Trumble David Portfolio

MSED Elementary Portfolio Project
David Trumble
06 - 07 - 2020
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
____David Trumble____________
Medaille College 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……..… 4
Section Two: Teacher Candidate Background Experiences……………………………… 10
Section Three: Teacher Candidate Artifacts……………………... ……………………… 25
Artifact #1: DASA Training Certificate……. ……………………………………… 26
Artifact #2: Pecha Kucha Presentation……………… …………………………… 29
Artifact #3: Weebly Teacher Website………………… …………………………… 36
Artifact #4: Literacy Learning Segment………………………………………………39
Artifact #5: Social Studies Lesson…………………….…………………………… 63
Artifact #6: Reporting of Child Abuse and Maltreatment/School Violence Prevention and
Intervention ………………………………………. …………………………… 74
Artifact #7: Science Lesson……… ………………………………………………… 78
Artifact #8: IEP Analysis………………………………………..……………………84
Section Four: Alignment to Curriculum & Professional Standards ……………………… 92
Section Five: Teacher Candidate Reflection …………………………………………..…. 110
Section Six: Teacher Candidate Interview Video ……………………………………….. 118
References ………………………………………………………………………………. 122

Section One: Teacher Candidate Introduction to the Elementary Portfolio Project
Introduction, Overview and Rationale
A good educator must be empathetic, creative, socially responsive, fun, a good listener, caring,
energetic, open-minded, flexible, organized, patient, and most importantly, someone who wants
to be in the classroom every day. This portfolio is a collection artifacts, reflections and stories
that prove, to myself and others, that I possess all the above-mentioned characteristics and will
one day make an exceptional educator.
Throughout the previous two semesters attending Medaille College’s Masters of Science
in Education program our instructors have been reminding us to collect our best work in
preparation for our portfolio. I must admit I was never fully aware of the purpose of our portfolio
until reading through the portfolio instructions given to us at the beginning of this class, EDU-
693 Elementary Portfolio. After reading through the instructions, meeting with the professor and
going through the provided examples I have come to the realization that the elementary portfolio
is designed for two reasons.
The first reason is that it gives me a chance to reflect and assess on the past 30-odd years
of my life, and how this had led me to peruse the teaching profession. Additionally, it gives me
the opportunity to reflect on the past two semesters of my education at Medaille College. I have
the chance to reflect on the multiple theorists we have studied, classroom management theory,
literacy instruction, the use of technology in the classroom, culturally responsive teaching, social
justice in the classroom, accommodating for all student needs, math & science instruction, and
my own professional disposition. This process will ensure that these are not subjects that I have
learned about just to gain the grade required, but are subjects that will remain entrenched within
me during my professional growth.

Secondly, this portfolio is a cohesive package that represents my journey from a 16-year
old snowboarding instructor to a 37-year old emergent competent professional educator. This
portfolio contains my story and the evidence of my ability to be a professional educator in a
format in which anyone can easily comprehend and can make judgment (hopefully positive!)
about my abilities.
This portfolio contains six sections. Section One is the Teacher Candidate Portfolio
Project Introduction. It introduces the reader to my portfolio and the major components that
make up the portfolio, as well as the educational theorists in which I admire. Section Two is the
Teacher Candidate Background Experiences. This section will tell the story that led me to where
I am today. Section Three is the Teacher Candidate Artifacts. This will highlight 10 assignments,
projects or professional certificates that showcase why I will be an affective professional
elementary educator. Section Four is the Alignment to Curriculum and Professional Standards.
This section is where I will demonstrate my ability to align my work and responsibilities to the
professional standards set forth for educators. Section Five is the Teacher Candidate Reflection
in which I will reflect on my journey through my education and career. And finally, Section Six
is the Teacher Candidate Interview Video. In this section I will simulate a professional job
interview.
Portfolio Development
This portfolio is comprised of six sections: Introduction, background experiences, artifacts,
alignment to curriculum, reflection and video interview.

Introduction
The introduction to this portfolio serves as an introduction to me as the teacher candidate. It
briefly explains my views on what makes a good educator, my educational theories and how they
connect to curriculum, classroom management, and best practices. Additionally, the introduction
will familiarize the reader with each section of the portfolio.
Teacher Candidate Background Experience
In this section I will outline the background experiences that have both influenced my decision to
become a teacher and have prepared me for a career in education. These experiences will include
both work-related information and my traditional educational background. Additionally, the 50
hours I have spent observing teachers in the classroom concurrent with my Masters in Education
program, and how this has affected and shaped my educational theories and philosophies will be
discussed in this section.
Teacher Candidate Artifacts
This section will present evidence, in the form of artifacts (lesson plans, certifications obtained,
research, etc.), which highlight the knowledge and abilities I have obtained throughout my
Master of Education program. It is with these artifacts that I will present myself as a ready and
capable educator of children. With each artifact I will showcase my best teaching practices,
professional disposition, abilities to plan, instruct and assess, accommodate all learners,
classroom management skills, and culturally responsive teaching responsibilities which are all
essential skills and characteristics of a professional educator of children.
Alignment to the Curriculum and Professional Standards
This section will be used to showcase how each of my artifacts align with the curriculum and
professional standards of both New York State and the Province of Ontario. Additionally, I will
use this section to provide evidence of my thorough knowledge of The New York State Learning
Standards, The Ontario Ministry of Education Expectations, Ontario Ethical Teacher Standards,
INTASC Standards, New York State P-12 Common Core Learning Standards, New York State
Code of Ethics Standards for Educators, Teacher Education Accreditation Council Claims,
Council for Exceptional Children Standards, International Society for Technology Education for
Teachers and Students.
Teacher Candidate Reflection
In this section I will present my skills and abilities of reflection on my previous educational
experiences, my work and life experiences, my teacher observation experiences, my experience
developing this portfolio and any other experiences, both positive and negative, that have made
an impact on my abilities as a professional educator. Reflecting often is an important part of the
teaching profession as it allows us to learn from our mistakes and successes in order to become
even more competent educators.

Teacher Candidate Video Interview
This section will present a practice teacher interview video in which I highlight my abilities to be
hired as a professional educator. In this video I will make connections to artifacts in this
portfolio, my skills and abilities, my knowledge of curriculum, and showcase my professional
disposition. Additionally, this interview simulation will allow me to practice a professional
interview in order to prepare for interviews in in the education field.
Theories, Theorists and Experts in the Field of Education
While doing my Masters of Education at Medaille College many important educational theorists
have had an impact about my own personal theories about education.The theorists that have had
the most important impact on me are Dr. Benjamin Bloom, Robert J. Marzano, and Dr. Robyn
Jackson.
I would be remiss if I did not begin with Dr. Benjamin Bloom as the single most
important theorist I have learned about during my studies. Dr. Bloom’s hierarchical framework
of educational goals, more commonly known as Bloom’s Taxonomy, is of the utmost importance
for all instruction and assessment in which an educator plans. The framework consists of six
hierarchical levels of “classifying thinking according to six cognitive levels of complexity”
(Forehand, 2011). It is this framework that has affected every lesson plan that I have designed
throughout the last three semesters. As a future educator it is my job to encourage higher order
thinking with my students and Bloom’s framework has guided me through each and every lesson
I have created.
Robert J. Marzano’s classroom management strategies have made each day in my role as
a substitute teacher more successful than before I had studied his important text Classroom
Management That Works: Research-Based Strategies for Every Teacher. Enacting discipline in
the role of a substitute teacher often proves difficult, as there is not a strong relationship between
teacher and student. His theories on disciplinary interventions have changed the way I run a
classroom. Simple techniques on how to deal with disruptive students using eye contact, a
gesture, teacher positioning, simple verbal reminders have been shown to decrease student
disruptions and they do so without harsh language, yelling or student removal. These techniques
have allowed me to maintain a more productive classroom and to build positive relationships
very quickly with many students who may normally be the bane to many substitutes.
I was introduced to Dr. Robyn Jackson’s student motivational theories not in a textbook
or research paper, but through the podcast Angela Watson’s Truth for Teachers. In this podcast,
in which she is a guest, Dr. Jackson introduces the listener to what she calls students’ primary
will drivers. She explains that all students are motivated by autonomy, mastery, purpose or
belonging/connection. It is our job, as teachers to uncover our students’ will drivers “because the
moment you figure out that student’s will driver and start feeding it, that student starts to turn,
and that student starts to respond to you differently.” (Jackson, 2020). We must ensure that we
design every lesson and activity with all our students’ will drivers in mind. Throughout my
studies at Medaille I have had the burning question of how is it possible to motivate each and
every student. Are there not some kids who are just not motivated? When I heard Dr. Jackson on
this podcast while driving my car I immediately pulled over and ordered her book How to
Motivate and Engage Reluctant Learners from Amazon. I look forward to further studying her
book this semester, and during my fall practicum.

Conclusion
This portfolio is a representation of everything that has brought me to this moment as a candidate
for qualification in the field of education. The journey has been long and convoluted with many
success, a few failures, and of course, some regrets. I have learned along the way that it is never
to late to start over. Medaille College’s Master of Science Education program and three
important theorists have prepared me to be a culturally responsive and technology adept teacher
who has the ability to plan, instruct, assess, manage a classroom, motivate, accommodate all
students, and maintain a professional disposition. The artifacts presented in the next section
represent some of my best work throughout the last three semesters. I have chosen a wide array
of work that demonstrates my proficiency at the skills required of a professional educator as
well as my deep comprehension of the character traits and knowledge required to be a socially
just leader in both the classroom and the school.
Section Two: Teacher Candidate Background Experiences
Introduction
The principle reason why I am pursuing a teaching career is because I want to know that each
day when I go to work I’ll be making a difference in someone’s life. From working as a certified
arborist to being a small business owner, at 37 years of age I have had the opportunity to explore
a variety of career interests. However, there was always something missing. Through significant
reflection I’ve come to realize that the missing piece was the opportunity to dedicate myself to
effecting positive change. I believe that as a teacher I can positively affect the lives of young
students, and inspire life-changing decisions. Additionally, wanting to learn about myself and
expand my skills and knowledge on a daily basis has always been a guiding principle in my life.
I am excited at the prospect of being a part of an ever-changing field and I am dedicated to
continually learning and growing alongside it. Cultivating knowledge and expertise in my area of
practice on an ongoing basis will ensure I remain an effective teacher throughout my whole
career. I have a passion for learning and want to share that with others. I am devoted to working
with children, and I look forward to being a leader whose passion and interest for working with
young people will teach me as much as I can teach them.
Teacher Candidate Educational Background and Work Experiences
I did not realize my desire to become a professional educator until the age of 30. Though,
looking back now, I knew I wanted to be a teacher since middle school. When thinking about the
best times of my life they inevitably take place in a school. In high school I always made the
point my friends who hated school, when are you going to get to spend five days a week in the
same location as all of your friends? In elementary school I loved the science fairs, assemblies,
Christmas concerts, baseball at recess, field trips, and even the walk to and from school. I loved
literally everything about school. Aside from my actual home, it’s where at felt most at home. I
was fortunate enough to have two great male teachers/role models back-to-back in both grade 6
and 7, Mr. B and Mr. G, whom both have had a significant impact on my educational experience.
In addition to Mr. B and Mr. B, the struggle and eventual success I had with grade 13 calculus, a
class I needed to pass in accordance with my university acceptance, proved an important
experience in my educational career.

Mr. B was the one and only male staff member at my elementary school in Owen Sound,
Ontario. In addition to being the only male staff member, he taught grade 6, the last year before
moving on to a completely new school. My first 6 years at this school were a build up to the final
year, at the top of the hierarchy, with the one male teacher whom everyone both feared and
respected. Because our school had open concept classrooms, throughout grades 4 and 5 I was
privy to the terror Mr. B was capable in inflicting upon his class. But, I was also mesmerized by
the interesting work the class was doing, the laughs emanating from his room, and the famous
black light routine his class choreographed and performed every year at the Blue Water District
School Board annual general meeting at the local legion hall. The respect he showed for his
students was unlike anything I had experienced in the preceding grades. He let us go to the
washroom without asking. We got to choose our desk (beside all our friends of course). He
didn’t give us homework. He left the week’s words on the wall during the spelling test (honour
system). He was honest with us about his newly diagnosed diabetes and heart problems. He let
us bring in our own CDs to play during art class. He gave us the autonomy to make our own
decisions, but also had high expectations that we would make the right decisions. The moment
anyone took advantage of these freedoms or showed a lack of respect toward him, a fellow
student, or the class, his/her privileges were immediately revoked. By providing his students’
with the autonomy to make their own decisions, Mr. B. instilled a sense of self-respect that made
you want to make the right decision. His balance of being firm yet fair has left an impact on my
that I still feel to this day, 26 years later. Because of Mr. B, I will allow my future students the
autonomy to make their own decisions in the hopes that it will enable them to learn important
decision-making skills that will carry them into high school and beyond. Last summer while
waiting at the Subaru dealership for my car to be serviced I struck up a conversation with another
customer. She told me she was a retired teacher and had finished her career at my former
elementary school. She had become a close friend to Mr. B. She informed me of his death just a
year before, and told me how much loved water skiing. When I mentioned that I was about to
begin my Masters in Education in a few weeks she quietly told me how happy he would have
been to know that a former student of his was entering the education profession.
The transition from grade 6 to grade 7 was pretty difficult for me. My elementary school
only went up to grade 6 so our whole class had to move to a different school and be split up into
10 different classes. Looking back, this new school was pretty rough for a small, relatively rural
city. There were fights, kids smoked, grade 8s made out in the hallways, and kids had dyed hair.
This was like nothing I’d seen in elementary school. Enter Mr. G, my homeroom/social studies
and literacy teacher. Mr. G’s approach was not that dissimilar than that of Mr. B’s. He was stern
and tough yet treated us like equals. But, underneath that stern demeanor that reeked of cigarette
smoke was the kindest teacher I have ever had the pleasure of meeting. When I was intimated
about the walk home form my new school, Mr. G . stayed 20 minutes late with me every day for
the first two weeks so I could wait and walk home once the schoolyard had quieted down. I was
a pretty good reader and by the winter I had read every book in our classroom that interested me.
Mr. G saw that I was bored by my new selection and went to the city library after work and
signed out a box full of books in which I could make a selection. Mr. G cared about every single
one of his students and he had no qualms about staying late or putting in extra time to ensure his
students were safe, happy, challenged, and looked after. I believe to be an exceptional teacher
one cannot fake their way to success. They must genuinely care about their students’ wellbeing.
Mr. G’s kindness is something that still resonates with me to this day. If I can find the same level
of compassion and understanding for my student’s as Mr. G. did with his, I know that I will be a
successful educator.
I was never a great student, but I didn’t struggle either. I managed an average of
approximately 80% throughout high school without having to put in much effort. OAC calculus
changed all of this. I was accepted to the University of Guelph to pursue an economics degree
but my acceptance was conditional, I had to pass OAC calculus, a class that I was on the verge of
failing. I set a strict studying routine from 5pm to 6pm every evening and signed up with a
weekly tutor. Still, I was barely managing a passing grade. By the time June exams arrived I had
calculated that I needed to score a 61% on the exam to pass the class, no small feat for a
struggling non-mathematician. I upped my tutoring to twice a week and my studying to 2 hours a
night for the last four weeks of school. I can happily report that I scored a 77% on that exam,
much higher than I needed to pass the class. The discipline and routine I held myself too was like
nothing I had done before or have ever done since. I know my students won’t always understand
everything right away, nor will they always be determined to learn everything. But, I will always
have high expectations and hold them to a high standard. I know that if they put in the work they
can achieve what I expect of them.
Work Experience
I have been fortunate to have many opportunities to share my knowledge, experience and
interests with children in a variety of learning environments. My instructing career began at
sixteen when I completed my Canadian Association of Snowboard Instructors Level 1
Certification. I continued to work as a snowboard instructor for 16 years and completed many
additional training certifications in that time. Additionally, I have been employed in leadership
positions with other youth focused organizations: skateboard camp instructor, municipal day
camp counselor, event and volunteer coordinator, youth events manager, and substitute teacher.
Growing up I was an avid skier and snowboarder and this passion led me to pursue the
certification required to be a snowboard instructor. At age 16 this was my first job and a job I
continued to do on weekends until the age of 32. By the time I was in my 20s I wasn’t doing this
job for the money. I was doing it for the passion of sharing my favourite sport with young
learners. This introduction to the world of teaching, partnered up with an exemplary
mentor/supervisor, taught me that lesson plans are an important part of the learning process. That
being said, a plan must be flexible, adaptable and accommodating in order to be most effective. I
believe that if you are too rigid with your methods and stick exactly to the plan that you
envisioned, you may meet your own goals for the lesson, but not the goals of the students.
Furthermore, it helped me understand that no two students are the same, and thus, require
differential teaching methods.
The last summer before university I was thrilled to land a position as a day camp
counselor with the municipal parks and recreation department. I can honestly say that this was
one of the most rewarding jobs I’ve had in my life. It was here that I learned how to really
connect with children because I got to spend every day with them for a whole summer. That
summer, they spent as much time with me as they did with their parents. I learned that when a
child is having a bad day they don’t always want you to fix their problems; they often just want
you to be with them, listening and not judging. Many kids came to camp each day without
lunches and relied on our stash of granola bars and apples to get them through the day. At the age
of 18, I knew poverty existed but I had always been privileged enough to view it from the
outside. Now I was seeing the real affects it had on people’s lives.
For the past two school years I have had the privilege as working as an emergency
substitute teacher. I get phone calls at 6:30am when a qualified substitute teacher has not filled a
position. This role came with absolutely no interview, training, or assistance. On my first day I
was handed a day plan and the keys to a grade 3 class without so much as a “good luck” from the
principal. To say this role has prepared me to be an educator would be an understatement. After
my first week I quickly realized I needed a classroom management plan. Without a plan I wasn’t
going to last a month. I happened upon Robert J. Marzano’s Classroom Management That
Works and poured over all his theories. By my third week I was able to maintain a civil
classroom in which some learning could actually be accomplished. It was in this environment
that I began learning and building the necessary skills required to be an exceptional educator:
patience, empathy, equitability, flexibility, quick thinking, and time management. They say
necessity is the mother of invention. My experience being thrown untrained or monitored into
elementary classrooms taught me how to quickly develop the skills needed to not only survive,
but to also thrive.
School Observations and Classroom Application
In this section I will reflect on my experiences while conducting my 30 hours of classroom
observation and how this experience has affected me as a future educator. Additionally, I will
reflect on some observations I have made of other professional educators while working my job
as an emergency substitute teacher. My field observations took place at an outdoor education
centre that is part of the Toronto District School Board and in a music classroom at a school in
the Blue Water District School Board.

Within the first ten minutes of my time in both of these classrooms one thing stood out
above everything else. The students adored both of these teachers. My first thought was that it
was because they kids were out of their core class and we’re relieved to be in music or at the
outdoor education centre. After observing these teachers work it was evident that it was more
than that. Both of these teachers were high energy, fully present and obviously loved sharing
their knowledge with their students. They were genuinely curious to engage with their students,
discuss the day’s topic, and listen to what their students had to say.
The music teacher warned me that one of his periods was with a very difficult grade 5
class and that it took him his full commitment to ensure the class remained on task and did not
descend into chaos. While watching him work for these 40 minutes I learned more than I could
learn from any textbook. Rather than wait for this class to come to his room we went up to their
homeroom class to pick them up. He had them line up in their room and would not allow them to
enter the hall until they were quiet and calm. He asked them to remind him of the hallway rules
and explained that the rules weren’t meant as a punishment to kids but as a way to respect the
other classes. He then told the behaviourally challenged student he needed him up at the front
because he needed a responsible and strong young man to be his doorman. Giving this student a
task that made him feel confident and important changed his behaviour immediately. It was
astounding. When we arrived to the music classroom he ensured the students were lined up and
calm before allowing anyone in the room. He got his doorman to let five students in at a time
while he was directing the kids to quietly go to their assigned seat. Not once during this whole
process did I notice any bad behaviour or disruptions. The rest of the period was conducted by a
teacher at the top of his field. There was structure and order. There was no downtime in which
the students could get bored. And, best of all, they were working on a song by Queen, which they
had chosen, so they were excited to be learning it. The teacher admitted to me after that he was
always tired after that period because he had to be 100% “on”, but assured me that it was worth
maintaining order and showing them how fun music can be. The effort he put into this period
took careful planning. He had their seats arranged and instruments out before he picked up the
students, he had a routine that he created and stuck to, he carefully orchestrated his lesson clearly
and without downtime, and he had prearranged jobs for any child who was prone to causing a
disturbance. It was on my drive home that day in which I realized just how much effort and
energy is required to be an exceptional teacher. But, the alternative, being a lazy and
disorganized teacher is even more exhausting.
The outdoor education centre in the Toronto District School Board is a place where kids
have a lot more freedom than they do when they are in the classroom sitting at their desks. To be
a teacher at a school like this requires a lot of physical energy and passion. The days I was there
were spent cross-country skiing and making bonfires in which to cook lunch over. The teacher I
was observing assured me that these were typical days at the centre and that we went home
physically exhausted every single night. But, he said, he wouldn’t trade his position for any other
job in the world. His passion was obvious. He challenged the kids to races and stopped the whole
class to point out a pileated woodpecker. He even brought in his own venison sausages that he
made in his garage to share with this group because they were from an inner city school and he
didn’t think they had ever had venison before. It was truly astounding and inspiring to watch this
man in action. He embodied everything any parent would want in their child’s teacher. He was
energetic, fun, wanted every single student to have a great day, and was an encyclopedia of
outdoor/nature knowledge. There’s a saying that goes you can’t teach what you don’t love. This
teacher embodied that saying for every minute of the day and showed me the power of passion in
the classroom and the effect it has on the students.
During my time as an emergency substitute teacher I have seen many great teachers and
have reflected on what I can learn from them. Unfortunately, I have seen many terrible teachers
in action, but I have learned something from them as well. I think teachers who have been
teaching children for a long time forget the affect they can have on a child with their words. I
have witnessed teachers scolding children for acting like children, sending them out of the room
for sitting the wrong way in their desk, yelling at them for coming in from recess dirty and wet,
kicking them out of the Christmas movie screening for not paying enough attention, I could go
on for a whole paragraph. I have noticed during every one of these moments a look of dejection
in each child’s face when their teachers speak to them in this manner. I cannot even begin to
imagine what it must feel like for them on the inside when this happens. After learning about
trauma in EDU 535 I am even more sensitive to speaking to children in such a cutting manner.
We learned that we should assume every child has experienced trauma, because we often have
no idea what is going on inside a child or at their home. Speaking to children like this is not our
job as teachers. Our job is to find a way to connect with children and to understand their
behaviour. Of course, teachers are going to be short with their students sometimes, but I want to
be a teacher who builds meaningful connections with my students by understanding the reasons
for their behaviour and showing empathy to their troubles.
Philosophy of Education
My philosophy of education is a work in progress and I think it will remain so throughout my
career. I am willing to remain open to new ideas and practices as they are introduced to me as I
think a true professional in any field must be continually reflecting, learning and growing. I look
forward to reading this section in five years from to see which philosophies have changed and
which have remained constant.
The School
The school is one of the most important institutions in a city. It is far more than just a place of
education. It can serve as a community hub, a place of education, an athletics centre, a recreation
centre, the local theatre, a polling station, and so much more. For this reason I believe it is
important that schools remain well funded to maintain their important role in the community. As
a place of education, the school’s first role is to provide a safe environment for every student
who is enrolled there. Often, the school is a safer place than the child’s home. In a 2008 report
issued by the Ontario College of Teachers it was reported that there is a correlation between
student success and the school environment. Students are more motivated and able to reach their
full potential when the school environment is a safe, positive and includes supports (Ontario
College of Teachers, 2013).
Learning
Having recently been introduced to constructivist learning, I believe this to be the ideal way in
which to engage all learners because it works in congruence with Bloom’s approach to higher
order thinking. In this method the focus is on the students being actively involved in their
learning, rather than the teacher presenting information to them while they sit passively. This
method treats knowledge not as facts to be memorized, but as a dynamic, ever-changing
discovery of information and understanding. Using discovery based inquiry and problem solving,
students are asked to explore and extrapolate to draw dynamic conclusions (Langdon, 2017). At
the elementary level I believe this to be superior to the traditional didactic method of teaching.
To ask young children to sit through more than a few minutes of lecture or instruction seems to
me, at this point in my education, like a method that will result in classroom disruption and loss
of attention and the students will not reach their full potential.
The Curriculum
I believe curriculum must first and foremost be a reflection of current affairs, politics, and
cultural zeitgeist of the community, the district, the nation and the world. However, the
underlying requirements will always be the same. Students need to know how to read, write,
critically think, and do math. A strong, modern curriculum requires students to learn these
important foundational skills while also creating socially just, culturally responsive, and
critically thinking global citizens. The world changes so rapidly and curriculum must be able to
adapt quickly as well.
I do not believe we can avoid an implicit hidden curriculum. Our job as educators and
role models is to ensure the hidden curriculum is fair and equitable and does not prop up the
dominant culture because as Assor and Gordon state “the hidden curriculum is in many respects
likely to be more effective than the manifest curriculum. The lessons it teachers are long
remembered because it is so pervasive and consistent over the many years in which our student
attend school. Its lessons are experienced daily and learned firmly.” (Assor and Gordon, 1987).
The Learner
I believe the learner to be the most important factor in any philosophy of education. After all, the
learner is the main reason for which educators exist. Learners are a complex group and it is our
job as teachers to find a way to engage with every single one of our learners. This will be
difficult but I do believe everyone can learn if we know what motivates him or her. Dr. Robyn
Jackson’s will driver approach states that most people are motivated by mastery, connection,
purpose, or autonomy (Jackson, 2020). We must plan our instruction and procedures to satisfy
these four will drivers in order for all of our leaners to be motivated.
Assessment
I find myself grappling with the philosophy of assessment. Of course we need a method to
ensure our students have comprehended or mastered the material required of them by the
curriculum. Additionally, assessment drives our instruction. We have to know that our students
have mastered a concept before we move on to the next concept. That being said, I do not believe
there is a perfect, universal way of assessing students. For example, some students are excellent
test takers, yet some students, even though they have may have full mastery of a concept, cannot
translate their understanding through a written test. On the other hand, some students translate
their knowledge during the unit through spoken word, illustration, audio/video, etc. I truly am
not sure at this early point in my career if there is a way to balance assessments to ensure all
students are given an opportunity to demonstrate their comprehension. I hope to design my
lessons to have a variety of options in which my students can showcase their knowledge.
Classroom Management
Classroom management is the foundation to learning. It refers to everything a teacher does with
his time, space, materials and behaviour to ensure an optimal learning environment is created.
Harry Wong’s advice for classroom management states that we must establish a well-managed
classroom on the first day of school in order to set our class up for continued success throughout
the year. He suggests to make sure your classroom is ready, make sure your students know where
to go and how to get there, and to arrange the seating plan ahead of time. Throughout the year he
suggests that an effective teacher minimizes down time, posts the classroom rules on the wall,
and is consistent with consequences and rewards for behaviour (Wong, 2018). Having witnessed
the music teacher I observed follow most of these guidelines, and experiencing their
effectiveness, I know this fairly simple, yet highly effective approach will be an approach I take
every year.
The Teacher
A teacher’s position is different from many professions. They are under constant public scrutiny;
therefore it is imperative that they maintain a professional disposition both in the classroom and
in the community. A teacher must have the ability to be fair and equitable. A fair and equitable
teacher positively promotes equality and integration within a learning environment despite
differing racial, cultural, familial, and socio-economic backgrounds. In addition to all the
abovementioned important and serious attributes it is ever so important for a teacher to
remember to have fun, be goofy, sing, dance, laugh, and play. After all, they get to be with kids
every day.
Resume
Below you will find my resume, which highlights my related experiences.
Dave Trumble
118 Algonquin Drive, Meaford, Ontario
(519) 387-1272
trumble.dave@gmail.com
CERTIFICATION: Seeking certification with the Ontario College of Teachers
EDUCATION: Master of Science in Education, Elementary (anticipated December

2020)
Medaille College, Buffalo, New York

GPA: 4.0
Bachelor of Arts, 2013
University of Guelph, Guelph, Ontario
RELATED EXPERIENCE: Emergency Supply Teacher, Bluewater District School Board,

2018-Present
 Follow and teach lesson plans assigned by classroom teacher for
students in
Kindergarten through the 12th grade
 Manage a class of 19-26 students
 Determine appropriate consequences for inappropriate student
behaviour
 Communicate to classroom teacher regarding the day’s progress
Pre-Student Teaching Experience, Buffalo Public School District,

2019-Present
 Prepare and implement literacy center lessons for the Saturday
Academy Program
EMPLOYMENT: Youth Events Manager – Georgian Peaks Ski Club – Thornbury,

ON (2015 – 2019)
Co-Owner – EcoCultures Edible Gardens – Meaford, ON (2015 –
2017)
Snowboard Instructor – Georgian Peaks Club – Thornbury, ON
(1999 – 2015)
Event Coordinator – Freestyle Ontario – Collingwood, ON (2008 –
2010)
Day Camp Counsellor – City of Owen Sound – Owen Sound, ON
(2002 – 2004)
TRAINING:
 Dignity for All Students Act (DASA) certified
 Canadian Association of Snowboard Instructors: Freestyle Coach,
Level 1 Carving Coach, Level 2 Instructor
 CPR/AED/First Aid Certified
 International Ski Federation: Level D Technical Delegate, Level
D Freestyle Judge
 Certified Urban Arborist (Humber College, 2012)
TECHNOLOGY:
 Digital Desktop Publishing Certificate (George Brown College,
2009)
 Well versed with Adobe Suites, SMART Boards Remind and
Microsoft Office
Conclusion
The importance of this section cannot be overstated. While writing this section I was given the
opportunity to reflect on the life experiences that led me to pursue a career in education, the
observations I made in the classroom and how they will affect my future as a teacher, and most
importantly, it gave me the chance to develop my philosophy of education.
[Back to Table of Contents]

Section Three: Teacher Candidate Artifacts
Introduction
Section three of my portfolio is a sample of 8 artifacts that highlight my abilities to be an
exceptional educator. The artifacts I have chosen showcase my competency in planning,
instruction, assessment, engagement, diversity, literacy, science, professional development,
technology, and professional disposition. The artifacts are connected to and in accordance with
standards and professional principles set by the Ontario College of Teachers, New York State
Code of Ethics and Standards, New York State P-12 Common Core Learning Standards, New
York State Learning Standards, the International Society of Technology in Education, the
Council for Exceptional Children, the Department of Education and Council for the
Accreditation of Educator Preparation, and the Interstate New Teacher Assessment and Support
Consortium. The eight artifacts included in this section are: my Dignity for All Students Act
certificate, my Pecha Kucha presentation on instruction of deafblind students, an IEP analysis, a
science lesson, a Weebly teacher/class website, a three lesson literacy learning segment, a social
studies lesson, and my Reporting of Child Abuse and Maltreatment/School Violence Prevention
and Intervention certificates.

Artifacts & Rationales
Artifact #1: Dignity for All Students Act Training Certificate
My first artifact is the certificate that proves my successful completion of the Dignity for All
Students Act, or DASA, training. The completion of this training was a requirement for EDU
535 and it addresses harassment, bullying, and discrimination prevention and intervention in
schools (DASA Training Information, 2020). I believe it is imperative that all exceptional
educators continually partake in professional development. Professional development should not
be limited to just curriculum and subject matter, but also to disposition, behaviour management
and prevention and intervention of unwanted behaviour. Bullying is a seemingly never-ending
problem in our schools. With the addition of social media this bullying can take place 24 hours,
often out of sight of adults. It is of the utmost importance that educators are aware of the signs
and symptoms of bullying and harassment in order to ensure that due diligence is taken to
address all incidences and further, to address the underlying cause. I do not believe that I could
be an effective teacher without the strong foundation that the DASA training has provided me.
Additionally, I know that my students and their peers will benefit because of this training.
Standards and Principles
InTasc
Standard #2: Learning Differences - The teacher uses understanding of individual differences
and diverse cultures and communities to ensure inclusive learning environments that enable each
learner to meet high standards.

NYS Code of Ethics Standards
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.
DOE Claims and CAEP Standards
Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices. Claim 3: Medaille College graduates are caring educators.
Ontario College of Teachers Ethical Standards
Care: The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.
Respect: Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members
honour human dignity, emotional wellness and cognitive development. In their professional
practice, they model respect for spiritual and cultural values, social justice, confidentiality,
freedom, democracy and the environment.


Artifact #2: Pecha Kucha
The second artifact in this portfolio is my Pecha Kucha presentation. Pecha Kucha is a style of
power point presentation in which there are 20 picture slides with 20 seconds of audio per slide.
My Pecha Kucha presentation taught the viewers about deafblind students: the definition of
deafblindness, causes, expected behaviour, teaching strategies, communication strategies, and
curriculum modifications. According to the Council for Exceptional Children it is imperative that
educators engage children with exceptionalities in meaningful learning activities and social
interactions (Initial Preparation Strategies, 2015). This artifact highlights my abilities to engage
with, instruct, assess, and plan for children with exceptionalities. Additionally, it highlights my
desire for continued professional development and my ability to take a unique approach to an
often dull presentation method (power point).
InTasc
Standard #1: Learner Development The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of
each student. Educators promote growth in all students through the integration of intellectual,
physical, emotional, social and civic learning. They respect the inherent dignity and worth of
each individual. Educators help students to value their own identity, learn more about their
cultural heritage, and practice social and civic responsibilities. They help students to reflect on
their own learning and connect it to their life experience. They engage students in activities that
encourage diverse approaches and solutions to issues, while providing a range of ways for
students to demonstrate their abilities and learning. They foster the development of students who
can analyze, synthesize, evaluate and communicate information effectively.
DOE and CAEP Claims
Claim 3: Medaille College graduates are caring educators.
ISTE
1. Learner: Educators continually improve their practice by learning from and with others and
exploring proven and promising practices that leverage technology to improve student learning.
CEC Standards
2.1: Beginning special education professionals, through collaboration with general educators and
other colleagues, create safe, inclusive, culturally responsive learning environments to engage
individuals with exceptionalities in meaningful learning activities and social interactions.
One who has a combined loss of both hearing and vision

and in which neither of these senses can be used as a
primary source of processing or receiving information is
considered deafblind. The loss of these senses creates
extreme difficulty in learning, participation, retrieving
The deafblindness sensory range is quite substantial.

Some children who are diagnosed as deafblind have
enough vision to move around in the world
somewhat independently, can recognize familiar
people, can read sign language at a close distance,
and may be able to read large print. Some children
may possess enough hearing to distinguish some
familiar sounds, comprehend some speech, and may
even develop some speech themselves.
Deafblindness is considered a relatively low

occurring disability in Canada occurring in
approximately 1 in 3,000 people. This rate is
expected to grow as Canada’s population ages.
Despite this, deafblindness is not recognized as a
distinct disability by Canada’s federal government.
Individuals who are deafblind are very isoloated and
are in desperate need of means to access information
to live more inclusive lives.
Deafblindness is a disability of access to

information, which causes many deafblind children
to lack the motivation to move about in the world
due to anxiety and strong feelings of dependence on
others. Children who are deafblind often miss cues
about what is going to happen next, the approach of
another person, or a change in routine. This can
create an unpredictable world and cause a deafblind
child to live in a state of fear and anxiety.
A deafblind child living in this state may

withdraw from social activity, engage in
aggressive behaviour or may even commit self
harm. Additionally, barriers to communication
with their environment may lead to high levels of
stress and difficulties remaining focused. Finally,
many studies have shown that deafblind people
have significantly higher rates of depression than
people with a single sensory impairment or no
impairment at all.
Specialized teaching strategies are needed that

focus heavily on communication instruction. The
principle communication methods are touch cues,
object symbols, sign language, gestures, picture
symbols, finger spelling, signed English, braille
writing and reading, American Sign Language,
lip-reading speech, Pidgin Sign English, Tadoma
method of speech reading, and large print writing
and reading.
Team members working with a deaf-blind student

must consider her learning style, her needs and the
requirements of the task. Some strategies to use
are: involving the student in the brainstorming
These assistive technological devices may

include light boxes to increase contrast,
magnification devices to enlarge visuals or
amplification devices to increase volume.
An expanded curriculum should be considered

when planning placements and services for
deafblind students. This curriculum may include
orientation and mobility skills, communication
skills, social skills, and independent living skills.
This curriculum is taught best through real life
interactions which will allow deafblind students
to actively participate in both home and
community life.
Some methods to build communication between

a deafblind student and their teacher include
symbolic communication and nondirective
touching. Symbolic communication is the
introduction of words, spoken and/or signed,
with the use of symbols, gestures or objects to
facilitate the building of an environment rich in
meaningful language. This can lead to the child
making meaningful connections between words
and the things for which they stand.
An orientation and mobility specialist should be

enlisted to help create a reliable routine of
meaningful activities, coupled with a means of
communicating this routine. Ultimately,
because the range of impairment is so great
with deafblind students, the placement team
must carefully consider the range of special
services and supports mandated in the student’s
IEP and find a placement where these can be
delivered in the most effective manner.
Children of the Silent Night: The Inspiring

Story of Laura Bridgman by Edith Fisher
Hunter is a short novel appropriate for grades 4
and 5 tells the story of Edith Fisher Hunter, a
young deafblind child who is the first known
deafblind person in North America to learn to
read and communicate. Fifty years before Helen
Keller!
For younger grades I recommend I am Helen

Keller by Brad Meltzer. It tells the story of
Helen Keller who was deafblind from a young
age. Through her teacher she learned to speak

Artifact #3: Weebly Class Website
My third artifact is my teacher/classroom Weebly website, https://mrtrumble.weebly.com/.
I have chosen this artifact as it showcases my ability to communicate with my students and their
parents in an effective manner and it demonstrates my ability to use technology in the classroom.
The website serves as a strong line of communication between myself and my students and their
guardians. The site is simple, clean, and easy to navigate, and clearly illustrates the classroom
rules a link to the weekly class newsletter, resources for students and parents, homework
reminders, assignment information, field trip information, and a method for contacting. Using
this platform I can ensure that important information is available to parents, rather than relying
on notes sent home. If my students forget their work at school they have access to homework and
assignment information from their homes. Given the Corona virus pandemic and the uncertain
future of our education system, I believe technology will play a vital role in education for the
foreseeable future. According to the United States Department of Education using technology in
learning and education increases engagement, supports learning 24 hours a day, increases student
motivation, and expands course offerings and materials (Use of Technology in Teaching and
Learning, n.d). My weebly site highlights that I am a technologically savvy educator who uses
his abilities to create a better learning experience for his students.
InTasc
Standard #3: Learning Environments The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self motivation.

NYS Code of Ethics
Principle 2: Educators create, support, and maintain challenging learning environments for all.
Educators apply their professional knowledge to promote student learning. They know the
curriculum and utilize a range of strategies and assessments to address differences. Educators
develop and implement programs based upon a strong understanding of human development and
learning theory. They support a challenging learning environment. They advocate for necessary
resources to teach to higher levels of learning. They establish and maintain clear standards of
behaviour and civility. Educators are role models, displaying the habits of mind and work
necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning
individuals who reflect upon and monitor their own learning.
Medaille College graduates are caring educators.
ISTE
3. Citizen: Educators inspire students to positively contribute to and responsibly participate in the
digital world.
Trust: The ethical standard of Trust embodies fairness, openness and honesty. Members'
professional relationships with students, colleagues, parents, guardians and the public are based
on trust.

Artifact #4: Literacy Learning Segment
My fourth artifact is a three lesson learning segment with the goal of teaching students to identify
point of view and explain how it is developed and conveys meaning, and explain how an
author’s geographic location or culture affects his or her perspective. This artifact provides
evidence of my ability to plan a scaffolded lesson that follows a sequential order. Each lesson
builds on prior knowledge and knowledge learned during the previous lesson culminating in
mastery of how point of view in a literary story is developed and conveys meaning. Additionally,
this learning segment showcases my ability to develop formal and informal means of assessment.
Throughout the lesson students are asked to give a “thumbs-up” or “thumbs-down” if they are
ready to proceed, exit tickets are required at the end of each lesson in order for me to gage what
we need to review before beginning the next lesson, small group and class discussions are used
in each lesson, and graphic organizers are required to be completed in each lesson. I have also
included many think, pair, share questions. Frank Lyman developed the think, pair, share
strategy as an active learning technique, which encourages students to practice their problem
solving, and communication skills and also increases engagement and improves student learning
outcomes (Lightner & Tomaswick, 2017).
InTasc

Standard #2: Learning Differences The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning environments that enable each
Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and creates learning experiences that make
these aspects of the discipline accessible and meaningful for learners to assure mastery of the
content.
Standard #5: Application of Content The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.
Standard #6: Assessment The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and
learner’s decision making.
Standard #7: Planning for Instruction The teacher plans instruction that supports every student in
meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-
disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways.

NYS Code of Ethics and Standards
behavior and civility. Educators are role models, displaying the habits of mind and work
NYS P-12 Common Core Learning Standards
6R6: Identify the point of view and explain how it is developed and conveys meaning. Explain
how an author’s geographic location or culture affects his or her perspective. (RI&RL)
ILA – International Literacy Association Professional Standards
2. Curriculum and Instruction - Candidates use foundational knowledge to critique and
implement literacy curricula to meet the needs of all learners and to design, implement, and
evaluate evidence-based literacy instruction for all learners.
Ontario Curriculum
1.9 identify the point of view presented in texts; determine whether they can agree with the view,
in whole or in part; and suggest some other possible perspectives.

Medaille College Department of Education
Lesson Plan
Teacher Candidate’s Name: David Trumble Date:

Oct.6/2019
Context for Learning (edTPA)
Where is the school where you are teaching located? City: __x_____ Suburb: _______ Town:__x_____ Rural: ______
Grade level: ___6_____ Number of students in the class: ___21_____
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
Learning Disable IEP 1 Student receives services for learning disability, which
includes: extended time on assignments, alternate seating to
reduce distrations, modified workload, simplified directions.
Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
ENL Students Receives support from ENL teacher. Uses iPad for translations.
1
Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Easily distracted student. 1 Can join teacher at teacher’s desk during independent work
time.
Lesson ___1___ of a ____3__ Day Learning Segment
Subject and Lesson Topic: 6th grade reading standards/craft and structure.
Grade Level: 6th Lesson Duration: 20 minutes (part of a 3 part lesson

learning segement)
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 purpose of this lesson is to teach students to name and identify which of the 3 narrative points of view are being used in a text. This
lesson will be lesson one of three lessons in a learning segment that focuses on craft and structure.
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)
As part of the curriculum, students have learned first person narrative, second person narrative, third person limited narrative and third person omniscient
narrative
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
I will use their prior knowledge of different literary points of view to teach them how to identify the narrative point of view being used in a text.
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)
My students are able to name the different narrative points of view. This lesson is designed to use this knowledge to help them learn to identify the narrative POV
and author has chosen to use. The text examples I have chosen are mostly from the POV of school-aged children. This will better help them connect with the text
and make it easier for them to identify the different POVs. Many children in my class enjoy being read aloud too. I will read the paragraphs to the class, then they
will pair up with their elbow partner to re-read the texts and identify the POV.
Knowing some students struggle with independent reading and that a majority of them enjoy being to aloud to, I will do this as it allows those who struggle to just
listen to the text the first time through.
Curriculum Standards
6R6: Identify the point of view and explain how it is developed and conveys meaning. Explain how an author’s geographic location or culture affect his or her perspective.
(RI&RL)
Ontario Standard: Reading 1.9 Point of View
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
the lesson and are aligned to the standards identified progress on each of the objectives? to demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
By the end of the lesson students will be able to The students will complete a graphic organizer by My ENL student will be asked to complete the
analyze a variety of diverse texts and accurately stating the POV for each paragraph on the organizer. only first part of the graphic organizer, answering
determine 1st, 2nd or 3rd person point of view, and they I will visit each group as they discuss and complete with a 1st, 2nd or 3rd. I will not asked him to rewrite
will be able to rewrite a supplied paragraph from a the answers, and finally we will discuss each a paragraph. He may use his iPad to help with
different perspective. question as a class after time has been given to translations.
complete the graphic organizer. My LD student will not have to rewrite a
paragraph, but I will get him to replace the
pronouns within the provided paragraph to

change the perspective.
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 Analyze I will underline the pronouns and tell them the perspective of
Looking at your standards and objectives, the first paragraph example. As a class we will do the same for
choose the one Bloom’s word that best the second example. I will then ask them to pair up with their
describes the active learning essential for
students to develop understanding of
elbow partners to complete the rest of the paragraphs.
concepts within your lesson. I will provide a visual representation of the different POVs to
assist my visual learners and my ENL student.
My ENL student will be allowed to use his iPad for translation
and I have booked the ENL teacher to assist them with the
story.
Vocabulary I will complete a pronoun mini review before we begin the

Key words and phrases students need to be Point of View lesson. I will ask students if they remember from 5 th grade what
able to understand and use Pronoun different narrative perspectives we might see in a story. We will
recall the different perspectives and copy them to chart paper. I
will leave this up as an anchor chart for the whole lesson
segment.
Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Discourse Students will check their

How members of a discipline talk, write, answers with their elbow I will circulate around the classroom and monitor their
and participate in knowledge construction partners. This will allow them discussions and POV skill level. I will model good discussion
and communicate their understanding of
the concepts
to validate their learning and behaviour as they are still learning how to have a proper
make corrections. Discussing academic discussion. I will go over the answers with the class
with a peer will hopefully and clear up all misconceptions they may have, either with the
motivate them to stay engaged whole class or one on one after the lesson.
as they will want to look smart
in front of their peer.
Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator -I will leave the anchor chart up for the
-Today we will be learning to identify narrative point of view whole class to refer to at any time
-Remember last year when you learned the 3 narrative points of view? -I will include a visual representation of
-Let’s define the narrative points of view as a group. I’ll leave it up on the wall for this whole the different narrative POVs.
learning segment so you can refer to it any time you need. -I will provide specific examples from 3
-Also, can anyone tell me an example of a pronoun? books with which the class is already
familiar
-I will make a list of pronouns and leave
it up as an anchor chart
Instructional Procedures -I will circulate to ensure students are on

task.
-I will begin by explaining that we are going to look at a variety of texts and by using our -I will help those who are having
knowledge of the different POVs, we are going to decide which perspective each text is in difficulty getting started.
-I will read the first text to them, and show them the process of determining POV: I will -I will discuss answers with pairs
underline the pronouns and inner thoughts -I will work one on one with anyone who
-With the second example, I will ask students to help me find the different pronouns and is struggling
inner thoughts, and we will use these to decide the perspective together -My LD student will not have to rewrite
-I will give them 10 minutes to do the rest of the examples by themselves the paragraph from a new perspective,
-They will then check and discuss their answers with their elbow partner they can just complete the first section
-Finally, I will go over the answers with the class and we will clear up any misconceptions
and reteach if necessary
Closure -I will reiterate the list we have created

Now that we can identify the POV of a text or story, next class we are going to look at how together.
the perspective affects our understanding of the story and how it conveys meaning. -I will define point of view in
preparation for the next class.
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.
Chart paper for perspective examples.

Graphic poster with visual representations of each POV.
Copy of graphic organizer for each student.

iPad for ENL student.

Lesson Plan

Oct.6/2019

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,
Classifications/Needs Students Pertinent IEP Goals
Learning Disable IEP 1 Students receive services for learning disability, which
includes: extended time on assignments, alternate seating
to reduce distrations, modified workload, simplified

directions.

Students
ENL Students Receives support from ENL teacher. Uses iPad for
1 translations.

Students
Easily distracted student. 1 Can join teacher at teacher’s desk during independent
work time.

learning segement)

The purpose of this lesson is to teach students to explain how POV is developed and conveys meaning. It scaffolds from the previous
lesson on how to identify POV. This lesson will be lesson two of three lessons in a learning segment that focuses on craft and structure.

As part of the curriculum, students have learned first person narrative, second person narrative, third person limited narrative and third person omniscient
narrative and are able to identify which narrative is being used.
I will use their prior knowledge of different literary points of view to teach them how it its developed and how it conveys meaning as part of their learning segment
on craft and structure.
Using Student Assetss

My students are able to identify the perspective of the narrator. This lesson is designed to use this knowledge to help them understand how the narrator’s
perspective is developed and how it conveys meaning. They enjoy being read aloud to. Some students struggle with comprehension when reading independently.
Knowing some students struggle with independent reading and that a majority of them enjoy being to aloud to, I will do this as it allows those who struggle to just
listen to the story the first time through.
6R6: Identify the point of view and explain how it is developed and conveys meaning. Explain how an author’s geographic location or culture affects his or her perspective.
(RI&RL)
By the end of the lesson, students will be able to The students will complete a graphic organizer after My ENL student will be provided with a simpler
interpret and express the point of view of the we read the short story, I will visit each group as they and shorter story and will be given POV related
narrator, explain how it was developed, and describe discuss and complete the answers, and finally we will multiple-choice questions to answer.
why the author chose the specific point of view, by discuss each question as a class after time has been I will make time to allow my LD student to give
answering questions on a graphic organizer and given to complete the graphic organizer. me verbal responses, rather than written
through discussion with the class. responses.

Function Describe I will remind them of the pronouns we use to determine POV,
Looking at your standards and objectives, and direct them to the anchor chart from the previous lesson.
choose the one Bloom’s word that best I will initiate a short discussion, after we read the story, about
how different POVs affect our understanding of the story.
concepts within your lesson.
Vocabulary I will ask students if they remember from last class what
Key words and phrases students need to be Perspective different narrative perspectives we might see in a story. We will
able to understand and use Point of View review the different perspectives on the board, and leave them
Meaning up during the whole lesson so they can refer to the board when
needed.
Syntax
Describe ways in which students will
organize language (symbols, words,

Discourse Students will complete their I will lead discussion when taking up the answers to the
How members of a discipline talk, write, graphic organizers and we will questions on the graphic organizer. I will ask questions such as
and participate in knowledge construction have a class discussion about “how do you think a different perspective might have changed
the concepts
the perspective the author the story” to help them further understand how perspective
chose to use and how this conveys meaning. I will go over the answers with the class and
affects the story. clear up all misconceptions they may have, either with the
whole class or one on one after the lesson

Anticipatory Set/Motivator -I will leave the anchor chart up for the
-Today we will be re-examining the narrator’s perspective in a literary story. whole class to refer to at any time
-Can anyone name one perspective? -I will include a visual representation of
-Any others? the different narrative POVs.
-Ok, now that we have them all defined, let’s move on to today’s story. -I will provide specific examples from 3
books with which the class is already
familiar
-I will make a list of pronouns and leave
it up as an anchor chart
Instructional Procedures -I will read the story to the class as they

-I will introduce the story to the class follow along with their copy.
-I will read the story to the class while they follow along. -I will circulate to ensure students are on
-Before we start our graphic organizers, does anyone have any questions about the story or task.
point of view? -I will help those who are having
-Now pair up with your weekly partner and answer/discuss the questions, I will circulate difficulty getting started.
and discuss with each group -Students will work in pairs.
-Ok, time’s up. Let’s discuss these questions together as a class. -I will allow students who finish first to
-Finally, how do you think the chosen POV affects our understanding of the story’s main assist other groups.
idea?
Closure -I will allow my ENL student and LD

I want everyone to write down 3 ways in which POV can affect our understanding of the student to sit with me to discuss
story, then turn and discuss your points with your elbow partner.
Now that we understand how different points of view are developed and how they affect the
story, next class we are going continue our study of craft and structure by looking at an
author’s perspective can be affected by his or her culture and/or geographic location.
Copy of All Summer in a Day by Ray Bradbury for each student.

The Wretched Stone by Chris Van Allsburg for ENL student.
Narrative Point of View graphic organizer for each student.
Electronic image with the POV perspectives.

Lesson Plan

Oct.6/2019

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,
Classifications/Needs Students Pertinent IEP Goals
Learning Disable IEP 1 Students receive services for learning disability, which
includes: extended time on assignments, alternate seating
to reduce distractions, modified workload, simplified
directions.

Students
ENL Students Receives support from ENL teacher. Uses iPad for
1 translations.

Students
Easily distracted student. 1 Can join teacher at teacher’s desk during independent
work time.


learning segment)

Using their knowledge of how POV can affect the reader’s perception, this lesson will teach students to explain how the author’s
geographic location or culture affects his or her perspective. This lesson will be number three of three lessons in a learning segment
that focuses point of view.

As part of the curriculum, students have learned to identify first person narrative, second person narrative, third person objective narrative, third person limited
narrative and third person omniscient narrative. They can use their knowledge of point of view to express how it affects the reader’s understanding of the story.
I will use their prior knowledge of how POV affects our understanding of a text to have them further examine how an author’s culture or geographic location can
affect his or her perspective in a nonfiction text.

I know that most of my student’s have never lived outside an urban setting. Having them do a quick think, pair, share about country living will activate their
knowledge and their own personal perceptions about what life must be like when living in the country.
By asking them to brainstorm what they think it’s like to live in the country, I will be showing them how their own culture and geographic location skews their
perspective.
6R6: Identify the point of view and explain how it is developed and conveys meaning. Explain how an author’s geographic location or culture affects his or her perspective.
(RI&RL)
Using specific examples from the text, students will be The students will use specific examples form the text I will take the time to do some one on one with
able to analyze how an author’s geographic location complete a four-question worksheet that will be my LD student to allow him to discuss his
or culture affects his or her point of view in a non- handed in at the end of the lesson. Additionally, they answers with me, rather than having him write
fiction piece of text, and create their own persuasive will issued an “exit ticket” which will allow the them out.
piece of writing. students to process what they have learned and I will allow my ENL student to draw pictures for
assess their readiness to move on to the next his answers, demonstrating the persuasive
segment. argument given by the author.
My LD and ENL student will not have to write a

persuasive text. Rather, they will have to put forth
an argument to the class as to why city living is
better than country living.

Function Explain Before my students begin answer the questions I will underline
Looking at your standards and objectives, one persuasive word/phrase (I do), I will ask the class to find
choose the one Bloom’s word that best one persuasive word/phrase (we do), then I will ask them to
describes the active learning essential for complete the questions with their partner.
Vocabulary We will define persuasive, culture, and perspective and leave it
Key words and phrases students need to be Persuasive up front in the form of an anchor chart.
able to understand and use Culture
Perspective
Syntax I will create a list of sentence starters and leave on board as

Describe ways in which students will Students will write their own anchor chart. EG.“It is obvious that…” “Here are some reasons
organize language (symbols, words, persuasive paragraph to argue why…”
that city life is better than
country life, to demonstrate LD student and ENL student will present a verbal argument to
their knowledge of persuasive myself or the class, to demonstrate their ability to create a
writing. persuasive argument or myself.
Discourse Using specific examples from

How members of a discipline talk, write, the text, students will answer
and participate in knowledge construction the four questions. We will have
the concepts
a class discussion about the
author’s geographic perspective
and how this affects the
message in the text. They will
then be asked to counter the
text by creating their own
argument as to why living in the
city is better than living in the
country.


Anticipatory Set/Motivator -I will leave the definitions up on the
-Yesterday we determined the narrator’s point of view and examined how it affected our wall to be used as an anchor chart
understanding of All Summer in One Day during the lesson.
-Today we will be examining how an author’s location, perspective and culture can affect the -I will do a thumbs up/thumbs down
reader in a piece of non-fiction writing. informal assessment to ensure everyone
-Can anyone tell me what persuasive, culture and perspective mean? is clear with the definitions
-I want you to do a 2-minute think, pair, share with your elbow partner comparing country
living with city living.
-Now let’s all read “Is the Country Always Relaxing?”
Instructional Procedures -Ask for one example for persuasive

-I will introduce the text to the class language form the text and underline it
-Because it’s a short text, I will ask the students to read quietly to themselves for the whole class to see
-Before we get to the questions can someone give me an example of a persuasive statement -Visit each pair of students and discuss
from the text? the author’s choice of words
-Now pair up with your weekly partner and answer/discuss the questions, I will circulate --Provide of list of persuasive words and
and discuss with each group phrases to assist them with their written
-Ok, time’s up. Let’s discuss these questions together as a class. paragraph
-Now I want all of you to take 20 minutes and write one page as to why city living is better
than country living.
Closure -
-Today we’ve learned that an author’s own opinions, culture and geographic location can
affect their perspective on a subject, and can therefore affect our understand of a subject.
- I want you to take 5 minutes to complete this short exit ticket before we end our lesson.
Copy of “Is Country Life Always Relaxing?” for each student.

Anchor chart for definitions
Question sheet for the reading.
Exit tickets.
Artifact #5: Social Studies Learning Segment
The fifth artifact in this portfolio is lesson 2 of a 4 lesson social studies learning segment. This
segment requires the students to explore, research, and teach their peers a world culture through
the use of regional folk tales. I chose this artifact for my portfolio because in addition to
showcasing my ability to plan and prepare a sequential, scaffolded learning segment, it
highlights my abilities to create a culturally responsive lesson plan that allows all students an
opportunity to participate. In this learning segment, students are required to demonstrate an
understanding of the main idea of a regional folktale (assigned or chosen by the group) by
creating a comic strip with illustrations and captions, and teach their group’s tale to the class.
This lesson is set up to differentiate for all my students. It offers group oral reading, illustration,
writing, oral presentation and discussion. There is ample opportunity for all of my students to
participate and present their comprehension in a variety of ways. Additionally, I have planned
that my ENL student and my LD student are in groups with strong students who like to help their
peers. According to Geneva Gay, the mainstream American school model requires the students
to play a passive role of sitting quietly and answering questions. But, the communicative styles
of most BIPOC in the United States are more active, participatory and multi-modal (Gay, 2002).
This segment is very active and participatory in its communicative style and requires very little
passive listening.
InTasc
Standard #2: Learning Differences The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning environments that enable each
Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry,
these aspects of the discipline accessible and meaningful for learners to assure mastery of the
content.
Standard #5: Application of Content The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.
NYS P-12 Common Core Learning Standards
3.RL.2. – Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed through key
details in the text.
Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.

ISTE
5. Designer Educators design authentic, learner-driven activities and environments that recognize
and accommodate learner variability.
ILA – International Literacy Association Professional Standards
2. Curriculum and Instruction - Candidates use foundational knowledge to critique and
implement literacy curricula to meet the needs of all learners and to design, implement, and
evaluate evidence-based literacy instruction for all learners.
Ontario Curriculum
1.6 extend understanding of oral texts by connecting the ideas in them to their
own knowledge and experience; to other familiar texts, including print and
visual texts; and to the world around them.

Lesson Plan
Where is the school where you are teaching located? City: __x____ Suburb: _______ Town:_______ Rural: ______
Grade level: __3______ Number of students in the class: __22______

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
Learning Disable IEP 1 Student receives services for learning disability, which
includes: extended time on assignments, alternate seating to
reduce distrations, modified workload, simplified directions,
alternative methods to present comprehension.

Students
ENL Students Receives support from ENL teacher. Uses iPad for translations.
1 Alternative methods to present comprehension.

Students
Easily distracted student. 1 Can join teacher at teacher’s desk during independent work
time.
Lesson ______ of a ______ Day Learning Segment
Subject and Lesson Topic: Exploring Culture Through Folktales. Recreating Folktales through comics. Lesson 2 of 4.
Grade Level:3 Lesson Duration: 40-45mins

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).
This central focus of this learning segment is for students to explore, research, and teach their peers a world culture through the use of
regional folk tales.

My students have spend a lot of time practicing sequencing and explaining the main idea of a story.
I will use this knowledge to give my students more practice with sequencing and discovery a story’s main idea. More importantly though, they will use this skill that they
have already developed to assist them in exploring a world culture in which they are not yet familiar with.

My students come from a diverse cultural community, from many different ancestries, with different traditions, stories and practices.
I will remind the students of our ancestry assignment and how we all learned about everyone’s different cultures, religions, stories and cultural practices. I will explain
that the best way to respect another culture is to explore and gain an understanding of various aspects of the culture.
3.RL.2. – Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in the text.

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt assessments
identify what students will be able to do by the end of will you evaluate and document your students’ to allow students with specific needs to demonstrate
the lesson and are aligned to the standards identified progress on each of the objectives? their learning.
I will observe students working in their groups in order This lesson is set up to differentiate for all my
By the end of this lesson students will be able to to ensure each student has an understanding of the students. It offers group oral reading, illustration,
demonstrate an understanding of the main idea of a main idea of their folktale. They will be presenting writing, oral presentation and discussion. There is
folktale by creating a comic strip with illustrations and their visual interpretation, along with a cultural ample opportunity for all of my students to
captions. research question sheet, at the end of the learning participate and present their comprehension in a
segment and each group will receive a grade based on variety of ways. I will ensure that my ENL student
accuracy of their retelling, comprehension of the and my LD student are in groups with strong students
folktale, research accuracy and their ability to who like to help their peers.
teach/explain this to the rest of the class.

Function Demonstrate I will support the students by showing them a comic strip I
Looking at your standards and objectives, have made that explains the main idea of the familiar folktale
choose the one Bloom’s word that best “Goldilocks and the Three Bears”.
Vocabulary Main idea I will do short review of main idea, bringing their attention to
Key words and phrases students need to be Comic the anchor poster on our literacy wall.
able to understand and use Caption I will label the different elements of a comic strip on my
Panel example, comic, caption and panel.
Syntax Students will have limited space - I will remind them to use their sequence sheet to help lessen
Describe ways in which students will to summarize the main points the amount of words needed in their comic strip
organize language (symbols, words, and demonstrate an -I will allow a quick internet search for comic images if they are
understanding of the purpose of having trouble getting started
their folktale in the form of
comic book captions.
Additionally, they will have to

use illustrations to assist with
this task.
Discourse Students will review their story I will do a small group discussion with each group to ensure
How members of a discipline talk, write, and sequence sheets and they comprehend the main idea of their folktale before they
and participate in knowledge construction discuss and agree upon the begin their comic strip. This discussion might include think,
the concepts
main of their folktale before pair, share questions if they are having trouble identifying the
they begin making their comic main idea of their story.
strip.

Anticipatory Set/Motivator -I will call my easily distracted student
to the front and ask him to use the
-I will tell them that we are going to continue to work on our folktale projects pointer to point out each panel as I
-Next, I will present and explain to them the sample comic strip that I have created that explain the comic strip to the class
illustrates the main idea of the familiar folktale, which we reviewed in lesson 1, Goldilocks -I will use lots of illustrations in my
and the Three Bears comic strip to ensure my ENL and LD
- Finally, I will direct their attention to our literacy board and do a quick review of the main student can easily follow along.
idea poster
Instructional Procedures I will visit with each group to discuss

their story to ensure they understand
--I will ask them to get into their groups and review the story they read in lesson one, the main points and overall message of
including reviewing their story sequence work sheet, quietly for 5 mins. the story.
-Next, I will ask them to identify the main idea of their story through a small group I will ensure students who struggle with
discussion reading or writing are assigned an
-Then, they will begin planning their presentation for the class. Each group will be asked to appropriate task in their group
create an illustrated visual representation, in the form of a comic strip, of their tale that (drawing, idea generator).
outlines the main idea of their folktale. It must include both illustrations and writing. I will leave my comic strip attached to
-I will ask them to assign a task to everyone in the group, which includes: drawers, writers, the wall so they can refer to it for ideas
idea generators, sequencers, and summarizers. and guidance.
-I will give them 30 mins. to create their comic strip I will circulate to ensure everyone is
-Any group that finishes before time is up will be able to practice telling their story aloud remaining on task.
using their comic strip, in preparation for lesson 4’s presentation. I, rather than group members, will
-After 30 mins. I will ask them to clean up and return to their group for the lesson closure. assign a task to my LD student and ENL
student.
I will check in more frequently with my
LD and ENL students to ensure they are
participating/being allowed to
participate by their group members.
Closure -I will ask for group oral reading to

- I will pass out the culture research sheet and explain that tomorrow we will be researching ensure my ENL and LD students can
the culture, in which their story originates, and we will have to answer all the questions on have someone read the questions to
the worksheet, and that this information will have to be a part of their presentation in lesson them.
4.
- I will asked them to take 3 minutes to look over the sheet, as a group, in preparation for the
next lesson.
Main idea review poster.

My comic.
Folktales for each group. (Tokyo and the Seamonster, How Water Lilies Began, Tajiri and Maskini, or one of their choice.)
Poster board.
Markers.
Cultural research sheets.

Artifact #6: Reporting of Child Abuse and Maltreatment/School Violence
Prevention and Intervention
My sixth artifact is my Reporting of Child Abuse and Maltreatment/School Violence Prevention
and Intervention certificates. Research shows that educational quality and leadership within the
school are highly correlated to higher student achievement (Mizell, 2010). The safety of students
is one of the most important aspects of my job. Outside of their families, I will be the adult that
my students spend the most time with. It is imperative that my students can come to me with
their problems at home and school and that I am confident in my ability to spot the signs and
symptoms of abuse and violence. The thorough and detailed training offered with both of courses
has prepared me to take the leadership role required to ensure the safety and wellbeing of not just
my students, but the students within the whole school. I believe all teachers must be trained in
signs of/prevention of violence, and that this training should be updated frequently.
InTasc
Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
NYS Code of Standards and Ethics
Principle 5: Educators collaborate with parents and community, building trust and respecting
confidentiality. Educators partner with parents and other members of the community to enhance
school programs and to promote student learning. They also recognize how cultural and
linguistic heritage, gender, family and community shape experience and learning. Educators
respect the private nature of the special knowledge they have about students and their families
and use that knowledge only in the students' best interests. They advocate for fair opportunity for
all children.
Trust: The ethical standard of Trust embodies fairness, openness and honesty. Members'
professional relationships with students, colleagues, parents, guardians and the public are based
on trust.
Integrity: Honesty, reliability and moral action are embodied in the ethical standard of Integrity.
Continual reflection assists members in exercising integrity in their professional commitments
and responsibilities.
Artifact #7: Science Lesson
My seventh artifact is my grade 6 science lesson plan. In this lesson the students are meant to
explore the relationship between the forces thrust, lift, weight, and drag through the creation a
two-stage balloon rocket. This artifact highlights my ability to plan and instruct a science lesson,
and additionally, showcases my ability to put important teaching theories into practice. Rather
than asking the children to memorize science facts, this lesson takes a constructivist approach. A
constructivist approach allows students to learn through inquiry, interaction, exploration and
sharing, rather than passivity. In the science classroom, the constructivist approach allows
children to learn science in accordance with the nature of science and has had a positive impact
on the improvement of science achievement (Singh & Yaduvanshi, 2015).
InTasc
Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry,
the discipline accessible and meaningful for learners to assure mastery of the content.
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
NYS Code of Ethics and Standards
NYS Learning Standards
MS-PS2-2. Plan an investigation to provide evidence that the change in an object's motion
depends on the sum of the forces on the object and the mass of the object. MS-ETS1-3. Analyze
data from tests to determine similarities and differences among several design solutions to
identify the best characteristics of each that can be combined into a new solution to better meet
the criteria for success.
ISTE
5. Designer Educators design authentic, learner-driven activities and environments that recognize
and accommodate learner variability.
Ontario Curriculum
3.4 describe, in qualitative terms, the relationships between the forces of lift, weight, thrust, and
drag that are required for flight
3.3 Identify the four forces of flight - lift, weight, drag and thrust.
Two-Stage Balloon Rocket
I. Objective – Assemble a two-stage rocket balloon to investigate how forces and motions are
related. Using data, redesign a better two-stage rocket balloon.
II. Standards
MS-PS2-2. Plan an investigation to provide evidence that the change in an object's motion
depends on the sum of the forces on the object and the mass of the object.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several
design solutions to identify the best characteristics of each that can be combined into a new
solution to better meet the criteria for success.
Ontario – Grade 6 3.4 Describe, in qualitative terms, the relationships between the forces of lift,
weight, thrust, and drag that are required for flight.
3.3 Identify the four forces of flight – lift, weight, drag, and thrust.
III. Targeted Grade Level – Grade 6. Partners, or small groups up to 4 students.
IV. Materials being used and amount of time needed –
 Modeling balloons
 Balloon pump
 Straws
 Paper towel tube rings
 Fishing line
 Binder clips
 Tape
 Scissors
 Tape measure
V. Procedure
1. Cut a piece of fishing line long enough to stretch across the room, with enough
extra to tie it on both ends.
2. Thread the fishing line through two straws, pull it tightly across the room, then
secure it at both ends
3. Cut a small ring (slightly less than one inch long) from the paper towel tube.
4. Stretch the balloons to loosen them before inflating.

5. Inflate one balloon about 1/2 to 3/4 full. Do not inflate the balloon so much that it
starts to bend significantly. Use a binder clip to pinch the balloon's nozzle shut so
it doesn't deflate.
6. Pull just the balloon's nozzle through the cardboard ring, keeping it clipped shut.
7. Thread another balloon partially through the cardboard ring. Make sure its nozzle
is facing the same direction as the first balloon. Note that the first balloon you
inflated will be the second stage of your rocket, and vice versa.
8. Inflate the second balloon such that it presses up against the inside of the
cardboard ring, squeezing the nozzle of the other balloon shut.
9. Use a binder clip to pinch the nozzle of the second balloon shut, and tape the
balloons to the straws. Make sure the balloons and straws are pointed in a straight
line.
10. Pull the balloons to one end of the fishing line. Remove the binder clip from the
nozzle of the second stage (it should remain pinched shut by the cardboard tube.
Then, remove the binder clip from the nozzle of the first stage, and closely watch
what happens. The first stage should start to deflate, pushing the rocket forward.
Eventually it will deflate enough that it stops pinching the nozzle of the second
stage shut against the cardboard tube, so the second stage will start to deflate, and
continue traveling along the string while leaving the first stage behind.
11. As a class, discuss what variables in the setup you could change to alter the
distance the final stage of the rocket travels (amount of air, where the tape goes,
how much tape, anything really).
12. Assign one variable to each group to test.

13. Let each group test the effect of their variable on the distance the rocket travels.
Record distances on worksheet.
14. After each group has completed testing, report their results to the class. Did their
assigned variable have an effect on the distance the rocket travelled?
15. Have the class combine their results to build a single "optimized" rocket. If they
use the values of the variables that maximized distance for each individual group,
can they build a rocket that travels even farther than any of the previous tests?
Closure
What variables made the biggest impact? What variables made little to no impact? How did
testing different variables allow us to make the ultimate rocket? What other materials might
allow us to make an even better rocket?

Artifact #8: IEP Analysis
The eighth artifact in my portfolio is my IEP Analysis. According to the Learning Disabilities
Association of Ontario, 17.3% of students in Ontario receive some special education programs or
services in the 2015/2016 academic year (Learning Disabilities Statistics, 2018). Therefore, it is
of the utmost importance for a classroom teacher to be able to read, comprehend, and contribute
to a student’s IEP. In my analysis paper I outlined the important sections of a sample IEP and
gave evidence-based recommendations that would assist with the student’s educational goals, the
teacher’s approach to learning, services required, social skills, and accommodations and
modifications. I have included this IEP analysis in my portfolio as it highlights my abilities to
read, comprehend, and adhere to an Individualized Educational Plan. Additionally, it showcases
my ability to assist in making evidence-based decisions while developing educational plans and
my willingness to make accommodations within my class to ensure equity for all students.
InTasc
Standard #1: Learner Development. The teacher understands how learners grow and develop,
students to demonstrate their abilities and learning. They foster the development of students.
Ontario Teacher Ethical Standards

IEP Analysis
David Trumble
Medaille College
ESP-600: Foundations of SPED
Eileen Wszalek
April 20, 2020
Academic
Damian did not pass his state exam. He scored a 68 when a 75 was needed for a passing grade.
Damian is still struggling with reading comprehension and reading recognition in the classroom
setting but it is noted that his abilities have increased greatly. He also struggles with spelling in a
classroom setting but this has also improved greatly. He has improved and is now doing well
with both his math skills and his general information skills. He is interested in tasks that involve
working with his hands and shows a strong ability to acquire and master daily living skills.
Social
Damian does not struggle in a social setting. He has positive feeling about himself and he adjusts
to new social settings in a appropriate manner. He gets along with and has a great relationship
with his peers, his mother, and other community members. Additionally, he has shown a great
capacity to develop a strong relationship with management and customers while partaking in the
school’s work-study program. There are no social development needs to address or recommend.
Physical
Damian is in good physical health and enjoys physical activity. He excels when enrolled in
classes that allow him to work with his hands. There are no physical development needs to
address or recommend.
Accommodations/Modifications
Damian receives three accommodations, all of which are used in a test or quiz setting. He is
given time and a half to complete all tests and quizzes in academic classes, he uses a separate
room when completing academic quizzes and tests, and he is allowed to use a graphing
calculator on all math and science quizzes and tests.

Damian struggles with reading comprehension and recognition. Because of this, it takes
him longer to read and comprehend test questions and concepts. I feel it is necessary to allow
him extended time on his tests and quizzes to allow for the extra time and effort required to read
and understand the test questions. Additionally, allowing Damian to write his tests in a separate
room than his classmates limits his distractions and allows him to better focus on test
comprehension.
In addition to the above-mentioned accommodations, I would recommend a trial period
in which Damian has access to a dictation device. He is having difficulties with both writing and
spelling; A dictation device can decrease anxiety in students and I think this device will benefit
him by allowing him to focus on presenting his knowledge without being overly encumbered
with writing and spelling (Speech recognition for learning, 2010). I would like to see this device
used for tests and quizzes in academic classes only and for him to be weaned off the device as
his writing skills improve.
Services
As part of Damian’s services laid out in his IEP, he is to receive integrated co-teaching services
for all academic classes, which amounts to six times per day, each class being 42 minutes in
length. Additionally, in order to assist him transition from school to post school activities, it is
advised that Damian should continue to take technical education classes as well as continue to be
a part of the work study program, and that he should continue to meet and work with Mrs.
Coleman (it does not indicate what he is doing with Mrs. Coleman).
The least restrictive environment theory states that students should spend as much time as
possible with peers who do not receive special education (Morin, n.d). Allowing Damian to stay
in the classroom and providing a co-teacher to assist him during all academic classes is an ideal
situation. Damian does not struggle with social skills or behaviour, is not a risk to other students
in the class, and is an active team-member in his classroom, therefore there is no reason to
remove him from the classroom to work on his reading recognition, comprehension and spelling
skills. My one thought is that this might not be the most efficient use of a special education
teacher. I think his/her time might be more effectively used in a separate classroom in which
she/he can work with a small group of students of Damian’s personality and abilities.
Goals
Damian’s measurable postsecondary goals of attending a one-year welding program at a
community college align with his supports and services. The focus on technical education classes
and the work-study program is a good fit for Damian. Damian’s measureable academic goals
include weekly improvement on memorization of high-frequency site words, weekly
improvement with reading comprehension of both narrative and informational text, and weekly
improvement with his spelling. His teacher (presumably the co-teacher) will assess him weekly
on each of the abovementioned skills with a goal of 80% success for the frequency assessments,
and 90% success for the comprehension and spelling. In order to enroll in, and succeed, in the
welding program, he will need basic reading and writing skills, so the combination of academic
classes with support, and the work-study and technical classes sets Damian on the right path for
future success with his postsecondary goals.
Educational Strategies
To improve Damian’s reading comprehension some strategies that the co-teacher can use with
him include before reading activities (activating prior knowledge, establishing a purpose for
reading discussing vocabulary), during reading activities (self monitoring comprehension,
integrating new information with prior knowledge, construct graphic organizers), and after
reading activities (reflecting on content, responding through discussion, retelling/summarizing)
(Before, during and after reading activities, n.d.). To improve Damaian’s spelling he needs
systemic instruction that focuses on letter-syllable-morpheme synthesis, sound-syllable-
morpheme analysis and letter sound correspondences (Galuschka and Schulte-Korne, 2016). For
Damian’s sight word instruction, which will also improve his reading comprehension skills, his
teacher can take a few easy measures to ensure he improves. He/she should introduce new sight
words in isolation with immediate exposure to the word in text, he/she should not introduce two
sight words in the same session that are easily confused or similar, sight word instruction should
be brief but frequent allowing for numerous opportunities to use the words (Hinzman and Reed,
2018).
Reflection
After reflection on this IEP I now realize how challenging it is to create an IEP that both reflects
exactly what a student needs yet is also realistic in its approach. After determining what the
student needs and what resources are required to meet these needs we then have to reexamine
and modify the IEP to set realistic goals based on our school’s available resources. Damian’s IEP
states that he should have a co-teacher in the class with him for all 5, 42 minute academic
periods each day. In an ideal world this would be great and would no doubt help a struggling
student. I can’t fathom that one single school exists in my board that has a resource like this
available. In Damian’s case, this might mean he leaves the class a few times per day to meet in a
small group with the resource teacher, rather than him/her coming to his class to work with him
on a one-on-one basis. Resource teachers can and should rely on data to effectively and
efficiently use their time, ensuring this valued resource is optimized (Manitoba Education, 2014).
Therefore, I think the purpose of IEP analysis is to create final draft of a realistic IEP in which
the available resources are efficiently used to their optimum capacity.
Conclusion
The preceding eight artifacts highlight my ability to be an exceptional educator. These artifacts
are proof of my ability to plan, instruct and assess through the use of well-thought, organized
lesson plans. They showcase my ability to be a culturally responsive instructor through the use of
diversified lessons, modifications, and accommodations. They show that I am a competent
professional who will always look out for the safety and well of my students. And finally, they
prove that I am a technologically savvy instructor who can adapt to the needs of all students and
families.

Section Four: Alignment to Curriculum & Professional Standards
Introduction
Section Four: Alignment to Curriculum and Professional Standards will introduce the reader to
the standards and principles that educators in New York State and Ontario are expected to use for
guidance throughout their professional careers. These standards and principles are used by
educators when creating diversified lesson plans, as guidance for classroom management, when
using technology in the classroom, when choosing professional development training, to assist in
creating culturally responsive classrooms, and for guidance with ethical decisions. Each artifact
presented in the previous section has numerous connections to specific standards and principles
introduced in this section. The standards in principles that will be introduced in this section are
the InTASC Standards (Interstate New Teacher Assessment Support Consortium Standards), the
New York State Code of Ethics for Educators, the Ontario Ethical Teacher Standards, the P-12
New York State Common Core Learning Standards for ELA, Math and Social Studies, the New
York State Learning Standards, the Ontario Ministry of Education Expectations, the Department
of Education and Council for the Accreditation of Educator Preparation, the International
Literacy Association (ILA) Professional Standards, the Council for Exceptional Children (CEC)
Standards, and the International Society for Technology Education for Teachers and Students
(ISTE).
Curriculum & Professional Educational Standards
INTASC Standards.
The Interstate New Teacher Assessment Support Consortium Standards are a set of Model Core
Teaching Standards designed as a set of standards that all outlines what all teachers ought to be
capable of and what they must know in order to ensure that all students from kindergarten to the
12th grade are properly prepared to enter college or the workforce. These principles encompass
all grades and subject areas and should be shared by all educators. The InTasc standards
empower students to take learning into their own hands by applying skill and knowledge to real
world problems and they value the differences that each student can bring to learning. The
approach to improved student learning is guided by personalized learning for diverse learners, a
stronger focus on application of knowledge and skills, improved assessment literacy, a
collaborative professional culture, and new leadership roles for teachers and administrators. The
ten InTASC standards are: Standard #1: Learner Development. Standard #2: Learning
Differences. Standard #3: Learning Environments. Standard #4: Content Knowledge. Standard
#5: Application of Content. Standard #6: Assessment. Standard #7: Planning for Instruction.
Standard #8: Instructional Strategies. Standard #9: Professional Learning and Ethical Practice.
Standard #10: Leadership and Collaboration.
The artifacts that connect to these standars are:
 Artifact 1 – Dignity for All Students Act Certificate – Standard 2

 Artifact 2 – Pecha Kucha Presentation – Standard 1
 Artifact 3 – Weebly Class Website – Standard 10
 Artifact 4 – Literacy Learning Segment – Standards 1-8
 Artifact 5 – Social Studies Lesson – Standards 1-8
 Artifact 6 – Reporting of Child Abuse and Maltreatment/School Violence Prevention and
Intervention Training – Standard 9
 Artifact 7 – Science Lesson – Standard 4

 Artifact 8 - IEP Analysis – Standard 1
NYS Code of Ethics for Educators.
The New York State Code of Ethics for Educators is a set of guidelines, created by educators,
with the purpose of setting clear expectations and guidelines in which educators can use to
inform their professional practices and decisions. This code is based on the core values of
educators and because they are commonly held, can assist a professional educator in exercising
professional judgment. These standards are comprised of six principles. Principle 1: Educators
nurture the intellectual, physical, emotional, social, and civic potential of each student. Principle
2: Educators create, support, and maintain challenging learning environments for all. Principle 3:
Educators commit to their own learning in order to develop their practice. Principle 4: Educators
collaborate with colleagues and other professionals in the interest of student learning. Principle
5: Educators collaborate with parents and community, building trust and respecting
confidentiality. Principle 6: Educators advance the intellectual and ethical foundation of the
learning community.
 Artifact 1 – Dignity for All Students Act Certificate – Principle 3

 Artifact 2 – Pecha Kucha Presentation – Principle 1
 Artifact 3 – Weebly Class Website – Principle 2
 Artifact 4 – Literacy Learning Segment – Principle 1
 Artifact 5 – Social Studies Lesson – Principle 1
Intervention Training – Principle 5
 Artifact 7 – Science Lesson – Principle 2
 Artifact 8 - IEP Analysis – Principle 1
Ontario Teacher Ethical Standards.
The Ontario Teacher Ethical Standards were created as a guideline to professional practice in
order for members of the Ontario College of Teachers to demonstrate responsibility in their
relationships with student, parents/guardians, colleagues, other professionals and the public. The
purpose of the standards are to inspire members to reflect and uphold the honour and dignity of
the teaching profession, identify the ethical responsibilities and commitments in the teaching
profession, guide ethical decisions and actions in the teaching profession, and promote public
trust and confidence in the teaching profession. The four standards for professional teaching in
Ontario are:
 Care: The ethical standard of Care includes compassion, acceptance, interest and insight
for developing students' potential. Members express their commitment to students' well-
being and learning through positive influence, professional judgment and empathy in
practice.
 Respect: Intrinsic to the ethical standard of Respect are trust and fair-mindedness.
Members honour human dignity, emotional wellness and cognitive development. In their
professional practice, they model respect for spiritual and cultural values, social justice,
confidentiality, freedom, democracy and the environment.
 Trust: The ethical standard of Trust embodies fairness, openness and honesty. Members'
professional relationships with students, colleagues, parents, guardians and the public are
based on trust.
 Integrity: Honesty, reliability and moral action are embodied in the ethical standard
of Integrity. Continual reflection assists members in exercising integrity in their
professional commitments and responsibilities.
The artifacts that connect to these standards are:
 Artifact 1 – Dignity for All Students Act Certificate – Respect. Care.

 Artifact 2 – Pecha Kucha Presentation – Respect
 Artifact 3 – Weebly Class Website – Trust
 Artifact 4 – Literacy Learning Segment – Care
 Artifact 5 – Social Studies Lesson – Care
Intervention Training – Care. Respect. Trust. Integrity.
 Artifact 7 – Science Lesson – Care
 Artifact 8 - IEP Analysis – Respect
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).
The P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies standards
have been developed to ensure students are prepared for college or the workforce upon complete
of their public education. Additionally, these standards are designed so teachers across the state
of New York are teaching the same curriculum to all students, in order to ensure fairness in
education.
 Artifact 6 – Literacy Learning Segment - 6R6: Identify the point of view and explain how
it is developed and conveys meaning. Explain how an author’s geographic location or
culture affects his or her perspective. (RI&RL)
 Artifact 7 – Social Studies Lesson - 3.RL.2. – Recount stories, including fables,
folktales, and myths from diverse cultures; determine the central message, lesson, or
moral and explain how it is conveyed through key details in the text.
NYS Learning Standards.
The New York State Learning Standards are set by the Department of Education. The DOE
created the learning expectations of what all students should comprehend under the aegis of
skilled instruction. Local school boards create their own curriculum based on these standards.
 Artifact 4 – Science Lesson - MS-PS2-2. Plan an investigation to provide evidence that

the change in an object's motion depends on the sum of the forces on the object and the
mass of the object. MS-ETS1-3. Analyze data from tests to determine similarities and
differences among several design solutions to identify the best characteristics of each that
can be combined into a new solution to better meet the criteria for success.
Ontario Ministry of Education Curriculum Expectation.
The Ministry of Education of Ontario has created the Ontario curriculum in order to guide
schools and boards in implementing the curriculum. The curriculum is frequently reviewed,
beginning with a third party, in order to ensure it is relevant, current, and developmentally
appropriate for students from kindergarten the 12th grade. The curriculum outlines what students
must comprehend and be capable of doing in each subject area by the end of each grade.
 Artifact 4 – Literacy Learning Segment - Grade 6 Reading 1.9 Identify a variety of

presentation strategies used in oral texts and analyse their
effect on the audience.
 Artifact 5 – Social Studies Lesson – Grade 6. 1.6 extend understanding of oral texts by
connecting the ideas in them to their own knowledge and experience; to other familiar
texts, including print and visual texts; and to the world around them.
 Artifact 7 – Science Lesson – Grade 6. 3.4 describe, in qualitative terms, the
relationships between the forces of lift, weight, thrust, and drag that are required for
flight. 3.3 Identify the four forces of flight - lift, weight, drag and thrust.
DOE Claims & CAEP Standards.
The Council for the Accreditation of Educator Preparation claims are based on five
components that serve as the basis for accreditation for graduates. These components are
designed to ensure that graduates are competent and professionally prepared for employment
in the field of education. The five CAEP claims are:
1. Content and Pedagogical Knowledge : The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their disciplines and,
by completion, are able to use discipline-specific practices flexibly to advance the
learning of all students toward attainment of college- and career-readiness standards.
2. Clinical Partnerships and Practice: The provider ensures that effective partnerships
and high-quality clinical practice are central to preparation so that candidates develop
the knowledge, skills, and professional dispositions necessary to demonstrate positive

impact on all P-12 Students’ learning and development.
3. Candidate Quality, Recruitment, and Selectivity: The provider demonstrates that the
quality of candidates is a continuing and purposeful part of its responsibility from
recruitment, at admission, through the progression of courses and clinical
experiences, and to decisions that completers are prepared to teach effectively and are
recommended for certification. The provider demonstrates that development of
candidate quality is the goal of educator preparation in all phases of the program. This
process is ultimately determined by a program’s meeting of Standard 4.
4. Program Impact: The provider demonstrates the impact of its completers on P-12
student learning and development, classroom instruction, and schools, and the
satisfaction with the relevance and effectiveness of their preparation.
5. Provider Quality, Continuous Improvement, and Capacity: The provider maintains a
quality assurance system comprised of valid data from multiple measures, including
evidence of candidates’ and completers’ positive impact on P-12 student learning and
development. The provider supports continuous improvement that is sustained and
evidence-based, and that evaluates the effectiveness of its completers. The provider
uses the results of inquiry and data collection to establish priorities, enhance program
elements and capacity, and test innovations to improve completers’ impact on P12
student learning and development.
Medaille College’s Department of Education has three claims to designed to ensure graduates are
qualified and competent for employment in education. They are:
1. Medaille College graduates know the subject matter in their certification area(s).
2. Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.
3. Medaille College graduates are caring educators.
 Artifact 1 – Dignity for All Students Act Certificate – Claim 2: Medaille College
graduates meet the needs of diverse learners through effective pedagogy and best
teaching practices. Claim 3: Medaille College graduates are caring educators.
 Artifact 2 – Pecha Kucha Presentation – Claim 3: Medaille College graduates
are caring educators.
 Artifact 3 – Weebly Class Website – Claim 3: Medaille College graduates
are caring educators.
 Artifact 4 – Literacy Learning Segment – 1.1 Candidates demonstrate an understanding
of the 10 InTASC standards at the appropriate progression level(s) in the following
categories: the learner and learning; content; instructional practice; and professional
responsibility.
 Artifact 5 – Social Studies Lesson – Claim 2: Medaille College graduates meet the needs
of diverse learners through effective pedagogy and best teaching practices.
 Artifact 6 – Reporting of Child Abuse and Maltreatmen/School Violence Prevention and

Intervention Training – Claim 3: Medaille College graduates are caring educators.
 Artifact 7 – Science Lesson – Claim 1: Medaille College graduates know the subject
matter in their certification area(s).
 Artifact 8 - IEP Analysis – Claim 3: Medaille College graduates are caring educators.
International Society for Technology Education for Teachers and Students (ISTE).
The ISTE standards are for both students and teachers. The standards for students describe the
skills and knowledge students need to grow and thrive in a digitally interconnected and ever
changing world. The standards for educators describe the digital skills that teachers need to
teach, work, and learn. The standards for students are:
1. Empowered Learner Students leverage technology to take an active role in choosing,

achieving and demonstrating competency in their learning goals, informed by the
learning sciences.
2. Digital Citizen Students recognize the rights, responsibilities and opportunities of living,
learning and working in an interconnected digital world, and they act and model in ways
that are safe, legal and ethical.
3. Knowledge Constructor Students critically curate a variety of resources using digital

tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.
4. Innovative Designer Students use a variety of technologies within a design process to

identify and solve problems by creating new, useful or imaginative solutions.
5. Computational Thinker Students develop and employ strategies for understanding and
solving problems in ways that leverage the power of technological methods to develop
and test solutions.
6. Creative Communicator Students communicate clearly and express themselves creatively

for a variety of purposes using the platforms, tools, styles, formats and digital media
appropriate to their goals.
7. Global Collaborator Students use digital tools to broaden their perspectives and enrich
their learning by collaborating with others and working effectively in teams locally and
globally.
The ISTE standards for educators are:

1. Learner: Educators continually improve their practice by learning from and with others
and exploring proven and promising practices that leverage technology to improve
student learning.
2. Leader: Educators seek out opportunities for leadership to support student empowerment
and success and to improve teaching and learning.
3. Citizen: Educators inspire students to positively contribute to and responsibly participate

in the digital world.
4. Collaborator Educators dedicate time to collaborate with both colleagues and students to
improve practice, discover and share resources and ideas, and solve problems.
5. Designer Educators design authentic, learner-driven activities and environments that

recognize and accommodate learner variability.
6. Facilitator Educators facilitate learning with technology to support student achievement

of the 2016 ISTE Standards for Students.
7. Analyst Educators understand and use data to drive their instruction and support students
in achieving their learning goals.
 Artifact 2 – Pecha Kucha Presentation - 1. Learner: Educators continually improve their

practice by learning from and with others and exploring proven and promising practices
that leverage technology to improve student learning.
 Artifact 3 – Weebly Class Website - 3. Citizen: Educators inspire students to positively
contribute to and responsibly participate in the digital world.
 Artifact 5 – Social Studies Lesson - 5. Designer Educators design authentic, learner-
driven activities and environments that recognize and accommodate learner variability.
 Artifact 7 – Science Lesson - 5. Designer Educators design authentic, learner-driven
activities and environments that recognize and accommodate learner variability.
International Literacy Association (ILA) Professional Standards.
The ILA professional standards describe what candidates in the reading profession should know
and be able to do. They focus on knowledge, skills, and dispositions that are needed in a specific
role. The standards are:
1. Foundational Knowledge
2. Curriculum and Instruction

3. Assessment and Knowledge
4. Diversity and Equity
5. Learners and Literacy Environment
6. Professional Learning and Leadership
7. Practicum/Clinical Experiences
 Artifact 4 – Literacy Learning Segement - 2. Curriculum and Instruction - Candidates use

foundational knowledge to critique and implement literacy curricula to meet the needs of
all learners and to design, implement, and evaluate evidence-based literacy instruction for
all learners.
 Artifact 5 – Social Studies Lesson - 2. Curriculum and Instruction - Candidates use
foundational knowledge to critique and implement literacy curricula to meet the needs of
all learners and to design, implement, and evaluate evidence-based literacy instruction for
all learners.
Council for Exceptional Children (ECE).
The standards set out by the Council for Exceptional Children define the skills and specialties
that education professionals must posses in order to effectively work with children with
exceptionalities. The most up to date standards include 7 standards with a total of 28 different
elements. These standards are up for review in July of 2020.
 Artifact 2 – Pecha Kucha Presentation - 1.1 Beginning special education professionals

understand how language, culture, and family background influence the learning of
individuals with exceptionalities 1.2 Understanding of development and individual
differences to respond to the needs of individuals with exceptionalities.
Curriculum and Professional Standards Chart
Conclusion
The preceding section of my portfolio connected my artifacts to the pertinent claims and
standards that educators in New York State and Ontario need to be familiar with. When
designing lessons and enrolling in professional development course it is important for educators
to be aware of the many standards they are expected to abide by. These standards hold teachers
to the highest expectations and benefit both the teachers and the students. Writing this section
gave me the opportunity to become intimately familiar with the standards I will be expected to
follow as a candidate and a teacher.

30
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Section Four: Alignment to Curriculum & Professional Standards Chart
Directions: List each artifact that you have included in Section Three: Teacher Candidate Artifacts of your portfolio project.
Include the standard title, number, and key words needed to identify the standard accurately and provide meaningful context. This
chart should align with the curriculum and professional standard information that you have included in your rationale for each
artifact in Section Three.
Artifact Title INTASC NYS Code of NYS NYS DOE ISTE ILA CEC Ontario Onta
Standards Ethics P-12 Common Learning Claims & Standards International Standards Curriculum Teac
Standards Core Learning Standards CAEP for Literacy Standards Ethi
for Standards Standards Teachers Association Stand
Educators and/or Professional s
Students Standards
EXAMPLE: Standard 2 - Principle 3: Claim 2: Respe
Learning Educators Medaille Care.
Artifact #1: differences. commit to College
DASA The teacher their own graduates
understands learning in meet the
individual order to needs of
differences develop their diverse
in culture, practice. learners
language, through
and effective
socioecono pedagogy
mic status of and best
his or her teaching
students, practices.
incorporatin Claim
g them in 3: Medaille
teaching to College
create graduates
inclusive are caring e
learning ducators.
plans.
Artifact #2: Standard #1: Principle 1: Claim 1. Learner: 1.1 Respe

Pecha Kucha Learner Educators 3: Medaille Educators Beginning
Presentation Developmen nurture the College continually special
t. The intellectual, graduates improve education
teacher physical, are caring e their professiona
31
MSED ELEMENTARY
understands emotional, ducators. practice by ls
how learners social, and learning understand
grow and civic from and how
develop, potential of with others language,
recognizing each student. and culture, and
that patterns exploring family
of learning proven and background
and promising influence
development practices the learning
vary that of
individually leverage individuals
within and technology with
across the to improve exceptional
emotional, student ities 1.2
and physical learning. Understand
areas, and ing of
designs and developme
implements nt and
development individual
ally differences
appropriate to respond
and to the needs
challengingc of
ognitive, individuals
linguistic, wiht
social, exceptional
learning ities
experiences.
Artifact 3: Standard #1: Principle 1: Claim Respe

IEP Analysis Learner Educators 3: Medaille
Developmen nurture the College
t. The intellectual, graduates
teacher physical, are caring e
understands emotional, ducators.
how learners social, and
grow and civic
develop, potential of
recognizing each student.
that patterns
32
MSED ELEMENTARY
of learning
and
development
vary
individually
within and
across the
cognitive,
linguistic,
social,
emotional,
and physical
areas, and
designs and
implements
development
ally
appropriate
and
challenging
learning
experiences.
Artifact 4: Standard #4: Principle 2: MS-PS2-2. Claim 5. Designer 3.4 describe, in Care.
Science Lesson Content Educators Plan an 1: Medaille Educators qualitative
Knowledge. create, investigation College design terms, the
The teacher support, and to provide graduates authentic, relationships
understands maintain evidence know learner- between the
the central challenging that the the subject driven forces of lift,
concepts, learning change in an matter in activities weight, thrust,
tools of environments object's their and and drag that
inquiry, and for all. motion certificatio environment are required for
structures of depends on n area(s) s that flight 3.3
the the sum of recognize Identify the
discipline(s) the forces on and four forces of
he or she the object accommodat flight - lift,
teaches and and the mass e learner weight, drag
creates of the object. variability. and thrust
learning MS-ETS1-3.
experiences Analyze data
33
MSED ELEMENTARY
that make from tests to
the determine
discipline similarities
accessible and
and differences
meaningful among
for learners several
to assure design
mastery of solutions to
the content. identify the
best
characteristi
cs of each
that can be
combined
into a new
solution to
better meet
the criteria
for success.
Artifact 5: Standard Principle 2: Claim 3. Citizen: Trust.

Weebly Class #10: Educators 3: Medaille Educators
Website Leadership create, College inspire
and support, and graduates students to
Collaboratio maintain are caring e positively
n The challenging ducators. contribute to
teacher learning and
seeks environments responsibly
appropriate for all. participate
leadership in the digital
roles and world.
opportunitie
s to take
responsibilit
y for student
learning, to
collaborate
with
learners,
34
MSED ELEMENTARY
families,
Artifact 6: Standards # Principle 1: 6R6: Identify 1.1 2. Curriculum - Grade 6 Care

Literacy 1 Through # Educators the point of Candidates and Instruction Reading 1.9
Learning 8 nurture the view and demonstrat - Candidates Identify a
Segment intellectual, explain how it e an use variety of
physical, is developed understandi foundational presentation
emotional, and conveys ng of the knowledge to strategies used
social and meaning. 10 InTASC critique and in oral texts and
civic Explain how an standards at implement analyse their
potential of author’s the literacy effect on the
each student. geographic appropriate curricula to audience.
Principle 2: location or progression meet the needs
Educators culture affect level(s) in of all learners
create, his or her the and to design,
support, and perspective. following implement,
maintain (RI&RL) categories: and evaluate
challenging the learner evidence-
learning and based literacy
environments learning; instruction for
for all. content; all learners.
instructiona
l practice;
and
professiona
l
responsibili
ty.
Artifact 7: Standards # Principle 1: 3.RL.2. – Claim 5. Designer 2. Curriculum 1.6 extend Care
Social Studies 1 Through # Educators Recount 2: Medaille Educators and Instruction understanding
Lesson 8 nurture the stories, College design - Candidates of oral texts by
intellectual, including graduates authentic, use connecting the
physical, fables, meet the learner- foundational ideas in them to
emotional, folktales, and needs of driven knowledge to their
social and myths from diverse activities critique and own knowledge
civic diverse learners and implement and experience;
potential of cultures; through environment literacy to
each student. determine the effective pe s that curricula to other familiar
Principle 2: central dagogy and recognize meet the needs texts, including
35
MSED ELEMENTARY
Educators message, best and of all learners print and
create, lesson, or moral teaching accommodat and to design, visual texts;
support, and and explain practices. e learner implement, and to the
maintain how it is variability. and evaluate world around
challenging conveyed evidence- them
learning through key based literacy
environments details in the instruction for
for all. text. all learners.
Artifact 8: Standard #9: Principle 5: Claim Care.

Reporting of Professional Educators 3: Medaille Respe
Child Abuse Learning collaborate College Trust.
and and Ethical with parents graduates Integr
Maltreatment/S Practice The and are caring e
chool Violence teacher community, ducators.
Prevention and engages in building trust
Intervention ongoing and
professional respecting
learning and confidentialit
uses y.
evidence to
continually
evaluate
his/her
practice,
particularly
the effects
of his/her
choices and
actions on
others
(learners,
families,
other
professional
s, and the
community),
and adapts
practice to
meet the
36
MSED ELEMENTARY
needs of
each learner.

37
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Section Five: Teacher Candidate Reflection Guidelines
Introduction
In the teaching profession it important that one takes the time for personal reflection. Reflection
helps one grow professionally as it allows one to recollect, analyze, observe, make connections,
and improve practices. In this section of my portfolio I will be reflecting on both my experience
in developing this portfolio and my classroom and observation experiences while enrolled in the
Masters of Science in Education program at Medaille College. Additionally, it will also express
my readiness to join the Ontario College of Teachers as a professional educator by highlighting
the skills and abilities that undoubtedly qualify me to join the college and flourish as an educator.
Throughout my reflection process I will be making connections to the Medaille
Department of Education/ Council for Accreditation for Educator Preparation Claims. These
claims are designed to ensure that graduates are competent and professionally prepared for
employment in the field of education.
The section is divided in four sections: introduction, portfolio/teacher education learning
experiences, readiness to become a teacher, and conclusion.
Portfolio Project/Teacher Education Learning Experiences
I have to admit that when I first reviewed the requirements for this portfolio project I was
hesitant to get started. I was overwhelmed with the information and didn’t quite comprehend
what was expected of us. If I’m being honest, I was not too happy about the whole undertaking.
But, once I got past the first section and got into a good groove with my work I understood the
intentions of the project. This portfolio allowed me a few different opportunities. It forced me to
reflect on my educational experiences from the past that made a big impact on me. It allowed me
38
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the chance to collect my best work from the past year and to reflect on the time and effort that
went into this work. It forced me to become familiar with the various standards, claims and
principles expected of teachers and educators. And finally, and possibly most importantly, it
allowed me the opportunity to develop my own philosophy of education based on the theories of
Dr. Benjamin Bloom, Robert J. Marzano, Dr. Robyn Jackson, and Harry Wong.
Medaille’s MSED program has provided me with a wealth of experience and information
that I will bring with me to my home school board and my first classroom. It is through
Medaille’s programming that I have a better understanding of classroom management, literacy
instruction and assessment, differentiated instruction, culturally responsive teaching, technology
in the classroom, special education, and instruction in mathematics and science (CAEP Claim 1:
Content and Pedagogical Knowledge). Medaille’s instructors were passionate about teaching and
were clearly excited to share their knowledge with us. The three instructors that left the biggest
impact on me were Dana Hank, Nathaniel Barnes, and Dr. Lorenda Chisholm.
In addition to time spent in the classroom I was fortunate enough to spend approximately
45 hours with my cohort leading various activities at different Buffalo public schools as part of
the district’s Saturday Academy program. This is an experience I will never forget. While the
academic section of the program gave me the foundation required to be a teacher, the time spent
at the various public schools is what inspired me and assured me that I had made the right choice
when deciding to become an educator (CAEP Claim 2: Partnerships and Practice).
While reflecting on the two teachers who left such a memorable mark on my educational
career while completing Section 2: Teacher Candidate Background Experiences, I realized I was
having a strong emotional reaction. It wasn’t until writing about these teachers, over 25 years
after the experience, did I realize what a strong impact they have made on my life. I was telling
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an old friend, who was in both of those classes with me, about the experience of writing about
these great teachers, and he agreed that they had had a memorable impact on his life too. This
experience made me realize that while a teacher’s methods of instruction and assessment are of
the utmost importance, a child remembers the experience of the classroom more than anything.
Of course I will do my best to ensure my students all have an equitable opportunity to learn the
curriculum, but I must also remember that the classroom is their home away from home. It is
here they will go through many of the trials and tribulations of life and I will have to be there
with them to ensure they have a positive and highly memorable experience that they look back
on as fondly as I do at Mr. B’s and Mr. G’s classrooms (DOE Claim 3: Medaille College
graduates are caring educators).
The school year is always a blur. Due dates come fast, assignments are completed
(sometimes last minute), and the next assignment begins. Rarely, if ever, have I taken the time to
look back over past assignments. Section 3: Teacher Candidate Artifacts required that I take the
time to collect my previous work to connect it to the various standards and principles. In order to
do this, first I needed to gain a deeper understanding of the standards and principles (CAEP
Claim 1.1: 1 Candidates demonstrate an understanding of the 10 InTASC standards at the
appropriate progression level(s) in the following categories: the learner and learning; content;
instructional practice; and professional responsibility). This allowed me the opportunity to fully
understand the purpose and intent of not just each assignment, but to gain a more thorough
understanding of the variety of courses which are part of the M.S. Ed. program (CAEP Claim 1:
Content and Pedagogical Knowledge).
Over the past year I have been introduced to numerous important educational theorists:
Lev Vygotsky, Jerome Bruner, B.F. Skinner, Jean Piaget, Benjamin Bloom, John Dewey, Robert
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J. Marzano, Howard Gardner, to name a few. I enjoyed reading everyone’s theories and was
fascinated with the application of them in the school and classroom. But, I had not taken the time
to hone in on my own philosophies and theories about how I want to approach education. While
writing Section 2 of this portfolio I finally spent time reflecting on all the theorists I had
absorbed throughout the program and was able to create my own philosophy of education. The
theorists whose philosophies and theories I based my own philosophies on are: Benjamin Bloom,
Harry Wong, Robert J. Marzano, and Dr. Robyn Jackson. I now have a strong philosophy in
which to base my approach when I began my in-class practicum placement and in my future
classroom (CAEP Claim 1: Content and Pedagogical Knowledge, DOE Claim
2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices).
Medaille’s M.S. Ed. program offers a diverse array of classes in which students are given
the opportunity for an education that covers the broad scope of knowledge required in the
standards and principles in which I wrote about in Sections 3 and 4. Nathaniel Barnes’ EDL 650,
Dr. Lorenda Chilsolm’s EDU 507, and Dana Hank’s EDU 504 are the three courses that have left
the greatest impact on me as a future educator.
Nathaniel’s class introduced me to literacy instruction and literacy assessment. I was
introduced the stages of literacy, the stages of writing, and what is required of a teacher to ensure
their students are competent readers and writers. In addition to instruction, we spent time
learning how to assess a student’s reading ability, and importantly, how to plan instruction based
on this assessment. Using this knowledge, we were required to create a 90-minute literacy block
schedule, which had to include the six components of a balanced literacy block: guided reading,
shared reading, writing, phonics, vocabulary, and independent reading. This assignment required
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me to think and plan like a professional literacy instructor (more so than any other assignment or
class) using the in depth knowledge which Nathaniel had shared with me (DOE Claim
1: Medaille College graduates know the subject matter in their certification area(s), DOE Claim
2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices, CAEP Claim 1: Content and Pedagogical
Knowledge).
Dr. Lorenda Chisolm’s EDU 507 opened my eyes and mind to the importance of being a
culturally responsive educator. With an array of diverse guest speakers and thought provoking
classroom discussions Dr. Chisolm taught me that I must be aware of the implicit biases I bring
with me to the classroom and how they affect both my pedagogical approach and my students
(DOE Claim 3: Medaille College graduates are caring educators). Additionally, she taught me
the importance of ensuring that no matter my students’ race, religion, gender, sexuality, or SES,
they must be represented in my lessons, texts, and classroom (DOE Claim 2: Medaille College
graduates meet the needs of diverse learners through effective pedagogy and best teaching
practices, DOE Claim 3: Medaille College graduates are caring educators). Curriculum and
specific subject matter was not part of this course, but I can honestly say that this was possibly
the most important and impactful course of the M.S. Ed. program.
Dana Hank’s EDU 504 class was like no other class at Medaille. Dana took a no-
nonsense approach to classroom management. She explicitly told us the difficulties we are going
to face with students, parents, peers, and administrators, and spared no words in informing us of
how to deal with the difficulties we may face. Additionally, she taught us how best prepare
ourselves to prevent these difficult situations from happening. Her approach was both anecdotal
and evidence-based and left me feeling competent and ready to face even the most difficult
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challenges. Dana is an inspiration to me and I know I will summon her sage advice when I am
designing my classroom management strategies and engaging in parent communication.
After spending several months visiting schools throughout Buffalo I felt more inspired to
be a teacher than ever before. Saturday academies are like nothing I’d ever imagine seeing
within a school system. The staff is motivated, dedicated and inspiring, the families are excited
to be at the schools on a Saturday, and the community engagement is something I can only
dream of experiencing in my community. I cannot even imagine getting this kind of turnout at
any school I’ve worked at in Ontario. To me, it seemed like being a teacher at this school was
more than just a job to these people, it was a huge part of their life. They seemed genuinely
excited to be with the kids on their weekend, and they embraced our presence. I hope to be this
inspired when I am finally a classroom teacher. (DOE Claim 3: Medaille College graduates
are caring educators).
My experience attending and observing at Buffalo’s Saturday academies is not something
I’ll ever forget. (CAEP Claim 2 [2.2]: Clinical Partnerships and Practice - 2.3 The provider
works with partners to design clinical experiences of sufficient depth, breadth, diversity,
coherence, and duration to ensure that candidates demonstrate their developing effectiveness and
positive impact on all students’ learning and development). Whenever I’m feeling unmotivated
or stuck, I will try my best to think back to my experience at the schools I visited, and remember
the excitement I felt about teaching every time I was in any of these schools (DOE Claim
3: Medaille College graduates are caring educators).

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Readiness to Become a Teacher
For the past two school years I have been working as an emergency substitute teacher. The
growth I’ve achieved from this experience, in concert with the exceptional education I have
received from Medaille’s M.S. Ed. program has substantially prepared me for a career in
education.
Classroom management has a significant impact on a teacher’s ability to instruct and
assess. Without a well-managed classroom a teacher has to spend a lot of time and energy
dealing with behaviour and interruption, rather than focusing on instruction. My experience as a
substitute teacher has allowed me the opportunity to develop my classroom management skills to
a level higher than most new, inexperienced teachers. Having this experience and ability will
allow me to spend more time and energy on planning, instruction, assessment, culturally
responsive teaching, mentorship, etc. instead of focusing so heavily on classroom management
and behaviour.
The classes and experiences at Medaille have provided me with the knowledge, skills,
and foundations required to become an exceptional educator. My abilities to plan and prepare a
lesson have grown substantially. My lessons are now thoughtfully designed to include
differentiation and cultural responsive instruction, as well as encouraging higher order skills as
per Bloom’s taxonomy. Additionally, my learning segment sample is evidence of my ability to
scaffold a learning unit while aligning to Ontario curriculum and New York State standards
(DOE Claim 1: Medaille College graduates know the subject matter in their certification area).
In addition to lesson planning, good teachers present themselves professionally,
understand how to connect content, use technology to enhance learning, create inclusive learning
environments, communicate effectively with students, parents, and peers, are well organized, are
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competent leaders, and are open to feedback in order to improve their practice (CAEP Claim 1
[1.1] 1 Candidates demonstrate an understanding of the 10 InTASC standards). The artifacts
presented in this portfolio are evidence of my development of the above-mentioned skills.
Moving forward into my practicum, I know through exposure in the actual classroom that my
skills, knowledge and abilities will continue to grow and exceed the level expected of a new
educator.
Conclusion
This portfolio has been an all-consuming task. I spend most weeknights at my desk typing,
thinking, developing, and reflecting. It’s importance was lost on me when I first read through the
expectations, but that changed as I began the development process. This experience has forced
me to reflect on my past educational experiences, develop my own philosophy of education,
connect my assignments to real life standards and principles, recall the most important (to me)
instructors and classes at Medaille, and be re-inspired by the Buffalo Public School’s Saturday
Academy program. This reflection process has been important to my development as an
educator, and speaking honestly, not something I would have undertaken without the structure
and requirements laid out by the portfolio project.

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Section 6: Teacher Candidate Teacher Interview Video
Teacher Candidate Interview Video
Section 6 of my portfolio is the teacher candidate interview video and website tour. In this video
(https://screencast-o-matic.com/watch/cYiTeoExeK) I give a tour of my teacher website
(http://mrtrumble.weebly.com) highlighting some of the important pages: weekly newsletter,
Google Classroom, a cyber safety presentation, to name just a few. The mock interview,
accompanied by a slide show was an effective exercise in two regards. Firstly, in preparation for
the questions I was forced to reflect and expand on: the experiences that lead me to pursue a
career in education, my educational experiences at Medaille, a lesson that highlights my abilities
as an educator, my knowledge of current educational trends, and what makes me the best
candidate for the job. Reflection has been the most important part of this portfolio and my
thoughts and opinions have changed as I have moved through the process. In addition to
reflecting on my background and teacher preparation training, the mock interview helped me
practice how to prepare myself for a job interview in the future. I was forced to research and
prepare for questions about my background and what makes me a great candidate; questions I
knew would be asked during the job interview process. The process also helped me prepare for
questions I had not given a lot of thought to before. Specifically, how my knowledge of current
trends in education will make me an exceptional candidate. I had not yet reflected on trends in
education, and when I first read that questions I was worried I did not have a good answer. After
going through some of my notes from previous classes and reflecting about the past year I
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realized I was well versed in the current trends in education and had a strong opinion and
philosophy about many of them.
Teacher Candidate Interview Questions & Responses
Briefly share a little about your background experiences that have led you to choose a career in
education.
 Snowboard Instructor since the age of 16

 Skateboard park attendant
 Day camp counsellor
 Youth events manager at ski resort
 Bachelor or Arts, University of Guelph
 Some of life’s best memories are from elementary school
 Have always wanted a career that would make a difference
What have you learned in your teacher training program that will make you an excellent
classroom teacher and colleague?
 Culturally responsive classroom -inclusive, everyone is represented

 Classroom management - Marzano/Wong
 Lesson planning - differentiation, higher order thinking, scaffolding
 Personal philosophy - constructivist, will-drivers, classroom management
 Technology of education - endless tools to engage students remotely/online
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?
 ELA comprehension lesson, grade 6, distance learning

 Create a 6-panel comic strip, using online platform, to retell the last 3 chapters of Frindle
by Andrew Clements
 Assessment – choice of scenes, characters, captions, landscape,
spelling/punctuation/grammar
 Enhancement – short answer comprehension-based questions, can be answered in writing
or orally
 Lesson provides multiple means of demonstrating knowledge – story can be told through
lots of words, pictures might tell the story, short answer can be written or presented orally
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How will your knowledge of the current trends in education inform you as an educator in our
district/board/school?
 Online learning - currently relevant

 Technology in the classroom - SAMR Model to ensure effective use
 Constructivist learning - create own learning environment, participating in the lesson, not
passively absorbing
 Culturally responsive teaching - everyone is represented in the classroom, texts, lessons,
etc.
 Demonstration of knowledge - variety of ways to demonstrate comprehension and
mastery
Why should we hire you instead of the other applicants we have interviewed?
 Two years experience with BWDSB

 Established relationships with students, staff, and administration
 Knowledge of rules and procedures
 I’m fun, yet can manage a classroom
 Kids like me
Conclusion
The final section of my portfolio, Teacher Candidate Video Interview, provided me a final
opportunity to reflect on not only the past ten months of my education, but the important things
in my life that lead me to pursue a career in education. Sharing these through the unique
screencast format was not only a moment of pride and self-reflection, but also served as a lesson
in online learning. The portfolio process has been lengthy and time-consuming, but the
importance of it cannot be understated. I have learned a lot about myself, my educational
philosophies, and the qualities required of an exceptional educator. I may not have taken to time
to reflect on these things had I not undertaken this large project. I thank you for taking the time
to come on this journey with me.

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References
Avi Assor & David Gordon (1987) The implicit learning theory of hidden‐curriculum
research, Journal of Curriculum Studies, 19:4, 32339, DOI: 10.1080/0022027870190404
Council for Exceptional Children. (2015). What Every Special Educator Must Know:
Professional Ethics and
Standards.https://www.cec.sped.org/~/media/Files/Standards/Professional
%20Preparation%20Standards/Initial%20Preparation%20Standards%20with
%20Explanation.pdf
EngageNY. (n.d.). Retrieved June 28, 2020, from https://www.engageny.org/
Ethical Standards | Ontario College of Teachers. (n.d.). Retrieved June 28, 2020, from
http://www.oct.ca/public/professional-standards/ethical-standards
Forehand, M. (2005). Bloom’s taxonomy: Original and revised. In M. Orey (Ed.), Emerging
perspectives on learning, teaching, and technology. Retrieved (May, 2020).
Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Education, 106(53).
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InTASC Resources. (n.d.). Retrieved Jun3 28, 2020, from
http://www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standard
s_and_Learning_Progressions_for_Teachers_10.html
ISTE Standards. (n.d.). Retrieved June 28, 2020, from http://www.iste.org/standards
Lightner, J., Tomaswick, L. (2017). Active Learning – Think, Pair, Share. Kent State University
Center for Teaching and Learning. Retrieved [todaysdate] from
http://www.kent.edu/ctl/educational-resources/active-learning-think-pair-share/.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works:
research-based strategies for every teacher. Alexandria, VA: Association for Supervision
and Curriculum Development.
Mizell, H. (2010). Why Professional Development Matters https://learningforward.org/wp-
content/uploads/2017/08/professional-development-matters.pdf
Office of Teaching Initiatives. (n.d.). Retrieved July, 2020, from
http://www.highered.nysed.gov/tcert/certificate/dasa.html
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Singh, S., Dr., & Yaduvanshi, S. (2015). Constructivism in Science Classroom: Why and How.
International Journal of Scientific and Research Publications, 5(3). Retrieved June 27,
2020, from
https://pdfs.semanticscholar.org/4492/a6c954c8446412e6558a173b99809ac417fc.pdf
The Ontario Curriculum. (n.d.). Retrieved June, 28, 2020 from
http://www.edu.gov.on.ca/eng/curriculum/elementary/
“Unpacking Bloom's Taxonomy: Part 1.” GetSmarter Blog, (27 Nov. 2019). Retrieved from
www.getsmarter.com/blog/research-hub/unpacking-blooms-taxonomy-part-
1/#:~:text=Bloom's%20Revised%20Taxonomy%20is%20a,and%20skills%20through
%20%E2%80%9Cdoing%E2%80%9D.
Use of Technology in Teaching and Learning. (n.d.). Retrieved August 02, 2020, from
https://www.ed.gov/oii-news/use-technology-teaching-and-learning
Watson, A. & Jackson, R. (Hosts). (2020, March 15). How to motivate and engage reluctant
learners (No. 191) [Audio podcast transcript] In Angela Watson’s truth for teachers.
https://thecornerstoneforteachers.com/truth-for-teachers-podcast/motivating-disengaged-
students/
Wong, H. K., & Wong, R. T. (2018). The first days of school: How to be an effective teacher.
Mountain View, CA: Harry K. Wong Publications.

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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

Medaille College Graduate Student

Belete Mebratu Professor____________

Section One: Teacher Candidate Introduction to the Elementary Portfolio Project……..… 4

Section Two: Teacher Candidate Background Experiences……………………………… 10

Section Three: Teacher Candidate Artifacts……………………... ……………………… 25

Artifact #1: DASA Training Certificate……. ……………………………………… 26

Artifact #2: Pecha Kucha Presentation……………… …………………………… 29

Artifact #3: Weebly Teacher Website………………… …………………………… 36

Artifact #4: Literacy Learning Segment………………………………………………39

Artifact #5: Social Studies Lesson…………………….…………………………… 63

Artifact #7: Science Lesson……… ………………………………………………… 78

Artifact #8: IEP Analysis………………………………………..……………………84

Section Four: Alignment to Curriculum & Professional Standards ……………………… 92

Section Five: Teacher Candidate Reflection …………………………………………..…. 110

Section Six: Teacher Candidate Interview Video ……………………………………….. 118

References ………………………………………………………………………………. 122

Section One: Teacher Candidate Introduction to the Elementary Portfolio Project

Introduction, Overview and Rationale

one day make an exceptional educator.

is designed for two reasons.

me during my professional growth.

portfolio contains my story and the evidence of my ability to be a professional educator in a

projects or professional certificates that showcase why I will be an affective professional

This portfolio is comprised of six sections: Introduction, background experiences, artifacts,

alignment to curriculum, reflection and video interview.

The introduction to this portfolio serves as an introduction to me as the teacher candidate. It

will familiarize the reader with each section of the portfolio.

Teacher Candidate Background Experience

both work-related information and my traditional educational background. Additionally, the 50

discussed in this section.

Teacher Candidate Artifacts

essential skills and characteristics of a professional educator of children.

Alignment to the Curriculum and Professional Standards

Teachers and Students.

Teacher Candidate Reflection

experiences, my work and life experiences, my teacher observation experiences, my experience

an impact on my abilities as a professional educator. Reflecting often is an important part of the

even more competent educators.

Teacher Candidate Video Interview

portfolio, my skills and abilities, my knowledge of curriculum, and showcase my professional

disposition. Additionally, this interview simulation will allow me to practice a professional

interview in order to prepare for interviews in in the education field.

Theories, Theorists and Experts in the Field of Education

hierarchical levels of “classifying thinking according to six cognitive levels of complexity”

book this semester, and during my fall practicum.

of work that demonstrates my proficiency at the skills required of a professional educator as

just leader in both the classroom and the school.

Section Two: Teacher Candidate Background Experiences

I am excited at the prospect of being a part of an ever-changing field and I am dedicated to

young people will teach me as much as I can teach them.

Teacher Candidate Educational Background and Work Experiences

class I needed to pass in accordance with my university acceptance, proved an important

experience in my educational career.

struggling non-mathematician. I upped my tutoring to twice a week and my studying to 2 hours a

can achieve what I expect of them.

interests with children in a variety of learning environments. My instructing career began at

sixteen when I completed my Canadian Association of Snowboard Instructors Level 1

learners. This introduction to the world of teaching, partnered up with an exemplary