Section Five: Teacher Candidate Reflection

Introduction

As I reflect upon my graduate studies in the Master of Science in Elementary Education

program at Medaille College, I cannot help but connect with that young, anxious seven-year-old

student mentioned in Section One of this portfolio. Walking onto the Medaille campus that first

weekend, I was filled with the same trepidation I felt as a child entering my second-grade

classroom those many years ago. What I did not know at the time, however, was that, in much the

same way, I would find myself surrounded by professors and instructors who truly cared about the

success of their students, educators who recognized the importance of relationship, in addition to

content knowledge, and teachers I would come to see as mentors and aspire to become one day. I

also did not know that first day, that I would meet and bond with a group of like-minded students

who shared my passion for teaching, who were as excited about learning as I was, and with whom

I have formed fast friendships with on this journey towards our future career as educators of young

children. The rapport I have developed with my Medaille instructors and the camaraderie that has

formed between my fellow classmates and I, have only served to solidify my belief in the

importance of relationships in education. I truly believe that with empathy, a genuine interest in

the lives of others, and the proper support, all things are possible in education, and as I look back

on the past ten months that I have spent engaged in this learning process at Medaille College, I am

proud and honoured to say that I have gained so much more than I initially thought possible.

Section five of my MSED Elementary Portfolio will demonstrate my ability to be reflective

in my teaching and highlight my belief in the importance of continually examining and evaluating

one’s practice and work with students and colleagues (DOE Claim 2 & 3). In this section, I will

show how my experiences in the teacher education program, as well as my engagement in this
portfolio process, have worked to shape me into the effective educator I am striving to be and

further developed my professionalism and pedagogical practices (DOE Claims 1, 2 & 3). Finally,

in this section, I will also discuss my preparedness as a new teacher candidate and demonstrate my

passion for teaching and making a difference in the lives of the students I work with.

Portfolio Project/Teacher Education Learning Experiences

My graduate studies at Medaille College in the MSED Elementary program have been,

what can only be described as, a whirlwind, both emotionally and cognitively. While it has been

overwhelming at times, I cannot underestimate the undeniable growth and development that I have

undergone through this process, and through the completion of this portfolio project, I have had

the wonderful opportunity to reflect back upon the various courses and fieldwork placements that

have come to further shape my pedagogy. Over the course of the past ten months, I have been

astonished by the sheer amount of information I have read and ingested, as well as all the valuable

in-class sessions and sharing of experiences from classmates and instructors alike. That

exchanging of ideas and networking of sorts in each of our classes has been an invaluable tool for

success as I progress through the program and now embark upon this new facet of my career

working with children.

In the past three semesters, I have had the pleasure of participating in a number of courses

that have both, introduced me to a number of new concepts, but also reminded me of theories and

practices that I already use in my work as an Early Childhood Educator. First semester, I had the

opportunity to learn about action research practices in our ECI 510-Research In Education course,

that emphasized the study and application of qualitative, quantitative, and data analysis skills,

while researching current issues in education at the New York State and local school district levels.

This course taught me about the importance of research practices which help educators study and
resolve issues that may be affecting the overall success and achievement of students, through the

careful consideration of all factors involved. My Survey Analysis, Artifact number five, for

example, demonstrated my ability to apply my knowledge and skills about survey research and

data collection to draw conclusions and create a plan of improvement after analyzing the survey

data collected. Participating in this project allowed me the opportunity to utilize research and

assessment strategies needed to improve student learning and achievement (CAEP Standard 1:

Content and Pedagogical Knowledge). In this class, I also had the chance to complete a School

New York State Report Card Review Project which provided me with the experience of studying

the government assessments of schools within the state of New York. In the completion of this

school district report card review, I learned about the wealth of information that is accumulated

and gathered each year, by the state of New York about its districts and schools. Further, I learned

that, as a layperson, parent, or teacher candidate, the information garnered on this site can be a

valuable resource when choosing potential schools and districts within New York State. Studying

the statistics gathered in this study, I learned that there is a great deal of diversity across the state,

both culturally and economically, and one might argue that there is a correlation between this

diversity and student academic achievement. More importantly, however, I learned that, as future

educators, it will be imperative that we look at statistics such as these and find creative and

inventive ways to meet our learners where they are, keeping each of their individual needs and

circumstances in mind as we plan academic experiences and differentiate our instruction to meet

these diverse needs. While at times, I found this course challenging, I cannot deny the value and

importance of learning about action research and how being able to utilize these new skills

effectively will improve both my efficacy as a new educator and my capacity to help students

achieve academic success.

 Other courses that I found extremely valuable in the MSED Elementary program were

those that focused on the individual learners and their experiences within the classroom. ECI 535:

Culturally Responsive Pedagogy and ESP 600: Foundations of Special Education both considered

the importance of meeting the academic, cognitive, and social/emotional developmental needs of

each student within the group setting of a classroom. While I had always recognized the

importance of acknowledging and planning for the different needs of individuals within the group,

study in these two courses emphasized the gravity of representing each learner within one’s

classroom, so that they feel included, empowered, and heard, which has a significant impact on

student success. What resonated most with me upon completion of these two courses was the

importance of being a caring and respectful educator who advocates for the individual learners,

while at the same time, being an exemplar to the students one works with (DOE Claims 2 and 3).

There is no question that, over the course of our history, prejudice and discrimination has always

been, and continues to be, a pervasive problem that afflicts our society. Especially today, one need

not look far to find the evidence of the inequities and injustices of our world at large; newspapers

are riddled with reports of racial bigotry and bias, economic disparity between the “haves” and the

“have nots”, especially as it pertains to the minority cultures in North America, and the hatred,

violence and oppression faced by lesbian, gay, bisexual, transgendered, and questioning (LGBTQ)

people. In such a social climate, it is incumbent upon those within the educational field to be

sensitive to the diversity within our classrooms so that we can address the inequities of our world

in ways that foster a respect and understanding of multiculturalism and establish a school climate

that celebrates differences (DOE Claims 2 &3). Further, for those students faced with

exceptionalities, it is imperative that we, as educators, determine how we can best meet their needs

by differentiating our instructional and assessment practices to level the playing field and support
them on their road to academic success and achievement (CAEP Standard 1: Content and

Pedagogical Knowledge).

Our field placements were another part of the MSED Elementary Program that I found

quite valuable. When I had first learned about Saturday Academy, I remember wondering to

myself, “what child wants to go to school on the weekend?” and, “when do we give children the

time to just be kids?” What I learned over the course of my first and second semesters however,

changed my whole thought process and left me feeling in awe of what Buffalo and “Strong

Community Schools” is accomplishing for, and with, students and families; working with the

Saturday Academy was such an eye-opening and rewarding experience. While I have been

working within 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 family 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 educational 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.

I have always been a strong proponent of the importance of relationships and the impact

they can have on the quality of one’s life (DOE Claim 3: Care). 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, 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…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 (CAEP Standard 1: Content and

Pedagogical Knowledge). 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. With these experiences in mind, I am confident that, as an educator and future

teacher, I will always value and strive to establish and nurture strong relationships with my students

and provide them with rich and engaging learning experiences in the hopes that they may come to

love school and become life-long learners (DOE Claim 3: Care).

Another class that I feel has important significance, especially in light of recent

circumstances with the Covid-19 Pandemic, is our EDU 571 Technology for the Elementary

Classroom course. While the movement towards incorporating technology into the classrooms is

nothing new, the impact of recent events brings to light the important role that modern technology

has for today’s classrooms. While once reserved for the occasional summer school course or post-

secondary online learning, because of Covid-19, distance education has become the new “norm”
for many schools, both elementary and secondary, and the near future of education is uncertain, at

best. Many school boards will be adopting a hybrid version of school, incorporating both in-class

instruction and some form of synchronous/asynchronous online learning for even students as

young as kindergarten. With this in mind, it has become ever more important for educators to

embrace technology and make it a part of their program to educate our learners. While I certainly

lack technological savviness, I have definitely come to appreciate the important advantages that

technology can have in our classrooms, both in-class and virtually. In EDU 571, I am learning

about the many wonderful tech tools that will help improve teaching and learning, as well as

empower students so as to facilitate their success and achievement. I am learning how to create

my own teacher website using the Weebly program which will help to promote parent/teacher

relationships and collaboration, as well as set up my own Google Classroom to make online,

distance education a feasible option for student learning. While I lack tenacity in working with

technology, my experiences in this course are helping to build my knowledge base and give me

the opportunities to practice with such tools, so as to boost my confidence where tech is concerned.

Acquiring these skills will not only make me a more effective educator, but also inspire students

to positively contribute to and responsibly participate in the digital world and for that, I am very

grateful to the Medaille College’s MSED Elementary program (DOE Claims 1 & 2, CAEP

Standard 1: Content and Pedagogical Knowledge).

Working through the process of creating my Capstone Portfolio has been quite a roller

coaster of events and my emotions have ranged from pure terror, to complete exhaustion, to finally,

immense feelings of pride for the accomplishments I have made over the course of this Master of

Science in Elementary Education program. Section Five of this portfolio has necessitated a level

of reflection that I have not yet had the chance to do until this moment. The sheer volume of work
required in this program, along with caring for my three children and working full time as an Early

Childhood Educator has left little time for self-reflection or to contemplate my experiences thus

far. For this reason, I am extremely pleased with the MSED Elementary Portfolio Project, as it

has required me to take the time to reflect upon my work and graduate studies at Medaille College.

I think what has resonated most with me through the development of this Capstone

Portfolio is the undeniable importance of self-reflection as an educator. Working in the field for

the past twenty plus years, I have had the pleasure of working with many different educators, both

Early Childhood Educators through my work at George Brown College, and Ontario Certified

Teachers within the Wellington Catholic District School Board where I currently work. In this

time, I have come to realize how easy it is for some educators to settle into a routine that seems to

preclude any kind of reflection or revision of their planning and teaching styles. They do the same

lessons, year after year, in the exact same manner they have always done because it is what they

know and perhaps, because it is easy; it causes me to wonder, however, if there is not a more

effective approach to teaching. I have also noticed that some educators also use the same

behavioural strategies year after year, despite what seems to be a changing trend in the what

students face in today’s society. I have always been a proponent of the philosophy that all

behaviour happens for a reason and it is our job as educators to figure out that reason and respond

appropriately in ways to best support the child. With this in mind, it becomes critical for educators

to constantly reflect upon their practices within the classroom to best meet the changing needs of

the students we serve. I hope that I never fall into this trap of doing what I have always done, that

I continually reflect upon my practices within the classroom, and that I contemplate often what

else, what more, and what differently I could do in my work with children to best support them in

their education (DOE Claim 2 & 3). In my humble opinion, it is this retrospection and mindfulness
as an educator, this practice of self-reflection that makes a teacher most effective and is something

that I plan to take with me in my future career as an Ontario Certified Teacher.

Readiness to Become a Teacher

If I had been asked at age eighteen, twenty-five, thirty-two, or even age forty what I saw

myself doing at fifty, graduate studies would not have even made the list of possibilities. Though

I had experienced changes in my professional life over the years, I did not necessarily see myself

returning to academia at this stage of my life. If there is one thing that I have learned in my years

however, it is this - life is full of twists and turns and can throw many surprises at you!

I was recently faced with the unexpected challenge of supporting my three children as a

single mother on the salary of an Early Childhood Educator, a career that I absolutely love but

struggle with financially. Despite my post-secondary education and desire to go to Teacher’s

College in the past, the timing never seemed to work out and there always seemed to be

insurmountable challenges in the way: the children were too young, we didn’t have the money for

college, there was a surplus of teachers and positions were scarce. However, when the opportunity

to study at Medaille College and earn my Master of Science in Elementary Education presented

itself, I was faced with a challenge and opportunity that I could not walk away from. Working in

education is a career that fulfills me in ways no other related career has and so, despite all the fears

and trepidation I felt ten months ago, I have worked diligently to build upon my skills as an

educator, which will allow me to continue working within the school system, but in a new capacity,

as an Ontario Certified Teacher.

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 (DOE Claim 3). 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 (DOE Claim 3). 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 when they reflect

back on their early schooling and I consider myself truly blessed to have such a rewarding career

(DOE Claim 3).

Through my past work experiences and studies at Medaille College, I have come to learn

about and have developed strong classroom management strategies to effectively guide the

behaviour of students and keep them engaged in the learning. I have developed my planning,

instruction, and assessment skills over the course of the program and feel confident in my ability

to implement lessons with students. I believe in the importance of Culturally Responsive Teaching

and dignity for all students and will strive to make every future student of mine feel valued,

welcome, important and empowered (DOE Claim 3). Over the course of the past ten months, I

have also studied the Common Core Standards and Ontario Curriculum expectations and am

confident in my ability to plan engaging lessons that meet the educational standards of each age

group (CAEP Standard 1: Content and Pedagogical Knowledge).

 Now, as I reflect upon my past experience and education, I cannot help but feel a sense of

pride in my accomplishments thus far, and am filled with excitement as I make this transition from

Registered Early Childhood Educator to Ontario Certified Teacher. As a mother of three, I have

worked to instill in my children an enthusiasm for learning and a strong work ethic. I have tried

to teach them that, with determination and hard work, anything is possible, their dreams,

achievable. I have always believed in the importance of being a lifelong learner and as it turns

out, that is exactly what I have accomplished at Medaille College. I know that with my past

experiences working in education, my educational background, and my graduate studies at

Medaille College in the Master of Science in Elementary Education program, I have gained the

knowledge, perspective, and competency required in the making of a great educator of young

minds (CAEP Standard 1: Content and Pedagogical Knowledge).

Conclusion

Section Five of my MSED Portfolio Project highlighted my ability to be reflective in my

practices as a professional and educator, through the contemplation of my experiences in the

teaching program at Medaille College, as well as my past education and work with children. In

this section I spoke to my preparedness as a new teacher candidate and my passion for education,

and demonstrated my readiness to join the teaching profession as an Ontario Certified Teacher. In

the next section, I will present an interview that will showcase my work and make connections to

an interview simulation where I will answer specific questions that may be asked at a job interview.

Further, I will make connections to my portfolio artifacts, standards, teacher skills, strategies and

professional dispositions and will use my Weebly website to highlight my work in the video.