizer to create a story. (This can be Re-direct students when needed
found in Appendix A)
2. Teacher will show the students how to step by step create a story using an app on
the iPad.
3. The teacher will give directions to the students about the expectations on the use
of an iPad.
4. The teacher will send students to the tables with one iPad each and walk around
the classroom to make sure the students are staying on task and following
directions.
5. The students will take a picture of their “Where” drawing and “Who” and record
voice over their story using the app.
6. The voice recording will take place when the students check in with the teacher.
The teacher will allow students to stand outside the classroom and use their
language journals to record their stories.
Closure Re-direct students when needed

Boys and girls today we recorded our own stories using the 5 W’s on the iPads using an Frequent check for understanding
app called Rabbit Edu. We will get to presentations tomorrow.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides,
and interactive white-board images.
Passage to identify 5 W’s, markers, paper, iPads, student drawings, graphic organizers, language journals.

Artifact #5: Math Lesson Plan
As an educator it is not only important to be able to only plan for ELA but also Math and
other subject contents so be an effective teacher. Artifact 5 is evidence of a planned math lesson
on fractions for grade 4. The understanding of number and operations and fractions is
demonstrated through this lesson planned for math. The central focus of this lesson plan was to
develop an understanding of how to simplify, add, subtract fractions, and solve word problems
involving addition and subtraction of fractions. The teacher planned formal and informal
assessments to evaluate student understanding in the topic being taught. The informal assessment
assessed student’s ability to add fractions through a fraction Hunt in which students engaged in
fraction hunt game using index cards that have words and pictures to add fractions. The formal
assessment was assigned at the end of the lesson in which students worked on a fraction
worksheet in pairs.
The NYS Common Core State Standards for Math standard 4NF 3a. Understand addition
and subtraction of fractions as joining and separating parts referring to the same whole. 3b
Decompose a fraction into a sum of fractions with the same denominator in more than one way,
recording each decomposition by an equation. Justify decompositions, e.g., by using a visual
fraction model. 3c Add and subtract mixed numbers with like denominators, e.g., by replacing
each mixed number with an equivalent fraction, and/or by using properties of operations and the
relationship between addition and subtraction. 3d Solve word problems involving addition and
subtraction of fractions referring to the same whole and having like denominators, e.g., by using
visual fraction models and equations to represent the problem. In addition Ontario curriculum
standards Number Sense and Numeration Representing and ordering decimals (to hundredths),
fractions, and integers; representing squares and square roots; dividing whole numbers by simple
fractions and decimals; adding and subtracting simple fractions and integers; multiplying and
dividing decimal numbers to thousandths by one-digit whole numbers; applying order of
operations in expressions with brackets; relating fractions, decimals, and percents; solving
problems involving whole-number percents and unit rates. These standards are direct curriculum
connections to the lesson being taught on fractions and shows the ability and skills of the
candidate to plan a content topic. In addition, INATSC standard # 4 content knowledge 1.1 The
teacher accurately and effectively communicates concepts, processes and knowledge in the
discipline, and uses vocabulary and academic language that is clear, correct and appropriate for
learners. CAEP 1.1 Candidates demonstrate an understanding of the InTASC standard at the
appropriate progression level(s)1 in the following categories: the learner and learning; content;
instructional practice; and professional responsibility. Ontario Code of Ethics Professional
Practice Members apply professional knowledge and experience to promote student learning.
They use appropriate pedagogy, assessment and evaluation, resources and technology in
planning for and responding to the needs of individual students and learning communities.
Members refine their professional practice through ongoing inquiry, dialogue and reflection.
Medaille College Department of Education
Lesson Plan
Teacher Candidate’s Name: Bushra Sheikh Date: Oct 27.2018
Context for Learning (edTPA)
Where is the school where you are teaching located? City: ___X____ Suburb: _______ Town:_______ Rural: ______
Grade level: __4______ Number of students in the class: ___24_____
Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
Provide visual cues

Leveled text
ENL 2 Large Font
Modify Expectations 9/15 words
Translation Program
ENL Teacher available
Calculator
Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Targeted Guided Reading
Struggling Readers 3 Ongoing reading assessment

Leveled Text
Lesson ______ of a ______ Day Learning Segment
Subject and Lesson Topic: Math – Fractions
Grade Level: 4 Lesson Duration: 40 minutes
Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is to develop an understanding of how to simplify, add, subtract fractions, and solve word
problems involving addition and subtraction of fractions.
Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
I know that in the past the students have used manipulatives such as fraction strips, pattern blocks, fraction circles to add different fractions.
Students have an understanding of the following vocabulary: numerator, denominator and they are be able to represent whole numbers and
fractions using fraction strips.
Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
I know that students see fractions everywhere they go, they have tiles at home, they have chairs with four legs and they also eat pizza and
chocolate. I want my students to learn that all the things that they see or eat can be divided into equal units and I will use additionto show them
how.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
The teacher will activate prior knowledge about fractions and I will discuss things they have seen in real life that are parts of a whole. I will use
food items such as Pizza or a chocolate bar to achieve student interest. Another way is to show pictures of real-life items broken up into parts, I
will look in the classroom for these. For example, the class calendar, the tiles on the floor or ceiling.
Curriculum Standards
NYS- 4.NF
Number and operations
Add and subtract mixed numbers with like denominators, e.g by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationships between addition and subtraction.
Ontario Curriculum Standards
Number Sense and Numeration
Representing and ordering decimals (to hundredths), fractions, and integers; representing squares and square roots; dividing whole numbers by
simple fractions and decimals; adding and subtracting simple fractions and integers; multiplying and dividing decimal numbers to thousandths
by one-digit whole numbers; applying order of operations in expressions with brackets; relating fractions, decimals, and percents; solving
problems involving whole-number percents and unit rates
Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
that identify what students will be able to do will you evaluate and document your students’ assessments to allow students with specific needs to
progress on each of the objectives? demonstrate their learning.
by the end of the lesson and are aligned to the (edTPA Task 1, Prompt 5b)
standards identified above.
Students will be able to add common Formal Assessment- Pre- teach vocabulary
denominator fractions. Students will work on a fraction worksheet in pairs. Calculator
Teacher will assess student’s understanding by check
with each pair.
Students will be able to explain in words and Informal assessment- Teacher will assist the students to make
pictures how to add Fractions. Teacher will assess student’s ability to add fractions. sure students are staying on task and re
Fraction Hunt- Students will engage in direct if needed,
fraction hunt game using index cards that
have words and pictures to add fractions.
Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Explain No modifications required.
Looking at your standards and objectives,
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary Denominator Pre- teach vocabulary to ENL students and struggling readers.
Key words and phrases students need to be Numerator Frequent check for understanding
able to understand and use Fraction
Addition
Syntax Students will engage in a Students will be allowed to use iPad for recording answers.
Describe ways in which students will fraction hunt word and picture
organize language (symbols, words, game.
phrases) to convey meaning.
Students will work on a adding

fraction worksheet with in
pairs.
We will discuss and review

answers as a whole class at the
end of the class.
Discourse Students will participate in

How members of a discipline talk, write, fraction hunt. Teacher will make sure all students are staying on task and re-
and participate in knowledge construction directs if needed.
and communicate their understanding of
the concepts
Students will work on a adding
fraction worksheet. Pre- teach vocabulary words.
Students and teacher will Visuals for ENL students.

discuss their answers with the
class at the end of the lesson. Students can use iPads to record answers.
Frequent checks for understanding
Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator- No modifications required.
The teacher will use brainpop.com to introduce how to add fractions.
https://www.brainpop.com/math/numbersandoperations/addingandsubtractingfractions/
Coceptual
Procedural
Instructional Procedures- Teacher will make sure all students are

The purpose of this lesson plan is to explain to the rules of adding fractions. staying on task and re-directs if needed.
• Activate Students background knowledge by : What's the easiest way to find a common Pre- teach vocabulary words.
denominator of two fractions? The teacher will give students time to recall and discuss this
Visuals for ENL students.
information with a partner, then share.
• Deepen students' understanding of the topic by showing the Adding and Subtracting
Fractions movie on Brainpop.com.
Students can use iPads to record
answers.
• Pass out an index card to each student, and have them fold the cards in half. Each student should
write a number sentence that involves adding fractions with unlike denominators, placing the Frequent checks for understanding
answer portion of the equation on the second half of the index card. Ask students to show their
equation to a partner.
• Have students cut their index cards in half so the problem and answer to their equation are now Teacher will be formatively assessing by
walking around, stopping the students
on two separate pieces.
or student pairs and observing, asking
• Collect all the index card pieces from students, keeping the problems in one container and the questions and re-directing if necessary.
answers in another.
Conceptual knowledge
• Divide the class in half, and randomly distribute the problems to one half of the class and the
answers to other half.
• On your signal, have students stand up and push in their chairs, then walk over to the students in
the group opposite of them to find the matching half of their equation. Students should then sit
down next to each other to indicate they have found their match.
• Facilitate a discussion with the whole class regarding any remaining students who cannot find a
match to ensure everyone has a correct equation. Is it possible that more than one problem might
have the same answer?
• Have students return their index cards to the containers and go back to their seats, and then
repeat the game play for an additional round or two.
• The students will ask to work in a pair to solve a worksheet with problems to add fractions.
• The teacher will facilitate class discussion on how they solved the fraction problems and their
answers.
Closure No modifications required.

Boys and girls today we learned how to add fractions. We engaged in a fraction hunt game
and worked in pairs on worksheets solving fraction problems.
Procedural Knowledge
Let’s discuss our answers to the problems on the worksheet and review how we got these
answers together.
Questions for discussion

Math Reasoning
• What do we notice about our fractions?

• What are numerators?
• What are denominators?
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and
interactive white-board images.
Index cards, pencils, worksheets, brainpop.com, calculators.

Artifact #6: ELED Assessment for Literacy
In a classroom we have students that come with many different needs, these can range
from different backgrounds, socioeconomic statuses, various learning needs, skill levels and
disabilities. As a teacher we must be advocates to be inclusive of all of our students needs and
modify and accommodate to ensure that we are encouraging them while supporting their needs.
Reading is essential for a child’s success, as an educator we need to make sure that the students
are engaged with text so they develop strong literacy skills. A Reading Interest Inventory can be
used to for young and struggling readers to answer survey questions to give more information on
each child’s interests and reading level, as a teacher we gain valuable data to use when planning
instruction for the student. Artifact 6 is a compilation portfolio that highlights various
assessments used by the candidate to find weaknesses and strengths of one particular student to
practice the assessments that can be conducted in a classroom setting to find children and their
reading interests as well as the skills to enhance their reading. INTASC 2.1 states the teacher
engages learners in developing literacy and communication skills that support learning in the
content area(s). S/he helps them recognize the disciplinary expectations for reading different
types of text and for writing in specific contexts for targeted purposes and/or audiences and
provides practice in both. According to the NYS Common Core State Standards a student in
grade 2 should have the following Reading foundational skills Fluency: CCSS.ELA-
LITERACY.RF.2.4Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.2.4.A Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.2.4.B.Read grade-level text orally with accuracy, appropriate rate,
and expression on successive readings. CCSS.ELA LITERACY.RF.2.4.C Use context to confirm
or self-correct word recognition and understanding, rereading as necessary. CAEP 1.1

Candidates demonstrate an understanding of the InTASC standards at the appropriate
progression level(s)1 in the following categories: the learner and learning; content; instructional
practice; and professional responsibility. This Artifact also aligns with the International Literacy
association standard 3- Assessment and Evaluation which states Candidates understand, select,
and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure
student literacy achievement; inform instruction and evaluate interventions; participate in
professional learning experiences; explain assessment results and advocate for appropriate
literacy practices to relevant stakeholders.

ELED Assessment & Instruction Plan

Bushra Sheikh
EDL 650
Professor Mary Beth Scumaci
October 3, 2018
ELED Assessment & Instruction Plan

1. Basic Data
a. Student name: Juliana Bosco
b. Student grade: 3rd grade/ Level 19 (PM Benchmark) & Stage 2 Confirmation and
Fluency according to the Chall’s Stages of Reading Development.
c. Permission Form
d. Type of assessment analyzed:
i. Reading Interest Inventory (Bushra Sheikh, 2018)
ii. Permission slip
iii. Test of Phonological Awareness (Mckenna & Stahl, 2015)
iv. High Frequency Words (Lucy Calkins)
v. Phonological/ Phonemic Awareness (Reading Rockets, 2015)
vi. PM Benchmark (Nelson, 2003)
vii. Spelling Inventory (Donald Bear) According to the Writing Continuum
Juliana falls in the Expanding and Bridging Stage.
viii. Closure/Instructional Plan (Bushra Sheikh, 2018)
ix. Reflection (Bushra Sheikh, 2018)

i. Reading Interest Inventory (Bushra Sheikh, 2018)
In a classroom we have students that come with many different needs, these can range from
different backgrounds, socioeconomic statuses, various learning needs, skill levels and disabilities.
As a teacher we must be advocates to be inclusive of all of our students needs and modify and
accommodate to ensure that we are encouraging them while supporting their needs. Reading is
essential for a child’s success, as an educator we need to make sure that the students are engaged
with text so they develop strong literacy skills. A Reading Interest Inventory can be used to for
young and struggling readers to answer survey questions to give more information on each child’s
interests and reading level, as a teacher we gain valuable data to use when planning instruction for
the student. The reading interest inventory can also help during independent reading time in the
classroom, the probability of putting a book into the students’ hands that they want to read and can
read without assistance is higher. “Knowing about the children’s interest areas arms teachers with
the know-how they need to recommend books that match existing enthusiasm. Through these
positive experiences, children come to realize that books afford a means of satisfying and
furthering the interests they already have.” (Mckenna & Stahl, 2015 p.240).
When conducting the interest inventory with Juliana it was an easy process, I explained to her
that I would read the information to her if she was unable to read and that it was not a test, I
reassured her that I wanted to see what her interest was so that I can pick some books at the library
that she would like to read. Juliana was able to read most of the questions on her on and circle the
appropriate emoji, she struggled reading questions 6, 8, and 15 where I provided some assistance
to help her sound the words out and then she was able to complete them. I asked Juliana if she
knew the difference between fiction and non-fiction to which she responded “yes” and she
continued to answer the survey. For the written responses of this inventory at first, she didn’t want
to write but with some encouragement she was okay to do so. Juliana answered all of the questions
which was enormously helpful not only to read what she had written but also which questions she
struggled over in the survey. The survey provided with a great amount of information and I was
able to gain ideas about what books would interest her.
ii. Tests of Phonological Awareness (Mckenna & Stahl, 2015)
Phonological awareness is the ability to recognize sounds and is the foundation for
learning how to read. Some children are able to pick up this skill naturally and but for some
students it needs to be taught. The students need to tune into the sounds of words and recognize
that they can break words apart. “Phonological awareness stems from the insight that words can
be thought of as an ordered set of sounds.” (Mckenna & Stahl, 2015 p. 93). The test of
phonological awareness can help determine the student’s phonemic awareness in which a child
can pick up individual sounds or phonemes in a word, blend single sounds into words, and
separate a word into sounds. “Acquiring phonemic awareness is important because it is the
foundation for spelling and word recognition skills. It is one of the best predictors of how well
children will learn to read during the first two years of school instruction.” (Reading Rockets,
2015).
Juliana was hesitant to completing the test of phonological awareness. She asked for me
to repeat the directions. I reassured Juliana that it’s a fun activity where we will play game called
which doesn’t belong. This is popular math game student’s play in grade 3, to which Juliana
responded “oh I know how to play which doesn’t belong…” and so we started the test. The first
part of rhymes was easy for Juliana she was able to pick up on rhyming words. Juliana was also
able to do phoneme isolation in which she said which first/last letter sounds she heard in each
word. The phoneme identity became a little harder for her as she had to identify what was the
same about the three words I said to her and so I had to take a few minutes to give her a few
examples so she felt confident to carry on with the test. In this category se did score 3/5.
Phoneme categorization in which Juliana listened to beginning sounds of the words I said and
had to pick out words that didn’t belong with the other two words was also a bit challenging for
Juliana. She scored 3/5 in this category as well.
For the next part of Phonological Awareness test Juliana was able to blend sounds, add
delete phonemes without any difficulty, however she struggled a little with the substitution of
phoneme. The Phoneme segmentation was also pretty easy for Juliana. She said “it sounded like
a pattern.” She scored high in the first four categories and a little lower on the Phoneme
segmentation.
iii. High Frequency words (Lucy Calkins)
High frequency words are the 100 most commonly used words within the English language.
“Though the English language contains millions of words, over 50 percent of all text is
composed of these 100 word, these words are essential to reading.” (Reading A-Z, 2018). If a
student is a quick and fluent reader it is likely that the high frequency words are memorized to
the sight, on the contrary students that do not have the fluency with high frequency words they
will spend much of their time decoding which will frustrate them and these student’s will
struggle with comprehension. According to Reading A-Z “Recognizing high frequency words by
sight primarily involves memorization, and memorization comes most easily through repetition.”
(Reading A-Z, 2018).
For the high frequency word test, I used the Lucy Calkins word lists. The purpose of this
test was to assess how many high frequency words Juliana knew. We started with list A in
which she was able to identify all of the words, moving onto list B also in which she scored
perfect, as we moved onto word list C, Juliana continued to sound out the words with a few
errors, word list D it took us a little longer as the words became more challenging to Juliana,
however she was able to sound them out with a few errors as well. I chose to stop at word list D
as I did not want to frustrate her bringing her motivation down to continue with the other tests.
With the high-frequency word test I realized as the words became harder for Juliana to make
them out which indicated she had some struggles around the phonemic break down of words.
iv. Phonological Awareness Assessment (Reading Rockets)
As explained above Phonemic awareness is the ability to notice, think about and work
with the individual sounds in words. As a teacher “we know that a student’s skill in phonemic
awareness is a good predictor of later reading success or difficulty.” (Reading Rockets, 2015).
Since Juliana did another phonological awareness test pulled from the textbook
Assessment for reading instruction (3rd ed) Mcknenna & Stahl I decided to use the phonemic
awareness medial and initial sounds from Reading A-Z website. The reading rocket test on
medial and initial vowel sound helps understand the basic sound that Juliana had, as well as the
ability to blend the sounds into words. In addition to the understanding of sounds, it also allowed
for me to assess Juliana’s concepts of words and the position of letters in words (first, middle,
last).
Juliana started with the medial sound test, I gave her slow and clear directions that I will
read out the words to her and I would like for her to say them out loud followed by telling me the
medial sounds in each word. Juliana was successful with most the words read to her. Juliana had
some struggles with the “oo, ow, yoo and oi” medial sounds and I had to say them multiple times
stretching out the words to assist. Juliana was unable to point out the medial sounds in these
words. We continued to the initial sounds test, once again I slowly and clearly read each word in
each set of three words, I had her reappear the words in a set and asked her to identify the words
that has a different beginning sounds. Juliana made a few errors in this test.
v. PM Benchmark (Nelson, 2003) Running Records
Most school boards in Ontario Use the PM Benchmarks to assess students reading in the
primary grades. They are similar to the ones found on Reading A-Z. The running records are
done by using a book close to the child’s developmental level, however the PM Benchmark has
an assigned book to each level with a running record attached as well as comprehension
questions. The PM Benchmark by Nelson have similar components which assess fluency,
comprehension, reading quality and quantity, level of test, attitudes and interest in responses to
what students are reading. The running records are done 2-3 times a year for each student.
“Running Records can be used for diagnostic, formative, and summative assessments, it is an
efficient and effective way to record independent reading behaviors.” (Nelson, 2003). Running
Records also provide with insight too the most important pillar of Reading which is
comprehension. The comprehension questions attached to each level of the PM Benchmark
explains if the child is able to retell, sequence, inference and make text connections to personal
experiences. “Conversation with a child about the story after taking Running Records adds to the
teacher’s understanding of the reader.” (Clay, 1994).
I used three different levels within the PM Benchmark even though I had prior
knowledge about Juliana being at level 19 which is below grade level. I started with level 18 so
that Juliana could build self- confidence in reading the text, she scored 94% accuracy rate with 1:
0 self-corrections. She had multiple visual errors and one meaning error. We continued to level
19 which she also has significant amount of errors as well as visual errors. Her self-correction
rate was 1:3, her accuracy fell to 92%, Juliana read the level 20 text and the numbers jumped to
10 errors and 1:0 self- correction, a drop to 80% accuracy rate. I feel that once Juliana realized
she was making multiple mistakes on every page her confidence went down, as well as her desire
to finish the text. I continued to encourage her and support her through to finish the book.
vi. Donald Bears Spelling Inventory
According to Donald Bear a teacher can gain a plethora of information when we make
informal observations of a student’s reading and writing. One important piece of information that
can be gained through writing and spelling inventory is the letter-sound knowledge. “spelling
inventories consists of words specially chosen to represent a variety of spelling features at
increasing levels of difficulty.” (Bear, 2012). The spelling inventory for Juliana was the
elementary as she is in grade 3 it is composed of 25 words increasing into difficult words.
Donald Bear states that if a child is able to spell 20 or more words correctly they should be
moved to the next set of spelling inventory words, however I decided to use the Primary spelling
inventory for Juliana as my findings from all the test administered indicated that Juliana medial,
initial, and phonemic awareness was low and may experience some difficulty sounding out the
words as she had trouble making out vowel sounds in the phonemic test.
For the purpose of the spelling inventory test, I gave Juliana’s father a copy of the words we
would be spelling at my first meeting, this would ensure that Juliana had enough time to
familiarize her with the spelling words. I conducted the spelling test on a separate day after all
of the reading assessments were complete. The instructions advise that the words should not be
given to study before the assessment, however I did not realize that when I gave them to
Juliana’s father. When the spelling inventory was administered I read through the directions and
asked Juliana to number her paper, I called each word and repeated it up to 2 times if Juliana
asked for them to be repeated. For a few of the words I used the sentences to make sure Juliana
understood the word. Once the spelling inventory was complete I let Juliana that she was all
done. I decided to make a small thank you box for Juliana to thank her for her participation,
allowing me to administer all the tests, and what a great help she was with my homework
assignment. My box included a subscription of the Chirp series magazine and a few other school
supplies along with a thank you card for her parents.
vii. Closure- Instructional plan.
Based on all the completed assessments, I would like for Juliana to continue working on
phonemic awareness, specifically the blending sounds, medial and initial vowel sounds, this will
make her a more fluent reader and aid her in comprehension of text. “If phonemic awareness is
missing it can lead to reading difficulties and the progress in reading development with continue
to be affected.” (Nelson,2003). I would use different activities to build on blending and vowel
sounds. I would use magnetic letter for Juliana to sort the vowels and practice the sounds of them
along with what sounds they make when they are blended. I would also use letter stampers for
Juliana so she can add substitute and omit letters to make new words. To increase Juliana’s
awareness of the number of syllables in a word and how this affects the number of letters it will
contain, I can show her two words of various lengths that she cannot read, pronounce the two
words and ask her to predict which word belongs to which spoken word. I can also include
games to enhance the strategies above. One game I found is called secret word, in this game each
student is given a group of cards from a deck of picture cards. The first student looks at the
picture on the card in private and makes an identification of the picture. He or she then
pronounces the name of the picture by stretching out the word, phoneme by phoneme, for the
other students playing the game. The other students listen and try to put the sounds together fast
to identify the “secret word.” Students alternate turns giving the “secret word” for others in the
group to guess. In a whole-class version, have students stand in a circle. Slowly pronounce the
words. Everyone is instructed to think about what the “secret word” might be. At a signal from
you, the child who guessed the last word correctly gently tosses a beanbag or beach ball to
another person in the circle. After the receiving person catches the tossed object, she has to
“snap” the word together and tell the word as it is normally pronounced. This can be used at a
center while I have guided reading with a group of students.
I would also have Juliana read text multiple times to build fluency and get practice on
high frequency words, this will also boost her confidence when she reads as she will be able to
pick up on the words she read causing less struggle. “Engaging kids in repeatedly reading texts
aloud improves reading ability.” (Reading Rockets, 2015). Re- reading text is a method used to
develop decoding automaticity with struggling readers. Students are asked to read aloud short
test until they reach a level of success. There are other ways repeated text approach can also be
used, teachers can have books or have students use whisper phones while reading so they can
pick up on their own mistakes which is less intimidating to a struggling reader.
Another way to make sure that the student has good comprehension of the text read is to
use anchor charts for summarizing, retelling, sequencing the information. Breaking the
information down can make it less difficult and helps the student process one piece at a time
rather than feeling overwhelmed with the information presented at once. Teachers should also
use graphic organizers for reading comprehension which can help students construct meaning
and visualize how the main ideas fit with supporting ideas. It can also help with the assessment
process and the understanding that the student has of what they are reading and observe their
thinking process and assess comprehension. Using graphic organizer is a great way to
incorporate the I Do, WE Do, YOU Do model and method suggested by Marzzano to give the
student multiple chances to understand the text you read as a class, a group and finally,
independently.
viii. Reflection
Before I started this assignment I never realized how much time and effort is put in to further
guide student’s that are struggling readers in the classroom. It took administration of many test to
be able gauge which skills Juliana was lacking in and finding ways to form an instructional plan
to build fluency in reading. As a teacher we need to be able to adapt to the different learning
needs of our students, it is also very important to make students are engage with the learning
materials which is one of the added pillars of reading. If the student is not interested and engaged
chances are student with not read the material for comprehension. Our attitudes toward reading
are shaped by each and every reading experience, our beliefs about what will happen when we
open a book, and our beliefs about how we hold in high regard feel about reading.” (Mckenna &
Stahl, 2015).

Artifact #7: Professional Development
Professional development and ongoing learning to improve teaching practices is an
important aspect of the teaching profession. As educators it is important to understand that
schools are changing and what is expected to teachers is also in a constant state of change. There
is a continuous increase of change in the education field and it is crucial that an educator to
update the knowledge of a subject relative to the advances made and the individual skills,
attitudes and approaches in light of the development of new teaching techniques. Schools are
providing teachers with opportunities in schools and outside of school to take part in these
workshops, it is imperative that teachers take some time to engage in these to grow and learn to
and bring new information to enhance student learning.
This artifact aligns with INTASC 9(a) The teacher engages in ongoing learning
opportunities to develop knowledge and skills in order to provide all learners with engaging
curriculum and learning experiences based on local and state standards, and 9(d) The teacher
actively seeks professional, community, and technological resources, within and outside the
school, as supports for analysis, reflection, and problem-solving. According to Ontario Code of
Ethics and the commitment to students and student learning Members are dedicated in their care
and commitment to students. They treat students equitably and with respect and are sensitive to
factors that influence individual student learning. Members facilitate the development of students
as contributing citizens of Canadian society. CAEP standard 2 There must be solid evidence that
the provider has the capacity to create a culture of evidence and use it to maintain and enhance
the quality of the professional programs they offer.


Artifact #8: Theorist Presentation
For my last Artifact I included my theorist presentation on John Dewey. The candidate’s
philosophy and teaching practices are reflective of Dewey’s philosophy of learning which is that
students learn through a hand on approach, students must interact with their environment in order
to adapt and learn, teachers and students learn together, and it is important to have a student-
centered approach to teaching by developing plans and instruction that is based on child’s
interests and needs. It is important to have professional knowledge about how to be reflective on
student development, learning theory, and pedagogy.
This artifact aligns with INTASC 1(b) The teacher creates developmentally appropriate
instruction that takes into account individual learners’ strengths, interests, and needs and that
enables each learner to advance and accelerate his/ her learning. According to NYS code of
Ethics for Educators Principle 3: Educators commit to their own learning in order to develop
their practice. Educators recognize that professional knowledge and development are the
foundations of their practice. They know their subject matter, and they understand how students
learn. Educators respect the reciprocal nature of learning between educators and students. They
engage in a variety of individual and collaborative learning experiences essential to develop
professionally and to promote student learning. They draw on and contribute to various forms of
educational research to improve their own practice. This artifact makes connections with The
Ontario Code of Ethics of Professional Knowledge in which Members strive to be current in
their professional knowledge and recognize its relationship to practice. They understand and
reflect on student development, learning theory, pedagogy, curriculum, ethics, educational
research and related policies and legislation to inform professional judgment in practice.
According to InTASC 7(i) The teacher understands learning theory, human development,
cultural diversity, and individual differences and how these impact ongoing planning.

Conclusion
All artifacts used are important part of the MSED portfolio as it highlights the candidate’s
ability to teach in an elementary classroom successfully. The candidate intentionally included
subject content area artifacts, technology specific, and artifacts that demonstrate classroom
applications of artifacts. The standards included for each artifact support the rationale for each
artifact. The candidate is prepared as a teacher as each artifact demonstrates teacher effectiveness
in a classroom. The artifacts are 2 subject specific lesson plans which show the ability to plan a
topic specific lesson plan and use it in the classroom along with assessment pieces to show
student learning success. Pecha- Kucha presentation gives an idea that the candidate is aware that
students learn in different ways and it is always important to plan for all student styles and not
rely on the one size fits all approach. A few technology artifacts are included as it demonstrates
the important of the technology as the teacher supports the modern- day learner. Weebly website
is included as the candidate believes that parent teacher communication is an important piece to
student success, having a classroom website can provided all parents with the opportunities to
keep track of their child and the skills being learned. Theorist presentation is also included since
the candidate’s philosophy of education is a reflection of the theorist artifact included. The last
artifact included in the portfolio is the profession development completed during the time at
Medaille. As an educator it is extremely important that the teacher part takes in professional
development to continuously incorporate new ways to make learning fun engaging for the
students in the classroom.

Section Four:
Alignment to Curriculum & Professional Standards
Introduction
This section of the portfolio will connect all the artifacts in section three of this portfolio
to the professional and curriculum standards. These standards hold great value in the candidate’s
best teaching practices. Further, these standards are used as a guide for the teachers to plan,
instruct and implement. Teachers are forever learning, in order to account that the students are
given clean and precise learning objectives it becomes necessary to align instruction with
specific standards. Standards ensure that teachers are held responsible for the learning that takes
place in the classroom. The standards highlight in this section also help guide the planning,
implementation, and assessment of student learning. Last, these standards allow to map out
expectations for student learning. Teachers follow these standards to ensure that students are
meeting the learning goals which are measurable. These standards are also a key part of
measuring achievement of the students.
Curriculum & Professional Educational Standards
INTASC Standards.
These standards describe a new vision for of teaching which is needed for today’s
learners and how teaching practices are aligns to the new vision which develops over time, as
well as what strategies should and can be employed by the teacher to improve their teaching
practices. Students have unique ways of learning and each student learns differently, therefore a
variety of learning strategies should be apparent in teacher practices. The InTASC standards
consist of four major components with 2-3 sub standards within.
The first is the Learner and Learning in which teaching begins with the learner. The
teacher is held responsible to ensure that each student learns new knowledge and skills and to do
so the teacher must understand each student learning follows a unique pattern. Every student
needs a supportive and safe environment to be successful, teachers should set high expectations
for their students and plan to implement teaching in a variety of ways to meet each student needs.
The three standards within are Standard #1 Learner development- The teacher understands how
the student learns and develops while recognizing the patterns of learning in the classroom and
keeping in mind Gardner’s Multiple intelligences when planning. Standards #2 Learning
Differences- the teacher is mindful about the diverse cultures and communities that are taught in
the classroom demonstrating culturally responsive teaching practices. Standards #3 Learning
Environment- The teacher is mindful about creating environment that creates individual and
collaborative learning and encourages social interactions among students.
Content consists of standards 4 and 5. In terms of content the teacher must have deep and
flexible understanding of the content subject areas being taught and should be able to draw on
content knowledge when planning and implementing. Standard # 4 content knowledge and
Standard # 5 Application of Content. These standards go hand in hand as one is that the teacher
understands the concepts being taught and applies the knowledge to teach it in creative ways to
engage all types of learners.
Instructional practice focuses on the assessment part of teaching and planning with an
end goal in mind. Standards 6, 7, and 8 Assessment, planning for instruction and instruction
strategies basically is the teacher’s understanding of the use of assessments to monitor growth of
the learner in relation to the planning of the instruction and keeping in mind every student’s need
and using a variety of instructional strategies to encourage them to reach their full potential.
Professional responsibility is creating a supportive and safe learning environment that
result in high student achievement. Standard 9 and 10 professional learning and ethical practice,
and leadership and collaboration which refers to the importance of teachers engaging in
professional development and applying to their practices as well as collaborating with other
professionals to ensure the growth of their students.
NYS Code of Ethics for Educators.
NYS Code of Ethical for Educators is a public statement created by educators to set
expectations and principles to guide teachers, consisting of six principles. Principle 1: Educators
nurture the intellectual, physical, emotional, social, and civic potential of each student. They
consider each student unique and teach to promote growth through intellectual, physical,
emotional, social and civic learning. They consider each child worthy and help them value their
own identity. Principle 2: Educators create, support, and maintain challenging learning
environments for all. Teachers should create warm and safe learning environments to promote
student learning. Teachers advocate for resources to teach higher levels of learning and maintain
standards in all teaching practices. Principle 3: Educators commit to their own learning in order
to develop their practice. Professional learning and development is necessary in teaching
practices and commit to their knowledge and understanding of subject content, and respect the
collaborative learning experiences. Principle 4: Educators collaborate with colleagues and other
professionals in the interest of student learning. Teachers are encouraging of their colleagues to
maintain high standards and collaborate with other professionals when planning for curriculum,
instruction and assessment. Principle 5: Educators collaborate with parents and community,
building trust and respecting confidentiality. Teacher’s recognize how cultural and linguistic
heritage, gender, family and community shape experience and learning. They are mindful about
respecting the privacy of each student and their families. Principle 6: Educators advance the
intellectual and ethical foundation of the learning community. Teachers are mentors and
advocates of the student’s growth and development treat every student with honesty, fairness and
respect.
Ontario Teacher Ethical Standards.
Ontario teacher code of ethic similarly to the NYS Code of ethics for teachers is also a
vision for the teaching profession practices. The purpose of the standards is to inspire teachers to
uphold the honor and dignity of teaching profession. The standards are Care, Respect, trust and
Integrity. Care- the teacher shows interest in the student’s development potential and commits to
their well-being and learning through positive influence. Respect- Teachers model respect for all
values of the student and communities. Trust and fairness is employed in relation to the students
and communities. Integrity- Honesty and reliability is embodied in the teacher’s practices.
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).
The Common Core is a set of high-quality academic standards in mathematics and
English language arts/literacy (ELA). These learning goals outline what a student should know
and be able to do at the end of each grade. The NYS Common Core Learning Standards were
created to keep track of academic progress of each student in relation to the subject curriculum
specific standards. The standards are a definition of the knowledge and skills a student should
demonstrate throughout K-12 education in order to graduate high school. The State considers P-
12 standards ensure that all students are ready for success after high school and establish clear,
consistent expectations for every student in reference to each grade level. The focus of common
core standards is critical-thinking, problem- solving and analytical skills that students require to
be successful in today’s world. Within my portfolio, my math lesson plan connects with the
Math standard 4NF 3a. Understand addition and subtraction of fractions as joining and
separating parts referring to the same whole. 3b Decompose a fraction into a sum of fractions
with the same denominator in more than one way, recording each decomposition by an equation.
Justify decompositions, e.g., by using a visual fraction model. 3c Add and subtract mixed
numbers with like denominators, e.g., by replacing each mixed number with an equivalent
fraction, and/or by using properties of operations and the relationship between addition and
subtraction. 3d Solve word problems involving addition and subtraction of fractions referring to
the same whole and having like denominators, e.g., by using visual fraction models and
equations to represent the problem. In addition Ontario curriculum standards Number Sense and
Numeration Representing and ordering decimals (to hundredths), fractions, and integers;
representing squares and square roots; dividing whole numbers by simple fractions and decimals;
adding and subtracting simple fractions and integers; multiplying and dividing decimal numbers
to thousandths by one-digit whole numbers; applying order of operations in expressions with
brackets; relating fractions, decimals, and percents; solving problems involving whole-number
percents and unit rates. These standards are direct curriculum connections to the lesson being
taught on fractions and shows the ability and skills of the candidate to plan a content topic.
NYS Learning Standards.
For my ELA lesson plan, it connects to the New York State Standards for Elementary
ELA Standards Key Ideas and Details 1. Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text. 2. Determine central ideas or themes of a text and
analyze their development; summarize the key supporting details and ideas. 3. Analyze how and
why individuals, events, and ideas develop and interact over the course of a text. An integration
of these standards which help teachers provide students with necessary fluency, comprehension,
analytic and communication skills necessary to be on track.
Ontario Ministry of Education Curriculum Expectation
An educator we need to set out a set of ideas that build on another, compound in their
knowledge, plan for errors, confusions and misconceptions, and build assessments to ensure that
the students actually understand the components of information with which they are being
taught. Ontario curriculum standards help the teach plan and implement lessons that meet
expectations of learning. For my Math Lesson plan math lesson plan connects with the Math
standard 4NF 3a. Understand addition and subtraction of fractions as joining and separating
parts referring to the same whole. 3b Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by an equation. Justify
decompositions, e.g., by using a visual fraction model. 3c Add and subtract mixed numbers with
like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and subtraction. 3d Solve
word problems involving addition and subtraction of fractions referring to the same whole and
having like denominators, e.g., by using visual fraction models and equations to represent the
problem. In addition Ontario curriculum standards Number Sense and Numeration Representing
and ordering decimals (to hundredths), fractions, and integers; representing squares and square
roots; dividing whole numbers by simple fractions and decimals; adding and subtracting simple
fractions and integers; multiplying and dividing decimal numbers to thousandths by one-digit
whole numbers; applying order of operations in expressions with brackets; relating fractions,
decimals, and percents; solving problems involving whole-number percents and unit rates. For
my ELA lesson the lesson plan relates to the English Curriculum section, reading for meaning,
analyzing texts. It states that by the end of grade 2 students will; 1.7: Identify the main idea and
some additional elements of texts (e.g., narrative: characters, setting, problem, solution,
events/episodes, resolution; procedure: goal, materials, method).
DOE Claims & CAEP Standards.
CAEP bases claims on two major principles- Evident that the provider are competent and
caring and the capacity to create a culture of evidence and use it to maintain and enhance the
quality of the professional. CAEP further breaks down the principles into five standards. These
standards include standard 1- content and pedagogical knowledge, standard 2- clinical
partnerships and practice, Standard 3- candidate quality, recruitment, and selectivity, Standard 4-
program impact, and Standard 5- provider quality, improvement and capacity. Most artifacts
throughout the portfolio are aligned with CAEP claims as the standards reflect the voice and
vision of the education field and what makes a quality educator in the schools and classrooms.
International Society for Technology Education for Teachers and Students (ISTE).
Technology is becoming part of each students learning experiences and schools are
starting to reflect on the need and use of technology. Technology is being integrated in student’s
daily lives and requires us as educators to be willing to innovate our teacher practices as a
response to the modern- day learners in our classrooms. It is important that educators make
themselves aware about technology standards when planning lessons and the use of technology.
ISTE is a website with standards for students and educators that can help guide the learning
through the use of technology. The standards are broken down to student and educator specific.
Two artifacts included in this portfolio make connection to the ISTE standards. The technology
survey assignment aligns with the ISTE Education leader standards 1a Ensure all students have
skilled teacher who actively uses technology to meet student learning needs. 2a Engage
education stakeholders in developing and adopting a shared vision for using technology to
improve student success.
International Literacy Association (ILA) Professional Standards.
Standards for the Preparation of Literacy Professionals set criteria for developing and
evaluating programs for literacy. These standards address the need of literacy beyond reading to
include writing, speaking, listening, viewing, and visual. There are seven Standards: 1.
Foundational Knowledge, 2. Curriculum and Instruction, 3. Assessment and Evaluation, 4.
Diversity and Equity, 5. Learners and literacy Environment, 6. Professional Learning and
Leadership and 7. Practicum/ Clinical Experiences. My artifact ELED Assessment of Literacy
aligns with standard 3- Candidates understand, select, and use valid, reliable, fair, and
appropriate assessment tools to screen, diagnose, and measure student literacy achievement;
inform instruction and evaluate interventions; participate in professional learning experiences;
explain assessment results and advocate for appropriate literacy practices to relevant
stakeholders. It is important that the teachers are mindful about literacy in the student’s lives as it
is a major component to a child’s success in the future.
Council for Exceptional Children (ECE).
The council for exceptional children recognize the critical need for special education
plans, modifications and accommodations for students with special needs. The standards include
standards for professional preparation, ethical principles and practice standards, and paraeducator
preparation standards. As an educator it is crucial that we are being mindful of all student
learning and so teachers should deepen their skills and broaden their knowledge about specialty
areas with special education. As a new teacher it is important that we understand how
exceptionalities may interact with development and learning and use this knowledge to provide
meaningful and challenging learning experiences for individuals with exceptionalities.
Conclusion
All the standards mentioned and outlined above are important aspects of the teaching
profession as well as the students. Learning should be a reciprocal experience. Instruction that
takes place between teachers and students should be a shared experience and everyone involved
should feel successful. It is not only important to be mindful about standards that relate to the
educator but also the students learning. Aligning learning to standards helps us ensure that a
higher level of learning is attained and helps guide practices to stay on track, assess, and instruct
in ways that appeal to all types of learners.

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Section Four: Alignment to Curriculum & Professional Standards Chart
Artifact Title INTASC NYS Code NYS NYS DOE ISTE ILA CEC Ontario Ontario
Standards of Ethics P-12 Common Learning Claims & Standards Internatio Standards Curriculu Teacher
Standards Core Learning Standards CAEP for nal m Ethical
for Standards Standards Teachers Literacy Standards Standards
Educators and/or Associatio
Students n
Profession
al
Standards
Artifact #1: 1(k) CAEP 1.5 6a. 5: N/A Ethic Standard
The teacher Providers Learners of Care
Weebly values the ensure Foster a and the
Teacher Literacy Leadership in
input and that culture Learning
Website Environme
contributions candidates where Communities
nt Members
of families, model and students
colleagues, apply take promote and
Candidates participate in
and other tech. ownership apply the creation of
professionals standards of their theory and collaborative,
in as they learning best safe and
understandin design, goals and practice in supportive
g and implement outcomes. multiple learning
supervised communities.
supporting and assess
each learning. practicum/
learner’s clinical
experience
development
s.
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3(n) The CAEP 1.5 1a Ensure
Artifact #2 teacher is Providers all students Commitment
committed ensure that have to Students
Technology to working candidates skilled and Student
Survey model and Learning
with teacher
Assignment apply Members are
learners, who
technology dedicated in
colleagues, standards actively their care and
families, and design, uses commitment
communities implement technology to students.
to establish and assess to meet
positive and learning student
supportive experience learning
learning s to engage needs.
environment students
. and
improve
learning.
1(d) The Principle CAEP ISTE CEC

Artifact # 3 teacher 1: 1.2 Standards
understands Educators Providers Standards for
Pecha – how learning nurture the ensure 5c Explore
Kucha that
occurs--how intellectual and apply exceptional
Presentation
learners , physical, candidates instruction
construct emotional, use al design
knowledge, social, and research principles children
acquire civic and to create
skills, and potential evidence innovative standard 12
develop of each to develop digital
disciplined student. an learning Participating
thinking understan environme
processes ding of nts that in the growth
the engage and
teaching
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profession support and
and use learning.
both to dissemination
measure
their P-12 of
students’
progress professional
and their
own knowledge
profession
al and skills.
practice.
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Artifact # 41a The CCSS.ELA- CAEP 1.1 Grade 1 -
teacher LITERACY. Candidate Writing
ELA Lesson regularly SL demonsta- 1.4 Sort Professional
Plan assesses 1.2 Ask and rate an ideas and Knowledge
answer
individual underststa informatio Members
questions
and group -nding of n for their strive to be
about key
performance details in a the Intasc writing in current in
in order to text read aat the a variety their
design and aloud or appropriat of ways, professional
modify information e with knowledge
instruction presented progressio support and
to meet orally or n level in and recognize its
learners’ through other the direction relationship
needs in m categories. (using to practice.
each area of pictures,
development labels
key
words,
simple
graphic
organizer
s, or a 5
W’s
framewor
k).
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INTASC NYS- 4.NF 1.1 Representing Ethic Standard

of Care
Artifact # 5 2.1 states Number Candidate and ordering
the teacher and demonstra decimals (to Leadership in
engages te an hundredths),
learners in
operations understan fractions, and
Learning
Communities
Math Lesson
developing Add and ding of the integers; Members
Plan
literacy and subtract InTASC representing promote and
communicati mixed standard squares and
participate in
on skills that numbers at the square roots;

the creation of
collaborative,
support with like appropriat dividing safe and
learning in denominator e progr whole supportive
the content s, e.g by ssion numbers by learning
area(s). replacing level(s)1 i simple
communities.
each mixed n the fractions and
number with following decimals;
an equivalent categories: adding and
fraction, the learner subtracting
and/or by and simple
using learning; fractions and
properties of content; integers;
operations instruction multiplying
and the al and dividing
relationships practice; decimal
between and numbers to
addition and profession thousandths
subtraction. al
responsibi
lity
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. CCSS.ELA- Standard 3
Artifact # 6 2.1 States LITERACY. CAEP 1.1 Assessment
that the RF.2.4Read Candidate and evaluation
ELED teacher with sufficient demonstrat which states
Literacy ed an candidates
engages accuracy and
Assessment undertandi understand
learners in fluency to ng of select and use
developing support InTASC valid reliable
literacy and comprehensio standards fair and
communicati n at the appropriate
on skills that appropriate assessment
support progression tools to screen
learning in level. diagnose and
the content measure
area. student
literacy
achievement.
9(a) The Principle CAEP Professional
Artifact # 7 teacher 3: standard 2 5: Learners Knowledge
engages in Educators There and the in which
Literacy
ongoing commit to must be Members
Environment
learning their own solid strive to be
Professional
opportunities learning evidence Candidates current in
Development
certificate to develop in order to that the apply theory their
knowledge develop provider and best professional
and skills in their has the practice in knowledge
order to practice capacity multiple and
provide all to create a supervised recognize its
learners with culture of practicum/clini relationship
engaging evidence cal to practice
experiences
curriculum and use it
and learning to
experiences maintain
based on and
local and enhance
state the quality
standards, of the
and 9(d) The profession
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teacher al
actively programs
seeks they offer.
professional,
community,
and
technologica
l resources,
within and
outside the
school, as
supports for
analysis,
reflection,
and
problem-
solving.
InTASC Principle 5: Learners Professional

Artifact # 8 7(i) 3: and the Knowledge
The teacher Literacy in which
Theorist understands Educators Environment Members
Presentation
learning commit to Candidates
strive to be
theory, their own apply theory current in
human learning and best their
development in order to practice in professional
and cultural develop multiple knowledge
diversity, their supervised and
and practice practicum/clini recognize its
individual cal relationship
differences experiences to practice
and how
these impact
ongoing
planning.

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Section Five:
Teacher Candidate Reflection Guidelines
Introduction
Every teacher devotes their life to education for reasons as individual to them as any part
of their identity. Many people are quick to judge and say it is for the high pay and benefits and
others that it is about the three-month summer vacation. For me personally my reasons are
different. Main reason for become a teacher is that I feel that I have the desire to impact lives.
Another reason is to impact the education system. We collaboratively as educators needs to
improve the quality of education for our students and becoming a teacher would mean that I can
be part of that change. Lastly, becoming a teach means that I can contribute to my community in
meaningful ways. Becoming an educator means that I am able to contribute in a direct way
which will impact people around me and fulfill my desire to help people make a change. In this
section, I will be reflective of my experiences at Medaille College and what I have learned which
enables me to become the educator I aspire to be. I will also align my standards to those of
TEAC/CAEP claims to provide with evidence of my readiness to begin my journey as a teacher
in and elementary classroom and a long career in teaching.
Portfolio Project/Teacher Education Learning Experiences
Taking the time to reflect on my experiences and creating this portfolio has helped me
take in how much growth and learning has taken place in my time at Medaille and the gains and
progress I have made with my learning during student teaching. Medaille employs highly skilled
teachers in which I realized that each one of them who I have had as my professors have
demonstrated what it means to be an effective teacher. They have paved that way and provided
me with a vision of a caring teacher (TEAC Claim 3: Caring Educator), a teacher who is
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knowledgeable of the content they teach (TEAC Claim 1: Subject Matter), and (TEAC Claim 2:
meet the needs of diverse learners through effective pedagogy and best teaching practices. Each
professor I came across in my time at Medaille I felt values and cared about how I felt and the
support I needed by an instructor was made available. They showed care and empathy for their
students and an understanding for personal circumstances. As a new teacher I am mindful that it
is not only the education a student comes to school for yet they need to feel valued, supported
and cared for to feel that it is a safe environment for them to learn. Along with caring the
professors were knowledgeable in their field of study and helped me reach my full potential in
my learning. I was able to master skills with their guidance in literacy, technology, lesson
planning, writing, along with completing student teaching and being successful at it to enable
creating my portfolio for success. The professors set an example to show the importance of what
it means to meet the needs of diverse learners by talking about personal examples as well as
allowing me to plan for accommodations and modified plans to give me a first-hand experience
of what it is like when I am in my own classroom. Every student learns in a different way and it
is crucial that as an educator we are keeping that in mind when planning.
I begin to think about the process of creating my first lesson plan and all I can think about
was how difficult and painful it was to master that skill. It is a process that should be well
thought about and planned with many considerations in regards to the students in your
classroom. My first lesson plan took me a few hours just to write a rough draft and even after all
the changes made there was many errors. As I continued to practice this skill of long written
lesson plans it became easier. When it came time to student teaching I was able to write learning
segment in the same amount of time it took me to write the first lesson plan. There are many
aspects that go into planning a lesson plan but others are more imperative to be mindful about. It
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is important that we as a teacher understand student abilities-strengths and weaknesses and
various learning styles in the classroom as well as any accommodations and modifications that
are necessary for all types of learners to be successful at the subject matter being taught (TEAC
Claim 1: Subject Matter). Along with aligning my plans with TEAC Claim 1 about subject
matter I am also mindful about incorporating Howard Gardner’s Multiple Intelligences which
explains that each student has a different point of view which is our ability to think and helps
educators to rethink our best teaching practices. Each person is unique and the way they learn is
also unique and needs to be accounted for when planning curricula. After learning about the
importance of the multiple intelligences I am mindful that I plan my lesson plans aligned with
Blooms Taxonomy to make my learning objectives attainable for all types of learners.
Being comfortable with presenting information in front of people has never been my
strength, however Medaille teachers intentionally plan for incorporating much of class grade
reflective of many oral presentations. (TEAC Claims 1: Subject Matter; Claim 2: Pedagogy, Best
Teaching Practices for Diverse Learners; TEAC Claim 3: Caring Educator) all claims of CAEP
are reflective of my best teaching practices incurred at Medaille. Providing me with many
opportunities to present in a mock classroom setting has helped prepare me to be a more natural
instructor. With time during my oral presentation skills have become better and I have become
more confident when presenting lessons. Practicing this skill allowed me to be comfortable at
teaching lessons to my students during the time I was student teaching and feeling confident
about the subject matter being taught as I took the time to learn the subject content that I taught. I
was evaluated multiple times by my Associate teacher and Evaluator, each time I felt more
confident in my presentation skills and an expert of the content that I would teach.
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Upon reflection there are many other things I learned which are all important to
becoming and effective teacher. Some of the things other than lesson planning to be mindful
about are classroom management, teaching strategies, assessments and understanding of the
content taught, incorporating technology to enhance the learning of the modern- day student.
Classroom management is broken down by Harry Wong into two sub-categories routines and
procedures. According to Harry Wong it is important that a successful teacher spends time on
teaching our students procedures and practicing them during the first few weeks of school. The
teacher needs to have a plan for all three discipline, procedures and routines. If good discipline,
procedures and routines are established early on the teacher will spend less time when presenting
students with information.
Much time of mine was spent to complete observation hours for early field placement
class and student teaching observing many different teachers, and further from all my work-
related experiences, I was able to learn many different strategies and learning styles and various
ways to teach the same content matter. An educator needs to be flexible and keep in mind all
student needs when teaching and planning. Spending time in different classrooms has enabled
me to gain valuable experience in order to be a successful teacher. This aligns to (TEAC Claims
Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners).
The last part of the learning journey at Medaille College is understanding assessments
and the forms of assessments. My understanding previous to my degree was that assessment is
simply tests and quizzes, in fact this is not true. There are many different forms of assessments
that educators use to assess the learning of their students. It is imperative that a teacher takes all
necessary steps when assessing the student learning. Tests and quizzes are not the only way to
assess student achievement, some other ways to make sure students are performing at grade level
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and meeting curriculum state standards are using informal, formal assessments, anecdotal notes,
and reading benchmarks. Using a variety of assessments is the best ways to measure how many
our students know the concept and if they are able to apply their knowledge. Feedback should be
detailed and provide further instructions for student success.
An effective teacher requires a person whom is committed to growth and learning, not
only in their students, but in their own lives. Professional development is something that all
teachers should pursue. I took part of every professional development courses offered during my
time at Medaille. The one particular one I feel I gained the most valuable information was the
one that dealt with technology. Our student’s needs have changed over time and it is important
that we also evolve in our teaching practices and educators. We need to be mindful to plan
engaging lessons that enhance our student learning experiences through the use of technology.
We are able to incorporate technology in creative ways and make them appealing to many types
of learners. Designing a Weebly teacher website helped me understand ways for family
involvement. The Website would help make sure that families understand that they are part of
their child’s learning journey and how they can help them practice skills at home. They are
notified about special events and field trips.
Readiness to Become a Teacher
I believe that my time at Medaille college the classes as well as the instructors have all
helped me realize all specific aspects that an effective teacher demonstrates. I thoroughly
enjoyed my time student teaching as I was able to plan, instruct and assess the students in the
classroom. Planning lessons to present in a mock classroom was so much different than when I
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walked into a classroom and planned for students that were actually going to engage in the
lessons planned on a specific curriculum. I believe that I am ready to take the next step and teach
as a full - time career and being part of a classroom. I demonstrate my effectiveness as an
effective teaching in becoming an expert about the content I teach, I apply all the best teaching
practices learned in my experiences and show respect and care for each student in my classroom.
I have spent time making each and every one of my lessons creative and enjoyable for successful
student learning. As a new teacher I will be mindful that I focus specifically on planning,
instructing, assessing and re teaching lesson to keep account for all types of learners to promote
growth.
As a teacher, I want to make a difference in my students’ lives. I learned quickly in my
second placement that every child needs to feel safe and secure and consider students emotional
well-being before any learning can take place. Most of my students came from difficult
backgrounds and I realized fast that I would not be able to teach these students any 40-minute
lesson planned and had to work towards making connections to gain their respect before I teach
them. I want each student to have a positive school experience and this is done by creating a safe
and secure learning environment where they can take risks and make mistakes. According to
Dignity for All Students (DASA) and (TEAC Claim 3: Caring Educator) we need to address all
issues related to student and classroom environment to make it safe and each student feels valued
and respected.
One thing I possess that makes for a highly effective teacher is the ability to adapt and
change and be flexible within my plans. Student teaching allowed for many experiences where
snow days impacted my plans and the reality was a learning segment planned is not the way it is
executed. It was essential that I was able to make changes to plans as things happen. The main
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thing to being an effective teacher is to be reflective of their teaching practices and what changes
are needed so that each child’s need is put first.
Conclusion
As mentioned above I have highlighted many reasons why I feel that I am prepared to
become a teacher and be part of an Elementary Classroom. I have the knowledge and skills
required to be a highly effective teacher. My artifacts are provided as evidence of my knowledge,
skills, best teaching practices, content knowledge, and ability to work with a diverse population
of students, apply classroom management skills and strategies that will help me being part of
student lives. The artifacts included in this portfolio is intentional as it showcases my ability as a
teacher to plan and instruct, understand that there are diverse learners who need to be accounted
for, classroom management is important to student success, how to incorporate technology to
make plans more exciting and engaging, the importance of professional development, and
knowledge of the content being taught. There are many other aspects to an effective teacher the
list is endless which is why I hope to grown and learn continuously every day during my time in
a classroom.
In the next section you can view my teacher candidate interview in which I will talk
about my best teaching practices as I would during an interview. I will always find opportunities
to make myself a better teacher by engaging in all necessary courses as well as other professional
development opportunities provided. I continue to strive to learn and grow within a teacher’s
role.

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Section 6: Teacher Candidate Teacher Interview Video
Teacher Candidate Interview Video
Giving myself the opportunity to a mock interview is an intimidating idea. This video
will allow me to be reflective about the way I answer questions at a later time in my career path.
One thing I find challenging is videotaping and being aware of the time I take to answer each
question. In an interview the suggested time to answer each question is 5 minutes, and during the
mock interview 5 minutes seems to run out fast, this made me continuously mindful about the
time I was spending answering each question. I liked the experience of using my Weebly
education website to answer the interview questions as it aligned with my answers and
highlighted my work during my time at Medaille College. This mock interview and Weebly
website also demonstrates my readiness and preparedness to be a teacher in an Elementary
classroom. I am confident in my ability to plan, instruct, assess, make accommodations as
needed for students, being culturally responsive and demonstrate my initiative in taking at in
professional development opportunities. Being part of the education field, it is important to grow
and learn and evolve with the changes necessary to be an effective teacher. I am open to
feedback and learning from peers and mentors as well as collaborate with them whenever given
the opportunity to do so. You are able to view my teacher candidate interview video by click on
the link http://bushrasheikh.weebly.com and look through my teacher website that can provide
you with details about the work I have done to prepare myself to be part of student lives.
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Teacher Candidate Interview Questions & Responses
1. Briefly share a little about your background experiences that have led you to choose a
career in education?
I decided to become a teacher because I want to change the world. I know that the education field
is the only place where I can make a huge impact. I have a strong desire to influence and educate
the students that are and will be part of my life. I am mindful that teaching is one of the professions
in which it is important to be kind, patient, understanding, compassionate and sensitive to our
student’s needs and I am fully prepared with providing it to my students. I aspire to be a teacher
who cares by being compassionate and kinds to the students and the community I work in, respect
differences and treat everyone fairly and as an equal to be inclusive of all needs.
• I believe that I bring empathy, compassion, responsiveness and flexibility in

planning. I am aware that my students require emotional support and the well- being
of the students is thus far the most important aspect when I teach my students.
• I have the ability to make good relationships with students, admin staff, teachers. I
make lasting connections and treat everyone with respect.
• I am currently an ECE with the Peel District school board and have further wanted
to grow within the school board to continue to make a difference. I have found ways
to move up and enrolled in a Master’s in Teaching Program to qualify as a teacher
for K-6 grade.
2. What have you learned in your teacher training program that will make you an excellent
classroom teacher and colleague?
I am always finding opportunities to grow, learn, and broaden my knowledge through
engaging in learning at school and taking part in any professional development workshops
available. Much of my field work and work experiences has impacted my readiness and
preparedness to teach in an Elementary classroom.
• Developing lesson plans/ assessements

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• Incorporating technology in a classroom to empower modern day learner/ cyber
bullying
• Accommodations and modifications/ exceptionalities
• Culturally responsive teaching
• Equity and Diversity
• Collaborating
• Professional development
3. Provide us with an example of a lesson you taught. How did you integrate it with other
curriculum areas, address the CCLS, technology, student engagement and motivation?
What were the results of the lesson?
Unit planning is something that needs to be thought about the strengths ad weaknesses of the
students in the classroom need to be addressed. Aligning plans with curriculum standards is
imperative to make is relatable and keeping them engaged. I have used backward planning design.
I have started with picking the learning objective and looking through learning standards and
curriculum for the grade level and create a success-criteria to create engaging lessons to achieve
the specific learning goals. Knowing the student profiles when planning and making sure they are
age appropriate for student success is crucial to success rate.
• I have created a learning segment on inferencing and schema for a grade 1 student. The
CCLS and objects were to be able to infer through using stated and implied information to
make an inference. I create fun and engaging lesson plans to teach the essential learning
strategy. Students were motivated throughout the learning segment as the activities were
hands on tasks and accommodated for all types of learners. I took account for ELL learners
in the classroom and made sure visuals, anchor charts and iPads were available for support.
• Technology/ iPads were used in the one of the lessons to make it fun and engaging.
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4. How will your knowledge of the current trends in education inform you as an educator in
our district/board/school?
• School Districts and Boards are looking at what parts of curriculum are working well for
students and what may need change. Curriculum expectations are modified every so often
as the student’s needs are becoming more diverse. As an educator I support the idea of
moving towards implicating ways to help student’s problem solve and allow inquiry- based
learning to support their curiosity.
• I am mindful about some of the key points when teaching, of someone who aligns
themselves with a pragmatic approach to education. Students in a pragmatist classroom
share their experiences with fellow classmates and provided more frequently with
opportunities to collaborate work to learn from each other.
• When selected for an interview I will be taking the time to familiarize myself with the
school’s philosophy of education, values, ad learning goals.
• As a new teacher in the education system I would focus more on open-ended learning
segments and assessments to help break the traditional and typical testing to gauge how
well a student has understood content. It is imperative that the educator documents student
growth to monitor the learning that happens within the students and classroom.
5. Why should we hire you instead of the other applicants we have interviewed?
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When I teach in my classroom I plan to engage less in the traditional instructional model in
which the teacher presents information to the students. I believe that students should be given
an active role in learning. Teacher and students roles need a shift, teachers should be taking
more time in collaborating with their students to help facilitate meaning construction in
students so that learning becomes a shared experience. It is also true that not all students
learn the same way, some students may enjoy working collaboratively, some may prefer to
engage in independent research, either way the role of teach is to help students discover their
optimal learning style and maximize their learning potential. Regardless of learning styles a
teacher needs to be mindful about incorporating more student directed learning activities
need to be planned based on the observations and interest of students. The teacher needs to
allow students to take the time to reflect on their thoughts, insights and findings through
conversation and expression.
• Passionate about teaching
• Safe and warm classroom environment
• I am flexible in my planning
• Adapt and change as needed
• Incorporation of technology
• Professional development
Conclusion
My journey at Medaille College has been an informative and enlightening one. I am
happy that I have the chance to share with you my portfolio which highlights my
accomplishments as a student who is on a career path of becoming an Elementary teacher. I

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strive for development opportunities to grow within the teaching profession. I have set high and
personal standards for myself as and ECE and a teacher. I have great respect for the role of a
teacher and this is apparent in my teaching practices. I am a worthy individual who demonstrates
a team player attitude. I continue to grow and learn and promise to provide each student the tools
necessary to achievement. I have a personal mantra that I have lived by which is ADAPT AND
OVERCOME.

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References
Boeree, G. (2006). Personality Theories. Psychology Department, 105 (1), 109-13, doi:
10.1353/clw.2011.0103
Council for Exceptional Children. (2010). Special Education Professional Ethical Principles and
Practice Standards. Council for Exceptional Children. Virginia. Retrieved from
http://www.cec.sped.org/~/media/Files/Standards/Professional%20Ethics%20and%20Pra
ctice%20Standards/Ethics%20Translations/CEC_Ethics_English.pdf
Hendershot, S.M. et al. Young Children’s Mathematics References during Free Play in Family
Childcare Settings. Early Child Development and Care. V 186, n. 7, p. 1126-1141,2016.
International Society for Technology in Education. (2015). ISTE Standards - Teachers.

International Society for Technology in Education (ISTE). Retrieved from
https://medaille.dcollege.net/bbcswebdav/pid-293039-dt-content-rid-
919230_1/courses/30093.201430/ISTE%20Standards-T%20PDF.pdf
New York State Education Department. (2013). Learning Standards of New York State. New
York: University of the State of New York & New York State Education Department.
Retrieved from http://www.p12.nysed.gov/ciai/standards.html
New York State Education Department. (2012). New York State P-12 Common Core Learning
Standards. New York: Retrieved from https://www.engageny.org/
New York State State Professional Standards and Practices Board for Teaching. (2011). New
York State Code of Ethics for Educators. New York: New York State Education
Department. Retrieved from https://medaille.dcollege.net/bbcswebdav/pid-293040-
dtcontent-
rid919240_1/courses/30093.201430/NYS%20Code%20of%20Ethics%20Educators%20P
ost er.pdf
Ontario College of Teachers. (2015). Ethical Standards for the Teaching Profession. Ontario
College of Teachers: Retrieved from
http://www.oct.ca/public/professionalstandards/ethical-standards
Ontario Ministry of Education. (2013). The Ontario Curriculum - Elementary. Retrieved from
http://www.edu.gov.on.ca/eng/curriculum/elementary/
Ontario Ministry of Education. (2010). The Ontario Curriculum grades 1-8: Health and physical
education. Retrieved from
http://www.edu.gov.on.ca/eng/curriculum/elementary/healthcurr18.pdf
Soilevuo Gronnerod, J., Grennerod, C. (2012) The Wartegg Zeichen Test: A Literature Overview
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and a Meta- Analysis of Reliability and Validity. Physchological Assessment, 24(2), 476-
489.
Teacher Education Accreditation Council. Medaille College TEAC Claims. (2015). Retrieved
From
https://medaille.dcollege.net/webapps/blackboard/content/listContent.jsp?course_id=_14
048_1&content_id=_293034_1
Boeree, G. (2006). Personality Theories. Psychology Department, 105 (1), 109-13, doi:
10.1353/clw.2011.0103

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MSED Elementary Portfolio Project

An Elementary Portfolio Project submitted to the

Faculty of the Graduate School of Education of

In partial fulfillment of the requirements for the degree of

Master of Science in Education

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

Section Three: Teacher Candidate Artifacts……………………... ………………………....6

Artifact #1: Weebly Teacher Website…….…………………………………………25

Artifact #2: Technology Survey Assignment……………………………………….32

Artifact #3: Pecha Kucha Presentation……………………………………………...42

Artifact #4: ELA Lesson Plan ………………………………………………………44

Artifact #5: Math Lesson Plan………………………………………………………51

Artifact #6: ELED Assessment………………………………………………………61

Artifact #7: Professional Development………………………………………………92

Artifact #8: Theorist Presentation……………………………..…………………….95

Section Four: Alignment to Curriculum & Professional Standards …………………………100

Section Five: Teacher Candidate Reflection …………………………………………..…….116

Section Six: Teacher Candidate Interview Video …………………………………………...123

Introduction, Overview and Rationale

In this portfolio, I have highlighted an overview of my learning journey which showcases

my own understanding of teaching as well as my teaching philosophy. I decided to become a

Childhood Educator and further intrigued by child development, I concurred a Bachelor of

teaching that contribute to my professional portfolio and a collection of artifacts, teaching

philosophy, best teaching practices, an understanding of the importance of planning, instruction,

This Elementary portfolio is a written presentation of my vision, my values and a display

positive role model to my students.

As this portfolio is a written representation of my experiences and pedagogy of teaching,

well as artifacts. This portfolio consists of six sections.

for the chosen artifacts.

experiences held by the candidate.

knowledge of student learning, assessment, and development as well as instructional strategies

used when planning.

lessons and learning segments were planned.

a teacher. It is important that as an educator we show reflective practices as it is key do being a

candidate in terms of planning, instruction, assessment, literacy mathematics, technology, the

changes when needed to make students life-long learners.

while answering filed specific questions.

Theories, Theorists and Experts in the Field of Education

Bloom's taxonomy is a set of three hierarchical models used to classify educational

knowledge or Schema. Background knowledge is a major component to the student’s new

background knowledge of things that we learn. As we grow we learn more information on

learn.” (Boeree, 2006).

take the steps to prepare for teacher’s college.

[Back to Table of Contents]

This section will introduce my educational background as well as my work- related

Teacher Candidate Educational Background and Work Experiences

My academic background started with an Associate’s Degree in Early Childhood

Degree. Part of graduation requirement was a successful twelve-week co-op placement at a

being part of the education system for school districts.

and help every individual in my classroom.

School Observations and Classroom Application

One of the biggest challenge I encountered in my first placement was learning

their grades up.

me as a new teacher in the classroom.

confident in using the rubrics and grading the students work.

calling me by my name, I felt included almost immediately.

could teach any of my lesson plans.

resources for student learning.

long learning and impact their lives forever.

Learning and the Learner

with a pragmatic approach to education. Students in a pragmatist classroom share their

2009 - 2011 University of Guelph

2004 - 2007 Suffolk County Community College

Grade level: __1 Number of students in the class: _19_

Lesson 1 of a 1 Day Learning Segment

Grade level: 4__ Number of students in the class: _24_____