Section Two:

Teacher Candidate Background Experiences

Introduction

In this section of my portfolio, I will be introducing you, the reader, to my personal

background, including my early influences, educational history, as well as my work experiences

related to the education of young children. As previously mentioned in Section One, I have

worked professionally with children for close to twenty-five years and prior to that, was involved

with children in one respect or another for most of my teen years. This section will provide

evidence of my various experiences working with children as well as outline my earliest relative

experiences that have led me to the field of education. I will introduce you to my Philosophy of

Education, my resume, and make connections between my past work with students, my school

observations, and the ways in which I plan to apply these experiences to my own classroom and

future teaching practices. Finally, I will also show how my experiences and planned classroom

applications align with the work of influential theorists and experts who have impacted the field

of education and influenced my pedagogy, as well as demonstrate my preparedness as a new

teacher candidate.

Teacher Candidate Educational Background and Work Experiences

As eluded to in Section One, I have always known that I would one day seek a career in

education. I have worked with children in one capacity or another for most of my life and while my road

to Graduate school has had its many twists and turns, a lmost thirty years post-secondary, I continue to

work with children and marvel daily at their excitement, their exuberance, and their innate

inquisitiveness. Seeing the wonder of the world through the eyes of a child is, in my opinion,
one of life’s greatest blessings and as an educator, I have had the pleasure of witnessing first-

hand, this natural curiosity and the opportunity to nurture this development in the children I have

worked with over the past thirty years.

My passion for education has its roots in the many wonderful experiences I myself had in school

growing up. For as long as I can remember, I have always envisioned myself working with

children. As a child myself, I adored school and have fond memories of my elementary years. I

regarded my teachers with admiration and looked to them as role models, often imagining myself

growing up ‘to be just like them’; playing ‘teacher’ was a frequent pastime of mine and one that

likely annoyed my younger brothers who did not necessarily share my enthusiasm for school.

In high school, I had the opportunity to take a co-operative education class and

experienced education from the adult perspective for the first time, as I assisted half days in my

former elementary school, in one of the primary classrooms. This experience reinforced my

desire to work with young children and further stoked my interest in becoming an educator.

Through my university career, I concentrated my studies on Psychology and Sociology

courses with the belief that understanding human nature and the ways we interact with one

another would serve me well in my future career and inevitably make me a better, more empathic

teacher. I cannot recall at what point in my final year of university that I learned about a career

in Early Childhood Education, but something about working with young children held great

appeal for me, and I began to consider college options in my area.

A year later, I was both surprised and thrilled to have been granted early acceptance and

almost a year of credit into George Brown College’s Early Childhood Education program. My

studies at GBC were among my favorite learning experiences of my post-secondary career. I

was fascinated by early childhood development and the significant importance of the early years,

which fueled my desire to do well and excel in my studies. I graduated from college with honors
and was so excited to have been awarded one of six, one-year paid internships with the college,

which involved working in one of their lab school childcare settings, Esther Exton Childcare

Centre, as an Early Childhood Educator.

After my internship, I was offered a full- time position with the college and began my

professional career working with young children. During my eleven year at Esther Exton, I

worked in both the Infant and Senior Preschool classrooms and was very dedicated to my work

with young children. I embraced the time spent with the various age groups, learning firsthand

about child development and the vital importance of the early years. I look back fondly on my

time working for George Brown College and believe my experiences at Esther Exton Childcare

Centre helped to shape me into the professional I am today.

After the birth of my second child, I made the difficult decision to resign from my

position with George Brown College in order to raise my children. While I was feeling so

fulfilled in my career, I knew that I could not afford to bring my two daughters to our childcare

centre. I longed to be home with my babies, but knew as well, that I would also have to earn an

income to stay afloat and therefore, decided, at that point, to open a home childcare business to

meet both my desire to be there for my daughters and continue my work with children; it was the

best of both worlds. We built a classroom in the lower level of our home and I ‘went to work’

each day via the staircase; I could not have asked for a better situation. My business thrived and

I always had a waiting list of families who wished to enroll their children in my home childcare

centre. I aligned my practices with what I had learned at George Brown College and continued

to implement enriching experiences for my young ‘students’ based on my observations of their

strengths, interests, and challenges, documenting their learning each day. I ran Weeks by Weeks
Home Childcare for five years, and while I knew I was meeting a need within my community

and enjoying my job, as my children grew, I knew I needed more in my life.

As my third child was preparing for his first grade, I learned about the Full Day

Kindergarten program that was being implemented that year in my children’s school. This new

program being rolled into our education system in Ontario involved the team-teaching approach

of an Ontario Certified Teacher and a Registered Early Childhood Educator and was just the

career opportunity I had been looking for. With this in mind, I began volunteering within a Full

Day Kindergarten classroom in a neighbouring school in order to gain experience within the

elementary school environment. Within the year, I was hired by the Wellington Catholic District

School Board to work in one of the two Full Day Kindergarten classrooms at St. Joseph School

in our hometown of Fergus, Ontario; I have spent the past eight years working in this capacity.

As an educator of young students, I find myself blessed with the opportunity to share in

their wonder and curiosity as they learn about the world around them. In all my years of

experience working with children, I have come to believe in the power of positive adult child

relationships and strive to connect daily with the students in my class. As mentioned in Section

One, I consider these strong connections and supportive relationships in education to be a key

factor in student achievement and success. It is my belief that when children feel appreciated,

welcomed, safe and valued within their classroom community, they are eager to learn and

motivated to try new things. Each day, I seek to build and promote positive and respectful

relationships between myself and my students, as well as amongst the children themselves.

When I reflect upon my own education, my fondest memories of school include those moments

with teachers that showed a genuine interest in me and with whom I felt a true connection; they

cared about us and showed great enthusiasm and passion for the work they did with us each day.
These positive relationships created the foundation and growth of my own passion for working

with children and student success. Each day I strive to be one of the teachers my own students

think of with fondness when they reflect back on their early schooling, and I consider myself

truly blessed to have such a rewarding career.

School Observations and Classroom Application

As previously mentioned, over the years, I have had the opportunity to observe many

different educators and have been able to glean many different best teaching practices from these

experiences. As a Registered Early Childhood Educator, I have spent the past eight years

working alongside various Ontario Certified Teachers in my own classroom at St. Joseph School

and have also had the privilege of observing other educators within the school, in various grades.

In each of these opportunities, I have been able to witness the use of various teaching strategies

to engage students in the learning and facilitate problem-solving, collaboration, and teamwork.

What I have noticed in many of these experiences, is the shift toward a collaborative stance to

learning through the various “Turn and Talk”, “Think/Pair/Share”, and small group work

activities that I have witnessed in these classroom observations. These experiences are evidence

of the impact that Lev Vygotsky’s Social Development Theory (1978) has had on education.

Vygotsky (1978) theorizes that all cognition and schema develops out of social interaction with

others and that individuals learn best when they are in their Zone of Proximal Development

(ZPD), which is the learning that they can acquire with the help of others who are more

knowledgeable. In so many of my classroom observations, I have noticed the incorporation of

group interactions into the lessons being implemented and have seen firsthand the learning that

takes place as a result of the collaboration of students, with the guidance and support of a
responsive adult. Through my studies at Medaille College, I have come to recognize the

significance of Vygotsky’s (1978) work for the field of education and will be incorporating his

theories into my work with students by providing them with many opportunities to work with

one another in pairs and small groups to construct learning and build knowledge.

During my first and second semesters at Medaille College, I had the opportunity to

observe and interact with students at the many Saturday Academies that I attended for field

experience. Working with the Saturday Academy was such an eye-opening and rewarding

experience for me. While I have been involved with the school system in Ontario for the past

fifteen years in the capacity of both parent and educator, I have not had experiences even

remotely similar to those of some families in the Buffalo area. Growing up in a middle-class

famil, and later, raising my own children in what I would also consider an economically sound

area, I had never really considered the impact of poverty and economic hardship on education.

Many children have so many odds stacked against them which can often make their education

experience both challenging and sometimes impossible to navigate. With this in mind, Buffalo

Public Schools’ commitment to education, as evident in their “Strong Community Schools”, is

truly admirable and I am so happy to have had the opportunity to learn more about this

wonderful program through my Fieldwork Experience.

Working with the Saturday Academy often brought to mind Maslow’s Hierarchy of

Needs (1971), a theory that, as previously mentioned in Section One, has shaped my own

pedagogy and philosophy of education. When students’ basic physiological and social/emotional

needs of belonging and contributing are not being met, how can we, as educators expect them to

learn and flourish academically? Buffalo Public Schools’ involvement with the Saturday
Academy aims to meet many of these needs for their students in the hopes of providing a better

academic future for the children of their community.

In alignment with Maslow’s Hierarchy of Needs (1971), I have always been a strong

proponent of the importance of relationships and the impact they can have one’s social and

emotional well-being, as well as the quality of one’s life. With this in mind, I was really struck

with the partnerships that have been developed through the work of “Strong Community

Schools”. The New Education Bargain that was initiated in 2016, has, at its heart, the elements

of strong relationships between the Buffalo Public School Board, its teachers, Buffalo’s

community resources, its families, and of course, its children. It is showing that, when strong

partnerships are developed and nurtured, and relationships are built between caring adults and

children, all parties stand to benefit, making the whole community stronger.

What resounded most with me, however, was the profound impact the program seems to

be having on the quality of life for students. Making school an enjoyable, supportive, and

positive experience for children based on strong and genuine relationships is, in my opinion, a

key factor for student success and achievement. When students come to school and are made to

feel welcome, valued, smart, important, and loved, they are more apt to be motivated and

engaged in the learning process and they are more apt to want to be there, even on a Saturday

morning! As educators, we can only teach children when they are present and engaged.

Working with the Saturday Academy showed me firsthand, how the city of Buffalo is succeeding

in its mission to establish strong community schools and develop the whole child. Children are

excited to come to school, curious about what they are to learn, and fully engaged in the

opportunities they are presented with each Saturday, as evident in their smiles and laughter. As

an educator, it will always be my goal to build responsive relationships with my students and
make the learning fun, engaging, and interactive. Establishing and nurturing these strong,

authentic relationships with my students will hopefully instill in them a love for school and make

them life-long learners.

Finally, in many of my school observations with the Wellington Catholic District School

Board, the Field Experiences with the Saturday Academy, and virtually during distance

education, hands-on learning has been a focus of many of the experiences I have had the

opportunity to witness. As an Early Childhood Educator, I recognize the value and importance

of play-based, concrete learning opportunities for students and have seen first-hand the

advantages of hands-on learning. As a Constructivist, Piaget (1936) suggests in his theory of

cognitive development, that children learn best by doing. This has had huge implications for the

field of education and it is incumbent upon teachers to provide students with opportunities to

make their own discoveries through experimentation, exploration and hands-on learning. In so

many of my classroom observations, I have witnessed students making connections through this

type of manipulation and experimentation with concrete materials, making the learning both

authentic and intrinsically motivating for them. In this way, educators are providing students

with opportunities to build their knowledge in meaningful and memorable ways. As a new

teacher candidate, I aim to provide students with many opportunities to work hands-on with

materials as they construct and build their schema in meaningful and authentic ways.

Philosophy of Education

I have always viewed my Philosophy of Education as a fluid, working document that

ebbs and flows over time, as I develop and grow as a professional and gain more experience and

insight as an educator. While it is constantly changing and developing as I do over time, there

are a few key elements that remain steadfast in my mind: the importance of relationship between
the educator and learner, the value and significance of hands-on learning, and the vital role we

play in the education of our students.

The School

It is my belief that education and the school shapes and molds students so that they may

become active and contributing members of society. Outside of the family and home unit,

school is one of the first means of socialization for students, as they learn to interact effectively

with others and become contributing members of a larger community. It is the role of the school

and its educators to facilitate and support students as they acquire the communication and social

skills required as part of our larger society. It is through school that individuals can develop the

appreciation of multiple perspectives of others and come to celebrate the diversity of our

community and world at large. As its mission, schools should work to support the overall social,

emotional and healthy well-being of the children and families it serves, as well as instill a sense

of civic mindedness in its students.

The Curriculum

As educators, it is imperative that we are familiar and knowledgeable with curriculum

standards and expectations for the grade we are working with, as outlined in both the Ontario and

New York State Curriculums. While there are certain learning outcomes that must be achieved

in each grade level, it is our job as educators to determine the best approach and format for

teaching this curriculum in ways that support our students’ development of the skills required to

meet these academic goals. It is crucial that educators are forever cognizant of the fact that not

all learners are alike and that we must differentiate our instruction to meet the individual needs of

the students we serve.

 With that said, it is my belief that the development of the whole child is of equal, if not

greater importance than the academic growth of our students alone. Developing the character

and personality of our students, as well as the social and emotional well-being of children should

be among our top priorities as educators, for it is my humble opinion that, without this

humanistic side of education, knowledge is lost. Dr. Stuart Shanker (2017) suggests that in order

for individuals to successfully engage with life, they must first learn to self-regulate and manage

the stress that can impede their ability to manage effectively within society. As previously

mentioned in Section One, the work of Dr. Shanker has had a profound impact on my pedagogy

and I truly believe that as educators, we must also support the emotional wellbeing of our

students. When we fail to nurture the whole child and focus solely on academia and curriculum,

we lose sight of what it means to be a part of a social community; we must consider too, the

importance of supporting the emotional development of our students and teach them the coping

strategies required to successfully function in our social world. Teaching children to recognize

their worth, talents, skills, and how they can contribute to the world around us in meaningful

ways, helps them to form and maintain healthy relationships with others, which many, myself

included, consider to be a key to functioning successfully in our world. As the social beings we

are, it is my belief that it is our role as educators to facilitate and nurture the cognitive,

intellectual, social and emotional development of our students.

Learning

I have always been a proponent of Piaget’s (1936) Constructivist theory, that suggests

that individuals learn best through active exploration of their environment and by doing. As

previously mentioned, I am a firm believer in the power and authenticity of hands-on, discovery-
based learning. When students are provided with these types of learning experiences, I truly

believe that the knowledge they acquire through such processes is more easily consolidated and

the learning becomes meaningful to them. Further, Piaget (1936) suggests that as children learn,

they connect this new knowledge to their existing schema, much like a series of building blocks.

When we provide students with opportunities to learn through discovery and active exploration

of the world around them, we support and facilitate their learning in ways that emphasize the

process, not the product. As an educator of young children, it has always been my belief that the

importance of the process far exceeds the product, for it is in doing, that students learn best.

My pedagogy and the way I view learning has also been influenced by constructivist

Jerome Bruner (1960) and his theory of spiraling curriculum, which suggests that students can

further build their existing knowledge of a topic as they revisit it over time. In many ways, this

resembles Piaget’s (1936) theory that students build schema by adding knew knowledge to what

they already know about a subject. With both these theories in mind, it is crucial that educators

practice a spiraling process of planning, implementation, assessment, and reflection so that they

facilitate and support students growing knowledge. Learning is capitalized when curriculum

and learning is designed in such a way that provides students with opportunities to build upon

their schema over time, through repetition and extension of their current knowledge and

experience with the topic.

Finally, it is imperative that educators differentiate their instruction to meet the various

individual learning needs of the students within the group setting of their classrooms. No two

learners are exactly alike and therefore, it goes without saying, that learning styles will vary from

student to student. Howard Gardner’s (1983) theory of multiple intelligences suggests that there

are eight different kinds of intelligences resulting in many different learning styles and
preferences. As educators, it is therefore a best practice to know our learners and their

preferential mode and style of learning, so as to optimize their academic success and

achievement. By differentiating the instruction, we best meet the needs of our diverse students

and make the learning meaningful and authentic.

Learners

It is my belief that all learners are individuals first, with individual needs, skills, talents,

interests, and challenges; no two students are exactly alike. As educators, it is crucial that we

know each of our learners so as to optimize their academic experience, achievement, and

success. It is through observation, assessment, and genuine interactions, that educators can truly

know their learners and therefore, meet their individual needs and make the learning authentic

and meaningful.

As an Early Childhood Educator, I have always worked with young children and

therefore, tend to gravitate to the primary age group. There is a certain innocence and wonder

about the world at that age that I find truly inspiring, and the unending curiosity of primary

students is a joy to nurture. I am passionate about building relationships with my students and

feel that it is crucial to the development of a love of learning. I firmly believe that as an educator

of young children, when you create a classroom community where students feel valued, loved,

safe and supported, you set the stage for a life-long love of learning. I sought out a career in

education to do just that…create and facilitate positive learning experiences for young students

so as to set them on a projection towards future success and achievement, both academically and

social and emotionally.

Assessment

Assessment can take on many forms and have different purposes; it should drive

instruction, assess student understanding, as well as evaluate student conceptualization and

knowledge of a subject. It is my firm belief that students should be presented with many

different opportunities and ways to demonstrate their learning and understanding. Because no

two learners are alike, it would stand to reason that best practice would involve providing

students with various ways to show what they know. When used effectively, assessment can

direct the learning and help educators determine next steps. Frequent checks for understanding

can be an effective formative assessment tool to help educators evaluate their students’ learning

and further drive their instruction. Documentation of the learning through observation,

collection of student work, group discussion, and anecdotal journaling can be an effective way to

assess and analyze the learning within a classroom, providing valuable information that can be

used to determine next steps.

Classroom Management

Classroom management plays a critical role in student success and achievement; without

it, chaos is likely to ensue. I firmly believe that all children thrive on and desire predictability

and routine and that begins on the first day of school. According to Marzano, Marzano, and

Pickering (2003), “effective teaching and learning cannot take place in a poorly managed

classroom” (p.1). A well-managed classroom begins with a clear set of rules and expectations of

both students and teachers. When students know what is expected of them, as well as the

consequences for not abiding by the classroom rules, behaviours are easier to manage. I believe

in a firm but fair approach to behaviour guidance and maintain that clear expectations set the

tone for a successful school year. I also believe that co-creating a classroom set of rules is an
effective guidance strategy, as it allows students the opportunity to share their ideas and thoughts

and gives them a sense of accountability to one another, creating a sense of belonging and

contributing within the classroom community. Finally, as mentioned several times before, I

firmly believe that the relationship an educator has with his/her students can have a huge impact

on classroom management; developing responsive and genuine relationships with students can

have a positive impact on the way students manage themselves within the classroom setting.

I once heard it said that effective teachers manage behaviour, while ineffective ones,

discipline behaviour, which is something that has stayed with me through my years of experience

working with children. With that in mind, I aspire always to be that teacher who manages the

behaviours in her class.

The Teacher

While it is without a doubt that the teacher must possess the necessary educational

background required, as mandated by the Ministry of Education, the qualities of an effective

educator are somewhat less clear. ‘What makes a great teacher then?’, you may wonder. Is it

the knowledge he/she possesses, or the effectiveness of their classroom management strategies?

Is it one’s organizational skills, or passion for education that makes a teacher great? Is it the

experience of a well-seasoned educator or the eagerness and enthusiasm of a new teacher?

After a great deal of reflection, I truly believe that an effective teacher is one who, not

only holds the academic and educational credentials required, but also is organized and prepared,

passionate about student success and learning, eager, enthusiastic, and experienced, with a

capacity for self-reflection and the desire to be a life-long learner. It is my belief that a reading

of my portfolio will provide the evidence of my preparedness as a new teacher candidate and

show that I am all of the above.

Resume

The following is my resume highlighting my educational and professional experiences,

my technology skills, as well as the various professional development and volunteer experiences

that I have been involved with over the years. It is intended to lend evidence of my skills and

preparedness as a new teacher candidate and showcase my abilities.

 Ann Weeks (nee Rousseau)
4 Douglas Crescent, Upper ~ Fergus, ON ~ N1M 1C2
(519) 803-6985 ~ amw497@medaille.edu

Highlight of Qualifications

 Over 25 years of experience in various childcare and educational settings

 Loving, nurturing educator with passion for working with children and student
success and development
 Proven ability to work in a team setting to meet the individual needs of children
within a group setting
 Works to instill a lifelong love of learning in children

Certification

 Registered Early Childhood Education, Ontario College of Early Childhood Educators

 Seeking New York State initial Certification in Elementary Education, Grades 1-6

Education

Bachelor of Arts, York University, Major in Psychology, June 1994

Early Childhood Educator Diploma (Honours), George Brown College, June 1996
Masters of Elementary Education, Medaille College, anticipated December, 2020

Related Experience

Registered Early Childhood Educator, Wellington Catholic District School Board, Guelph,
ON
(September 2012 – Present)
 Plan for and implement the Kindergarten curriculum with children ages three to six in a
play-based setting, providing differentiated instruction to meet the needs of individuals
within the group
 Strive to create and foster a safe, welcoming and inclusive learning environment to
enhance the mental health and well-being of students, both with and without special
needs such as Autism Spectrum Disorder, Attention Deficit/Hyperactivity Disorder, Fetal
Alcohol Spectrum Disorders, Obsessive-Compulsive Disorder, Learning Disabilities, etc.
 Build strong, responsive, predictable and nurturing relationships with students
 Collect and reflect upon pedagogical documentation of the children’s strengths, needs,
and interests to drive instruction and co-create learning experiences
 Collaborate with teaching partner in the completion of “Communication Of Learning”
report cards for students in our class
Owner/Operator of Weeks by Weeks Home Childcare, Fergus, ON (May 2007 – 2012)
 Plan and implement a daily childcare program that meets the social, emotional &
cognitive needs of a multi-age group
 Provision of a safe and nurturing child-centred environment
 Encourage active exploration, creativity & experimentation by providing a variety of
developmentally appropriate play-based activities
 Plan and provide nutritious snacks & meals based on Canada’s Food Guide
 Ensure children’s safety and well-being, both physical and emotional
 Establish and maintain a positive relationship with parents through regular
communication and daily journal entries
 Manage the operational responsibilities required for a home business, utilizing basic
computer skills

Strong Start Volunteer, St. Joseph Elementary School, Fergus, ON (September 2011 – May
2012)
 Work with children on an individual basis with a focus on early literacy skills
 Completed training program in the Letters, Sounds & Words program
 Assess and track student learning
 Collaborate with site coordinator and communicate student progress

Full Day Kindergarten Volunteer, Victoria Terrace Public School, Fergus, ON (September
2011 – May 2012)
 Observed students within the classroom setting and worked to build relationships with
them based on daily involvement with them and by demonstrating a genuine interest in
their lives
 Observed student-educator interactions and classroom guidance strategies utilized by the
teaching team
 Supported educators and students as needed

Registered Early Childhood Educator, George Brown College (Esther Exton Child Care
Centre),
Toronto, ON (July 1997 – May 2007)
 Planned and implemented learning programs and curriculum for senior preschoolers aged
three to six, meeting the needs of individuals within the group context of the room
 Evaluated, planned, and prepared the room environment to meet the needs and interests
of the children
 Supported and provided constructive feedback to ECE students completing field
placements within our classroom
 Oriented new parents and students to the daycare and its routines
 Received “Award of Excellence” for outstanding team achievement for the years 1997 &
1998

ECE Intern, George Brown College (Esther Exton Child Care Centre), Toronto, ON (July
1996– July 1997)
  Worked in collaboration with colleagues to plan and implement learning programs and
curriculum for infants
 Evaluated, planned, and prepared the room environment to meet the needs and interests
of children
 Assisted children with daily routines

Student Teacher, Hawthorne on Essex Day Care Centre, Toronto, ON (May 1996 – June 1996)
 Assisted in all aspects of the daily program
 Planned and implemented programs for preschool children
 Focused on individualized program planning

Supply Staff/Volunteer Teacher Assistant, St. Francis Xavier Child Care Centre, Mississauga,
ON (March 1995 – May 1996)
 Assisted in routines, transitions, outdoor and playroom supervision
 Facilitated and led both small and large group circle times

Co-operative Educational Placement/Teacher’s Aide, St. Thomas Elementary School, Sault

Ste. Marie, ON (Winter and Spring of 1989)
 Classroom observations and relationship-building with students in the second grade
 Assisted students on an individual basis with classroom work in various subjects
 Assisted with assessment of student work and tests

Professional Development

 Various online training seminars:

 DASA (Spring 2020)
 Child Abuse Seminar (Spring 2020)
 SAVE Seminar (Spring 2020)
 WHIMIS (yearly)
 Fetal Alcohol Spectrum Disorder Workshop (Winter 2018)
 Self-Regulation Workshop with Stuart Shanker hosted by WCDSB (Spring 2017)
 Bi-annual Kindergarten Workshops (2012-2017) - coordinated by WCDSB
(topics included Self-Regulation, Play-Based Curriculum Planning and
Assessement, Working with and supporting English Language Learners,
‘Communication of Learning’/Writing report cards training,
Team Building workshops, etcetera)
 Handwriting Without Tears Workshop (Spring 2016)
 Ministry of Education – PD designed to work with the new FDK Document (Curriculum)
and bring back to share with the school FDK teams (Spring 2016)
 WCDSB – Asked to be on the team working with the Ministry of Education to develop
the New Kindergarten Document (Curriculum) (Spring 2015)
 Tools For Life – Asked to be a member of the Development Team (Spring 2014)
 Technology

 Weebly Webpage Design

 Ipad and Projector
 Basic computer skills, Microsoft Office (Word, Power Point), Google Doc/Drive,
Kahoot, Flipgrid, Pic Collage,
 Basic SMART Board skills
Conclusion

In my many years of experience working with children, I have had the privilege of

working with and observing many different educators, the good and the not so good. While

some experiences have been more positive than others, it is important to always remember that

there is learning to be appreciated in everything we do or witness. From all this experience, I

have been able to extrapolate the best practices that fit, not only my personality, but my teaching

style as well, and have used these to shape my pedagogy and philosophy of education. Section

Two of my Elementary Portfolio has highlighted my Educational and Work Experiences, my

School Observations and the Classroom Application of what I have observed in these

experiences, as well as my Philosophy of Education. Finally, it has included my professional

resume, which highlights my education and work experience thus far. Section Two has

showcased my strengths and demonstrates my preparedness to work in the field of education as a

new teacher.