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Section Five: Teacher Candidate Reflection Guidelines

Introduction

As I reflect on the portfolio project, I’m confident that my personal and professional

experiences will serve me well in the profession of teaching. Being a professional educator is, no

doubt, tiring and challenging, at times, however it is also one of the most rewarding things a

person can do. Much like being a parent, a teacher takes on the responsibility of keeping children

safe, while helping educate and shape the next generation of learners, neighbors and leaders. It is

not something that can or should be taken lightly, as young minds are quite impressionable, and

it’s imperative that we, as influencers are not only leading by example, but constantly striving for

positive intentionality in the way we educate and raise up our young students.

In section five, I will reflect on the portfolio project as it pertains to material I’ve learned

throughout the MSED program. The hours of research, thoughtful consideration, project

development and collaboration has helped me hone numerous skills and attributes that align with

the Teacher Education Accreditation Council / Council for Accreditation for Educator

Preparation (TEAC/CAEP) Claims. In this section, I will make connections between my works

and these claims to demonstrate that I know the subject matter in their certification area(s); that

I meet the needs of diverse learners through effective pedagogy and best teaching practices; and

that I am a caring educator. This will display my readiness for becoming a knowledgeable,

caring teacher.

This project has been a journey, and I hope you were able to see my passion for teaching

children. I really enjoy teaching and working with children, as they have so much energy and

great ideas. They inspire me to keep learning and be a better teacher – a teach like the ones who

had such a positive impact on my experience.

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Portfolio Project/Teacher Education Learning Experiences

This project has given me the opportunity to reflect on my time at Medaille College with

a retrospective lens. These past few semesters have been tremendously valuable and enriching,

for me to learn under the leadership and expertise of our very talented professors. They lead by

example in teaching me what it means to be a caring educator -TEAC Claim 3: Caring Educator-

when they made themselves available for additional help and were eager to provide positive

guidance. Furthermore, they taught me how important it is to know your students and content so

that you can provide best teaching practices and pedagogy for a diverse group of learners (TEAC

Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners). When doing so, an effective

educator takes the time to build relationships with students and understands the things with

which they are interested. They also plan lessons and activities that will be fun, engaging and

challenging for their learners so that they have the opportunity to grow.

When I began at Medaille College, I was a bit nervous about creating lessons and unit

plans. I wondered if I would learn the skills and techniques necessary to deliver lessons

professionally and effectively. As discussed previously, I have spent time teaching classrooms,

in the past, but the lessons plans were more subjective in nature and units were already outlined

with language acquisition as the main purpose. Over the past few semesters, I grew more

confident and knowledgeable about preparing lessons that met the expectations of TEAC Claim

1: Subject Matter; Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners; TEAC

Claim 3: Caring Educator. As our professors taught by example and gave us the support we

needed to prepare and deliver, on our own, I learned that understanding your students’ interests,

needs and abilities was paramount to delivering successful lessons. Furthermore, I learned how
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to differentiate for diverse learners, various exceptionalities and needs, as reflected in the

delivery of instruction.

I also began to comprehend the importance of tracking assessment metrics and student

data to support learners and class goals, thanks to the expertise and support of the Medaille

professors. When I first began at Medaille, I was unaware of the different styles of assessment to

track student understanding and progress. I learned that assessments can be given formatively,

that is, during the lesson, by asking comprehension questions, observing student work and with

quizzes. Yet, I also learned that summative assessments can be a way to grasp student

benchmark progression, such as providing an exam, presentation assignment, or research paper

(TEAC Claim 1: Subject Matter; Claim 2: Pedagogy, Best Teaching Practices for Diverse

Learners).

Another invaluable lesson I learned in my time at Medaille was the importance of

understanding your students. When I say that, I mean more than just who they are and their grade

level, but understanding their personal strengths, challenges, skills, interests and background

(TEAC Claim 3: Caring Educator). It can be the key for successful differentiation methods,

accommodation structures and modifications where needed. My instructors taught me that the

more you know about your students the better a relationship you can develop and the more

effective you become. I witnessed this as a young student and as a graduate student, over the past

year. It is one of the things that stuck with me the most. In general, students pick up on when

teachers are genuinely concerned for their wellbeing and their academic progress. They respond

accordingly with respect, honesty and meaningful participation.

Today we are seeing more diversity in the classroom than ever before. Our students learn

engage, see, read, organize, understand language and remember is so many ways. Meanwhile,
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presiding laws, such as No Child Left Behind (NCLB), the Individuals with Disabilities in

Education Act, 2004 (IDEA 2004), as well as contemporary teaching practices not only expect

and encourage education of inclusive settings, but they also require evidence of it. Therefore, we

have to deliver content and assess students in numerous ways. Ways in which students are active

participants who engage with others in the class and analyze the content to gain understanding.

In addition, we need to be prepared to help students reach their learning potential by advocating

for students with exceptionalities. Sometimes that means collecting and compiling data on

students, and sitting down with parents, administrators and other professionals to create or make

alterations to Individualized Education Plans (IEP) for those who are in need. Also, we need to

build and foster a learning environment that encourages exploration of content based on personal

preferences, interests and abilities. When assessing students, we need to allow them to

demonstrate knowledge and skills using several methods. The days of ‘one size fits all’ is long

gone and we need to be prepared to help all students be able to reach the general education

curriculum (TEAC Claim 1: Subject Matter; Claim 2: Pedagogy, Best Teaching Practices for

Diverse Learners; Claim 3: Caring Educator).

Before attending Medaille College, I must admit that I was underprepared for integrating

technology tools into the classroom and did not fully grasp the importance of preparing our

students for the digital revolution unfolding. If we are to prepare students to meet the demands of

a fast-changing, high-tech society, we must have teachers who grasp the challenge and find ways

to integrate technology into the academic curriculum. Over the course of the last few semesters, I

feel I have gained a great deal in understanding those challenges and learned ways in which I can

contribute to the successful development of my students. Thanks, in part, to the awareness and

guidance of the Medaille professors I have come to learn about resources, such as the
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International Society for Technology in Education (ISTE) precepts and standards of which guide

and provide solutions to improving opportunities for our learners. I have also had numerous

opportunities to practice this understanding through various class projects and competencies.

These examples have helped me become better prepared and more confident that I can contribute

to helping my students become better prepared for their future (TEAC Claim 1: Subject Matter;

Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners).

Readiness to Become a Teacher

The Master’s of Science in Elementary Education program has gone above and beyond in

preparing me, with the skills, knowledge and competencies for becoming an effective and caring

educator. As a result of the dedication, expertise and support from the professors at Medaille

College, I now feel more confident in my abilities to construct meaningful, fun and accessible

content. It is clearer to me how to gauge students’ learning levels, habits, interests and strengths

and challenges to help create pathways for them to grow academically and achieve higher levels

of knowledge construction. I also feel better prepared to meet the demands and expectations of

school communities, parents and administrators. The teaching profession is certainly full of

demands and challenges, but there is almost nothing as rewarding than seeing the hard work and

determination flourish in the behaviors, patterns and development of your students.

I am excited to get in the classroom and have more time with the students we are trying to

support. I look forward to applying the skills, methods and knowledge I learned and practiced

throughout this program. As a teacher, I will strive to make a difference in the lives of my

students and in our school community. It takes a dedicated, supportive and collaborative

environment to ask the same of our students. I am eager to embody this is my school and

classroom. As I learned from those fine examples I discussed earlier, we may not know
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everything about our students’ backgrounds, but that does not change the profound impact a

teacher can have on the lives of their students. I witnessed first-hand how important the job of a

teacher can be. I feel very fortunate and special to have experienced the caring nature and

effective pedagogy skills of wonderful educators from my past.

It is my goal to embody that class of character for my students. I feel that students learn

best when they feel safe, supported and special, and it is my goal to make sure all of my students

feel this way. To do so, it takes positive and equitable classroom management that has clear,

transparent and reasonable expectations and goals. It also takes instruction and content that is

fun, engaging and interesting to the students. Furthermore, a teacher should be flexible,

supportive and prepared to meet the demands of the classroom and the needs of their students.

We do not live with a top-down, one-dimensional public school network anymore, but

rather a multi-faceted, diverse and rapidly changing system. This is why it is even more

imperative for us, as teachers, to be ready for change and, not only know, but understand the

standards from the ISTE, CEC, ILA, CEAP, New York State, Department of Education and

Ministry of Education, as well as the Codes of Ethics and Conduct. By having a deep

understanding for what these agencies and governing bodies mean to communicate, we are in a

better position to not only educate, but advocate for our students. That is another major lesson I

learned from my time at Medaille – becoming a teacher also means being an advocate for your

students. Since we spend so much time with our students we get to know them well, especially

when we are intentional about it. Sometimes our students need someone advocating on their

behalf, whether it be for a second look at an IEP for accommodation needs or something as

simple as sending a note home to a parent about Billy’s shoes being broken, we find ourselves in
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an interesting place to support beyond academics. We must be ready to face those challenges

because the better prepared we are, the better off our students will be.

Conclusion

Throughout the course of this project I highlighted my journey to becoming a teacher and

the lessons I learned along the way. I have discussed a great deal of my personal beliefs, as it

relates to education and teaching, and I have also introduced and displayed some of my work, as

a student at Medaille College. In this section, I went on to reflect upon my education experiences

while making connections to TEAC/CAEP claims, as it relates to the instruction I received and

practiced in the coursework with Medaille College. I am left feeling excited and much more

prepared for the realities of the education field. I also know that there is mountains more to learn

and I intend to be an active and tireless consumer of knowledge as it relates to the field of

education and helping students.

The things I have learned at Medaille College, I plan on incorporating into the classroom.

Everything related to technology in the classroom, to developing a fun and interactive lesson

plan will serve me well and my students well in the school I find myself in. I am grateful for the

opportunity to have learned under professors with such diverse and experienced backgrounds. I

believe that my portfolio work reflects their ability to impart their knowledge and experience on

me as a teacher candidate, as well as provides evidence of my knowledge, skills, best teaching

practices, the ability to serve a diverse population of students while applying effective classroom

management, teaching strategies and concern for students that inspires them to discover their

potential and talents.

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