Section One:

Teacher Candidate Introduction to the Elementary Portfolio Project

Introduction, Overview and Rationale

Constructing this elementary portfolio increases my visibility as a professional and is
paramount in making a positive first impression on potential employees such as you the reader.
The elementary portfolio also acts as a polished way to display my up and coming expertise
while emphasizing my continuous learning processes over time and commitment to growth in all
areas of life. My task is to develop an introduction for the purpose of taking you, the reader on a
specific journey. This journey will demonstrate to you, that I possess the readiness to become a
professional teacher and it will highlight my various skill sets, experiences, and pedagogical
knowledge. As I began this introduction, I recalled my childhood and the beginnings of
elementary school. My elementary experiences should be highlighted as some of my most
memorable moments that would shape me and prepare me for life beyond grade eight. I should
remember moments that one experiences when riding a roller coaster at a theme park. However,
while retracing my steps I discovered something very different but interesting about my journey.
I could write to you that I had wonderful teachers; that they encouraged me along the way to be
the best. I could write that my experiences in the educational system where like the best
moments in movies or after school specials where I was triumphant and felt wonderful but that
wasnt always case. This is not to be taken as a complete disaster; I did encounter some good
educators along my journey. Perhaps it was the era in which I was educated.
Educators were very strict and they were to be seen as authoritarians, they taught, I was
to listen and I was to learn. I also recall that most of my elementary teachers were male a very

big contrast to todays general makeup. Before you draw the conclusion that my poor
experiences have lead me to choose this profession in order to spare a child or children from a
similar fate; that is not the case. I do recognize that with my training and life experiences I
wouldnt duplicate nor stand for another to replicate what I perceive as teaching without
emotion. I believe that we all possess the ability to succeed but specifically seeking to draw on
the emotions of motivating a learner will yield results far greater than a check mark on a
completed assignment or a grade or letter mark on a piece of paper. My portfolio will guide you
through the idea of how I am an all-encompassing teacher candidate.
My portfolio contains six sections (an introduction to the portfolio project, background
experiences, eight to ten artifacts, curriculum and professional alignments, reflection, and a
teacher candidate interview video). The M.S. Ed program at Medaille College has strengthened
attributes that I possess and imparted knowledge upon me for future success. As a teacher
candidate I will showcase my understanding and fulfillment of the following major areas of
teacher competencies such as but not limited to knowledge of the learners I wish to teach,
motivational strategies which will enhance the learning environment for myself and the students,
keeping a positive rapport with the learners, using relevant assessments, utilizing educational
technologies, accommodating to meet the needs of the learners, simply caring for the students I
teach, conduct and keep a positive learning environment for all, willingness to work as a team
with my fellow educators, understand the curriculum standards and their application, keep
professional standards and embrace professional development. I believe that elementary school
is where you plant the seed of knowledge and the experiences that go along with that journey are
cultivated and motivated by the elementary teachers. The cultivation is a preparedness that

follows you through to high school where you begin to branch out and find your way onto a path
that requires one to investigate the next level.
The fact is this portfolio will demonstrate that I will be a strong team member and I
whole-heartedly believe that we should all be good teachers. My goal isnt to be remembered as
the best teacher, it is to make sure that when a student reflects upon their time in elementary
school their reflection is a positive one that includes being prepared for the next level.

Portfolio Overview and Rationale

This portfolio will highlight my planning as part of teacher effectiveness; it will
incorporate best teaching practices, learner motivational tactics through cleverly thought out
anticipatory sets, it will display that I am multi-faceted in ways of assessment strategies and
methods, my technological prowess will be utilized in teaching and learning, diverse learners
will be advocated for via accommodations to yield best results, culturally responsive teaching
will be paramount, classroom management skill sets will ensure that all students have an
environment conducive towards maximizing learning, my ability to lead and recognize when to
let others lead, my understanding of the NYS, Ontario curriculum and standards for technology,
and last but not least my professional standards and development that will enhance my career
and career path.
This portfolio should solidify my ability to be an effective educational candidate for teaching.
My previous work and educational experiences along with supporting artifacts gained from my
MSED program are also key components of my abilities to ascertain a position within the role of
a professional educator.

Portfolio Development
The six sections that compile the elementary portfolio project for MSED are: Teacher
Candidate Portfolio Project Introduction (Section One), Teacher Candidate Background
Experiences (Section Two), Teacher Candidate Artifacts (Section Three), Alignment to the
Curriculum and Professional Standards (Section Four), Teacher Candidate Reflection (Section
Five), and Teacher Candidate Teacher Interview Video (Section Six). The aforementioned
sections also have varying subsections that will be detailed below; all of the subsections will
contain conclusions that will summarize the importance of the particular section.
Section One: Teacher Candidate Portfolio Project Introduction; is the introduction that is
developed to inform the potential readers of the purpose of the MSED Elementary Portfolio
Project. It highlights the following subsections; Portfolio Overview and Rationale, Portfolio
Development, Theorists and Experts in the Field of Education, Conclusion and the compulsory
competencies found within section one and throughout the entire portfolio. Section One is the
stepping-stone to showcase my teacher readiness as a professional teacher candidate.
Section Two: Teacher Candidate Background Experiences; is a highlighted development
that identifies and connects my educational and work related experiences, my resume and
philosophy of education. These subsections will entail evidence such as my under graduate
degree in the field of sociology, my nine years of work experience with an educational school
board as a behavior itinerant, recent observations experienced in a local elementary school in
grades one and six, my philosophy of education including references from the likes of Peter
McLaren and other reconstructionist / critical theorists, and a current resume detailing
professional development, certificates, credentials, references, various technological skill sets,

educational and work backgrounds. Once again this information will provide evidence of my
preparedness as a teacher candidate for the role of a professional teacher.
Section Three: Teacher Candidate Artifacts; is a large section for the MSED Elementary
Portfolio Project. This section encompasses artifacts related to my experiences within my
relative recent educational experiences. These artifacts will be discussed for their importance
towards the portfolio and further relevance to the curriculum, professional and technological
standards. The artifacts and appropriate standards will also be associated with connections to
theories, theorists and best teaching practices in the field of education. Artifacts such as SMART
board presentations, Weebly website presentations, unit plans, lesson plans, educational research
projects, field trip itinerary and planned experience, Power Point Presentations, and certificates
can be depicted as my pedagogical evidence. This pedagogical evidence continues to showcase
my skill sets that will ensure you that I am a preferred and prepared teacher candidate to fulfill
the role of a professional teacher.
Section Four: Alignment to the Curriculum and Professional Standards; presents my
knowledge and ability to match curriculum and professional standards with my artifacts outlined
from Section Three at a glance. This display will take place with the aid of a graphic organizer
that provides a visual enhancement of how the matches take place. The graphic organizer is
defined with the following heading, INTASC Standards, NYS Code of Ethics for Educators,
Ontario Teachers Ethical Standards, P-12 NYS Common Core Learning Standards (ELA, Math
and Social Studies), NYS Learning Standards, Ontario Ministry of Education Expectation,
TEAC/CAEP Claims, International Society for Technology Education for Teachers and Students
(ISTE), and Council for Exceptional Children (ECE) and are proceeded by spaces to provide
snapshots of information ascertaining my grasp of the task.

Section Five: Teacher Candidate Reflection; is an opportunity to showcase my

willingness to objectively observe my claims through use of TEAC/CAEP connections.
Reflection and reassessment also demonstrates ones willingness to embrace change and seek the
best teaching practices. Discussing my overall experiences will reveal my developmental
processes in acquiring the appropriate knowledge for planning, instructing, assessing, managing
a classroom, accommodating for students with needs, being a culturally responsive teacher
candidate and the organization of my portfolio content.
Section Six: Teacher Candidate Teacher Interview Video; is an informative tool that
features myself exploring and making connections to potential job interview questions. This
video enables me to display my artifacts and technological skills while providing an opportunity
to verbally and visually reinforce my teacher candidate competencies in professional
collaboration, disposition, responsive teaching, management skills, best teaching practices and
proficiencies of pedagogical practices. The video also serves as a natural reflection for the
viewers to once again witness the efforts afforded to assembling this portfolio project for the
purpose of showcasing my teacher readiness for the position of a professional teacher.
Theorists and Experts in the Field of Education
Following the guidelines set out by the MSED program helped develop the various
artifacts found throughout this portfolio. The manner and type of information bestowed upon me
came from direct philosophical practices or compilations that my professors deemed acceptable.
Their directions ultimately drew from similar or the same theorists and experts that I have at my
disposal. Theorists or experts that I have come to appreciate in the field of education are the
likes of Theodore Brameld, George Counts, Paulo Freire and Peter McLaren. It will come as no
surprise that the school of philosophy that I find most interesting is that of Reconstructionist /

Critical Theorists. These scholars are momentous in their contributions towards carrying out
changes in the educational system, as we know it. As a teacher candidate for the role of a
professional teacher, I look forward to educate children under the umbrella of this philosophy for
the purpose of allowing students to understand the world around them and help them to make
better and more informed decisions to enhance their chances at a better and brighter future.
Paulo Freire said it best with, no one is born fully-formed: it is through self-experience in the
world that we become what we are. I believe that a professional teacher should be a facilitator
for that journey our students will embark on.
Theodore Brameld believed that education is the right and responsibility of each person.
The average student must be educated to the limits of his ability-above all, his ability both to
understand and serve the prevailing power struggle on his own level. We see our fundamental
goals as a world civilization and an educational system which in all ways support human dignity
for all races, castes, and classes; self-realization; and the fullest vocational, civic, and social
cooperative and service (Brameld, 1965). When I read this passage from Brameld, Im reminded
of todays Dignity for All Students Act (DASA) and proud to be trained in the understanding,
through my MSED program.
Critical Theorists like Peter McLaren express the purpose of school should be to enhance
the students ability at ascertaining better and brighter future. We live in a world of seemingly
endless and diverse challenges, and since educational systems and schools are one of the primary
means by which we develop understanding and skills related to functioning in society, social
reconstruction requires that social reform serve as the primary goal of every students education
(Zacko-Smith 2015). If there is one thing that is constant, it is change and with change we need
to adapt or we will fall behind. As part of my teacher candidate training we partake in

collaborative activities; as such it is imperative that professional teacher collaborate and keep on
top of professional develop. Professional development and collaboration helps the teachers to be
up to date with current trends and applications thus ensuring that we are exposing our children to
the most recent and valuable information as possible while helping mold the minds of the future.

Conclusion
Section One of the MSED Elementary Portfolio Project in its self is a guide but more
importantly it is an introduction highlighting what is to be located beyond its pages. In
summary, it eludes to my preparedness for the role of a professional teacher while denoting the
major areas of competencies that I possess as a teacher candidate. You will find references to the
following competencies, planning, instructional strategies, assessments, best teaching practices,
accommodation practices, culturally responsive teaching, technological aptitudes along with
curriculum, professional and technology standards, and professional collaboration and
dispositions throughout the entire portfolio. The portfolio project ultimately reflects upon a
journey of my actual and factual disposition as I partake in the process to solidify my place
amongst known and unknown soon to be peers as a professional teacher.