MSED Elementary Portfolio Project

Alexis Rae Smith

August 16th, 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

Alexis R. Smith
______________________________
Alexis R. Smith
Medaille College Graduate Student

______________________________
Dr. Susan Dunkle
Project Director
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Table of Contents

Section One: Teacher Candidate Introduction to the Elementary Portfolio Project……..… 3

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

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

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

Artifact #2: School Violence Prevention and Intervention / Identification and

Reporting of Child Abuse and Maltreatment Certificates…………………...……….30

Artifact #3: Pecha Kucha Presentation………………………………………………..35

Artifact #4: Educational Survey……………………………………………………….44

Artifact #5: ELA Learning Segment …………………….…………………………..56

Artifact #6: IEP Analysis……………………………………….…………………….83

Artifact #7: Assessment and Instruction Plan………………………………………...93

Artifact #8: Google Classroom ………………………………………..…………….108

Artifact #9: SMART Notebook Presentation…………………………………………112

Artifact #10: Math Lesson……………………………………………………………117

Section Four: Alignment to Curriculum & Professional Standards ………………………131

Section Five: Teacher Candidate Reflection …………………………………………..…. 146

Section Six: Teacher Candidate Interview Video ………………………………………..153

References ……………………………………………………………………………….157
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Section One: Teacher Candidate Introduction to the Elementary Portfolio Project

Introduction

Dalai Lama said, “When educating the minds of our youth, we must not forget to educate

their hearts.” Aristotle also said, “Educating the mind without educating the heart is no education

at all.” Both of these quotes stress the importance of developing our cognitive minds but also

developing our hearts and the qualities that make us a well-rounded human being. This is what I

believe makes a good educator. It is true that a good teacher can end up changing a student’s

life. Great educators do more than just teach the standards and curriculum. They inspire students

and act as some of the most influential role models to their students. In fact, I wouldn’t be where

I am today without having great teachers to inspire me. I was inspired to become an educator by

one of my past teachers and I hope to have the same effect on my students in the future. This

portfolio was created to demonstrate and highlight my preparedness to become a professional

educator. The artifacts chosen will display my competencies to plan, instruct, and assess. This

portfolio will also display my pedagogy and best teaching practices through accommodation,

culturally responsive teaching, and classroom management. My experiences at Medaille have

taught me what it means to be a well-rounded professional educator and I hope that is evident in

this portfolio.

Overview and Rationale

This portfolio is a combination of artifacts that displays my preparedness to teach in the

field of education. It is an exhibit of my knowledge, skills, and professional dispositions required

to become a professional educator. In this portfolio, you will be able to examine several different

artifacts that I have created during my experience at Medaille College in the Master of

Elementary Education program. These artifacts are a collection of both assignments and projects.
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This portfolio will give you the opportunity to learn more about my ability, preparedness, and

enthusiasm to teach. It will also give me a chance to reflect on my educational experiences,

knowledge, and skills that I will take with me into the professional world.

Portfolio Development

There are six sections included in this portfolio. Each section is designed to showcase

what I have learned throughout my teacher education program and display my readiness to teach.

Section one is called Teacher Candidate Portfolio Project Introduction. That is the section that

you are currently reading. This section is an introduction to the major components of the

portfolio project and also includes connections to best teaching practices, theories, theorists, and

experts from the field of education that have shaped my educational pedagogy.

Section two is called Teacher Candidate Background Experiences. In this section, I have

introduced myself by outlining my educational and work-related experiences, making

connections to my work in education. Again, I have made connections to best practices, theories,

and theorists that have influenced me as an educator. Artifacts such as my resume, practicums,

philosophy of education, and school observations can be found in this section. This section gives

you the chance to see what has led me up to this point and how I will use my past experiences in

my future teaching.

Section three is called Teacher Candidate Artifacts. In this section I have included the

pedagogical evidence that supports my claims that I have developed and the skills and

knowledge needed to be prepared to teach in the elementary classroom. These artifacts will

provide you with evidence of my ability to plan, instruct, and assess while taking into

consideration technology, culturally responsive teaching, accommodations, classroom

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management, and curriculum standards. Each of these competencies are important to be able to

achieve success in the classroom and they will be displayed through my artifacts.

Section four is called Alignment to Curriculum and Professional Standards. This section

presents my knowledge and ability to align curriculum and professional standards to daily work

and responsibilities. In this section my ability to be a caring, supportive, and effective teacher

should be evident. This section will highlight the importance of curriculum and professional

standards and how they are aligned to the artifacts chosen for my portfolio. The curriculum and

professional standards that I will be addressing are New York State Next Generation Learning

Standards, New York State Code of Ethics for Educators, The Interstate New Teacher

Assessment Support Consortium (InTASC Standards), International Society for Technology

Education for Teachers and Students (ISTE), Council for Exceptional Children (CEC), and the

Teacher Education Accreditation Council (TEAC).

Section five is called Teacher Candidates Reflection. In this section I will include a

reflection of my overall experiences while working on my Elementary Portfolio Project,

educational experiences during my program of study with the Department of Education, and my

readiness in becoming a teacher. My goal for this reflection is to positively display my

educational growth and mindedness.

Section six is called Teacher Candidate Teacher Interview Video. This is the last section

of the portfolio. In this section I have included a screencast video. This will be an interview

simulation where I will showcase my work and answer specific questions that may be asked at a

job interview. I will make connections to my portfolio artifacts, standards, teacher skills,

strategies, and professional dispositions. In this section, you will also be able to view my teacher

website that I created in my Technology for the Elementary Classroom course. My Weebly
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website will help to highlight my work in an interesting way and will be able to showcase my

technology skills.

Overall, all six sections of this portfolio will give you a better understanding of my

preparedness and eagerness to teach in an elementary classroom. I hope that my love for

education and enthusiasm to teach becomes evident through these six sections.

Theories, Theorists and Experts in the Field of Education

There are many different theorists and experts in the field of education who have inspired

me and shaped my thoughts about education. With my experience in early childhood education,

Maria Montessori and Loris Malaguzzi influenced my teaching early on. Theorists such as Jean

Piaget, John Dewy, Howard Gardner, Jean Rousseau, and Johann H. Pestalozzi have also greatly

influenced my philosophy of education as well as several others. I feel as though the work of all

these theorists are present in the way that I teach and their work should not go unrecognized.

Maria Montessori and Loris Malaguzzi were two theorists often talked about when I

worked as a preschool/ Pre-k teacher in a daycare center. These approaches to education were the

first ones I heard of and therefore shaped my thoughts early on. Maria Montessori was an Italian

physician, educator, and innovator who is known for her educational method that builds on the

way children learn naturally (amshq.org). Montessori education is student-led and self-paced. It

strives to nurture each child’s natural desire for knowledge, understanding, and respect

(amshq.org). Loris Malaguzzi is the psychologist responsible for the Reggio Emilia approach.

The Reggio Emilia approach views young children as individuals who are curious about the

world and have the potential to learn from all that surrounds them (Stoudt, n.d). Much like the

Montessori method, this approach is student-centered and self-guided. I later discovered many

more theorists that began to shape my teaching practices.

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Jean Piaget was a Swiss psychologist and genetic epistemologist. He is known for his

theory of cognitive development that studied how children develop intellectually throughout the

course of childhood (Cherry, 2020). Piaget believed that children take an active role in the

learning process. As they interact with the world around them, they add new knowledge, build

upon existing knowledge, and adapt ideas to accommodate new information (Cherry, 2020). The

things a child already knows is called a schema. Piaget (1954) believed that students connect

new knowledge to an existing schema. He also believed in constructivism meaning that students

learn by doing rather than being told. John Dewy (1986) also believed in a hands-on approach. I

feel that this is extremely important in education. A hands-on approach allows the student to use

problem solving and critical thinking while also giving them a more engaging way to learn.

Hands-on learning has the ability to create a sense of reality for the student and that is especially

important for creating a well-rounded student.

Howard Gardner (2006) developed the theory of multiple intelligences. Gardner’s theory

can be used in curriculum development, planning instruction, selection of course activities, and

assessment strategies. This theory suggests that each individual has strengths and weaknesses in

various intelligences (NIU, 2020). In education, it is important to remember that each individual

learns in different ways and that one method may not be effective for the class as a whole. This

theory puts emphasis on differentiated instruction to meet the needs of all students. I believe that

as an educator differentiated instruction is important to ensure the academic success of all

students.

Recently, Jean Rousseau and Johann H. Pestalozzi have begun to influence my teaching

philosophy. Jean Rousseau’s theory of education emphasizes the expression to produce a well-

balanced, freethinking child. He believed that if children are allowed to develop naturally
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without constraints imposed on them by society they will develop towards their fullest potential,

both educationally, and morally (Alvarez, n.d). I believe that this theory is extremely important

in education today. Especially in a society that is constantly changing. With the rise of

technology and social media it is so important to teach young minds how to be freethinking and

not allow society’s constraints to hold them back.

Pestalozzi was interested in Rousseau and followed his ideas to come up with his own

theory. Pestalozzi said that children should learn through activity and through things. They

should be free to pursue their own interests and draw their own conclusions. He said that the

balance between head, heart, and hands is what is most important to children receiving a good

education (Hopkins, 2018). My educational philosophy is centered around creating a well-

balanced student and it is with the help of these two theorists that my thoughts have been shaped

this way.

Conclusion
Overall, section one is an introduction to the major components of the portfolio project

and also includes connections to best teaching practices, theories, theorists, and experts from the

field of education that have shaped my educational pedagogy. Section one outlines what is to be

displayed on the following pages. Throughout this portfolio you will be able to gain a better

understanding of my preparedness and readiness to teach in an elementary classroom. It is my

goal that my love and passion for teaching are evident through each of the following sections.

With the help of many educational theorists and experts of education I have gained knowledge

and skills that will be able to support me in my future endeavors.

[Back to Table of Contents]

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Section Two: Teacher Candidate Background Experiences

Introduction

I knew that I had wanted to be a teacher from a very young age. When I was a little girl, I

remember begging my parents to help me create my very own “classroom”. With enough

convincing, my parents had transformed a section of our basement into my very first classroom. I

had a white board, posters hung on the wall, a grade book, and I even had students. I would line

up all my dolls and stuffed animals, all of which I had named, and I taught to them for hours on

end. As I got further into elementary school, I would ask my teachers if they had anything that I

could take home to add to my classroom. All of them were more than happy to contribute. The

thought of teaching just made me so happy even at a young age. I have always been so eager to

learn and I knew that had everything to do with the amazing teachers that were put in my path.

Of course, with my first teachers being my parents. Both of my parents have always been

an inspiration to me. My mom went back to college after having kids at a young age to become a

registered nurse. My dad is a detective with the police department and he has always been a

natural hard worker. As I get older, I have started to realize where my drive to succeed in making

a difference has come from. As I will talk about later in this section, I did not originally pursue a

degree in education. It was definitely a mistake that I will always live with, but it has made me a

stronger person in so many different ways. Upon completion of my Bachelor’s degree, I had

realized that my heart was truly set on teaching and that is what was going to make me the

happiest.

This section of my portfolio is composed of my educational background and work

experiences that have influenced me to want to become an educator. I have included previous

teachers that have inspired me to want to become an educator myself. There have been several of
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my previous educators that have really had an impact on my career choice. Also, I have included

several personal experiences. This section also includes my philosophy of education, resume,

and school observations.

Teacher Candidate Educational Background

As I mentioned previously, I did not originally pursue a degree in education. While I

knew deep down that becoming a teacher was my true calling, I had doubts that becoming a

teacher was going to make me as “successful” as I had always dreamt of. When senior year of

high school came around it was time to choose what I wanted to do for the rest of my life. I

remember sitting in college and careers class researching jobs, taking career fit quizzes, and just

letting my mind run wild contemplating what I wanted to do for the rest of my life. Some of my

peers seemed to know exactly what they wanted to do and that scared me quite a bit. After a lot

of researching (and teaching in the back of my mind), I finally came across physical therapy. It

sounded amazing. It was a job where I could educate people, help them, and also be in the

medical field. I might have failed to mention that everybody who had any advice to me while in

my career search told me to “try out the medical field because there will always be a surplus of

jobs”. This sounded great and my mind was at ease knowing I had finally found my career. I

decided to then take an internship course where I spent all summer observing in a physical

therapy clinic. I’m not going to lie when I say that I loved it. I got to know the patients and

therapists. I slowly created bonds with them throughout the course of the summer. I specifically

remember one patient telling me on my last day to keep doing what I am doing because most

young people don’t have the ambition that I do. Those words will always resonate with me. All

of the other interns were doing this for college credit and here I was as a senior in high school
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doing this for “fun”. I later got accepted into my top 3 physical therapy schools and decided to

attend Daemen College in their 3+3 DPT program. I felt like I was on top of the world.

I was an ambitious college freshman. Even though I was only 20 minutes from home, my

parents let me live on campus my first year. I always loved being independent and I wanted to

learn what it was like to live on my own. I met some amazing people, joined the cheerleading

team, but I was struggling academically. I was working on the weekends and studying every

chance I got. Every exam grade I received made me feel more and more like a failure. There

were many nights I cried because I was so familiar with getting 90’s in high school without even

trying. Now I was studying for hours each day and getting grades that were not up to my

standards.

Sophomore year came around and it was time to apply for the graduate portion of the

program. My application resulted in a meeting with a counselor who told me that my science

GPA was just short of the threshold and I was going to have to re-take a few courses to boost my

science GPA. It was also added that maybe physical therapy wasn’t the right path for me. I

walked out of that meeting devastated and defeated. However, like I said previously, all of this is

what made me a stronger person and led me to where I am today.

When I think about becoming a teacher my mind always goes back to my first-grade

teacher Mrs.K. This woman had the biggest heart and the most patience I have ever seen in a

person. I remember to this day having to learn the slogan, “Good, better, best. Never let it rest.

Until your good is better and your better is best.” Of course, as a young first grader this meant

nothing more to me than being able to choose a prize from the prize box for memorizing it. Now

that I look back on it, I know that Mrs.K wanted us to remember this and be able to apply the

slogan to our lives in the future. I also remember that Mrs.K always chose me to sit next to and
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walk in the halls with a classmate who had down syndrome. I was so proud that she believed in

me and I was willing to help in any way I could. She told me that he could learn a lot from me.

Throughout elementary school I would stop by her room every morning. I was greeted with the

biggest smile and a hug. Even though I wasn’t in her class anymore, she made it evident that she

still cared about me. She made so many of my days that much better. All it took was a smile and

a hug. She was there to listen, to love, and to teach. I truly admired her.

I actually got the chance to talk to Mrs.K recently. I was working as a hostess at a

restaurant when a woman walked in who looked all too familiar. She didn’t recognize me at first

until I asked her if her name was Mrs.K. I told her that she was my first-grade teacher. She

smiled and nodded saying, “Alexis Smith… I remember you.” I told her how much of an impact

she had on me and that I was finishing up my master’s degree in elementary education. She

responded by telling me that she always knew I was a natural leader and she was proud of me for

pursuing this career. I went home from work that day in the best mood. I took this as a sign that

becoming a teacher is my true calling.

Another teacher who truly inspired me was Mr.M my high school algebra teacher. I was

not the strongest math student but Mr.M made me feel like I could actually conquer high school

math. Going to algebra class was sort of like a breath of fresh air. His class was tough but he

made it fun. In fact, I spent most of my free periods sitting in the math office with Mr.M. I

actually started to enjoy math. He was always there to help me academically but he also helped

me in so many other ways. I was starting high school, my parents were going through a divorce,

my sister was only 6 years old, and my older brother was away at college. I had a lot of

responsibility at a young age and felt like I had weights on my shoulders. Mr.M was there for me
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in every way possible and he made that clear to me. He truly cared about the lives of his students

inside and outside of school. As an educator this is so important.

It is a combination of all these experiences that have led me to where I am right now. I

have learned from my previous educational experiences and it has helped to shape me into the

educator I hope to be in the future. Also, a big thanks to Mrs.K for reminding me to always strive

for my best.

Work Experiences

I was always a natural hard worker. When I was young, I was an assistant dance teacher.

I was in about 8 or 9 classes myself, but I also made time in my schedule to be an assistant

teacher. This was my very first job and I didn’t even know it! All of the money I made from this

“job” went straight to helping my parents pay for my tuition. I now realize how helpful that must

have been. I also spent a lot of my free time babysitting for neighbors and taking care of my

younger sister. With my parents being divorced I spent a lot of time watching my younger sister

so that my parents were able to continue to work and provide for our family.

When I turned 15, I began to search for a job. Most of my friends thought I was crazy,

but nothing was ever handed to me. I knew that if I wanted something, I was going to have to

work for it. I really wanted to be able to afford a car by my 17th birthday. I ended up getting a job

at Wegmans as a cashier. I worked hard and eventually was able to buy myself a car. Although

all of my friends had brand new cars, I was so proud of my car because I had worked hard for it.

Although you may think that Wegmans has nothing to do with my path to becoming an educator,

I believe I learned a lot from my six years there. As my first job it taught me how to be

responsible and manage my own money. It also showed me what a work environment should

look like. The environment was always positive and every coworker was always smiling. I will
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always carry the Wegmans core values with me. Including high standards, respect, caring,

making a difference, and empowerment. As an employee these values are ingrained in you

throughout your career with Wegmans. Wegmans gave me the opportunity to grow throughout

the company. I was cross-trained to work in the bakery as well as W-kids. W-kids was a free in-

store babysitting service. While parents were in the store grocery shopping, it was my job as a

W-kids employee to care for children ages 3-9. We played games, watched movies, colored, and

did crafts. Spending time with children was just so much fun for me and I was able to create

bonds with many families.

When Wegmans finally decided to eliminate the W-kids service I moved to the bakery,

but I continued to babysit for many of the families that I had met through W-kids. I learned a lot

through this experience as I encountered many diverse families and got to know the children. I

had the privilege of getting to know children who were adopted, children that had been through

trauma, and children with various disabilities. As a high school student, I found this to be very

challenging at times but an overall eye-opening experience. There were times when I would go

home and research these disabilities just so that I was able to better understand the children. I

was so eager to learn and help in any way that I could. Much like my time in Mrs.K’s class being

paired with my classmate who had down syndrome, I found it very rewarding.

In my undergraduate studies, part of our course work was completing a service-learning

course in our community. We were given a list of places that we could complete our service

learning including soup kitchens, after school programs, and nursing homes. Without much

thought I naturally gravitated toward children. This is when I had the opportunity to volunteer at

the Boys and Girls club of America. Twice a week I helped out at the afterschool program in

Buffalo. We helped the children with their homework, led crafts, provided dinner, and activities.
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For most of these children, the club was their safe space and they really looked up to us as their

mentors. It was crazy to see how fast relationships were created between me and these children. I

truly think that this is one of the experiences that made me realize my future should be in

education.

When I was a senior in college, I came across a friend’s Facebook post which said that

her daycare center was hiring. I immediately messaged her and asked how I could apply. This is

when I applied and accepted a position as an assistant teacher at a daycare center. I started off

part time while I was finishing up my senior year of college. I floated between infants, toddlers,

preschool, and pre-k. After about a month, my director pulled me aside and asked if I would be

interested in being a full-time assistant teacher in our UPK program. Of course, I accepted the

offer and made the decision to leave the other two jobs I had at that time.

It was difficult to join a classroom in May. The children and families had already created

strong bonds with their lead teacher and at times I felt extremely out of place. I was so fortunate

to be working alongside this lead teacher and I learned a lot from her in just a few short months.

I stepped up to the challenge of getting to know each and every one of the students and their

families even though it was the end of the year. When pre-k graduation came around, I felt as

though I had these children all year long. Graduation day was the day that I found out the lead

teacher had accepted another job offer and would no longer be working at the daycare center.

Shortly after graduation day, I accepted an offer to work as a lead preschool/pre-k teacher.

Without a degree in early childhood education or a CDA certificate I thought that this could

never be possible. I went through several obstacles to be able to have my college credits

approved to be a lead teacher. My director truly believed in me and saw my all of my potential.
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After graduation, summer camp had begun. I spent all summer with a group of first and

second graders. I was also chosen to attend field trips and was put through CPR training, first aid

training, and MAT certification. Summer camp was so much fun.

When summer camp ended, it was time to set up my very first classroom. I was so

nervous yet so excited. I had gone out and bought all the cutest décor and really made my

classroom “home”. When the first day of school came, I entered the classroom with butterflies

and the biggest smile. As the year went on, I faced many challenges, but all of them just helped

me to become a better educator. I had several assistant teachers who came and left during my

time at the daycare center leaving me without help for most of the year. Many of them expressed

to me that they never truly realized all the work that goes into being an early childhood educator.

I had one assistant tell me that it takes a special kind of person to stick with this job. I really do

believe that. It takes a special person to want to become an educator. Unfortunately, with the

Coronavirus pandemic, my year was abruptly cut short. All of these work experiences have led

me up to today and I am eager to see what the future has in store.

School Observations and Classroom Application

While my list of classroom observations is not extensive, I have been given the

opportunity to attend Saturday academy at Buffalo public schools through Medaille. I have

learned a lot through my field work experiences. Before attending Medaille, I was not sure how a

“Saturday academy” worked and didn’t even know that it existed. I believe it was a very eye-

opening experience to see the very diverse population that we have right here in Buffalo that I

had never been exposed to before. Through Saturday academy, Buffalo public schools is trying

to increase parent involvement by taking a whole community approach to schooling.

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At Saturday academy, my colleagues and I did not only get to experience literacy and

math activities. We also had the pleasure of enjoying things such as farmer’s markets, health

screenings, dance classes, swimming lessons, cooking classes, music classes, animal therapy,

and a plethora of other activities. It was amazing to see how involved the surrounding

community must be in order to have so much to put into a Saturday academy.

I think one of the biggest things I have learned from this is to embrace diversity. I really

enjoyed how these schools made education easier for those who come from diverse backgrounds.

Signs and forms were all posted in several different languages, even languages I had never heard

of before. I think this is especially important if you are trying to get increased parent/family

involvement which is one of the goals of Saturday academy. At Saturday academy we were

responsible for creating activities that could serve multiple age groups and children with varying

abilities. We were never sure exactly who was going to show up each week so it was important

to create activities that could serve students of all ages and all abilities.

Much like Lev Vygotsky’s theory of scaffolding, Saturday academy insured that we were

using scaffolding in our planned activities. Children attending Saturday academy were often

fueled to participate in our planned literacy activities by rewards. After all, we were competing

with things such as sports, face painting, and crafts. We needed a way to get children involved in

our activities. We soon realized that prizes were going to do the trick. Therefore, B.F Skinner’s

theory of behaviorism often came in handy.

We used positive reinforcement to keep the children engaging in our activities each week.

Skinner’s theory shows that positive reinforcement strengthens a behavior by providing a

consequence an individual will find rewarding (McLeod, 2018). Overall, my field work
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experience has been a great help in exposing me to many different diverse cultures that I would

not have encountered otherwise.

Philosophy of Education

My philosophy of education is something that will constantly be changing as I expand my

knowledge and grow within the field of education. Currently, my philosophy of education has

been shaped by the knowledge and experiences I have had thus far. Here is my philosophy in

regards to the school, the curriculum, learning, the learner, assessment, classroom management,

and the teacher.

The School

The school is where students spend most of their day and parents trust that their children

are going to be safe there. The school should have a positive atmosphere and give all students

countless opportunities to succeed and thrive. I believe that a school should be able to provide

more than just academics and the curriculum to each student. A school should also enrich the

social, mental, physical aspects of a child. I also believe that the school and the community

should be interconnected and that both will only be successful in an ongoing partnership. It is

important that children should be able to thrive in a school community despite being in a

challenging global community.

The Curriculum

New York State has put together a set of standards that are able to assist me while

teaching the curriculum. The state standards are important to ensure that each child is achieving

the learning requirements for their specific grade. I believe that the curriculum should be taught

through the students’ interests. It is important to get to know each student in order to make the

curriculum more meaningful to them. It is also important to ensure that there is always a need for
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differentiated instruction. No two students will learn the same way so the curriculum should

always be taught in several different ways to incorporate each kind of learner.

Learning

As mentioned previously, I have used Howard Gardener’s theory of multiple

intelligences to shape some of my thoughts. His theory explains that each student will have

strengths and weaknesses in various different intelligences. Every student will learn in a different

way and there are no one size fits all methods. Because of this, learning in the classroom should

be taking place through multiple different methods.

The Learner

The learner should take an active role in their education. Students must realize that they

are the ones accountable for their academic success. I also believe that the student should always

put forth their best effort. Jean Rousseau’s theory (1899) inspired me to emphasize the

importance of producing a well-balanced, freethinking child. He believed that if children are

allowed to develop naturally without constraints imposed on them by society they will develop

towards their fullest potential. I believe this is so important especially in the world we live in

today.

Assessment

I believe that students should have the opportunity to be assessed in a multitude of

different ways. There is always a time and place for written assessments but I want my students

to understand that a test score does not define them. Like I said previously, all students learn in

different ways. Therefore, we should also assess in different ways. One goal of an assessment in

education is to be able to check student understanding. Another goal is to be able reflect on your

teaching and adapt to further the education of your students.

MSED ELEMENTARY PORTFOLIO PROJECT 20

Classroom Management

Classroom management is extremely important in any classroom. It is ultimately the key

to success and the foundation for a smooth-running classroom. Classroom management should

begin with getting to know each of your students and building a relationship with them. Rules

and procedures should be addressed early on and the students should know exactly what is

expected of them. Students need both an effective environment as well as an effective teacher in

order to be successful. The environment should be positive giving students the feeling of mutual

respect with the teacher. There should be a humanistic approach to classroom management. Carl

Rogers (1954) created a person-centered theory which was designed to promote openness,

growth, and change in understanding of the counseling process (Gatongi, 2007). The main goal

of this approach to classroom management is to act proactively. This means that there is an

emphasis on preventing misbehavior rather than reacting to it. In a person-centered classroom

leadership is shared, students share classroom responsibilities, discipline comes from the self,

management is a form of guidance, and students are facilitators for the operation of the

classroom. In this environment there is a need for mutual respect between the teacher and

students.

The Teacher

The teacher should be properly qualified to teach with several educational experiences in

a classroom. New York State has teaching certificate exams that must be completed before you

are eligible to teach in any school. The four tests that must be completed are the EdTPA,

Educating All Students (EAS) Test, Academic Literacy Skills Test (ALST), and Content

Specialty Test (CST). Aside from these tests, is important that the teacher is passionate and eager
MSED ELEMENTARY PORTFOLIO PROJECT 21

to educate. Interactions should be kind and compassionate. The teacher should maintain a

positive rapport with both students and colleagues. Teachers often become role models and

mentors to students so it is important that they always act in a professional manner.

Resume

Introduction

Attached below you will find my resume. My resume includes my education, work

experience, volunteer experience, as well as the skills and attributes I possess. Everything

included on my resume has contributed to helping me succeed in becoming a professional

educator.
MSED ELEMENTARY PORTFOLIO PROJECT 22

Alexis R. Smith
25 Redspire Way, East Amherst, NY 14051
(716) 868-5366
ars539@medaille.edu

CERTIFICATION: Seeking New York State Initial Certification in Childhood Education,

Grades 1 – 6

EDUCATION: Bachelor of Science in Natural Science-Health Science, May 2019

Daemen College, Amherst, New York

Master of Science in Elementary Education, anticipated

December 2020
Medaille College, Buffalo, New York
GPA: 3.92

RELATED EXPERIENCE: Lead Preschool/ Pre-K Teacher, Doodle Bugs! Children’s Learning
Academy, Clarence, NY 2019-present
 Implementing the Bravo! Curriculum and lesson planning
 Continuous decision making, critical thinking, evaluation, and
problem solving
 Maintaining a kind and safe play environment for children

Volunteer Cheerleading Coach, North Cheektowaga Amateur

Athletic Association, 2019-present
 Taught sport specific skills in a clear and safe manner
 Maintained knowledge of all rules and coaching techniques
 Put together routines for competitions and games
 Observed the progress of the team (ages 10-14)

Assistant Teacher, Doodle Bugs! Children’s Learning Academy,

Clarence, NY 2019
 Assisted the Lead Teacher in classroom-wide implementation of
the Bravo! Curriculum
 Interacted with children of all ages, infant to school-age
 Maintained a kind and safe play environment for children

Volunteer, Boys and Girls Club of America, Buffalo, NY, 2016

 Helped youth with their homework
 Lead and organized crafts and after school activities
 Served as a mentor
MSED ELEMENTARY PORTFOLIO PROJECT 23

W-Kids Employee, Wegmans, Amherst, NY, 2014-2016

 Observed and monitored children’s daily activities
 Guided various arts and crafts
 Interacted with small groups of children ages 3-9
 Provided customer service through interactions with
parents/guardians

TRAINING: -NAYS Coach Certification, May 2019

-Medication Administration (MAT), June 2019
-American Red Cross CPR and First Aid, June 2019

TECHNOLOGY: SMART Board, Quizlet, Kahoot!, Plickers, Socrative, EdPuzzle,

Microsoft

HONORS/AWARDS: -Dean’s List Daemen College, 2015 – 2019

-Dean’s List Medaille College, 2019

CO-CURRICULAR: -Member, Daemen College Cheerleading, 2015-2016

EMPLOYMENT: -Cashier & Customer Service Representative, Wegmans, Amherst,

NY, 2013 – 2014
-Bakery Team Member, Wegmans, Amherst, NY, 2015-2019
-Counter Staff, La Nova Pizzeria, Amherst, NY 2017-2019
-Hostess, Bar Bill North, Clarence, NY 2019-present

VOLUNTEER: -Student Volunteer, Excelsior Orthopaedics, 2014

-Student Volunteer, Salvation Army, 2015
-Secretary, Erie County Legislature, 2015
-Physical Therapy Volunteer, Sisters of Charity Health System, 2017
-Physical Therapy Volunteer, The McGuire Group Harris Hill
Nursing Facility, 2018

LANGUAGES: Fluent in English

References are available upon request.

MSED ELEMENTARY PORTFOLIO PROJECT 24

Conclusion

This section of my portfolio outlined my educational experiences, work experiences, and

school observations, as well as my philosophy of education and resume. This section outlines

how I got to this point and the people along the way who have greatly inspired me to pursue a

career in education. Creating this section allowed me to rethink about my past experiences that

shaped me into the person that I am today. My philosophy of education will continue to evolve

as my wealth knowledge grows in the field of education. Section three will contain my teacher

candidate artifacts.

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT 25

Section Three: Teacher Candidate Artifacts

Introduction

In this section of my MSED Elementary Portfolio you will find 10 different teacher

candidate artifacts. The artifacts presented in this section were chosen to demonstrate my

teaching effectiveness, ability, and readiness to be a caring professional educator. All of these

artifacts were created throughout various courses taken at Medaille College. The artifacts in this

section are designed to showcase my ability to plan, instruct, and assess. They also showcase the

teacher competencies of technology, learner accommodation, and culturally responsive teaching.

Each artifact chosen has a rationale that will show the curriculum and professional standards in

New York and America that align with that particular artifact.

The first artifact is my DASA completion certificate. I received this certificate after

completing a course on DASA and taking a corresponding exam. The next artifact is my School

Violence Prevention and Intervention / Identification and Reporting of Child Abuse and

Maltreatment Certificates. These certificates were received after completing the corresponding

training courses. Next is my Pecha Kucha presentation on Oppositional Defiant Disorder. This

presentation style has 20 slides with 20 seconds of audio per slide. The fourth artifact is an

educational survey conducted on parent involvement. The fifth artifact is a three-day third grade

ELA learning segment on retelling. Next, is an IEP analysis. The seventh artifact is a reading

assessment and instruction plan. The eighth artifact is a Google Classroom that I created for a

hypothetical 3rd grade class. Next, my SMART Notebook presentation on a children’s book.

Finally, the last artifact is a math lesson that was created in EDU 502 Education Methods of

Teaching Math and Science.

MSED ELEMENTARY PORTFOLIO PROJECT 26

Artifacts & Rationales

Artifact #1: DASA Certificate

DASA stands for the Dignity for All Students Act (Dignity Act). DASA is one of four

laws focused on student behavior and school environment. The Dignity Act states that it is the

policy of the state of New York to afford all students in public schools an environment free of

discrimination and harassment. Educators are encouraged to incorporate the principles embodied

by the Dignity Act into core subjects. The Dignity act states that no student shall be subject to

harassment or bullying by employees or students on school property or at a school function; nor

shall any student be subjected to discrimination based on a person’s actual or perceived: race,

color, weight, national origin, ethnic group, religion, religious practice, disability, sexual

orientation, gender (including gender identity or expression), or sex.

I think it is important to note that American families have undergone structural change

over the last 50 years. Economic pressures, violence and crime, and inadequate access to health

care are significant factors in family stress (Barth,2012). With the increase in family stress, we

are beginning to see an increase in adverse childhood experiences (ACEs) as well. In 1998, the

Centers for Disease Control and Prevention and the health management organization Kaiser

Permanente developed a report that examined the cumulative effects of multiple ACEs and

showed how they correlate or predict physical and psychological problems in children. Mark

Barth (2012) says that under DASA, schools and staff can take a more systematic approach in

identifying and sensitively intervening on behalf of victims and on behalf of their bullying

predators, both of whom may be experiencing feelings of hopelessness.

The DASA certificate below displays my completion of the DASA training. This training

enhances my professional disposition and also my ability to teach in a culturally responsive way
MSED ELEMENTARY PORTFOLIO PROJECT 27

that is able to positively embrace diversity. The DASA training also enhances my ability to

create a positive school/classroom climate by making it a place free of harassment, bullying, and

discrimination. Cohen et al. (2009) said, “A sustainable, positive school climate fosters youth

development and learning.”

Connections to Standards:

INTASC Standards

Standard #9: Professional Learning and Ethical Practice

This standard says that 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.

9(j) The teacher understands laws related to learners’ rights and teacher responsibilities

(e.g., for educational equity, appropriate education for learners with disabilities, confidentiality,

privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).

9(o) The teacher understands the expectations of the profession including codes of ethics,

professional standards of practice, and relevant law and policy

NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. Educators 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.

MSED ELEMENTARY PORTFOLIO PROJECT 28

Principle 5: Educators collaborate with parents and community, building trust and

respecting confidentiality. Educators 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.

DOE/CAEP Claims

Claim 1: Medaille College graduates know the subject matter in their certification

area(s)

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.

MSED ELEMENTARY PORTFOLIO PROJECT 29

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT 30

Artifact #2: School Violence Prevention and Intervention / Identification and

Reporting of Child Abuse and Maltreatment Certificates

The purpose of the Identification and Reporting of Child Abuse and Neglect workshop is

to expose professionals that come into contact with children to identifying and assisting children

who are victimized. The training provided insight on how to effectively report child abuse or

neglect, assess real-life situations to determine whether there is “reasonable cause to suspect”

child abuse or neglect, identify common physical and behavioral indicators, recognize risk

factors associated with parents and caretakers who may abuse their children, and understand the

legal framework underlying the child protective system.

The School Violence Prevention and Intervention training is part of the Safe Schools

Against Violence in Education (SAVE) legislation. This training includes warning signs of

violence, policies, effective classroom management techniques to promote a nonviolent climate,

and intervention techniques to name a few of the topics covered.

As an educator, we should value the physical, emotional, and social aspects of our

students. Both of these trainings are important in creating a safe environment for students where

they are able to learn effectively. The trainings included a lot of useful prevention and

intervention strategies that could be useful in the classroom. As Bucher and Manning (2005)

said, “A safe school is one in which the total school climate allows students, teachers,

administrators, staff, and visitors to interact in a positive, nonthreatening manner that reflects the

educational mission of the school while fostering positive relationships and personal growth.”
MSED ELEMENTARY PORTFOLIO PROJECT 31

Connections to Standards:

INTASC Standards

Standard #9: Professional Learning and Ethical Practice

This standard says that 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.

9(j) The teacher understands laws related to learners’ rights and teacher responsibilities

(e.g., for educational equity, appropriate education for learners with disabilities, confidentiality,

privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).

9(o) The teacher understands the expectations of the profession including codes of ethics,

professional standards of practice, and relevant law and policy

NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. Educators 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.

Principle 5: Educators collaborate with parents and community, building trust and

respecting confidentiality. Educators 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.
MSED ELEMENTARY PORTFOLIO PROJECT 32

DOE/CAEP Claims

Claim 1: Medaille College graduates know the subject matter in their certification

area(s)

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.

MSED ELEMENTARY PORTFOLIO PROJECT 33
MSED ELEMENTARY PORTFOLIO PROJECT 34

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT 35

Artifact #3: Pecha Kucha Presentation

A Pecha Kucha presentation is a 20 slide presentation with 20 seconds of audio on each

slide. This specific presentation is on Oppositional Defiant Disorder (ODD). ODD is a

behavioral disorder in which a child is defiant and disobedient to authority figures. The goal of a

student with oppositional defiant disorder is to gain and maintain control by testing authority to

the limit, breaking rules, and provoking and prolonging arguments. This presentation includes

information about the disorder and what it may look like in the classroom. It also includes

resources that can be used to teach other adults or students more about ODD. This artifact

includes the teacher competencies of learner accommodations, classroom management, and

culturally responsive teaching.

Connections to Standards:

INTASC Standards

Standard #1: Learner Development

This standard says that 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.

1(d) The teacher understands how learning occurs--how learners construct knowledge,

acquire skills, and develop disciplined thinking processes--and knows how to use instructional

strategies that promote student learning.

1(h) The teacher respects learners’ differing strengths and needs and is committed to

using this information to further each learner’s development.

MSED ELEMENTARY PORTFOLIO PROJECT 36

NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. Educators 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.

DOE/CAEP Claims

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.

CAEP 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.

Council for Exceptional Children (CEC) Code of Ethics:

Principle 2: Maintaining a high level of professional competence and integrity and exercising

professional judgment to benefit individuals with exceptionalities and their families.

Principle 6: Using evidence, instructional data, research, and professional knowledge to inform

practice.

Principle 12: Participating in the growth and dissemination of professional knowledge and

skills.

ISTE Standards for Educators

Standard #1: Learner

Standard #4: Collaborator

MSED ELEMENTARY PORTFOLIO PROJECT 37

Pecha Kucha Presentation (MOV file):

MSED ELEMENTARY PORTFOLIO PROJECT 38

Pecha Kucha Presentation Slides:

MSED ELEMENTARY PORTFOLIO PROJECT 39

Pecha Kucha Transcript:

Slide 1: Oppositional defiant disorder, commonly known as ODD, is a behavioral disorder in
which a child is defiant and disobedient to authority figures. The DSM-5, published by the
American Psychiatric Association, defines it as a pattern of angry, vindictive, argumentative, and
defiant behavior lasting at least six months.
Slide 2: Arguing and defying can be appropriate behaviors for kids of any age. However, ODD
is a whole lot more than that, to the point where students with ODD disrupt their own lives and
often the lives of everyone nearby. The goal of a student with oppositional defiant disorder is to
gain and maintain control by testing authority to the limit, breaking rules, and provoking and
prolonging arguments.
Slide 3: Students with ODD often lose their temper, argue with adults, actively defies or refuses
to comply with requests or rules, deliberately annoys people, blames others for his/her mistakes
or misbehaviors, touchy or easily annoyed by others, angry and resentful, or spiteful and
vindictive
Slide 4: In the classroom this can be distracting to both the teacher and other students. These
behaviors can cause students to struggle both academically at home and at school. It is hard for
them to make friends and their school work often suffers too. They may become depressed or
anxious, develop conduct or substance abuse disorders as they grow older. Early identification
and treatment are vital to helping these students.
Slide 5: Between 2–16 percent of the population may have ODD, and we’re not entirely sure of
the causes. Scientists believe it could be genetic, environmental, biological, or a mix of all
three. It’s diagnosed more often in younger boys than girls, but by their teen years both seem to
be equally affected. It co-occurs in many kids with ADHD, with some studies indicating up to 50
percent of students with ADHD also have ODD.
Slide 6: There is no known cure for ODD, although there are several treatments for the disorder
once it has been diagnosed, including medication, behavior modification, psychotherapy, parent
management training, family therapy, and skills training. Treatment often lasts several months or
longer. It's important to treat any co-occurring problems, such as a learning disorder, because
they can create or worsen ODD symptoms if left untreated.
Slide 7: Causes for ODD in children may be genetic, biological, or environmental. However,
additional risk factors include, a child’s natural disposition, lack of supervision, limitations,
family instability, abuse or neglect, and financial problems in the family.
Slide 8: Oppositional defiant disorder can be incredibly frustrating for teachers. Here are some
ways to help students with ODD: avoid power struggles, be consistent, give them choices, give
them space to reset, offer positive reinforcement and appropriate rewards, and make personal
connections
Slide 9: Students diagnosed with ODD may be found in general education settings if it is
determined that the disorder does not prevent them from participating fully in the general
education classroom. It is also possible that some students with ODD in programs for Emotional
Disturbances can manage their own behavior well enough that they can successfully be
integrated into a general education classroom.
Slide 10: Students with ODD might need: seating closer to the teacher to avoid disrupting other
students, breaks from classroom activities when they feel overwhelmed, more time to complete
assignments, meetings with a school counselor or psychologist, or to visit the school nurse to
take medications for co-existing conditions such as ADHD
MSED ELEMENTARY PORTFOLIO PROJECT 40

Slide 11: Students with Oppositional Defiant Disorder might also need an individualized
education program (IEP) if a learning disability is associated with their ODD. Teachers need to
have an understanding of Oppositional Defiant Disorder and the appropriate strategies to employ
so that the disruptive behavior does not continue to affect the learning environment.
Slide 12: Teachers can also ensure the daily routine is predictable by using visual schedules,
preparing students for changes, or using transition warnings. Teachers can differentiate based on
student’s interests, involve parents in planning or goal setting, pace instruction, or include
activities that include positive student to student or student to teacher relationships.
Slide 13: One picture book you may utilize with classroom students to begin disability
discussion about ODD is No, David by David Shannon. In this book David does all the things he
wasn’t supposed to do and all his mother could say was No, David. This book underlines the
love parents have for their children even when they misbehave. You could also use the book
David goes to School.
Slide 14: In this book David brings his misbehavior to the classroom. Whether he’s goofing off
at the blackboard, cutting in line in the cafeteria, or drawing on his desktop David is clearly a
handful. When his teacher gives him a chance to redeem himself by cleaning the desks at the end
of the day, he rises to the occasion and receives a gold star.
Slide 15: Another book that can be used in the classroom is A Rainbow of Friends by P.K.
Hallinan. Friends come in all colors and sizes, they can be funny or serious, musical or athletic,
outgoing or quiet. This book reminds children to celebrate their differences because that’s what
makes each of us so special.
Slide 16: One book that I particularly love and have used in my classroom is Its ok to be
Different by Todd Parr. This book delivers the important messages of acceptance, understanding,
and confidence. It inspires kids to celebrate their individuality through acceptance of others and
self-confidence.
Slide 17: There are many helpful resources. Websites that offer ideas for parents who have a
child with ODD include Docspeak which offers further information which pertains to parents of
children living with ODD, Transforming the difficult child is designed to help children manage
their intensity in different ways and lives in the balance is another site that helps assist children
in collaborative problem solving.
Slide 18: In addition to websites, there are entire books devoted to helping parents cope with and
care for a child with ODD. Books which may be helpful include The Explosive Child by Ross
W. Greene and The Defiant Child A Parent’s Guide to Oppositional Defiant Disorder by Dr.
Douglas A. Riley.
Slide 19: An example of ODD in the classroom could be Michael who is a 6th grade student that
often displays angry outbursts in class. He is defiant and is subject to unprovoked tantrums that
include using hurtful and obscene language towards peers and teachers. He is spiteful and sees
winning arguments as important. His teacher finds his outbursts hurtful to the learning of others
and their safety.
Side 20: Michael’s teacher could: Find triggers to Michael’s anger and create an environment
that avoids these triggers, talk to classmates about avoiding confrontation, create an area in the
classroom for which Michael can go to when feelings of anger or rage appear, work on deep-
breathing exercises, avoid power struggles or create a behavioral support plan with
administrators and parents.

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT 41

Artifact #4: Educational Survey

A strong home-school connection is beneficial for teachers, parents, and students and

creates a complete learning experience. A home-school connection enables teachers to bring

different cultures into the classroom to ensure culturally responsive teaching. This survey was

conducted to determine the reasons behind the lack of family engagement in schools

The data collected in this survey is both qualitative and quantitative. It contains 15 Likert

Scale questions ranging from strongly agree (5) to strongly disagree (1) and three additional

short answer questions. Included are the results from administering the survey as well as an

analysis and a plan for future improvement in schools.

Connections to Standards:

INTASC Standards

Standard #1: Learner Development

This standard says that 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.

1(c) The teacher collaborates with families, communities, colleagues, and other

professionals to promote learner growth and development.

1(k) The teacher values the input and contributions of families, colleagues, and other

professionals in understanding and supporting each learner’s development.

MSED ELEMENTARY PORTFOLIO PROJECT 42

Standard #2: Learning Differences

This standard says that 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.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for

student learning, to collaborate with learners, families,

NYS Code of Ethics for Educators

Principle 3: Educators commit to their own learning in order to develop their practice.

Educators recognize that professional knowledge and development are the foundations of their

practice. They engage in a variety of individual and collaborative learning experiences essential

to develop professionally and to promote student learning. Educators draw on and contribute to

various forms of educational research to improve their own practice.

Principle 5: Educators collaborate with parents and community, building trust and

respecting confidentiality. Educators 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.

DOE/CAEP Claims

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.

MSED ELEMENTARY PORTFOLIO PROJECT 43
MSED ELEMENTARY PORTFOLIO PROJECT 44

[Back to Table of Contents]

Artifact #5: Learning Segment

This is a three-day learning segment. The central focus of this learning segment is to

retell a story by sequencing events in the proper order. Day one focuses on key details, day two

focuses on using beginning, middle, end, and day three focuses on retelling using story elements.

Within each lesson are instructional supports, accommodations, and modifications. This learning

segment displays my abilities to plan, instruct, and assess students.

Connections to Standards:

INTASC Standards

Standard #4: Content Knowledge

This standard says that 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 #7: Planning for Instruction

This standard says that 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

This standard says that 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 for Educators

Principle 2: Educators create, support, and maintain challenging learning environments

for all. They apply their professional knowledge to promote student learning. They know the
MSED ELEMENTARY PORTFOLIO PROJECT 45

curriculum and utilize a range of strategies and assessments to address differences. They invite

students to become active, inquisitive, and discerning individuals who reflect upon and monitor

their own learning.

DOE/CAEP Claims

Claim 1: Medaille College graduates know the subject matter in their certification

area(s)

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.

Council for Exceptional Children (CEC) Code of Ethics:

Principle 1: Maintaining challenging expectations for individuals with exceptionalities to

develop the highest possible learning outcomes and quality of life potential in ways that respect

their dignity, culture, language, and background.

Principle 3: Promoting meaningful and inclusive participation of individuals with

exceptionalities in their schools and communities.

NYS Next Generation Learning Standards for ELA

NY. NGLS. 1R2: Identify a main topic or central idea in a text and retell important details.

(RI&RL)

ILA Standards

Standard 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.

 MSED ELEMENTARY PORTFOLIO PROJECT 46

Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Alexis Smith Date: 02/23/2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: __X____ Town:_______ Rural: ______

Grade level: ___12____ Number of students in the class: ___20___

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
Visual Impairment 1 Handouts created with Tahoma Bold font size 18, extended
time on class testing and exams, directions read and clarified.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
Level 4 ELL 1 Visuals with text, translator dictionary, provide concept maps
when appropriate, clarify vocabulary and language concepts in
first language when possible

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
 MSED ELEMENTARY PORTFOLIO PROJECT 47

Lesson __1____ of a ____3__ Day Learning Segment

Subject and Lesson Topic: ELA-Literacy- Retelling a story

Grade Level: 12 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of this learning segment is retelling a story by sequencing events in proper order.

Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

I know that last year in grade 1Kindergarten, my students covered the standard NY.NGLS.KR2 so they have experience with retelling
stories and sharing key details from a text. They also have some experience from earlier this year with sequencing events in proper
order by using major details in a text.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Knowing that my students have some prior knowledge of retelling stories and sharing key details from a text will help me incorporate
this into learning how to sequence a story. identifying and sequencing using main topics of a text will help me to better guide them on
how to connect these skills with retelling a story.

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)
 MSED ELEMENTARY PORTFOLIO PROJECT 48

I have students from all different cultural backgrounds, but they all have been in the same school since kindergarten so they are very
familiar with each other. This makes for a good sense of classroom community and better class discussions because the students feel
comfortable with each other. I also know that many students come into class with stories to tell about the previous day or stories that
they have heard through their parents and love sharing these stories with the class.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Knowing that my students already like to tell stories will make it easier to incorporate this as an introduction to this lesson about
sequencing and story retelling. Also, my students really enjoy the Goldilocks and the 3 Bears story. They always ask me to read it to
them when we are on the carpet. They expressed that they would love to watch the video. I thought that I could incorporate that into
this lesson.

Curriculum Standards
NY. NGLS. 1R2: Identify a main topic or central idea in a text and retell important details. (RI&RL)2R2: Identify a main topic or central
idea and retell key details in a text; summarize portions of a text.

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)
Students will be able to retell key details in a  While students are talking to their  For the student with a visual
text. partners I will be able to listen to the impairment, worksheet will be
different conversations occurring to created with Tahoma Bold font
determine who knows which details size 18
are key details and how they are  Directions will be read twice and
being interpreted clarified
 Students will complete the “key
details” worksheet where I will be
able to see if they can retell the key
 MSED ELEMENTARY PORTFOLIO PROJECT 49

details in their own words

Students will be able to properly sequence  Students will discuss the series of  For the student with a visual
the main events in a text. events in their day to see if they impairment, worksheet will be
understand the basics of sequencing created with Tahoma Bold font
 While students are talking to their size 18
partners about the sequencing in  Directions will be read and
goldilocks I will be able to listen and clarified
record if each student is able to
correctly sequence the main events
of the story.
 I will have students complete the
sequencing worksheet and evaluate
if each student was able to correctly
sequence the story
As a ticket out the door, students will
make up a story using “beginning,
middle, end”

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 Retell I will support my students to use the language function by
Looking at your standards and objectives, modeling how to retell a story using main ideas. I will also
choose the one Bloom’s word that best provide the students with anchor charts and visuals that could
describes the active learning essential for
students to develop understanding of
be helpful in helping them retell a story by sequencing events in
concepts within your lesson. the proper order.
Vocabulary Sequencing I will support my students to understand and use vocabulary by
Key words and phrases students need to be Key ideas going over the definition of each vocabulary word and talking
able to understand and use Retell about different examples. I will also be sure to relate these
words to their daily lives.

Syntax My students will use syntax I will support my students to use syntax by providing them
 MSED ELEMENTARY PORTFOLIO PROJECT 50

Describe ways in which students will when they structure their with an example.
organize language (symbols, words, responses to the key details
phrases) to convey meaning.
worksheet. Also, my students
will use syntax when they
complete their exit out the door
creating a story organizing it
into beginning, middle, and end.

Discourse My students will use discourse I will support my students by modeling examples of how to use
How members of a discipline talk, write, by communicating their key details to retell a story.
and participate in knowledge construction understanding with a partner
and communicate their understanding of
the concepts
by using the think/pair/share
method. Students will be able to
orally retell a story by
sequencing key details in the
correct order

Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator  Visual cues will be provided for
both the ELL student and the
 I will start off by telling the students that we will be focusing on retelling stories by student with visual impairment
sequencing events
 I will ask students to brainstorm things that have a beginning, middle, and end (such
as a baseball game, field trip, caterpillar becoming a butterfly, a week, or even a
school day) and share with the class how they think it would be sequenced
 I will then have students turn to a partner and discuss how they would correctly  I will support my students by
creating an anchor chart to help
 MSED ELEMENTARY PORTFOLIO PROJECT 51

sequence their day from start to finish using the words first, next, then, last- we will familiarize them with some
discuss as a class and write it on the white board sequencing words
 As a class we will then create an anchor chart and brainstorm some clue words that
might help us to sequence a story

Instructional Procedures  Directions will be read twice and
clarified
 We will start off be reviewing what the students covered in 1st gradeKindergarten.
Students will share what they remember about identifying main topic or central ideas
in a text and retelling important details
 We will talk about what key ideas of a text are and how we can correctly retell key
ideas in our own wordsI will write on the board the definition of main topic/central
idea- It is the most important point of the message the author wants to share. I will
then ask the students how they are able to figure out what the main topic of a story is.
 After a few minutes of class discussion, I will tell students that important details in
the story help us to determine what the main topic is.
 I will then read out loud the story of goldilocks and the three bears- each student will
have a copy of the story so that they are able to follow along as I am reading and refer
back to the text
 After Goldilocks sees the house I will stop and ask the students who the main
character is and what the setting of the story is
 After Goldilocks eats the porridge I will ask “What did Goldilocks eat at the bears  I will support my students by
house?” asking them questions to think
 After Goldilocks sits in the chair I will ask “Which chair did Goldilocks sit in?” about while reading this book out
 After Goldilocks lays in the bed I will ask “Which bed did Goldilocks sleep in?” loud
 After the story is over I will ask “What did Goldilocks do when she saw the bears?”
 After the first read of the story, I will pass out the “key details” worksheet
 After passing out the worksheet, I will tell students that on the left side of the chart
they are to draw the key detail and on the right they are to write it in their own words
 I will read the instructions to the students and make sure that they understand that
they are to draw the key detail on the left and write it in their own words on the rightI
will remind the students that the questions I asked during the reading of the book will
 MSED ELEMENTARY PORTFOLIO PROJECT 52

help them to find what the key details of the story are  I will support my students by
 Then, I will tell students to follow along as I complete the first box with them modeling the key details
 I will draw on the board Goldilocks knocking on the door of the house. I will write worksheet
“First, goldilocks found a house in the forest and let herself in”
 I will tell students that the sentence in the next box should start with next, the next
box should start with then, and the last box should start with last
 Students will have time to complete the worksheet as I walk around to make sure that
students are on the right track and answer questions
 After a couple minutes, we will come back as a class and go over the key details that  I will support my students by
we found in the gGoldilocks story walking around the classroom
 I will then review what sequencing istell students that sequencing is putting the and answering questions as
events of a story in the order that they took place and refer back to the sequencing needed
anchor chart we created at the start of class while putting this definition on the
anchor chart
 We will talk aloud about how the sequence of events is important when retelling a
storyI will ask the students why they think the sequence of events is important in a  I will support my students by
story providing them with an anchor
 We will then read the story again. This time we will be focusing on the sequence of chart to refer back to
events using those key details that we picked while completing the key details
worksheet
 Students will be given the “sequencing” worksheet and will have time to complete the
worksheet- students are able to refer back to the text or the key details worksheet we
went over as a class while completing this worksheet
 Students will use the think/pair/share method to discuss the sequencing of the story
and will share out loud what they think is the correct sequence of events
 After about 10 minutes we will come back as a class to talk
about how the key details worksheet helped us to be able to
easily sequence the story

Closure
 MSED ELEMENTARY PORTFOLIO PROJECT 53

 I will briefly review what we learned today about key ideas and sequencing to retell a
story
 I will pass out index cards to each student
 Students will write an exit ticket on their index card creating their own story that has
a beginning, middle, and end. Students will be challenged to use some of the
sequencing words that we have on our anchor chart to complete their exit ticket
 I will remind students that retelling stories occurs in our everyday lives and to keep
an eye out for examples.





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.

 Sequencing anchor chart

 Key ideas worksheet
 Sequencing worksheet
 The goldilocks and the three bears story
 Dry erase board and markers
 Sequencing anchor chart
Index cards for exit ticket
MSED ELEMENTARY PORTFOLIO PROJECT 54

Key detail: Retelling in my own words:

FirstFirst
_ _ _ _
_ _ _ _
_ __ __ __ __
__ __ __ __ __

La st N ext
_ _La _st _ N ext
_ _ _ _ __ __ __ __
__ __ __ __ _ __ __ __ __
_ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _

Th en
Then
__ __ __ __
__ __ __ __ _
_ _ _ _ _
_ _ _ _ _
MSED ELEMENTARY PORTFOLIO PROJECT 55

Sequencing Goldilocks and The Three Bears:

 MSED ELEMENTARY PORTFOLIO PROJECT 56

Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Alexis Smith Date:

03/22/2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: __X_____ Town:_______ Rural: ______

Grade level: ___1_____ Number of students in the class: ___20_____

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
1 Handouts created with Tahoma Bold font size 18,
Visual Impairment extended time on class testing and exams, directions read
and clarified
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
Visuals with text, translator dictionary, provide concept
Level 4 ELL 1 maps when appropriate, clarify vocabulary and language
concepts in first language when possible

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
 MSED ELEMENTARY PORTFOLIO PROJECT 57

Lesson __2____ of a __3____ Day Learning Segment

Subject and Lesson Topic: ELA- Literacy- Retelling a story

Grade Level: 1 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of this learning segment is retelling a story by sequencing events in proper order.

Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

I know that last year in Kindergarten, my students covered the standard NY.NGLS.KR2 so they have experience with retelling stories and
sharing key details from a text. They also have some experience from earlier this year with sequencing events in proper order by using major
details in a text. Also, yesterday our lesson was on sequencing a story using key details and the language first, next, then, and last.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Knowing that my students have some prior knowledge of retelling stories and sharing key details from a text will help me incorporate
this into learning how to sequence a story. Also, they are now familiar with what sequencing is and how to sequence using first, next,
then, and finally.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

I have students from all different cultural backgrounds, but they all have been in the same school since kindergarten so they are very
familiar with each other. This makes for a good sense of classroom community and better class discussions because the students feel
comfortable with each other. I also know that many students come into class with stories to tell about the previous day or stories that
they have heard through their parents and love sharing these stories with the class.
 MSED ELEMENTARY PORTFOLIO PROJECT 58

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Knowing that my students already like to tell stories verbally will make it easier to incorporate this as an introduction to this lesson about
sequencing and story retelling. I have chosen to use the book The Very Hungry Caterpillar for day 2 of this learning segment. Last year, my
students had the opportunity to raise their own butterflies in their kindergarten class. I think that their previous knowledge about butterflies will
help them become more interested in this lesson.

Curriculum Standards
NY. NGLS. 1R2: Identify a main topic or central idea in a text and retell important details. (RI&RL)

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)
Students will be able to properly sequence a  Students will complete the  For the student with a visual
story using beginning, middle, end. worksheet where I can see if they are impairment, worksheet will be
able to determine the beginning, created with Tahoma Bold font
middle, and end of The Very Hungry size 18
Caterpillar  Directions will be read and
clarified
Students will be able to describe the beginning,  While students are talking to their
middle, and end of a story partners I will be able to listen and
record if each student is able to
correctly describe what is included
in the beginning, middle, and end of a
story
 MSED ELEMENTARY PORTFOLIO PROJECT 59

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 Retell I will support my students to use the language function by
Looking at your standards and objectives, modeling how to retell a story using beginning, middle, and
choose the one Bloom’s word that best end. I will also provide the students with an anchor chart that
describes the active learning essential for
students to develop understanding of
could be helpful in helping them understand what beginning,
concepts within your lesson. middle, and end are in order to properly sequence the story and
retell it properly.
Vocabulary Retell I will support my students to understand and use vocabulary by
Key words and phrases students need to be Sequence going over the definition of each vocabulary word and talking
able to understand and use Caterpillar about their personal experiences with these words.
Cocoon
Butterfly
Syntax My students will use syntax I will support my students to use syntax by providing them
Describe ways in which students will when they structure their with an example.
organize language (symbols, words, responses to the BME
phrases) to convey meaning.
worksheet. Also, my students
will use syntax when they
complete their exit out the door
creating a story organizing it
into beginning, middle, and end.

Discourse My students will use discourse I will support my students by modeling how to sequence an
How members of a discipline talk, write, by communicating their event using beginning, middle, and end.
and participate in knowledge construction understanding with a partner
and communicate their understanding of
the concepts
by using the think/pair/share
method. Students will be able to
orally sequence an event using
beginning, middle, and end.
 MSED ELEMENTARY PORTFOLIO PROJECT 60

Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator
 I will support my students by
giving them an example of
 “Just like yesterday we will still be learning how to sequence a story” “Today we will sequencing my day
be sequencing by using the words beginning, middle, end”
 “For example, my day has a beginning, middle, and end. In the beginning, I wake up
and and brush my teeth, In the middle of my day, I go to work, In the end of my day, I
take a shower and go to bed!”  I will support my students by
 I will then have students turn to their elbow partner and pick something that has a giving them examples of
beginning, middle, and end (school day, baseball game, caterpillar becoming a things/events that have a
butterfly) we will discuss as a class and write examples on the white board (think- beginning, middle, end
pair-share method)
Instructional Procedures  I will support my students by
 As a class we will then create an anchor chart of the components of the beginning, creating an anchor chart to help
middle, and end of a story them understand the components
 “Beginning = Who are the characters? What is the setting”, “Middle= What happens to of the beginning, middle, and end
the characters? Problem.”, “End= How are the characters different than they were of a story
from the beginning? Solution.”
 I will tell the students that in order to retell a story you need to properly sequence the
events.
 “Does anyone know what it means to sequence?” “It means to put the details and
events of a story in order”
 I will then tell my students that today we are going to read the book A Very hungry
Caterpillar
 I will ask my students how many of them had the opportunity to raise their own
caterpillar in kindergarten and have them share what they remember about the
caterpillars
 I will then introduce the students to the vocabulary in the text.  I will support my students by
 Caterpillar is a wormlike larva of a butterfly or other insect. Cocoon is a covering to giving them the vocabulary
protect the young insect while it develops into an adult. Butterfly is an insect that has definitions
 MSED ELEMENTARY PORTFOLIO PROJECT 61

large colored wings and flies mostly in the daytime

 Before I begin reading the story, I will ask my students “What do you think a very
hungry caterpillar eats?”
 I will then flip to the first page of the book. “Let’s see what happens at the beginning
of the story.”
 When I get to the part of the story where the caterpillar begins to eat. “This is the
middle of the story”.
 When the caterpillar is building his cocoon I will say, “Here comes the end of the
story.”
 After we are done reading the story I will pass out the BME graphic organizer
worksheet.
 I will write the words beginning, middle, end on the white board  I will support my students by
 “Now I will model how to complete this worksheet” First, I will flip to the first page modeling how to complete the
and tell the students to think about what happened in the beginning of the story. Once graphic organizer worksheet
I get to the part in the story where the caterpillar begins to eat I will stop.
 I will ask students what happened in the beginning of the story and record them on
the board (ex. There was an egg, the caterpillar was born, it was Sunday, the
caterpillar was hungry)

 After, I will give the students time to complete the worksheet and we will go over it
together as a class.
 After completing the worksheet, I will have my students turn to their elbow partner
and try to remember the components of the beginning, middle, and end of a story
without looking at the anchor chart

Closure
 Students will share what the components of the beginning, middle, and end of a story
entails-reviewing what we talked about today
 Students will then grab an index card
 As an exit ticket, students will write the beginning, middle, and end of their school
day as we talked about in the beginning of the lesson
 MSED ELEMENTARY PORTFOLIO PROJECT 62

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.

 Dry erase board/ markers

 Index Cards
 BME graphic organizer worksheet
 Chart paper to create the anchor chart:
 The Very Hungry Caterpillar book
MSED ELEMENTARY PORTFOLIO PROJECT 63
 MSED ELEMENTARY PORTFOLIO PROJECT 64

Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Alexis Smith Date:

03/22/2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: __X_____ Town:_______ Rural: ______

Grade level: __1_____ Number of students in the class: ___20_____

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
Handouts created with Tahoma Bold font size 18,
Visual Impairment 1 extended time on class testing and exams, directions read
and clarified
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
Visuals with text, translator dictionary, provide concept
Level 4 ELL 1 maps when appropriate, clarify vocabulary and language
concepts in first language when possible

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
 MSED ELEMENTARY PORTFOLIO PROJECT 65

Lesson ___3___ of a __3____ Day Learning Segment

Subject and Lesson Topic: ELA- Literacy-Retelling a story

Grade Level: 1 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of this learning segment is retelling a story by sequencing events in proper order.

Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

I know that last year in Kindergarten, my students covered the standard NY.NGLS.KR2 so they have experience with retelling stories and
sharing key details from a text. They also have some experience from earlier this year with sequencing events in proper order by using major
details in a text. Also, our first lesson in this learning segment was on sequencing a story using key details and the language first, next, then, and
last. Yesterday, we focused on sequencing a story using beginning, middle, and end.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Knowing that my students have some prior knowledge of retelling stories and sharing key details from a text will help me incorporate
this into learning how to sequence a story. Also, they are now familiar with what sequencing is and were introduced to retelling a story
in the proper order.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

I have students from all different cultural backgrounds, but they all have been in the same school since kindergarten so they are very
 MSED ELEMENTARY PORTFOLIO PROJECT 66

familiar with each other. This makes for a good sense of classroom community and better class discussions because the students feel
comfortable with each other. I also know that many students come into class with stories to tell about the previous day or stories that
they have heard through their parents and love sharing these stories with the class.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Knowing that my students already like to tell stories verbally will make it easier to incorporate this as an introduction to this lesson about
sequencing and story retelling. I have chosen to use the book Corduroy for day 3 of this learning segment. My students are familiar with this
book as it is one of the books that we have on our bookshelf in the classroom. I think my students will really enjoy this book because many of
them have stuffed animals that they love and bring to school each day.

Curriculum Standards
NY. NGLS. 1R2: Identify a main topic or central idea in a text and retell important details. (RI&RL)

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)
Students will be able to define what each story  Students will help me create the anchor  For the student with a visual
element is. chart on the board, they will also copy impairment, I will make a handout
the anchor chart into their notebooks. of the anchor chart
At the end of the lesson, we will go
over the 5 elements as a class.
Students will be able to describe the story  Students will complete the story  For the student with a visual
elements in the text. element worksheet. impairment, worksheet will be
created with Tahoma Bold font
size 18
 Directions will be read and
clarified
 MSED ELEMENTARY PORTFOLIO PROJECT 67

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 Retell I will support my students to use the language function by
Looking at your standards and objectives, modeling how to retell a story using story elements. I will also
choose the one Bloom’s word that best provide the students with an anchor chart that could be helpful
describes the active learning essential for
students to develop understanding of
in helping them understand each of the story elements.
concepts within your lesson.

Vocabulary Elements I will support my students to understand and use vocabulary by

Key words and phrases students need to be Characters going over the definition of each vocabulary word as a class.
able to understand and use Setting
Solution
Problem
Events

Syntax My students will use syntax I will support my students by modeling how to complete the
Describe ways in which students will when they structure their worksheet and starting it as a class.
organize language (symbols, words, responses on the story
phrases) to convey meaning.
elements worksheet. They will
also use syntax when they retell
the story in the correct order
using story elements.

Discourse My students will use discourse

How members of a discipline talk, write, when communicating with their I will support my students by providing them with an anchor
and participate in knowledge construction partner using the chart.
and communicate their understanding of
the concepts
think/pair/share method
defining each story element.
 MSED ELEMENTARY PORTFOLIO PROJECT 68

Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator

 “Alright, today we are going to finish up talking about retelling a story and sequencing”
 “I want everyone to hold up 5 fingers” (as the teacher also does this)
 “These fingers are going to represent the 5 finger retell…the 5 things that you need to
retell a story.
 “Your thumb is going to represent characters, next is setting, then problem, then events,  I will support my students by
finally solution” creating an anchor chart of the 5
 I will then write those 5 things on the chart paper to start the anchor chart story elements
 I will ask the students if any of them know what characters are- I will write “the people or
animals who act out the story” on the anchor chart  I will support my students by
 I will ask the students if any of them know what setting is- I will write “the time and place” explaining the vocabulary
 I will ask the students if any of them know what problem is- I will write “the struggle the
character is having”
 I will ask if the students know what the events are- I will write “what happens in the story-
BME”
 Finally, I will ask the students what the solution is- I will write “how the problem is
resolved”
 I will then give the students a couple minutes to copy this into their notebooks

Instructional Procedures

 Okay, now that we know what each of the story elements are we are going to move on
to reading our story
 I want everyone to keep in mind that sequencing means to put all of the events of a
story in the right order and we are going to sequence using these 5 story elements,
which are ultimately the details of the story
 I will then begin to read the story
 Pg 1- What is the setting of the story?
 Pg 3- Who are the characters in the story?
 MSED ELEMENTARY PORTFOLIO PROJECT 69

 Pg 7- What is the problem?

 Pg 22- What is the solution?
 After I finish the book, I will write the 5 story elements on the white board (character,
setting, problem, events, solution.
 I will then hand out the 5 finger worksheet
 I will tell students to write characters in the thumb on the worksheet  I will support my students by
 I will then ask the students if they remember who the characters are while showing modeling how to complete the
them page 3 of the book worksheet
 I will then write on the board under characters “the characters of the story are
corduroy and the little girl”
 Students will then have time to complete the worksheet
 We will then go over the worksheet as a class
 Setting: the department store
 Problem: he lost his button and wants to go home with Lisa
 Events: Lisa sees him at the store, he loses his button, Lisa buys him and takes him
home
 Solution: Lisa sews him a new button
 I will support my students by
 Students will then have time to turn to their partners and discuss (think-pair-share)
going over the worksheet
the definitions of the different story elements
 We will go over them as a class using our anchor chart and notes we took earlier in
 I will support my students by
class
giving them an anchor chart to
refer back to
Closure

 I will have the class hold up their 5 fingers “remember when you go to retell a story
these 5 elements. These elements make for a good story retelling.”
 As an exit ticket I will have the students illustrate 1 of the 5 story elements in the
story corduroy
 MSED ELEMENTARY PORTFOLIO PROJECT 70

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.

 Corduroy book
 White board/markers
 Anchor chart
 Worksheet
MSED ELEMENTARY PORTFOLIO PROJECT 71

Name: ___________________________
MSED ELEMENTARY PORTFOLIO PROJECT 72

[Back to
Table of
Contents]

Artifact #6: IEP Analysis

The Individuals with Disabilities

Act (IDEA) requires each student with

disabilities who receives special education services to have an IEP. IEP stands for Individualized

Education Plan and is a document written for a student with a disability that describes that
MSED ELEMENTARY PORTFOLIO PROJECT 73

student’s educational plan. The document contains information about the student, the disability,

what skills need to be learned/improved, and what services will be provided. Proper IEP’s for

special education students ensure that those students are able to succeed academically, socially,

and physically. This follows JH Pestalozzi’s belief that education should develop the powers of

head, heart, and hands. It also creates an opportunity for teachers, parents, school personnel, and

students to work together to improve the education of students with disabilities. This artifact was

written in EDU 600 Foundations of Special Education. The goal of this assignment was to

analyze an IEP in order to gain a better understanding of its contents. IEP analysis is important

and will become a useful skill as a professional educator. It allows for developing knowledge,

skills, and values that are necessary for adapting and making accommodations to meet the needs

of diverse learners.

Connections to Standards:

INTASC Standards

Standard #1: Learner Development

This standard says that 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.

1(b) The teacher creates developmentally appropriate instruction that takes into account

individual learners’ strengths, interests, and needs and that enables each learner to advance and

accelerate his/ her learning.

Standard # 7: Planning for Instruction

MSED ELEMENTARY PORTFOLIO PROJECT 74

This standard says that 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.

7(j) The teacher understands the strengths and needs of individual learners and how to

plan instruction that is responsive to these strengths and needs.

7(m) The teacher knows when and how to access resources and collaborate with others to

support student learning (e.g., special educators, related service providers, language learner

specialists, librarians, media specialists, community organizations)

NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. Educators 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.

DOE/CAEP Claims

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.

CAEP Standard 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.

Council for Exceptional Children (CEC) Code of Ethics:

MSED ELEMENTARY PORTFOLIO PROJECT 75

Principle 2: Maintaining a high level of professional competence and integrity and exercising

professional judgment to benefit individuals with exceptionalities and their families.

Principle 12: Participating in the growth and dissemination of professional knowledge and

skills.
MSED ELEMENTARY PORTFOLIO PROJECT 76

IEP Analysis

Alexis Smith

Medaille College

Author Note

This paper was prepared on April 20, 2020, for Foundations of SPED ESP 600, taught by

Maureen England.

Keenan Michael Ellis has an IEP for his learning disability. He has several academic,

social, and physical strengths and challenges. Academically Keenan shows strengths in math and

spelling. He shows strengths in math reasoning, numerical operations, rules of spelling, and
MSED ELEMENTARY PORTFOLIO PROJECT 77

ch/sh sounds. He needs to continue to develop his skills in reading and his reading

comprehension in all genres. Additionally, he is struggling with social skills and appropriate

behaviors at appropriate times of the day. He struggles with transitions to new tasks and often

demonstrates high levels of aggression. However, Keenan is able to dress and cleanse himself, he

does well working independently, and in whole class situations. Keenan is in good physical

health and is able to stay active for the entire duration of sporting activities. He enjoys physical

education and playing soccer. Overall, Keenan is struggling with reading, social skills, and

transitions.

In the classroom, Keenan benefits from sitting in the front of the room and choosing a

classmate to sit with. Putting Keenan in the front of the room makes it easier for him to stay on

track and allowing him to choose a classmate to sit with will reduce his anxieties and behavior

problems. Keenan could also be given a space in the classroom with minimal distractions where

he feels comfortable (NCLD, 2006). Frequent breaks and allotted time for a test when he has

feelings of anxiety might also be beneficial (NCLD,2006). In students who have behavior

problems, classroom seating arrangement is very important. The physical arrangement of the

classroom has the potential to encourage the desirable behavior or contribute to continued

misbehavior (Wannarka & Ruhl, 2008). Keenan could also possibly benefit from a behavior

chart displayed in the room that is able to show him what positive and negative behaviors in the

classroom look like.

Keenan is receiving several programs and services. He has integrated co-teaching

services 6 times daily for all of his academic classes. He is also receiving counseling with

individual work on feelings of anxiety related to death and dying. Keenan gets counseling once a

week for 30 minutes in the counselor’s office. During math and science class Keenan is allowed
MSED ELEMENTARY PORTFOLIO PROJECT 78

to use a calculator for all calculations. He also has a special seating arrangement, as previously

mentioned, in all of his academic classes. I think that most of Keenan’s programs and services

are effective for his learning disability. Having a co-teacher and access to counseling will

hopefully help Keenan with his social skills, aggression, and acting out in class. However, I do

not think that Keenan needs access to a calculator because there is no mention of struggling in

math on his IEP. According to the IEP, Keenan shows strengths in math reasoning and numerical

operations. I think that Keenan could benefit from something like audio books or text to speech

to help with his reading and reading comprehension skills. Having a co-teacher allows Keenan to

learn in the least restrictive environment. Least restrictive environment is part of the Individuals

with Disabilities Act (IDEA). IDEA says that children who receive special education should be

able to learn in the least restrictive environment. This means that they should be able to spend as

much time as possible with peers who do not receive special education. Keeping Keenan in the

classroom and bringing in a co-teacher allows him to spend more time in the general education

classroom and not get pulled out for special education services. Keenan still gets pulled out for

counseling only once a week because the topics are too personal to discuss in the general

education classroom.

Keenan has several annual goals. His reading goal is to be able to state the main idea,

central message, lesson or moral after reading second grade level text or recounting stories. This

goal is going to be measured every three weeks by teacher devised tests or worksheets. In order

for this goal to be achieved he needs to have 80% success over two months. Keenan has two

social/emotional/behavioral goals. First, Keenan will communicate and interact in a positive

manner with peers (e.g., nonaggressive verbalizations or body language, appropriate eye contact,

appropriate turn-taking, listening without speaking) for 3 minutes. This goal will be measured
MSED ELEMENTARY PORTFOLIO PROJECT 79

weekly by observation checklists. He must have 80% success over two months in order to

achieve this goal. Second, When Keenan expresses a negative emotion at school (e.g.,

frustration, anger, anxiety, sadness, impulsivity), he will identify and appropriately use a coping

skill (e.g., perspective-taking, assertive-communication, deep breathing, problem-solving,

planned positive activities) to maintain acceptable school behavior. This goal will be monitored

daily by behavior charting. Keenan must have 75% success over two months. All of these goals

align with this student’s disability. One goal addresses Keenan’s reading comprehension deficits

while the other two address his behavior. His behavior goals are aimed at helping Keenan with

his social and coping skills. I do not believe that Keenan needs any additional goals as these

goals address all of Keenan’s struggles in the classroom. I think that all of the goals are being

measured properly. However, I think that measuring reading comprehension should also be able

to be done verbally. Tests or worksheets could cause anxiety for Keenan and cause him to act out

in the classroom. I also believe that his reading goal should be measured more often maybe even

consider keeping track weekly of his reading comprehension accomplishments.

One behavior strategy that could be used with Keenan is daily behavior report cards

(DBRC). DBRCs have potential to modify students’ academic and social behaviors (Riden et

al.,2018). They are rating forms used to appraise target behaviors of individual students on a

daily basis, provide feedback to the student, increase home-school communication, and deliver

reinforcement on student behavior (Riden et al.,2018). Riden et al. says this support is

inexpensive and simple which makes it an easy and efficient way to provide direct feedback

about changes in a student’s academic and social behaviors (2018). I feel that this support would

be perfect for Keenan to get direct feedback on his behaviors so that he is aware of how to

correct them in the shortest amount of time. As mentioned in Keenan’s goals, I believe he could
MSED ELEMENTARY PORTFOLIO PROJECT 80

also benefit from self-mediated interventions. Self mediated interventions are those in which the

students themselves are responsible for providing academic instruction (Ryan et al.,2008). Self

mediated interventions have shown their ability to produce academic gains for students with

behavioral problems across subject areas (Ryan et al.,2008). Also, I believe that Keenan could

benefit from written feedback. Ryan et al. say that written feedback can be used to provide

feedback on accuracy in reading (2008). It is also possible that Keenan could benefit from a

positive reward system or a token reinforcement system to manage his behaviors. A token

reinforcement system is when teachers provide points or tokens to students for positive

behaviors. In order to get students like Keenan integrated into the classroom teacher preparation

is necessary. Adequate special education teacher preparation, strong classroom organization, and

behavior management skills are critical (Oliver & Reschly, 2010). Classroom management and

structure is helpful for students with behavioral problems.

I believe that IEP analysis is important for insuring equal education for all students. By

equal I mean that each student is given the proper resources that they need in order to succeed in

school. Proper IEP’s for special education students insure that those students are able to succeed

academically, socially, and physically. An IEP creates an opportunity for teachers, parents,

school personnel, and students to work together to improve the education of students with

disabilities. Without an IEP or without a proper IEP these students would be at a disadvantage in

the classroom. An IEP focuses on a student’s strengths, includes measurable goals, and specifies

the modifications necessary for that particular student. IEP analysis helps to assure the

educational philosophy of progressivism is available to all students. Progressivism is the

educational philosophy that emphasizes real-world problem solving and individual development.

I feel that this philosophy is especially important for students with disabilities to insure that they
MSED ELEMENTARY PORTFOLIO PROJECT 81

are able to learn real-world problem solving but also individual development while in the

classroom.

References

National Center for Learning Disabilities (NCLD). (2006). Accommodations for Students with

LD. Retrieved from http://www.ldonline.org/article/8022/

MSED ELEMENTARY PORTFOLIO PROJECT 82

Oliver, R. M., & Reschly, D. J. (2010). Special education teacher preparation in classroom

management: Implications for students with emotional and behavioral disorders.

Behavioral Disorders, 35(3), 188-199.

Riden, B. S., Taylor, J. C., Lee, D. L., & Scheeler, M. C. (2018). A Synthesis of the Daily

Behavior Report Card Literature from 2007 to 2017. The Journal of Special Education

Apprenticeship, 7(1).

Ryan, J. B., Pierce, C. D., & Mooney, P. (2008). Evidence-based teaching strategies for students

with EBD. Beyond Behavior, 17(3), 22-29.

Wannarka, R., & Ruhl, K. (2008). Seating arrangements that promote positive academic and

behavioural outcomes: a review of empirical research. Support for Learning, 23(2), 89–

93. doi: 10.1111/j.1467-9604.2008.00375.x

[Back to Table of Contents]

Artifact #7: Assessment and Instruction Plan

Planning, Instruction, and Assessment are three primary teacher competences that are

outlined in this artifact. Instruction involves the best teaching practices, skills, and strategies to
MSED ELEMENTARY PORTFOLIO PROJECT 83

help students learn to their full potential. Assessment is an important part of teaching and

learning. Assessment provides a way of providing feedback to students on the progress of their

learning. An effective teacher uses multiple methods and strategies of assessment. This artifact

showcases my ability to assess reading attitudes, fluency, accuracy, and proficiency. The four

assessments analyzed were the Elementary Reading Attitude Survey (ERAS), Six Dimensions

Fluency Assessment, a Running Record, and the San Diego Quick Assessment. After completing

the assessments, I created an instruction plan for the student as well as a reflection on the

assessment process.

Connections to Standards:

INTASC Standards

Standard #6: Assessment

This standard says that 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.

6(l) The teacher knows how to analyze assessment data to understand patterns and gaps

in learning, to guide planning and instruction, and to provide meaningful feedback to all learners.

6(r) The teacher takes responsibility for aligning instruction and assessment with learning

goals.

Standard # 7: Planning for Instruction

This standard says that 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.
MSED ELEMENTARY PORTFOLIO PROJECT 84

7(j) The teacher understands the strengths and needs of individual learners and how to

plan instruction that is responsive to these strengths and needs.

NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. Educators 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 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.

DOE/CAEP Claims

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

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.

ILA Standards

Standard #3: Assessment and Evaluation: Candidates understand, select, and use valid,

reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy

achievement; inform instruction and evaluate interventions; participate in professional learning

experiences; explain assessment results and advocate for appropriate literacy practices to

relevant stakeholders.
MSED ELEMENTARY PORTFOLIO PROJECT 85

ELED Assessment and Instruction Plan

Alexis Smith

Medaille College

EDL 650

Heather Reichmuth

April 24, 2020

 MSED ELEMENTARY PORTFOLIO PROJECT 86

Basic Data

A. Student Name: Sloan

B. Student grade and Stage of Development: Grade 4 & Stage 3: Reading for Learning the

New: A First Step (Chall, 1983)

C. Type of Assessment Analyzed:

I. Elementary Reading Attitude Survey

II. Six Dimensions Fluency Assessment

III. Running Record

IV. San Diego Quick Assessment

Summary of Assessment Documents

A. Elementary Reading Attitude Survey-ERAS (Appendix A)

A student reading attitude survey is a survey that assesses the student’s attitude about reading

both for fun and academically. This survey consists of 20 questions that show 4 different stages

of Garfield. Each picture is assigned 1,2,3, or 4 points. As McKenna & Kear state, a 4 indicates

the happiest (leftmost) Garfield. The scoring sheet that follows this assessment is used to

organize the process and record recreational, academic, and total scores, along with the

percentile rank of each (McKenna & Kear, 1990). In a classroom setting, this assessment would

be beneficial to determine the whole class perspective on reading. However, for this assignment,

this assessment was done with one student to understand her perspective on reading both

recreationally and academically. When completing this survey, I started out by explaining the

different stages of Garfield and explaining that there is no right answer for any of these

questions. I decided to read the questions for this assessment to the student and then she was able

to communicate with me which Garfield explained her feelings about that particular question.
MSED ELEMENTARY PORTFOLIO PROJECT 87

After I completed this survey, I was able to analyze this Sloan’s attitude about reading. Sloan

scored a 29 out of 40 for recreational reading and a 37 out of 40 for academic reading. This gave

her a final raw score of 66. She was in the 47th percentile for recreational and the 95th percentile

for academic reading. This tells me that Sloan prefers to read academically in comparison to

recreationally. She said that she really enjoys learning from a book and enjoys reading class.

Overall, Sloan has a positive attitude about reading. She said that when she finds a book she is

interested in she likes to read even more. Sloan said that right now she likes to read

action/adventure books. Some of the books she mentioned were Harry Potter, Dr. Dolittle, and

The Secret Garden. She also mentioned that she enjoys graphic novels. It would be interesting to

find out Sloan’s attitude on reading in comparison to other students in her class as she seems to

be a student that is very eager to learn.

B. Six Dimensions Fluency Assessment (Appendix B)

The second assessment I did with Sloan was the Six Dimensions Fluency Assessment. This

assessment is used to observe and record the student’s oral reading fluency of a Benchmark book

or other levelled text. Created by Fountas and Pinnell, this assessment is used to help notice and

think about the characteristics of oral reading that a student controls and needs to develop. This

assessment is done with one student at a time. After the student reads the text, the teacher must

consider rate, phrasing, pausing, intonation, and stress as separate dimensions then rate each of

them from 0 to 3 on the rubric. Then, the teacher will rate the overall impression of the student’s

fluency based on the elements in the reading. Sloan scored a 4 on every part of the rubric except

for the phrasing section where she scored a 2. Sloan’s reading is pretty fluent however she often

had to self-correct her phrasing. After seeing a comma, she would then go back to re-read that
MSED ELEMENTARY PORTFOLIO PROJECT 88

particular sentence. Overall, almost all of her reading is fluent and therefore, according to the

assessment, further teaching is not needed.

C. Running Record (Appendix C)

The third assessment I completed was a running record. A running record is a way to assess a

student’s reading progress by evaluating their oral reading. During a running record the teacher

is assessing the student’s error patterns. Running records are usually on-going assessments that

help the teacher to judge a student’s strengths and weaknesses so that they can plan appropriate

lessons. The running record for Sloan was done with a level Z book called “The Zoo of Extinct

Animals”. While I was conducting the running record assessment Sloan only had 2 errors and 3

self-corrections. It was determined that her accuracy was about 99%. This means that Sloan is a

very good reader. Her fluency was scored at a 3 and her SC rate was calculated to be 1.6%. Sloan

was very interested in this book. Although she only read part of the book for this assessment she

wanted to keep reading because she was so interested in what was going to happen next. The

running record displayed that Sloan is able to self-correct to figure out unfamiliar words and get

the correct phrasing. Therefore, when choosing books for independent reading, Sloan should

stick to books at this level. She did not need any assistance while reading this book.

D. San Diego Quick Assessment (Appendix D)

The San Diego Quick Assessment is a resource used to help assess recognition of words out

of context as a measure of reading proficiency. In this assessment, the teacher starts by giving the

student a vocabulary list that is at least two or three sets below their grade level. The student then

reads each word in that list. If only one error occurs the student is able to read independently at

that level. If two errors occur the student is able to read with instruction at that level. If the

student has three errors that is considered the frustration level. When the student makes three or
MSED ELEMENTARY PORTFOLIO PROJECT 89

more errors you are to stop the test on that list. This assessment only took about 2 minutes to

complete. However, it was able to give me a general idea on Sloan’s reading level. She was able

to complete up to grade 5 without any errors. When we got to the grade 6 list, she only had one

error and she had 3 errors in the grade 7 list. This assessment tells me that Sloan can read a grade

5 text independently. It also tells me that she is able to read grade 6 texts with a teacher and

grade 7 texts should probably be avoided. Although this test doesn’t take long to complete, it can

give you a general idea of that student’s reading level. Because Sloan is only in 4th grade this test

shows me that she is reading at a higher level than her grade level.

E. Instruction Plan

All of the assessments conducted on Sloan lead me to conclude that she is reading at a higher

level than her actual grade level. Sloan has great accuracy and rate for her grade. Sloan’s

instruction plan should be focused on perfecting her phrasing without having to re-read sentences

and also challenging her to widen her vocabulary. This will all come with practice.

First, I believe that Sloan will benefit from being able to have choice in what materials she

will use for reading and which assignments she will complete. Allowing her more choice in her

education will hopefully allow her to diver deeper into her reading skills. She even said that

when she is reading something she is interested in she really likes to read. If she is able to choose

what books she is reading and which assignments she is completing it could help her to grow her

reading skills.

Next, I believe that Sloan would benefit from instruction with higher level texts. I think that

for further instruction I would choose books for her that challenge her reading level. Choosing

books that are a challenge for her will allow her to widen her vocabulary and be reading at an
MSED ELEMENTARY PORTFOLIO PROJECT 90

even higher level than she already is. These books will be read in class so that she is able to ask

questions and clarify the vocabulary that she is unsure of.

Finally, I think that she could benefit from a lesson on phrasing. Her phrasing and fluency is

not affecting her reading comprehension at all. However, to become a more advanced reader she

could benefit from a polishing on phrasing. While reading she often had to stop at a comma and

think about how the sentence should be read. She always went back to re-read and self-correct

her mistakes. One activity to help with phrasing is called scooping. In this activity students are

able to draw lines to scoop phrases as they are reading. This works well because students are

visually reading, speaking, and physically touching all at the same time. This would be the

perfect lesson to first model how to do scooping and then work with Sloan to get her comfortable

in the activity.

F. Reflection

First hearing about this assignment I was really worried that it was going to be a complete

challenge. It was actually very interesting to complete. With the given circumstances, I did

need to use a child who was not physically with me since schools are currently closed. I don’t

think that changed the results as I was able to complete all of the assessments successfully. It

might have been a little challenging if the student was any younger. I think that actually

being able to complete these assessments hands on made me learn so much about how to

complete them. It also made me realize all of the tools and assessments are out there that we

could possibly use in our future classrooms. I think that when we learn about all of these

assessments in a college course, we become so overwhelmed with all the information. Being

exposed to these assessments has shown me that they really aren’t as intimidating as they

seem.
MSED ELEMENTARY PORTFOLIO PROJECT 91

Appendix A:

Blank Assessment:
MSED ELEMENTARY PORTFOLIO PROJECT 92

Completed Assessment:
MSED ELEMENTARY PORTFOLIO PROJECT 93

Appendix B
Blank Assessment:

Completed Assessment:
MSED ELEMENTARY PORTFOLIO PROJECT 94

Appendix C
MSED ELEMENTARY PORTFOLIO PROJECT 95

Appendix D
MSED ELEMENTARY PORTFOLIO PROJECT 96

References
Chall, J. (1983) Stages of reading development. Retrieved from

https://www.learner.org/courses/readwrite/media/pdf/RWD.DLU1.ChallsStages.pdf

McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for

teachers. The reading teacher, 43(9), 626-639.

MSED ELEMENTARY PORTFOLIO PROJECT 97

[Back to Table of Contents]

Artifact #8: Google Classroom

This artifact is a Google classroom that I have created for a hypothetical class. This

assignment gave me the opportunity to learn more about remote learning in order to be prepared

for teaching remotely. Included in the Google classroom are two different lessons that can be

completed completely on-line. Google classroom allows for integration of technology into a

lesson. This artifact showcases my ability to utilize educational technology into teaching and

learning.

Connection to Standards:

INTASC Standards

Standard #3: Learning Environments

This standard says that 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.

3(g) The teacher promotes responsible learner use of interactive technologies to extend

the possibilities for learning locally and globally

3(m) The teacher knows how to use technologies and how to guide learners to apply them

in appropriate, safe, and effective ways.

Standard #5: Application of Content

This standard says 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.

MSED ELEMENTARY PORTFOLIO PROJECT 98

Standard #8: Instructional Strategies

This standard says that 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.

8(g) The teacher engages learners in using a range of learning skills and technology tools

to access, interpret, evaluate, and apply information.

8(o) The teacher understands how content and skill development can be supported by

media and technology and knows how to evaluate these resources for quality, accuracy, and

effectiveness.

NYS Code of Ethics for Educators

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. They

support a challenging learning environment. Educators invite students to become active,

inquisitive, and discerning individuals who reflect upon and monitor their own learning.

DOE/CAEP Claims

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

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.

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ISTE Standards for Educators

Standard #5: Designer. Educators design authentic, learner-driven activities, and

environments that recognize and accommodate learner variability

5a. Use technology to create, adapt, and personalize learning experiences that foster

independent learning and accommodate learner differences and needs

5b. Design authentic learning activities that align with content area standards and use

digital tools and resources to maximize active, deep learning

5c. Explore and apply instructional design principles to create innovative digital learning

environments that engage and support learning

ISTE Standards for Students

Standard #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.
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[Back to Table of Contents]

Artifact #9: SMART Notebook Assignment

SMART learning software enables teachers to be able to transform content into

interactive experiences. SMART can be used for lesson delivery, assessments, collaborative

workspaces, and activities. The SMART Notebook assignment allowed me to demonstrate

integration of SMART software/tools. This artifact is a five slide presentation on a children’s

book.

Connection to Standards:

INTASC Standards

Standard #3: Learning Environments

This standard says that 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.

3(g) The teacher promotes responsible learner use of interactive technologies to extend

the possibilities for learning locally and globally

3(m) The teacher knows how to use technologies and how to guide learners to apply them

in appropriate, safe, and effective ways.

Standard #8: Instructional Strategies

This standard says that 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.

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8(g) The teacher engages learners in using a range of learning skills and technology tools

to access, interpret, evaluate, and apply information.

8(o) The teacher understands how content and skill development can be supported by

media and technology and knows how to evaluate these resources for quality, accuracy, and

effectiveness.

NYS Code of Ethics for Educators

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. They

support a challenging learning environment. Educators invite students to become active,

inquisitive, and discerning individuals who reflect upon and monitor their own learning.

DOE/CAEP Claims

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

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.

ISTE Standards for Educators

Standard #5: Designer. Educators design authentic, learner-driven activities, and

environments that recognize and accommodate learner variability

5a. Use technology to create, adapt, and personalize learning experiences that foster

independent learning and accommodate learner differences and needs

5b. Design authentic learning activities that align with content area standards and use

digital tools and resources to maximize active, deep learning

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5c. Explore and apply instructional design principles to create innovative digital learning

environments that engage and support learning

NYS Next Generation Learning Standards

NY.NGLS. 2R1: Develop and answer questions to demonstrate an understanding of key

ideas and details in a text. (RI&RL)

NY.NGLS. 2R2: Identify a main topic or central idea and retell key details in a text;

summarize portions of a text. (RI&RL)

ILA Standards

Standard 1: Foundational Knowledge

Candidates understand the theoretical and evidence-based foundations of reading and

writing processes and instruction

Standard 2: Curriculum and Instruction

Candidates use instructional approaches, materials, and an integrated, comprehensive,

balanced curriculum to support student learning in reading and writing

Standard 4: Diversity

Candidates create and engage their students in literacy practices that develop awareness,

understanding, respect, and a valuing of differences in our society

CEC Standards

Principle 3: Promoting meaningful and inclusive participation of individuals with

exceptionalities in their schools and communities.

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[Back to Table of Contents]

Artifact #10: Math Lesson Plan

This artifact is a lesson that was created in EDU 502 Education Methods of Teaching

Math and Science.

Connection to Standards:

INTASC Standards

Standard #4: Content Knowledge

This standard says that 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 #7: Planning for Instruction

This standard says that 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

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This standard says that 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 for Educators

Principle 2: Educators create, support, and maintain challenging learning environments

for all. They apply their professional knowledge to promote student learning. They know the

curriculum and utilize a range of strategies and assessments to address differences. They invite

students to become active, inquisitive, and discerning individuals who reflect upon and monitor

their own learning.

DOE/CAEP Claims

Claim 1: Medaille College graduates know the subject matter in their certification

area(s)

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.

Council for Exceptional Children (CEC) Code of Ethics:

Principle 1: Maintaining challenging expectations for individuals with exceptionalities to

develop the highest possible learning outcomes and quality of life potential in ways that respect

their dignity, culture, language, and background.

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Principle 3: Promoting meaningful and inclusive participation of individuals with

exceptionalities in their schools and communities.

NYS Common Core Standards for Math

CCSS.MATH.CONTENT.3.NF.A.3 Explain equivalence of fractions in special cases, and

compare fractions by reasoning about their size.

CCSS.MATH.CONTENT.3.NF.A.3.A Understand two fractions as equivalent (equal) if they

are the same size, or the same point on a number line.

CCSS.MATH.CONTENT.3.NF.A.3.B Recognize and generate simple equivalent fractions,

e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction

model.
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Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Alexis Smith Date: 6/26/2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: _X______ Town:_______ Rural: ______

Grade level: __3______ Number of students in the class: ____20____

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,
Classifications/Needs Students Pertinent IEP Goals
 Co-teaching services
IEP- Other Health Impairment  Visual cues and aides
 Refocusing and redirection
1
 Additional time to complete assignments
 Directions read and clarified
 Consultant teacher services 4 x 4-day cycle
IEP- Learning Disability 1  Special seating-stand periodically
 Check for understanding
 Reteaching of materials
 Access to audio material
 Visual aides
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
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Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

Lesson __1____ of a ____3__ Day Learning Segment

Subject and Lesson Topic: Fractions

Grade Level: 3 Lesson Duration: 30 min

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of this learning segment is to determine equivalent fractions using visuals.

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)

Earlier in the year, my students were briefly exposed to fractions when we did an English lesson that involved cooking using fractions. My students were also
indirectly exposed to fractions when learning addition in previous grades and also in the beginning of this year. My students know that addition is adding parts to
make a whole.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will use the concept of addition to help my students understand that a fraction is really just a part of a whole. The denominator acts as the whole, while the
numerator acts as the part. I can also ask my students if they remember seeing the fractions when we did that English lesson involving cooking.
 MSED ELEMENTARY PORTFOLIO PROJECT 112

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

I know that a lot of my students come from Italian backgrounds and Italians are usually very into cooking. Pizza is also a common Italian food and since we are
from Buffalo where pizza and chicken wings are very common, I can use this in my lesson. Additionally, many of my students have been in the same school since
kindergarten so I can use this to further class discussion. Some students that come from different backgrounds may be able to share the food they eat and relate it
to fractions.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will include worksheets/demonstrations that involve cooking/pizza. I will also be sure to include class discussions since most of these students know each other
and have been in the same school since kindergarten.

Curriculum Standards

CCSS.MATH.CONTENT.3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
CCSS.MATH.CONTENT.3.NF.A.3.A Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number
line.
CCSS.MATH.CONTENT.3.NF.A.3.B Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are
equivalent, e.g., by using a visual fraction model.

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)
Students will be able to explain what an I will listen to students as they are talking to Directions will be read aloud and clarified if
equivalent fraction is. their peers or in class as an informal needed. IEP students will only need to give an
example of an equivalent fraction on their exit
assessment. Students will also complete an ticket. Students will have access to the anchor
exit ticket. chart throughout the lesson.
Students will be able to model equivalent Equivalent fractions worksheet & in class Directions will be read aloud and clarified if
fractions. activity needed. Visual directions will be provided for the
in-class activity. Students will have access to the
anchor chart throughout the lesson.
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Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Explain I will support my students to use the language function by
Looking at your standards and objectives, modeling how to explain equivalent fractions. I will also
choose the one Bloom’s word that best provide my student with an anchor chart as a visual to help
describes the active learning essential for
students to develop understanding of
them understand equivalent fractions.
concepts within your lesson.
Vocabulary  Fractions I will go over each definition in the lesson. I will also put these
Key words and phrases students need to be  Equivalent vocabulary words in a PowerPoint that will be displayed during
able to understand and use  Part the lesson so that students can refer back to it at any time.
 Whole
 Numerator
 Denominator
Syntax My students will use syntax I will support my students to use syntax by modeling it for them
Describe ways in which students will when they structure their and creating an exit ticket of my own.
organize language (symbols, words, responses to explain what
phrases) to convey meaning.
equivalent fractions are and
when they complete their exit
ticket explaining equivalent
fractions in their own words.

Discourse My students will use discourse I will support my students by modeling how to determine an
How members of a discipline talk, write, by communicating their equivalent fraction.
and participate in knowledge construction understanding with a partner
and communicate their understanding of
the concepts
using the think/pair/share
method. Students will orally be
able to explain and determine
equivalent fractions.
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Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator

 Play the YouTube video https://www.youtube.com/watch?v=vKXqzpz-G0s

 Write 1/4 and 2/8 on the board  I will support my students by
 Ask the students if 1/4 and 2/8 are equal encouraging them to share their
 Ask students to take a few minutes to think about their answer- they can turn and talk to their thinking process with the class
neighbor quietly
 Remind students that it might be helpful to sketch the problem to work it out
 Call on students to share their answers with the class and explain their thinking- ask them to come up
and draw it on the white board
 I will support my students by showing
 Confirm that the fractions are equal. Tell the students that today we are going to be focusing on
them that visuals help to determine
determining if two fractions are equivalent using visuals.
equal fractions
 Point out that the drawings help demonstrate if the fractions are equal.

Instructional Procedures
 I will support my students by giving
 Explain to students that 1/4 and 2/8 are equal, which means that they are equivalent them the definition for the vocabulary
 Using the PPT (slide 2) show students that a fraction is a part of a whole like a piece of a whole pizza or words
a whole pie
 Also, explain that a fraction can be part of a set like in a dozen cupcakes  I will support my students by reviewing
 Remind students that the top number of a fraction is called the numerator and this is “part” of the what a fraction is and how to read a
whole and the bottom number is called the denominator and this is the “whole” (slide 3) fraction
 Read the “How do we read fractions” slide 4 to refresh the student’s memory
 Read slide 5 to show students an example using the slices of a pizza
 Point to the equivalent fractions anchor chart and explain to students that equivalent fractions show
the same amount but use different numerators and denominators (just like 1/4 and 2/8)  I will support my students by using an
 Then show students that we are going to be using visuals like the ones on the anchor chart to anchor chart
determine equal fractions
 Draw 2 circles on the board- one divided into 4 equal parts with one part shaded and one divided into
8 equal parts with 2 parts shaded
 Point out that the shaded areas are equal which makes these 2 fractions equal  I will support my students by checking
 Ask if students have any questions before we move on for understanding
 Tell students that now we are going to do a small activity to further explain fractions
 Ask the students to take out a blank piece of paper (have extra paper just in case some students don’t
 MSED ELEMENTARY PORTFOLIO PROJECT 115

have a blank sheet)- Directions provided  I will support my students by giving

 Ask students to first fold the paper in half hamburger style (horizontal) them instructions on how to do this
 Open the paper up and on one side write 1/2 explain that is half of the paper because we have 2 equal activity and modeling
parts and that is one of them
 Fold the paper back in half the same way and then in half again
 This time open it up and point out that you have 4 sections. On the side you didn’t write 1/2 label it  I will support my students by making
1/4 and 1/4 sure that they are all following along to
 Flip the paper over and write 1/4 and 1/4 on the back side as well directions and are on task
 Fold the paper back up and then fold it in half one more time
 Count the squares and explain that now you have 8 squares. Label the remaining boxes with 1/8
 Explain that 1/2 is equal to 2/4 which is also equal to 4/8
 Have students turn to their partner and explain in their own words why these fractions are all equal
(think/pair/share method)
 Hand out the equivalent fraction worksheet and go over the instructions
 I will complete the first question with the class  I will support my students by reading
 Students will then have time to finish this assignment. If the assignment isn’t finished, they can take it directions slowly and clarify
home to finish it. If it is finished, they can turn it in on their way out of class. if needed
 When there are 10 minutes left of class tell students to take out a scrap piece of paper for an exit ticket
 I will support my students by modeling

Closure  IEP students only have to give an

example of an equivalent fraction on
 Tell students they did a great job today and tell them to keep a look out for fractions! their exit ticket
 Exit ticket- give an example of an equivalent fraction and explain what equivalent fractions are in your
own words

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.

 YouTube video https://www.youtube.com/watch?v=vKXqzpz-G0s

 Whiteboard & markers
 Blank printer paper
 Directions for folding activity
 Worksheet
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 Anchor chart- chart paper

 https://drive.google.com/drive/folders/1YuZztft9KZVGxYR_6j35YrYgClNCUlU0?usp=sharing

Google drive with lesson, PPT, activity instructions, & worksheet

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Side 1:

Side 2:
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Conclusion

This section of my portfolio contained 10 different artifacts that were created throughout

my educational experience at Medaille College. These artifacts are the pedagogical evidence that

I have developed the skills and knowledge needed to be prepared to teach in the Elementary

classroom. The artifacts presented in this section were chosen to demonstrate my teaching

effectiveness, ability, and readiness to be a caring professional educator. They were chosen to

showcase my ability to plan, instruct, and assess. They also showcase the teacher competencies

of technology, learner accommodation, and culturally responsive teaching. The next section is

called Alignment to Curriculum and Professional Standards. In this section I will present my

knowledge and ability to align curriculum and professional standards to the daily work and

responsibilities that are expected of an elementary teacher.

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Section Four: Alignment to Curriculum & Professional Standards

Introduction

Knowledge and application of curriculum standards is critical for success of teaching

specific grade level curriculums and for student learning. Knowledge of professional standards is

equally important in order to shape professional development of an educator. Both of these

standards play a role in holding educators accountable for their actions in the classroom and

serve as a guideline for all educators to follow. In this section, I will present my knowledge and

ability to align curriculum and professional standards to the daily work and responsibilities

expected of an elementary teacher. I will make connections to the artifacts that I have included in

the previous section. This section is meant to provide evidence of my pedagogy, best teaching

practices, subject matter knowledge, and ability to be a caring, supportive, and effective teacher.

Curriculum & Professional Educational Standards

INTASC Standards.

The Interstate New Teachers Assessment. and Support Consortium (INTASC) was

established to provide support to new teachers and raise the levels of learning in U. S.

classrooms. The purpose of the standards is to serve as a resource for states, districts,

professional organizations, teacher education programs, teachers, and others as they develop

policies and programs to prepare, license, support, evaluate, and reward today’s teachers.

INTASC was developed to prepare and support new teachers with professional development.

The ten standards are grouped into four different categories. First, the learner and the learning.

This category contains standards 1. Learner Development, 2. Learning Differences, and 3.

Learning Environments. This section of the INTASC standards shows that teaching begins

with the learner. To make sure that each student learns new knowledge and skills, teachers must
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first understand that learning and developmental patterns vary among individuals. Each student

brings differences to the learning process and learners must have a safe learning environment to

thrive. The next category is content knowledge. This category contains standards 4. Content

Knowledge and 5. Application of Content. This section makes sure that teachers have a deep

understanding of their content areas and are able to apply content in different and meaningful

ways. Educators are able to integrate cross-disciplinary skills, such as critical thinking and

problem solving, to help learners use content. The third category is called instructional practice.

This category contains standards 6. Assessment, 7. Planning for Instruction, and 8.

Instructional Strategies. Teachers need to effectively plan, instruct, and assess students in

coordinated and engaging ways. Teachers also need to align assessments to student learning

objectives and content standards. The last category is called professional responsibility. This

section contains standard 9. Professional Learning and Ethical Practice and 10. Leadership

and Collaboration. This category allows educators to create and support a safe and productive

learning environment that results in learners achieving their highest potential. Teachers need to

engage in professional learning and also seek appropriate leadership roles and opportunities to

take responsibility for student learning. They can do this by collaborating with learners, families,

colleagues, school professionals, and community members. The following artifacts align with the

INTASC standards:

Artifact #1: DASA Certificate

Artifact #2: School Violence Prevention and Intervention / Identification and Reporting of Child
Abuse and Maltreatment Certificate

Artifact #3: Pecha Kucha Presentation

Artifact #4: Educational Survey

Artifact #5: ELA Learning Segment

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Artifact #6: IEP Analysis

Artifact #7: Assessment and Instruction Plan

Artifact #8: Google Classroom

Artifact #9: SMART PPT

Artifact #10: Math Lesson

NYS Code of Ethics for Educators.

The NYS Code of Ethics Statement of Purpose is as follows:

“The Code of Ethics is a public statement by educators that sets clear expectations and

principles to guide practice and inspire professional excellence. Educators believe a commonly

held set of principles can assist in the individual exercise of professional judgment. This Code

speaks to the core values of the profession. "Educator" as used throughout means all educators

serving New York schools in positions requiring a certificate, including classroom teachers,

school leaders and pupil personnel service providers.”

Under this code of ethics, we are able to make sure that educators are following fair and ethical

practice. There are six principles to the NYS code of Ethics for Educators. Principle 1: Educators

nurture the intellectual, physical, emotional, social, and civic potential of every student. Principle

2: Educators create support and maintain challenging learning environment 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 their student learning.

Principle 5: Educators collaborate with parents and community, building trust and

confidentiality. Principle 6: Educators advance an intellectual and ethical foundation of the

learning community. The following artifacts connect to the NYS Code of Ethics for Educators:
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Artifact #1: DASA Certificate

Artifact #2: School Violence Prevention and Intervention / Identification and Reporting of Child
Abuse and Maltreatment Certificate

Artifact #3: Pecha Kucha Presentation

Artifact #4: Educational Survey

Artifact #5: ELA Learning Segment

Artifact #6: IEP Analysis

Artifact #7: Assessment and Instruction Plan

Artifact #8: Google Classroom

Artifact #9: SMART PPT

Artifact #10: Math Lesson

P-12 NYS Common Core Learning Standards (Math, Science, Social Studies).

The New York State P-12 Common Core Learning Standards (CCLS) are internationally-

benchmarked and evidence-based standards. These standards serve as a consistent set of

expectations for what students should learn and be able to do in each grade to ensure that every

student across New York State is on track for college and career readiness. Each school district

should follow these standards so that the curriculum is the same across each district. The

following artifact contains common core learning standards:

Artifact #10: Math Lesson

NYS Next Generation Learning Standards.

NYS Next Generation Learning Standards are a result of a two- year collaborative

revision process that took place across New York State. The NYS p-12 learning standards were
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reviewed and modified. The goals are to delineate the knowledge, skills, and understanding that

students can demonstrate over time when exposed to high-quality instruction and learning

experiences. Clarify what students should know and be able to do independently by the end of

each grade. Collectively be focused and cohesive; designed to support a successful transition to

various post-secondary paths. The following artifacts contain NYS Next Generation Learning

Standards:

Artifact #5: Learning Segment

Artifact #9: SMART PPT

DOE Claims & CAEP Standards.

The DOE and CAEP claims are commitments of the Department of Education (DOE) of

Medaille College about the quality of its graduates who are professionally ready and competent

to become school teachers. The DOE organizes its courses of study and assessment systems in

the teacher education program based on these claims. These claims ensure that graduates of this

teacher education program are going to be ready to become professional educators upon

graduation. The following artifacts connect to the DOE claims and CAEP standards:

Artifact #1: DASA Certificate

Artifact #2: School Violence Prevention and Intervention / Identification and Reporting of Child
Abuse and Maltreatment Certificate

Artifact #3: Pecha Kucha Presentation

Artifact #4: Educational Survey

Artifact #5: ELA Learning Segment

Artifact #6: IEP Analysis

Artifact #7: Assessment and Instruction Plan

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Artifact #8: Google Classroom

Artifact #9: SMART PPT

Artifact #10: Math Lesson

International Society for Technology Education for Teachers and Students (ISTE).

The ISTE standards for educators define the digital age skills and pedagogical insights

educators need in order to teach, work, and learn. The ISTE Standards for Students are designed

to empower student voice and ensure that learning is a student-driven process. Student standards

include: empowered learner, digital citizen, knowledge constructor, innovative designer,

computational thinker, creative communicator, and global collaborator. Educator standards

include: learner, leader, citizen, collaborator, designer, facilitator, and analyst. The following

artifacts contain connections to the ISTE standards:

Artifact #3: Pecha Kucha Presentation

Artifact # 8: Google Classroom

Artifact #9: SMART PPT

Artifact #10: Math Lesson

International Literacy Association (ILA) Professional Standards.

The ILA Professional Standards set forth the criteria for developing and evaluating

preparation programs for reading professionals. The Standards are performance based, focusing

on the knowledge, skills, and dispositions necessary for effective educational practice. The

following artifacts contain connections to the ILA Standards:

Artifact #5: Learning Segment

Artifact #7: Assessment and Instruction plan

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Artifact #9: SMART Notebook Assignment

Council for Exceptional Children (CEC).

These standards help professionals practice ethical principles and professional policies in

a way that respects the diverse characteristics and needs of individuals with exceptionalities and

their families. The 12 principles hold educators responsible for treating all students with respect

and understanding individual needs of each student. The following artifacts connect to the CEC

principles:

Artifact #3: Pecha Kucha Presentation

Artifact #5: Learning Segment

Artifact #6: IEP Analysis

Artifact #9: Smart Presentation

Artifact #10: Math lesson

Curriculum and Professional Standards Chart

Below you will find a chart that organizes my artifacts and their connections to each of the

described standards.

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Section Four: Alignment to Curriculum & Professional Standards Chart

Artifact Title INTASC NYS Code of NYS NYS DOE Claims ISTE ILA CEC
Standards Ethics P-12 Next Learning & Standards International Standards
Standards for Generation Standards CAEP for Literacy
Educators Learning Standards Teachers Association
Standards and/or Professional
Students Standards
Professional Principle 1: N/A N/A Claim 1: N/A N/A N/A
Artifact #1: Responsibility Nurture full Subject matter
Standard #9: potential of
DASA Professional every student Claim 2:
Certificate Learning & Pedagogy &
Ethical Principle 5: Best Teaching
Practice Community Practices
relationships
Claim 3:
Caring
Educators
Artifact #2: Professional Principle 1: N/A N/A Claim 1: N/A N/A N/A
Responsibility Nurture full Subject matter
School Standard #9: potential of
Violence Professional every student Claim 2:
Prevention Learning & Pedagogy &
and Ethical Principle 5: Best Teaching
Intervention/ Practice Community Practices
Identification relationships
and Reporting Claim 3:
of Child Abuse Caring
and Educators
Maltreatment
Certificate
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The Learner Principle 1: N/A N/A Claim 1: Educator N/A Principle 2: High
Artifact #3: and Learning Nurture full Subject matter Standard #1: level of
Standard #1: potential of Learner professional
Pecha Kucha Learner every student Claim 2: competence and
Presentation Development Pedagogy & integrity and
Best Teaching
Educator exercising
Practices
Standard #4: professional
Claim 3: Collaborator judgment to benefit
Caring individuals with
Educators exceptionalities and
their families.
CAEP 1:
Content and
Pedagogical Principle: 6: Using
Knowledge evidence,
instructional data,
research, and
professional
knowledge to
inform practice.

Principle 12:
Participating in the
growth and
dissemination of
professional
knowledge and
skills.

Artifact #4: The Learner Principle 3: N/A N/A Claim 2: N/A N/A N/A
and Learning Commitment Pedagogy &
Educational Standard #1: to professional Best Teaching
Survey Learner learning Practices
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Development
Standard #2: Principle 5: Claim 3:
Learning Community Caring
Differences relationships Educators

Professional
responsibility
Standard #10:
Leadership
and
Collaboration
Artifact #5: Content Principle 2: N/A NY. NGLS. Claim 1: N/A Standard 2: Principle 1:
knowledge Promote 1R2: Identify Subject matter Curriculum Maintaining
ELA Learning Standard #4: student a main topic Instruction challenging
Segment Content learning or central Claim 2: expectations for
Knowledge idea in a text Pedagogy & individuals with
and retell Best Teaching exceptionalities to
Instructional important Practices
develop the highest
Practice details.
Standard #7: (RI&RL) Claim 3: possible learning
Planning for Caring outcomes in ways
Instruction Educators that respect their
Standard #8: dignity, culture,
Instructional language, and
Strategies background.

Principle 3:
Promoting
meaningful and
inclusive
participation of
individuals with
exceptionalities in
their schools and
communities.
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Artifact #6: The Learner Principle 1: N/A N/A Claim 2: N/A N/A Principle 2: High
and Learning Nurture full Pedagogy & level of
IEP Analysis Standard #1: potential of Best Teaching professional
Learner every student Practices competence and
Development integrity and
Claim 3:
exercising
Instructional Caring
Practice Educators professional
Standard #7: judgment to benefit
Planning for CAEP 1: individuals with
Instruction Content and exceptionalities and
Pedagogical their families.
Knowledge
Principle 12:
Participating in the
growth and
dissemination of
professional
knowledge and
skills.

Artifact #7: Instructional Principle 1: N/A N/A Claim 1: N/A Standard 3: N/A
Practice Nurture full Subject matter Assessment and
Assessment Standard #6: potential of Evaluation
and Assessment every student Claim 2:
Instruction Standard #7: Pedagogy &
Plan Planning for Best Teaching
Instruction Practices

Claim 3:
Caring
Educators

Principle 2: N/A N/A Claim 1: Educator N/A N/A

Artifact #8: The learner Promote Subject matter Standard 5:
and Learning student Designer
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Google Standard #3: learning Claim 2:
Classroom Learning Pedagogy &
environments Best Teaching Student
Practices Standard 3:
Content Knowledge
Knowledge Claim 3: Constructor
Standard #5: Caring
Application of Educators
Content

Instructional
Practice
Standard #8:
Instructional
Strategies

Artifact #9: The learner Principle 2: N/A NY.NGLS. Claim 1: Educator Standard 1: Principle 3:
and Learning Promote 2R1: Subject matter Standard 5: Foundational Promoting
SMART Standard #3: student Develop and Designer Knowledge meaningful and
Board Learning learning answer Claim 2: inclusive
Presentation environments questions to Pedagogy & Standard 2: participation of
demonstrate Best Teaching Curriculum and
individuals with
Instructional an Practices instruction
Practice understandin
exceptionalities in
Standard #8: g of key Claim 3: Standard 4: their schools and
Instructional ideas and Caring Diversity communities.
Strategies details in a Educators
text.
(RI&RL)

NY.NGLS.
2R2:
Identify a
main topic
or central
idea and
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retell key
details in a
text;
summarize
portions of a
text.
(RI&RL)

Principle 1:
Educator Maintaining
CCSS.MAT Standard 5: challenging
Artifact #10: Content Principle 2: N/A H.CONTEN Claim 1: Designer Standard 4: expectations for
Knowledge Promote T.3.NF.A.3 Subject matter Diversity individuals with
Math Lesson Standard #4: student Student exceptionalities to
Content learning Claim 2: Standard 3:
CCSS.MAT develop the highest
Knowledge Pedagogy & Knowledge
Standard #5: H.CONTEN Best Teaching possible learning
Constructor
Application of T.3.NF.A.3. Practices outcomes in ways
Content A. that respect their
Claim 3: dignity, culture,
Instructional CCSS. Caring language, and
Practice MATH. Educators background.
Standard #7: CONTENT.
Planning for 3. Principle 3:
Instruction NF.A.3.B. Promoting
Standard #8: meaningful and
Instructional inclusive
Strategies
participation of
individuals with
exceptionalities in
their schools and
communities.
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Conclusion

This section outlined all of the standards educators across New York State must follow. I

have also included a chart that displays how each of my artifacts included in section three are

connected to the various curriculum and professional standards. This section presented my

knowledge and ability to align curriculum and professional standards to the daily work and

responsibilities expected of an elementary teacher. It also provides evidence of my pedagogy,

best teaching practices, subject matter knowledge, and ability to be a caring, supportive, and

effective teacher.

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Section Five: Teacher Candidate Reflection Guidelines

Introduction

I truly believe that every experience is an opportunity to learn and grow. Life is full of

many surprises, twists and turns that begin to shape who we are going to become. My life has

had many twists and turns already, but I believe that has just made me a stronger person and a

stronger future educator. In this section, I will be reflecting on my experiences working on this

portfolio project, my educational experiences thus far, and my readiness to become an educator.

Throughout this section I will be making connections to the Teacher Education Accreditation

Council (TEAC) and the Council for Accreditation for Educator Preparation (CAEP) claims. By

making connections to these claims, I am providing the evidence of my preparedness to begin

my teaching career in the field of elementary education.

Portfolio Project/Teacher Education Learning Experiences

Creating this portfolio has been an amazing, and eye opening, experience. It provided me

with the opportunity to look back on my educational journey and the experiences that have led

me to where I am today. It gave me the chance to really think about my philosophy of education

and why I want to become an educator. My philosophy of education was polished through

researching theorists and theories for the purpose of this portfolio. This portfolio has also given

me an opportunity to reflect on all my hard work in this teacher preparation program.

Throughout these past three semesters at Medaille College, I have gained many tools and

knowledge that I will be able to take with me in my future endeavors. I was nervous to start a

Master’s program only a few months after graduating with my undergraduate degree. Walking in

on the first day, I remember feeling so welcome and feeling like I was just in the right place. I

actually called my mom after my first class and told her that I finally found people that were just
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like me. I never felt afraid to ask for help and most importantly I always left class with a smile

on my face. All of my professors were accommodating and showed me what it is like to be a

caring educator by just their actions alone (TEAC/CAEP claim 3: Caring Educator). They shared

their personal experiences as well as their successes and failures. It made me realize that

educators are human too and they will always be learning alongside you. The professors at

Medaille College effectively modeled best teaching practices for diverse learners and pedagogy

through their actions (TEAC/CAEP claim 2: Pedagogy, Best Teaching Practices for Diverse

Learners). Additionally, the professors shared many instructional techniques and content

knowledge that has shaped my readiness to become an elementary education teacher

(TEAC/CAEP claim 1: Subject Matter). I feel it is necessary to add that the professors at

Medaille College made my graduate experience one that I will never forget. We shared lots of

laughs as well as lots of struggles. Some inspired me to want to be just like them when I am a

professional educator.

In my first two semesters at Medaille, I had the privilege of taking field experience

courses. These courses gave me the opportunity to work with students and teachers using a

hands-on approach. I was exposed to children of all different ages and backgrounds through the

Buffalo Public School Saturday Academy. I learned how important it is to be flexible as an

educator. Some days we had children who were 4 or 5 years old and other days we had children

who were 13 or 14. Some days we had a lot of participation and other days we had no one show

up. We never knew what we were going to walk in to. We had to be flexible to change our

activities based on what we were presented with that day (TEAC/CAEP claim 1: Subject

Matter). It taught me how to adapt and learn from different situations (TEAC/CAEP claim 2:

Pedagogy, Best Teaching Practices for Diverse Learners). Saturday academy took a whole
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community approach to learning. My colleagues and I were exposed to farmer’s markets,

cooking classes, music classes, animal therapy, sports, and a plethora of other activities. Through

Saturday academy, I learned what it takes to be a caring educator both inside the school as well

as in the community (TEAC/CAEP claim 3: Caring Educator). Saturday Academy also provided

me with an amazing opportunity to get my foot in the door in the Buffalo school district and

allowed me to speak with many teachers and administrators in the Buffalo school district.

Through various education methods courses, I learned how important it is to be

knowledgeable of subject matter (TEAC/CAEP claim 1: Subject Matter). These classes taught

me how to write a lesson plan as well as how to deliver it. I was given feedback and insight as to

how to teach courses such as ELA, the arts, social studies, math, and science. These courses also

exposed me to the various state standards that I will need to use in my future career.

The Culturally Responsive Pedagogy course taught me how to shape a culturally

inclusive classroom. I was given the tools, knowledge, and resources to include diversity into my

lessons and into the classroom. In this course, I was also exposed to the Dignity Act (DASA) and

the importance of creating an environment free from harassment, bullying, and discrimination.

Completion of the DASA training in EDU 507: Dignity for All Students Act Seminar enhanced

my professional disposition and also my ability to teach in a culturally responsive way that is

able to positively embrace diversity (TEAC/CAEP claim 2: Pedagogy, Best Teaching Practices

for Diverse Learners, TEAC/CAEP claim 3: Caring Educator). The Foundations of Special

Education course as well as the Child Abuse Awareness/ SAVE Seminar were also classes that

enhanced my ability to be culturally responsive and embrace diversity. Both of these trainings

were important to provide me insight on creating a safe environment for students where they are
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able to learn effectively. The trainings included a lot of useful prevention and intervention

strategies that could be useful in the classroom (TEAC/CAEP claim 3: Caring Educator).

Finally, I believe that the Technology for the Elementary Classroom provided me with

many tools that I can bring into my future classroom. In this course, I was exposed to the

SMART Notebook software, making a website, various technology applications, and also

creating a Google Classroom. In a world where technology is continuing to constantly advance, I

now feel more confident in using technology in the classroom. I was able to not only explore

technology, but also take lesson plans connected with state standards and make them able to be

completed virtually (TEAC/CAEP claim 1: Subject Matter). This course expanded my horizons

on ways to make the classroom fun and engaging through the use of technology (TEAC/CAEP

claim 2: Pedagogy, Best Teaching Practices for Diverse Learners).

All of my educational experiences at Medaille College in the teacher education program

have shaped my pedagogy and best teaching practices, as well as my knowledge of subject

matter and ability to be a caring educator. I feel as though I am now well prepared to become a

professional educator. It is also important to mention the relationships that I have formed

throughout my time at Medaille College. I became very close with my cohort. We provided

support for each other and guided each other along the way. Collaboration with my colleagues

has allowed me to learn from my experience as well as theirs to develop our best possible

teaching practices (TEAC/CAEP claim 2: Pedagogy, Best Teaching Practices for Diverse

Learners).
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Readiness to Become a Teacher

As you can see above, my educational experiences at Medaille College have given me the

necessary knowledge and resources to become a professional educator and this portfolio has

given me the chance to reflect on my journey. The artifacts I have chosen to include in this

portfolio as well as my background experiences are evidence that I am willing and capable of

being a professional educator. I have always had a desire to teach and I cannot believe that my

time is almost here. I can confidently say that I am ready to become a teacher. I have fully

shaped my philosophy of education and pedagogy as well as my subject knowledge and best

teaching practices.

As a teacher, I will strive to make a difference in the lives of my students. I want to have

a holistic approach to teaching and learning where students are learning with both their head

(cognitive), heart (social/emotional), and hands (physical). School should be a safe place to learn

and also a place to get children ready to go out into the real world. Educators should be preparing

their students to be successful in the real world. As a teacher, I will also strive to listen to each

and every one of my students. Listening to your students and truly understanding them gives the

classroom a feeling of mutual respect. Children enjoy when teachers learn with them and take

risks in the classroom. Teaching is a profession with never ending learning and we can learn a lot

by just listening to our students (TEAC/CAEP claim 3: Caring Educator).

Although my undergraduate degree was not in education, I believe I was provided with

additional content knowledge in the fields of science and psychology that I will be able to

transfer into the classroom (TEAC/CAEP claim 1: Subject Matter). My teacher preparation

program at Medaille college taught me ways to plan, teach, and assess in an engaging and

diverse way (TEAC/CAEP claim 2: Pedagogy, Best Teaching Practices for Diverse Learners).
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Additionally, my experience working in early childhood education taught me hands-on what is

necessary to be a caring educator (TEAC/CAEP claim 3: Caring Educator). While working as an

early childhood educator, I shaped my thoughts on the importance of proper communication as

well as parent involvement. I worked hard to ensure that there was trust between myself and my

student’s families. In return, I created bonds with several families and children that I will be able

to take with me forever. Working as an early childhood educator was a very rewarding career as

I was able to watch children grow physically and academically right in front of my eyes.

My experience as a cheerleading coach has also provided me with knowledge that I can

take with me to my future classroom. As a coach, I learned a lot about how children act outside

of school. I made sure that my cheerleaders understood that I was there for them whether it was

regarding the sport or not. This has reminded me that sometimes our students act a completely

different way outside of school than they do in school. As an educator, it is important to find that

side of a student as it can be helpful in finding motivation for academic success. Many children

use sports as their outlet. I believe that teaching and coaching are very similar jobs. While

teachers focus on the academic growth of their students, coaches pass on skills and knowledge of

the sport to each teammate. Both teaching and coaching require goals and objectives that the

child must obtain before moving on. Both jobs require ample amounts of leadership, motivation,

and responsibility. All traits that I believe I possess and traits that make a good educator.

Conclusion

In this section, I have reflected on my experiences working on this portfolio project, my

educational experiences, and my readiness to become an educator. I have also made connections

to the Teacher Education Accreditation Council (TEAC) and the Council for Accreditation for

Educator Preparation (CAEP) claims proving my preparedness to be a professional educator. I

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am so excited to continue my journey and finally become a teacher. In the next section, you will

be able to watch my teacher candidate interview video. In this video I will demonstrate my

pedagogy and best teaching practices by answering questions that could be asked at a potential

future interview. I will make connections to my portfolio artifacts, standards, teacher skills,

strategies, and professional dispositions.

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Section 6: Teacher Candidate Teacher Interview Video

Teacher Candidate Interview Video

In this section of my portfolio, I have included a mock interview video using the

screencast-o-matic software. This interview provided me with a way to look back on all my

accomplishments and all the qualifications I possess that will make me an effective professional

educator. I was able to talk about my previous work experiences, educational experiences, and

also my readiness to become a teacher. This interview also provided me with preparation and

confidence in completing a real interview when the time comes. During this interview process, I

specifically liked being able to refer back to my portfolio and Weebly website to further explain

my abilities to plan, instruct, and assess in the classroom. This experience also gave me the

opportunity to explain how I will integrate technology in the classroom and what tools can be

used to do so. My teacher candidate interview video can be found at … You can also take a look

at my teacher web page by visiting https://arsmith7.weebly.com/ . I hope by watching my

interview video and exploring my teacher web page you are able to get a better understanding of

my skills and ability to become a professional educator.

Teacher Candidate Interview Questions & Responses

In this section, I have included my responses to several interview questions that I have

covered in my teacher candidate interview video. The responses to these questions connect to my

portfolio artifacts, standards, teacher skills, strategies, and professional dispositions, as well as

my background experiences that have led me to where I am today. In my interview video, I

demonstrate my readiness in becoming an elementary school teacher. I display my abilities to

plan, instruct, and assess. I also display my understanding of integrating technology, learner
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accommodation, culturally responsive teaching, classroom management, professional

collaboration, and professional development.

1. Briefly share a little about your background experiences that have led you to choose
a career in education?
 Always knew that I wanted a career where I could help people and always wanted to
work with children
 Decided to go to school for physical therapy- medical field
 After internships I decided that this wasn’t what I really wanted to do
 Worked in W-kids
 Babysitting- All the different children I worked with
 Boys and girls club service learning
 Doodlebugs job opportunity- started as an assistant
 Decided to look into teaching programs and found one at Medaille
 Shortly after graduation I was asked to be a lead teacher
 Coaching cheerleading

2. What have you learned in your teacher training program that will make you an
excellent classroom teacher and colleague?
 Lesson planning
 Technology skills and tools
 Differentiating instruction, accommodations, and modifications
 Listen to your students
 Not everyone learns the same way
 Professional development
 Professional collaboration- through peers/colleagues
 Certifications- DASA, SAVE, Child abuse
 Effective classroom management

3. Provide us with an example of a lesson you taught. How did you integrate it with
other curriculum areas, address the CCLS, technology, student engagement and
motivation? What were the results of the lesson?
 Math lesson on equivalent fractions
 Central focus: The central focus of this learning segment is to determine
equivalent fractions using visuals.
 I chose to use visuals because I always struggled with learning fractions in school
 Modeling- hands on approach (Motivation)
 Anchor charts
 PPT to use as a visual
 Video on equivalent fractions
 ELA- using think/pair/share. Explaining equivalent fractions exit ticket
 Good results because students were able to learn by doing
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4. How will your knowledge of the current trends in education inform you as an
educator in our district/board/school?
 Research information about the district/school. What are their demographics and
what instructional strategies do they use?
 Harry Wong- classroom management procedures and routines. Helped in Pre-k
classroom
 Jean Piaget- children take an active role in the learning process. As they interact
with the world around them, they add new knowledge, build upon existing
knowledge, and adapt ideas to accommodate new information
 Howard Gardner- Multiple intelligences. Adaptation in teaching styles
 John Dewy- Learn by doing. Hands-on approach
 Jean Rousseau’s theory of education emphasizes the expression to produce a well-
balanced, freethinking child. He believed that if children are allowed to develop
naturally without constraints imposed on them by society they will develop
towards their fullest potential, both educationally, and morally
 Johann H. Pestalozzi- head, heart, hands. Intellectually, emotionally, physically
 Integration of technology

5. Why should we hire you instead of the other applicants we have interviewed?
 This has always been a goal for me
 Passionate about children
 Honest, reliable, hardworking
 Ability to adapt to change
 I have always had high standards set for myself
 Ability to engage in professional collaboration- team work
 Importance of professional development
 Whole child approach to teaching & learning. School is not just a place for
academics
 Plan, instruct, assess
 Integrate technology
 Certifications- DASA, SAVE, Child abuse prevention and intervention

Conclusion

In this section, I have included my Weebly teacher web page as well as a mock teacher

interview using the Screencast-o-matic software. It was my goal to make my eagerness and

readiness to become a teacher evident through this interview. I related back to several past

experiences as well as some of the artifacts I have created throughout my time in the teacher

education program at Medaille college. All of these experiences have led me to become a
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passionate and caring future educator. I want to thank you for getting to know me by reading this

portfolio.

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