Msed Elementary Portfolio Project

MSED Elementary Portfolio Project
Kristin D. Glaspell
August 8, 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
______________________________
Kristin D. Glaspell
Medaille College Graduate Student
Mebratu, BK___________________
Belete Mebratu
Medaille College Professor
MSED ELEMENTARY PORTFOLIO PROJECT 2
Table of Contents
Section One: Teacher Candidate Introduction to the Elementary Portfolio Project……….……..3
Section Two: Teacher Candidate Background Experiences………………………………….....11
Section Three: Teacher Candidate Artifacts……………………...……………………………..32
Artifact #1: Classroom Management Behavioral Tools …….…………………………..33
Artifact #2: Classroom Management Procedural Tools………………………………....36
Artifact #3: Math Learning Segment…………………….……………………………....41
Artifact #4: ELA Lesson Plan …………………………………………………………...57
Artifact #5: Science Lesson Plan & Field Trip Proposal………………………………...77
Artifact #6: Randomized Seating Plan & Classroom Layout Proposal …………………90
Artifact #7: DASA, SAVE & RBT Certifications……… ………………………………94
Artifact #8: Balanced Literacy Block ………………………………………….………100
Artifact #9: Technology Tools …………………………………………………………108
Artifact #10: Weebly Website & Student Welcome Package …………………………113
Section Four: Alignment to Curriculum & Professional Standards …………………………...115
Section Five: Teacher Candidate Reflection …………………………………………..………131
Section Six: Teacher Candidate Interview Video ……………………………………………..136
References ……………………………………………………………………………………...143
Section One: Teacher Candidate Introduction to the Elementary Portfolio Project
Introduction, Overview and Rationale
“You can’t teach what you don’t know, what you don’t love, or, what you fear”. This was
a quote that was shared with me by a professor while completing my Master of Science in
Education at Medaille College. This quote has really resonated with me, and, truly speaks to my
philosophy of education and how I intend on carrying out my practice as an educator. Through
my studies at Medaille College, I have learned the true value in self-reflection, and, the
importance that it has in the field of education. This portfolio will aim to be not only a self-
reflection of what I have learned in this program, and, what I have to offer moving forward as a
competent educator, but, will also highlight some important discussions from theorists which
highlight best practices in education. This portfolio will provide you with an overview of my
personal and professional beliefs and experiences as they relate to teaching, and, make
connections between educational philosophers with my own philosophy. The artifacts in this
portfolio were carefully selected to provide a thorough overview of my belief that, to be a great
teacher, you are not just a teacher, but, an educator. An educator not only delivers the curriculum
as required by the government and Ministry of Education, but, does so by engaging students,
motivating students, promoting a growth mindset, and, managing the classroom effectively.
Students can not learn if their inherent needs are not met. It is our jobs as educators to help
provide this to our students. As educators we wear many hats – we are teachers, social workers,
mentors, friends, facilitators. This list is not exhaustive. It is our job to take care of our students
as if they are our own, and, to provide them with the best quality of education that we can
provide. This portfolio will showcase my ability to do just that, and, my passion and drive to
ensure I do not fail my students.

Portfolio Development
This portfolio is organized in six sections as you will see in the table of contents. These
sections are designed to emphasize my own philosophy of education in collaboration with my
professional and educational background, as well as showcase the work that I have done as a
teacher candidate thus far.
This first section provides you with an overview and rationale of my teaching intentions
as they have been shaped by various experts in the field of education. Furthermore, this section
should provide you with an overview of my intentions as a future educator. Section Two will
provide you with a more detailed look at my philosophy of education as well as my past and
current work and educational experiences as they relate to my fundamental beliefs and promises
I will make as a future educator. Section Two will provide you with my resume as a teacher
candidate, and, discuss some classroom observations and applications that I have completed in
my pre-teaching fieldwork placement, as well as my work in a different role with the school
board as an Educational Assistant.
Section Three is the bulk of this portfolio and will highlight major artifacts as they relate
to my teaching experience. Lesson plans will be provided which highlight my ability to engage
and motivate students, use differentiated instruction, and, provide best practices as they relate to
the curriculum standards. A chart comprises Section Four where the alignment for curriculum
standards of all artifacts is shown. A balanced literacy block will be provided as designed by me,
and, classroom management tools that I intend to use in my future classrooms will also be
highlighted in Section Three. Other artifacts to show my competence in cultural diversity,
technology innovation, diversity, building rapport with students, and, planning for field trips and
extra-curriculars will also be shown in this section.

Sections Five and Six provide my teacher candidate reflection, and, teacher candidate
interview for potential employers. My goal is that through my reflection and interview, school
boards would see that I am the best fit for their position as an educator, in conjunction with the
entirety of this portfolio which highlights not only my competence but my passion to be the best
educator that I can be.
An Introduction to Experts in the Field of Education
Throughout my studies in the Master of Science in Education program at Medaille
College, I learned about many different theorists and philosophers that have helped shape what
we know today as the field of education. Important theorists such as Jean Piaget and Lev
Vygotsky have helped shaped how we teach our young minds, and, ensure that we provide the
appropriate level of engagement for our early learners, and, use the most effective strategies
related to early childhood development. Theorists like Harry Wong and Robert Marzano are key
developers in the efficacy of various classroom management tools. They place an emphasis on
the importance of having successful classroom management strategies to ensure that students are
learning in your classroom. To put it simply, students cannot learn in chaos, and, chaos is almost
guaranteed to ensue without appropriate classroom management techniques put in place. Lastly, I
could not talk about my inspirations and intentions for teaching without mentioning experts in
the field of education such as Benjamin Bloom (Bloom’s taxonomy), Howard Gardner (Multiple
Intelligences Theory) and Dr. Ross Greene. While this list is not exhaustive, these education
gurus have made a huge impact on the educator that I hope to be for the students of our future.
Childhood Development Theorists & Learning Theories
Children spend so much of their daily lives in an educational setting; thus, it is imperative
they receive the most engaging, stimulating, and motivational learning that we as educators can
provide. To ensure that the right resources and tools are used to teach our students the
appropriate curriculum in the appropriate order, we must understand [early] childhood
development. The constructivist theory, supported by theorists Jean Piaget and Lev Vygotsky,
places an emphasis on the idea that learning is an active, rather than a passive, process. As
children develop (and they do so quickly in the very early years of their learning), learning needs
to be scaffolded to keep learning as an ongoing process where students’ prior knowledge is
always being activated (and the students interest is not lost). According to Piaget, student interest
should be at the foreground of any lesson in education, as without interest, learning is made
much more difficult (Explore Your Mind, 2018). Piaget’s theories are based in years of work
with psychology, biology and logic – that the goal of education should be to not only achieve
cognition in children, but, to train their minds to be critical, using practical examples in our
teachings whenever possible (Explore Your Mind, 2018). Educators must recognize that
knowledge is acquired through our students’ interactions with his/her environment, and, not just
something that is acquired through being simply read to or ‘taught at’. Lev Vygotsky further
supports these theories, as he is a strong supporter of the idea that children learn through play.
The term ‘zones of proximal development or ZPD’ was coined by Vygotsky to explain what
students can’t do without support (and what they can do with the supports put in place via
scaffolded instruction). Scaffolded instruction promotes a deeper level of learning, which I
would argue is something that we would be doing a huge disservice to our students by not
providing. In fact, I would even go as far to say that if an educator is not providing scaffolded
instruction wherever possible (and/or differentiated instruction), they have no place being an
educator in today’s school system. It is imperative that we as educators meet students where they
are at, and, provide quality education to help them reach their learning goals.
Harry Wong & Robert Marzano on Classroom Management
To provide quality education, students must also be provided the best classroom
environment conducive to learning. Not only does the classroom itself need to be clean and free
of ‘busy’, while still providing adequate resources and visuals around the room to support
student learning, but, educators need to ensure their students are in the right mindset for learning
daily. According to Harry Wong in his First Days of School (2009), it is extremely important that
we establish routines and procedures within the first week of school for our classroom
community. It is also crucial that educators get to know their students (and their families) as
early as possible to be able to ensure that student needs are being met (and that foreseeable issues
are promptly addressed) (Marzano, 2003). It is important to be proactive as an educator and can
reduce many possible barriers to learning. “Effective teaching and learning cannot take place in a
poorly managed classroom” (Marzano, 2003, p.1).
Robert Marzano in his Classroom Management that Works (2003) makes a bold
statement that “the most important factor affecting student learning is the teacher” (p.1). I would
agree, and, feel that any good educator would, that this statement could not be any truer. As
mentioned, students cannot learn in chaos, and, ineffective teaching (or the inability to manage a
classroom) would cause this chaos. To prevent chaos, and, to provide effective classroom
management, Marzano (2003) purports that teachers need to use effective instructional strategies,
and, must have the ability to design class curriculum to facilitate student learning. Students need
specific instructions and direction with respect to how to behave in a classroom, and, when to
move to various stages throughout their learning. Therefore, behavioral, and procedural rules
(and reward systems) need to be executed by the teacher (Marzano, 2003). Marzano (2003) also
places an emphasis on the teacher-student relationship, providing evidence based knowledge in

his works that students are more readily to accept rules and procedures in a classroom, show
positive behaviors, and, have a higher capacity for learning, if, they have a good relationship
with their teacher. This is why it is crucial that teachers spend the first few days (or first week) of
school getting to know his/her students, what their needs are, and, decipher what curriculum will
be taught (above and beyond what the expected curriculum is) for that specific cohort (Wong,
2009). Wong and Marzano’s theories are embedded in most (if not all) of my teacher artifacts
presented in Section Three.
Bloom’s Taxonomy, MI Theory & The Importance of Differentiated Instruction
What I like to call the ‘nuts and bolts’ of educational instruction, is driven by theorists
like Bloom and Gardner. Bloom developed ‘Bloom’s Taxonomy’ which provides teachers a way
to scaffold instruction so that instruction can reach students where they are at (Adams, 2015).
Bloom’s ‘list of verbs’ is extremely helpful for teachers to have at their disposal while lesson
planning, as it is a quick reference to provide teachers different ways to engage different minds
under the same curriculum expectation or objective. I imagine I will use Bloom’s taxonomy and
his list of verbs as a teacher for the rest of my career, and, am appreciative of all the work that he
has done to support teachers with effective instruction.
Gardner’s Multiple Intelligences (MI) Theory also supports scaffolded instruction, and,
especially highlights the importance of differentiated instruction. According to Gardner’s theory
there are a variety of different ways that people can be intelligent, and, access/utilize these
intelligence(s) differently (Armstrong, 2018). The eight different intelligences he refers to are:
logical/mathematical, linguistic, social, spatial, bodily/kinesthetic, interpersonal, intrapersonal,
musical, and naturalist (Armstrong, 2018). Reading Gardner’s list, you could make the
assumption that some children might access different parts of their brains than others, and,
consider themselves ‘people’ smart over ‘math’ smart, or, more ‘self’ smart over ‘people’ smart
etc.… Children could fall under one, a few, or all, of the different types of intelligences, and, this
is why it is crucial that the education system provides a variety of different teaching strategies
and techniques to tailor to the variety of learning styles that would be in a classroom (Armstrong,
2018). Gardner’s theory supports best practices in education such as scaffolded instruction,
differentiated instruction and assessment variety. Imagine how mundane our job as educators
would be if students all thought the same, behaved the same, and, acted the same. “The theory of
multiple intelligences offers teachers an opportunity to develop innovative teaching strategies
that are relatively new to the educational scene” (Armstrong, 2018, p.70). While one teaching
strategy might work with one student or group of students, it will not work for another.
Therefore, it is crucial that educators use differentiated instruction in their classrooms, while
simultaneously promoting the growth mindset at every opportunity to ensure learning can be
achieved.
Conclusion
Dr. Ross Greene is another extremely important expert in the field of education whom I
will certainly be mentioning throughout this portfolio. While I finish my studies at Medaille
College and prepare to move into the role of educator, I am also presently working as an
Educational Assistant, working with students with exceptionalities. Over the last few years, I
have been working directly with a student who has diagnosed Oppositional Defiance Disorder,
and, have acquired vast knowledge about behavior management, specifically in the classroom.
Through reading books by Dr. Ross Greene, I have learned a lot about the educational system,
and, why our students [with behavioral challenges] are falling through the cracks and how we
can help them. I feel Dr. Ross Greene’s work ties in nicely with the works of Marzano and Wong
especially with respect to the importance of educators to have exemplary classroom management
skills. You will also see a lot of Dr. Ross Greene’s philosophies in my own as you view the
artifacts and remainder of this portfolio.
If there is anything that I have taken away from this program at Medaille College it is that
I have a huge responsibility as a future educator to be the best version of myself that I can be for
my students. I come to the field of education with a colorful work and educational background,
and, have the passion and drive to motivate my future students to also find their drive to be
successful in whatever capacity that might look like. Experts in the field of education will be
cited throughout this portfolio, and, it is because of them that education is what it is today. It is
also because of these experts that students have such a high opportunity for success through
more innovative teaching strategies and understandings. The next section of this portfolio project
will provide you with more information as it relates to my experience(s) and competence as an
educator, and, my philosophy of education.
[Back to Table of Contents]

Section Two: Teacher Candidate Background Experiences
Introduction
As a follower of constructivist theory, it is my inherent belief that the learner is at the
center of education; what and how the curriculum is taught is based on what our learners need in
any given time. Learning is a cyclical process with no true end point. As the world continues to
become more innovative and technologically advanced, the field of education too needs to see
constant growth and improvement to meet the growing demands of its learners. Teachers are the
educators, and, students are the learners. If students are not learning, educators are not teaching.
I am not only an educator. I am also a mom, a wife, an activist, a social worker, a counsellor, a
feminist, an avid reader, and a life-long learner myself. It is important for educators to constantly
self-reflect and recognize how our stories impact the field of education. As a future educator I
bring to the table many experiences as they relate to the field of education and providing quality
education to my future learners.
This section of the portfolio will provide you with an overview of my educational and
professional background as they relate to the field of education, as well as my experiences in the
school that I have acquired to date. This section will place an emphasis on best practices as they
relate to teaching in the classroom, and, provide you with my philosophy of education built upon
the exuberant theorists and teachers that I have had the pleasure of researching and/or knowing
first hand. After a review of this section, which also includes a copy of my resume for future
employers, you should have a strong impression of the type of educator that I aim to be, and, the
passion and perseverance that I carry to be positively impactful in my future learners’ lives.
Teacher Candidate Educational Background and Work Experiences
Both my personal and professional experiences have shaped the leader than I am, and, the
educator that I aim to be. Upon graduating secondary school, I immediately attended post-
secondary school, and, at the time had several different careers in the ‘helping field’ that
interested me. Teaching was a profession that I knew I wanted to do, but, in 2008 when I
embarked on my first year of post-secondary school concurrent education programs were in
demand, and, many new teachers were without jobs. This deterred me from pursuing a teaching
career at that time. The following section will provide a more detailed explanation of the
educational experiences that I gained, and, the work experiences that I gained after obtaining
degrees which put me at a tremendous advantage as a future educator. Though I did not pursue
teaching right away, my paths have led me to this destination, and, my educational and work
experiences promisingly advantageous to my future students.
Educational Experiences
I attended post-secondary education with the intention of finding a career in the helping
field which would still involve a level of teaching. Rather than direct teaching, I became
interested in the field of social sciences, specifically, in the field of counselling and law. I
pursued a Bachelor of Arts degree in Sociology with a concentration in Criminology with the
intention of applying to law school when I graduated. While attending post-secondary education,
I volunteered with the John Howard Society where I assisted in the probation intake for youth
offenders. I quickly realized that my heart would not allow me to defend criminals that I knew
were guilty, but, that I wanted to help youth in any capacity that I could before they reached the
legal system, or worse. My parents could not afford law school, so, I did a lot of research as to
how I could turn helping youth into a career. I concluded that much of our youth involved in the
legal system were also involved with drugs and alcohol, which inspired me to complete a post-
graduate degree in substance abuse counselling. I moved out of the city where I attended post-
secondary education, and, into a more rural area closer to my hometown of Gravenhurst, Ontario,
Canada to complete my post-graduate degree.
During my studies in substance abuse counselling I learned not only about how to use
motivational interviewing to assist a variety of different clients (and their needs), but I also
learned a lot about myself. Self-reflection and debriefing were common practices as a counsellor
‘in training’. Through these common practices I learned a lot about myself as a person, and, who
it was that I wanted to be in this world. I knew that my heart belonged in the helping field, and,
that no matter the capacity I would counsel, coach, and, inspire people to live their best lives.
This direct educational experience that I acquired motivated me to pursue a career in the helping
field – specifically in social service work.
Work Experiences
My first job at the young age of 15 was as a customer service representative at
McDonalds. Through my dedication and strong will to always grow and improve, I was quickly
promoted to a trainer, and, later to a shift manager when I was 17 years old. I worked at
McDonalds while I attended secondary school, until I attended post-secondary school at the age
of 18. Every summer break I returned to my job as a manager at McDonalds, and, worked there
whenever I was able to without interrupting my studies, until I finally graduated with my post-
graduate degree in 2013. I learned at a very young age how to respect and serve others, and, how
even a smile could change someone’s day. I recall a customer telling me that I had a contagious
smile during one memorable customer service experience, and, this has stuck with me ever since.
I learned positive social interactions, and, how to work as a team, as well as how to lead a team
with my employment at McDonalds. I remained committed and honest as an integral part of the
McDonalds family until I decided to embark in my career, as I knew that my job at McDonalds
would not be that.
Living in the small rural town where I was raised, I knew that I would not be able to
obtain a job related to my educational background quickly or easily. During my final month of
studies, a teacher shared a lot of knowledge of her experience moving to the Western provinces
to obtain work in addictions counselling. I applied to jobs within this field in British Columbia
and Alberta Canada, as well as other general customer service positions. I was hired over the
telephone by Investors Group Inc. as an administrative assistant which paid much more than my
manager job at McDonalds. Though this was not entirely the job I wanted to pursue as a career in
my field I decided to embark on the journey to move out of province, and, seek jobs related to
my field once I relocated. My boss at Investors Group Inc. quickly became my mentor and close
friend, and, assisted me in obtaining my mutual funds license while also applying to jobs more
directly related to social services. Without intention I was able to gain meaningful work
experience and relatable skills to the field of teaching through my job as an assistant. While I
was not helping humanity on a large scale, I was positively impacting my boss and assisting her
every needs. We had a reciprocal relationship where she provided me with professional
development, and, I provided her with a variety of different types of support in successfully
running her financial business.
I was able to obtain a job in my field in just a short few months of relocating out of
province, and, accepted a position part-time (while keeping my full-time position as an
administrative assistant) as a family reunification worker working with the Metis Population.
This position required me to assist families in daily living, working collaboratively with social
services to have children returned to parents who were previously apprehended by the child
welfare system. These families lived together in an apartment complex, and, had the support of
workers such as myself to meet their social/emotional/psychological/physical goals. I was able to
support several parents and their children in the process of being reunified, and, this was a truly
humbling experience. I learned a lot about the Aboriginal culture during my time with this
agency, as well as how to peer support, teach, motivate, encourage, and, use some of my
counselling experience to assist the parents whom many struggled with the abuse of alcohol
and/or drugs.
I was able to obtain a full-time position working with families in need, and, continued my
work as such as a social service worker in 2015. I continued to work with families who had been
negatively impacted by society and for whatever reason torn apart. I supervised access for
children and parents that were involved with the child welfare system, and, assisted parents in
having their children returned to their care. Some children were returned to their parents’ care,
and, others were not. I learned how to be empathic and sensitive to the needs of others, but to
also take care of myself and not to take work home with me. I learned that I could not be
everyone’s hero, but, that I would make positive impacts on many peoples’ lives, and that this
would have to be enough. I also learned that I needed to protect the children first and foremost,
and, I had many teachable moments with the children one-on-one that I will forever cherish.
I moved back to Ontario in 2015 and continued my work in social services until I became
pregnant and gave birth to my son July 13, 2017. When I became a mom, I could not even
imagine leaving my baby to be cared for by anyone else. I took a year off work under a maternity
leave, and, decided that when I returned to work I wanted a profession where I could have as
much time off with my child as possible. This led me naturally to re-consider the field of
education. I was hired as a full time permanent Educational Assistant before my maternity leave
was over at the end of summer, 2018. I fell quickly and confidently into this new role, and,
realized that the school system was where I was always meant to be.
School Observations and Classroom Application
As an Educational Assistant in a Catholic school board, I have had the opportunity to not
only observe teachers and students in their classroom and school environments, but, have also
been directly involved. Though my role as an Educational Assistant is different from that as a
classroom teacher, I have had the privilege of working very closely with a variety of different
teachers in different grades who have positively influenced my drive to be an educator myself.
A Grade 4 teacher that I worked with daily last year was a huge inspiration to me. As a
new permanent teacher, this teacher is extremely driven, enthusiastic, and passionate about her
job. While I have seen teachers nearing the end of the career who can become burnt out and not
at their best for our students, new teachers can be the antithesis of this, and, just what students
need. New educators bring with them the desire and motivation to be successful in assisting
students, and, in obtaining a permanent job after substitute teaching for however long it takes.
New educators are not afraid to think outside the box, or, to go above and beyond what might be
their job description as a ‘teacher’ to teach the curriculum, but, to teach far more than just that
(commonly referred to as the hidden curriculum). New teachers think critically, work as a team,
and, seek support and advice from mentors and supervisors where appropriate. It can be easy for
teachers who have taught the same grade over the course of a long period of time to become
stagnant, and, get stuck in their traditional ways. It is important for me as a new educator to
follow my leaders and to always continue to grow as an educator, providing the most innovative
and efficient teaching strategies.

The use of balanced literacy blocks has been something that I have observed during my
time spent in different primary and junior levelled classes. By piecing together different activities
and teaching strategies used in literacy programs by different teachers, I have become passionate
and excited to teach literacy using a balanced literacy block myself. A specific example of a
balanced literacy block will be in Section Three as an artifact, however, I wanted to touch briefly
upon my observational experiences of these best practices and how they will apply to my future
classrooms.
Having students complete a daily writing task, whether it be a daily journal or more
interactive writing piece such as a note to themselves, friend/pen pal, joke etc… is something
that I have observed to be an extremely successful classroom application. I am eager to start
some sort of engaging and interactive writing activity in my future classroom. I am also eager to
start a book club for my future students, as this is something I have not just observed this best
practice in the school environment, but, also feel personally passionate about as I am a member
of a local book club for adult readers myself. Working in the junior division for the past few
years I have seen many teachers use a few award-winning books to read as a whole class, and,
feel that selecting a good book to read as a class, as well as having a wide range of books in your
classroom library is so extremely important. There is nothing more refreshing than walking into
a classroom with a neat, labelled, organized library with a selection of different types and levels
of books for your different levelled readers. This is beneficial to not just the students, but, to the
substitute teachers coming in. In fact, everyone in the school environment should appreciate the
amount of effort that teachers should put into organizing and setting up the classroom so that
students can reach their full potential for learning.

During my fieldwork experiences, I had the privilege of seeing a variety of different
classroom layouts, visuals, props, furniture and ‘teacher tools’ used. While some classrooms
appeared too busy, disorganized, and cluttered, other classrooms were a breath of fresh air to
walk into. I have learned a lot about the importance of the classroom atmosphere, and, what I
would like to do/not do in my future classrooms.
According to an expert in the field of education, Mandy Gregor (2008), as mentioned on
a great teacher resource website Reading Rockets it is imperative that teachers provide their
students with a quality classroom library that not only offers a wide selection but is carefully
labelled and catalogued. I love the idea of using contrast colors in a classroom such as black and
white along with an accent color so that it is esthetically appealing to all (and also accommodates
students with possible visual impairments such as color blindness or blurred vision). Providing a
classroom library that is accessible to all students also aligns with pragmatism views as
supported by educational theorist, John Dewey, that students learn by doing, especially which is
of interest to them (Williams, 2017). By providing students choice as simple as selecting books
to read that are of interest to them, students are given a greater opportunity to learn (Williams,
2017). While I have observed teachers choose books for students, or, force students to read
books that may not be at all interested to them, I feel that this does not promote a healthy
atmosphere for learning (and could actually do quite the opposite and be a deterrent to learning
for many students). Similarly, I aim to make solid relationships with my students’ caregivers at
the beginning of every school year so that we can have conversations about what might or might
not interest students and how I can directly support each students learning goals alongside their
families.
Making meaningful relationships through parent-teacher conferences, phone calls, or
non-formal check ins, is a great practice to do as a teacher (Marzano, 2003). I will also ensure
that even before my students step foot in my classroom, I will have made some connection with
students/families through either a welcome letter, or phone call. I am enthusiastic about using
innovative technology such as the use of Smore Newsletters or Google Classroom to try and
make these connections with my future students and their parents so that they can not just learn
in my classroom but do so more efficiently when at home.
In Section Three of this portfolio you will see concrete examples of how I intend on
making connections with my students and their families, and, some of my specific classroom
management tools I aim to use moving forward as an educator. I have observed teachers use
creative ways to make these connections such as through posting pre-recorded videos to send to
students and their families in the summer weeks before school begins, and, sending out warm
welcome letters with included questionnaires asking the students to respond with more
information about what makes them who they are and what they are expecting out of their
teacher. As many experts in the field of education allude to, it is important that we as educators
take a step back and really give our students control over how they learn what we are told we
need to teach, and, offer a variety of different ways for students to learn and show their
understanding.
I recall as a student myself enjoying writing papers and completing tests that allowed me
to put my thoughts into words on paper through short answer/essay style questions. I struggled
with multiple choice questions, and, have never been able to learn through straight lecture style. I
crave this hands-on approach to teaching/learning, and, expect that my students will all have
varied ways of learning as well. Constructivist theory supports the use of learning stations and
collaborative learning groups in classrooms, and, the application of constructivist theory in
classrooms that I have observed is truly inspirational.
Students appear to be more engaged and more successful in learning if they are able to
work with their peers and teach each other. I have had the pleasure of learning about Dr. Spencer
Kagan’s work with collaborative learning, and, have the Kagan website bookmarked on my
computer which I find myself constantly referring to as a future educator. There is an abundance
of free articles on Dr. Kagan’s website, and, I have observed teachers pilot different group
activities and strategies to use in various cohorts. A couple strategies that I specifically like and
tend to use frequently in my lesson plans that I have completed to date are ‘Think-pair-share’ and
‘Jigsaw’ (Kagan, 2020). Both collaborative learning strategies allow students to think with not
just one brain but with collective (and diverse) brains, to think critically and problem solve
efficiently. Students also gain additional skills from the intended curriculum such as leadership,
teamwork, oral presentation skills and advocacy, and may be shown different ways of thinking or
problem solving that they may have never thought of without the influence of their peers.
Collaborative learning really assists educators instill the growth mindset in children as well,
because they can build confidence and see the potential to do something they may not have been
successful with in the past by learning from others in a multitude of different ways. As Mark
Twain said it best “If teaching were the same as telling, we'd all be so smart we could hardly
stand it” (Kagan, 2015). Teaching is not just standing in front of a classroom lecturing to
students, it is so much more than that, and, collaborative learning is integral to student success.
This is engrained in my philosophy of education.

Philosophy of Education
As a future educator, it is important to me to always self-reflect, and, know the
fundamental beliefs that I bring to my work. In the following you will be introduced to my
philosophy of education, which truly is always evolving. Nevertheless, it is important for me to
provide you with some of my core beliefs as they have been shaped thus far by various
influencers and experts in the field of education.
The School
I believe that any school regardless of demographics or location, should have a mission
statement which embodies the growth mindset and cultural diversity. My goal is that I work for a
school (or school board) that celebrates students as individual learners, and, motivates students to
be the best version of themselves they can be. Jean Piaget said it best that, “the principal goal of
education should be creating men and women who are capable of doing new things…” (1988).
As educators it is our job to support, motivate and inspire our young minds, and, encourages
learners to reach their full potential in whatever capacity that may be. Education is a basic human
right, and, I would argue that this means educators need to provide the best quality possible.
Without education, our society would not exist (or, if it did, it certainly would look a lot
different). Imagine a world where humans did not learn, and, where their brains were always
stagnant (and never challenged). Education allows students to be active participants in our
society, to hold meaningful jobs and careers that impact our society, to be democratic citizens
and allow for democracy in North America, and, overall provides society with opportunity and
hope. As Malcolm X in his speech in 1964 stated, “Education is the passport to the future, for
tomorrow belongs to those who prepare for it today.” Education is one of the most powerful
tools that can and should be used to make the world a better place.
The Curriculum
While educators are expected to teach the curriculum as laid out by the Ministry of
Education, there is strong value in the hidden or taught curriculum in conjunction with the
expected curriculum. As a future educator it is important to me to have the freedom to teach
using strategies that I feel would best support the students that I work with at any given time.
Thus, while I would be expected to follow a set curriculum, I would hope that I continue to be
allowed to create lesson plans and provide supplementary materials to teach the expected
curriculum and ensure students are meeting the learning goals. Collaborative learning is
something that I feel passionate about, and, intend on following principles as laid out by Dr.
Kagan Spencer. I also believe that students should have choice whenever possible, and, to satisfy
Howard Gardner’s Multiple Intelligences Theory, a variety of different ways to have students
complete work and be assessed should be used wherever possible. Finally, providing students
with possibilities to go out into the community or just outside to connect with nature and get
outside of the traditional classroom is something I also feel strongly about. In Section Three you
will be presented with some of my own experience(s) and related research about having
randomized and non-traditional seating in classrooms, and, I feel that all students would benefit
greatly from having a variety of seating options in a classroom, specifically, having students
working in groups for most of their work periods (eliminating desks for example and using tables
and other conversational pieces instead).
The Teacher
Educators play an integral role in the ability for students to learn, and, an inefficient
teacher is detrimental. Thus, I feel that teachers should not only have the necessary educational
background (including a degree in teaching and the necessary teacher placement experiences to
be a certified teacher), but, also be required to continuously learn through various professional
development. Educators should have education in (or at least a good understanding from their
experiences) of working with students with exceptionalities, and, in effective classroom
management. Students cannot learn in chaotic environments, and, chaotic environments would
be inevitable if teachers are not well equipped to manage behaviors in a classroom. It is
imperative that educators are not only aware of their surroundings and the needs of their
students, but, are assertive in advocating for their students whether it be with administration or
community supports. It is imperative that teachers use informal conferences consistently to get to
know all their students, and, assess their needs and learning strengths and weaknesses as such.
The use of daily journaling could also be a simple strategy for educators to use to get to know
their students and receive student feedback and voice, while at the same time assessing literacy
skills.
Classroom Management
As alluded to, classroom management can either make or break an educator, as well as
the classroom environment and either positively (or negatively) impact its learners. As Marzano
(2003) explains, effective classroom management is the ability to design classroom curriculum to
facilitate student learning, and, the use of effective instructional strategies for the desired student
population. Effective teachers must have a wide variety of instructional strategies at their
disposal to use as needed such as the use of cooperative learning, visuals and technology
(Marzano, 2003). An educator who is proficient in classroom management would be able to
identify which strategies should be used with which specific students and content (Marzano,
2003). Effective teachers should be able to identify which content might need to be revisited for
some students, or, have an emphasis placed on it, and, be able to use the appropriate sequencing
as to not confuse learners (Marzano, 2003).
Learning & Classroom Environment
Rules and procedures are essential in any classroom, and, must be clear and concise for a
classroom to run as smoothly as possible. Consequences and rewards must be used for students
to be held accountable, and, educators must always follows through and remain equitable
(Marzano, 2003). It is impossible for classrooms to run efficiently without guidelines put in place
for how students should behave, act, or, self-regulate when they feel they are unable to focus.
Marzano (2003) suggests that too many rules can also cause issues in the classroom, and, so, I
feel that it is important to find one or two rules that should encompass most guidelines for
behavior. Personally, I plan on using the golden rule that students should not interfere with my
ability to teach, or, for others to learn. This golden rule would be discussed with my students in
the first few days of school, and, examples of do’s/don’ts would be discussed as to eliminate any
misconceptions. Character traits such as respect, kindness, helpfulness, punctuality,
accountability would all be discussed (and taught) throughout every school year by me,
engrained in various lesson plans and the classroom atmosphere. Because I believe self-
reflection is so important for all human beings, this would also be a common practice in my
classroom and would allow students to continue to grow as individuals both within and outside
the school setting.
Alongside Marzano and his theories on classroom management, I stand behind the work
by Harry Wong on classroom management and building rapport with students and their families.
The first week of school can make or break a teacher, and, I have every intention on doing all of
the leg work necessary to ensure I have all of my tools in my toolbelt sharpened to have a
successful year. I feel that it goes without saying that I am a constructivist at heart – and believe
theorists such as Jean Piaget and Lev Vygotsky have paved the pathway for education putting the
learner at the heart of education. Educators must understand that students learn from experiences,
and, construct knowledge based off their own perceptions and meanings. Students learn best (or
perhaps only) if they are interested in the way that the content is delivered, and, it is our jobs as
educators to provide effective instruction that adheres to this constructivist philosophy. Schools
can only meet the diverse needs of students by being cognizant of the constant movement in our
society, and, being committed to the growth and development of our youth. Educators must be
aware of cultural diversity, and, the impact that socio-economic status may have on a students’
learning experience(s). I use the term ‘educators’ rather than teachers, because, teaching is not
the sole job of the educator. It is our job as educators to wear many hats which include but are
not limited to: the mentor, the advocate, the activist, the counsellor, the social worker, the friend,
the mediator and the caregiver. Educators must work collaboratively with other educators in a
school as well as administrators and all support systems put in place for every student to have the
most positive impact on a students’ learning. Schools cannot meet the diverse needs of students
if educators are not equipped to understand and teach cultural diversity, universal design
principles (UDL) and the role that technology plays in education today.
The role of technology has had a huge impact on education to date, especially with
respect to the issue of equity. While most students will have access to technology at home, some
may not, and, it is our job as educators to respect and understand this and ensure that we provide
accommodations and opportunities for our students to all learn regardless of equity issues.
Furthermore, technology has allowed for educators to teach in a variety of new ways that could
increase student learning simply based on interest. As majority of our students watch much more
television than historically, and, use cell phones and laptops proficiently, students should be
more inclined to want to learn if they are provided education through these types of outlets. Even
today, my most memorable learning experiences have been when social media or
television/movies were involved, or, where I was able to utilize a new app. Technology, if used
appropriately, can increase student motivation and confidence, and, promote the growth mindset.
However, it is imperative that teachers, much like parents, do not rely on technology to do the
teaching for them, rather, use technology where appropriately in conjunction with the necessary
face-to-face, student-teacher, interactions.
The Learner
Ideally, I would love to teach Junior division - Grade 4 or 5, mainly because these are the
grade levels I have had the most exposure with. For the entirety of my career as an educational
assistant, I have worked primarily in the Junior division and really gotten to understand the many
social and learning needs for this age category. At this stage they are more independent than in
primary division, but, still require mentorship and guidance as they prepare for the intermediate
world. Prior to working as an Educational Assistant I had a lot of exposure working with
teenagers in a group home, and, feel that this is where my strengths lie. I feel that it takes a
strong educator to be able to work with the ‘pre-teen’ stage where maturity levels for learners are
all over the map, and, I feel confidently enough based on my experience to say that I am that
educator. While students in any grade may not be in the same developmental stage, Piaget’s
cognitive development theory would suggest that students in the Junior division would majorly
fall under the formal operations stage (while others may still be in the concrete-operational stage)
(Cherry, 2020). At this stage, educators can begin to help students use formal logic, and, help to
really turn students into active citizens in our society. Working with junior division can be
challenging, but, very rewarding as most can think/speak for themselves and acknowledge you as
an educator and how you have helped shape them into the growing human beings that they are.
Students in this category can also be held most accountable, and, educators should be able to
confidently allow the learners to truly work collaboratively and with each other to meet learning
goals (rather than in the primary grades where they would be a lot more teacher-led instruction).
Students can be held more responsible for their learning and success in this division (and even
more so at the intermediate level), and, the challenge this could also bring to the educator such as
having students provide the educator feedback on what teaching strategies might not be working
is something I look forward to. As an educator, I am a life-long learner, and, I feel that I could
learn just as much from my students as they do from me, especially at this age. I also hope to
receive my intermediate qualifications, and, perhaps later in my career make the shift from junior
division to intermediate.
Students must be both assessed formally and informally, and, as mentioned earlier,
should be given a variety of different types of assessments (or be given choice in terms of how
they can articulate their knowledge and be assessed) (Stahl, Flanigan & McKenna, 2020). Formal
tests should be constructed in such a way that students should be able to do well even if they are
not the best ‘test takers’. I like the idea of using a point system rather than a percentage for tests,
as it allows for students to be able to fair well on a test even if they very poorly in one section
because perhaps their learning needs are not being met with that format. An example of this
would be a student who does not fare well with multiple choice tests (like myself) but can
proficiently show their understanding through an essay format response. Because informal
assessments are what drive instruction, to me, it seems black and white that this type of
assessment be used often. Formal assessments are used to test knowledge up against their peers
or grade level expectations, and, while I do see the need for this, I feel that less importance needs
to be placed on formal assessments and standardized assessments. Educators should place an
emphasis on assessments that work for each learner, and, at the end of the day, all that really
matters is that students are meeting their own social, emotional, physical and educational goals
for a successful future. This should be the ultimate goal for assessment in education.
Conclusion
In summation, the educator has as much responsibility as the student in their learning to
be successful, and, classroom management and effective instruction strategies are integral to
student success. Students should be viewed as learners, and, treated as such, that they drive the
bus for their success, and, we as educators facilitate them in whatever capacity that might be. It is
our job as educators to not just be the teacher, but to wear all our hats as we assist our learners in
achieving success in all aspects of their growing life. Our students are our future, and, we have a
responsibility to our learners, their families, and, our society, to be the most qualified, most
dedicated, and, most passionate educator we can be.

Resume
Kristin Glaspell
PO Box 173
Orono, ON, CAN
L0B 1M0
(705) 641-9114
Kristin.d.glaspell@medaille.edu or kristin.dann@live.ca
OBJECTIVE: To obtain an online teaching position with your school, to gain

meaningful experience teaching, mentoring and supporting
students within the world of education.
CERTIFICATION: Seeking New York State Initial Certification in Childhood

Education, Grades 1– 6
Seeking Certification with OCT in Elementary Education
EDUCATION: Master of Science in Education, anticipated graduation date

December 2020
Medaille College, Buffalo, New York
Current GPA: 4.0
Post-graduate diploma in Addictions Counselling, October 2013

Georgian College, Orillia, Ontario
Bachelor of Arts in Sociology with Honors, June 2012

Brock University, St. Catharines, Ontario
RELATED EXPERIENCE: Educational Assistant, St. Elizabeth CES, Bowmanville, ON, Sept
2018- present
• Assist with the creation and implementation of academic, social,
and recreational activities under the supervision of classroom
teacher
• Tutor/Assist small groups in math and reading based on grade
level curriculum
• Assist the classroom teacher in general classroom management,
and, behavioral strategies for students with exceptionalities
Pre-Student Teaching Experience, Saturday Academy & Prep

Schools, Buffalo, NY, Sept. 2019-present
• Prepared and implemented STEM activities for grades K-6
• Provided one on one or small group instruction for various
activities
• Supported colleagues and other professionals in the
implementation of their educational programming
Child Youth Worker, Connor Homes, Oakwood, ON 2016 - 2018

• Implemented conflict resolution and crisis management plans for
youth with exceptionalities
• Supported youth with short- and long-term goals (personal, social
and academic)
• Role modelling and mentoring
• Provided one-on-one counselling, self-regulation support and
coping skills
TRAINING: Registered Behavior Technician, October 2019

First Aid & CPR, October 2018
Behavior Management Systems (BMS), August 2018
Mental Health First Aid
TECHNOLOGY: Completion of University Level Technology Courses (2012),

Google Docs/Forms, Microsoft Excel & PowerPoint, SMART
boards & software, ELMO, Maplewood, The Intranet/Loop,
Lesson Pix, Weebly, Padlet
HONORS/AWARDS: Principal’s Honor Roll, 200

Honor Roll, 2012
Dean’s List, 2013
EMPLOYMENT: Case Aide, District of Muskoka (Community Housing),

Bracebridge, ON, 2017
Support Staff, Ontario Addictions Treatment Centre (OATC),
Lindsay, ON, 2016
Coordinator, Mariam’s Footsteps, Edmonton, AB, 2014-2016
Family Reunification Worker, Edmonton, AB, 2013-2014
Admin Assistant, Investors Group, Edmonton, AB, 2013-2015
Shift Manager, McDonalds, Gravenhurst, ON, 2008-2013
VOLUNTEER: Community Volunteer Member, APCH Shelter, Lindsay, ON

2017-2018
Currently expressing interest to volunteer with the St. Francis of
Assisi Church Community, Newcastle, ON
Conclusion
While this section may have appeared to be redundant, I hope that my goal of emphasizing
my beliefs, values, and, experiences, as they relate to the field of education was achieved.
Through my educational and professional achievements and experiences, I have gained a vast
array of knowledge related to the field of education and intend on using this knowledge to make
a difference in my future students’ lives for the better. As a mom, I want to be a teacher that I
would want for my own kids, and, have set high expectations for myself as such. I hope that after
a review of my experiences to date, as well as my resume, and, my philosophy of education, you
have received adequate information which confirms that I will be an asset to any school that I
walk in to in the near future. The following Section Three will provide you with a plethora of
artifacts which illuminate my abilities as an educator but my passion through some tangible
pieces of evidence I have created and/or endorsed as a teacher candidate.

Section Three: Teacher Candidate Artifacts

Introduction
This section will provide pedagogical evidence which supports not only my abilities to be
an educator, but, also my passion and commitment. To be a good educator, you not only need to
be able to think on the spot, and, create elaborate lesson plans which align with the curriculum
standards, but, you also need to be able to maintain good classroom management skills and an
environment conducive to learning.
The following artifacts will show my ability to create and execute lessons which align
with the curriculum, but, also invoke student interest and use collaborative teaching approaches
and differentiated instruction to suit my students’ needs. My ability to build rapport with students
(and their families) and my intent to use positive rewards to motivate and encourage my students
will also be highlighted through the coming artifacts. Culturally responsive pedagogy will also
be a focus in these artifacts, as will be the use of accommodations and informal assessments to
drive my instruction. After a review of the 10 artifacts that have been carefully selected for this
portfolio, my professional and personal development to be the best educator that I can be for our
future generation should be established.

Artifact #1: Classroom Management Behavioral Tools- The Glaspell Gold Reward System
After reading Classroom Management that Works (2003) by Robert Marzano front to
back, I quickly realized the importance of classroom management. As already mentioned in both
Sections One and Two of this portfolio it is impossible to be an effective teacher without
effective classroom management. Effective classroom management does not just entail the
ability to manage classroom behaviors, but, it also requires teachers use effective procedures in a
classroom to keep the classroom running efficiently, and, especially to regroup when behaviors
might occur. Artifact #1 will highlight my intention to implement a reward system that should
motivate and encourage students to follow classroom procedures, and, manage their own
behaviors by respecting the classroom environment, rules, and, their peers. Before I explain
loosely the reward system I intend on using for my future students, I have also attached a
certificate for your viewing which highlights a professional development course I took directly
related to classroom management and classroom organization which talked a lot about the use of
incentives/rewards as supported by Marzano (2003).
This artifact supports INTASC Standard #3: Learning Environments – the teacher creates
an environment that supports individual and collaborative learning which encourages positive
social interaction, active engagement in learning and motivation. This artifact also adheres to
Principle 2 in the NYS Code of Ethics for Educators in establishing and maintaining clear
standards of behavior and civility. This also embodies ‘care’ in the ethical standards for the
teaching profession in Ontario as it shows the interest and insight for developing students’
potential through positive influence, and, empathy in practice.

The Glaspell Gold Reward System

Students would work together to create a list of ‘classroom rules’ (no more than 5)
that would all fall under the larger GOLDEN RULE:
“DO NOT AFFECT MY ABILITY TO TEACH, OR, THE ABILITY FOR OTHERS TO LEARN”
This GOLDEN RULE would be visible in the classroom and students would be
reminded of it as necessary… they would also be introduced to the ‘reward system’
which might need to be changed up a few times throughout the school year to keep
students interested and motivated, but, this is the overall idea that would be
implemented:
1. Students receive golden tickets to put their name on and put into the raffle
bowl at the front of the classroom (on teacher’s desk) randomly as they are
seen following classroom rules and/or doing a good deed.
2. At the end of the day, 1 or 2 students would be drawn from the raffle bowl
and be able to pick a small prize located in Mrs. Glaspell’s TREASURE
CHEST – this would be filled with items such as pencils, pens, SLIME,
bookmarks, erasers, candies, stickers etc… These prizes would be tailored to
whatever the student interests are based off of the grade level
3. Once names are picked out of the raffle bowl, the tickets would all be placed
into the classroom GOLD jar beside, and, once full, the entire class would
get a reward as well i.e. movie/popcorn day, PJ day, tech day, extra recess
time etc… Students would be able to vote for what prize they wanted
PRIOR to the jar being full to support class democracy and choice.

Artifact #2: Classroom Management Procedural Tools – Classroom Job Board & System
In conjunction with the use of a reward system to promote positive classroom behaviors
on a regular basis, students would be expected to follow a general set of guidelines in my future
classroom(s) to establish routine and structure. Students learn most efficiently in an organized
classroom with clear expectations (Marzano, 2003). Students cannot learn in a chaotic
environment, and, without classroom rules, and, procedural systems such as having various
tasks/jobs for students to carry forward to help make the classroom run as smoothly as possible,
chaos is more likely to occur. The following Artifact is an example of a job board that I created
(based off of job titles from a novel that I would love to read in a Junior level classroom). Along
with the job board, I think it is a great idea to allow students the ability to choose what job(s)
they would most like to have based off their abilities and interests. Thus, along with the job
board is a sample resume/job board application sample that I would use with my future students
as a creative writing piece that could also be assessed at the beginning of the year, for students to
apply for job(s). Depending on the Grade that I would be teaching, these writing assignments
could include writing prompts, or, fill in the blank format, or, more open-ended essay style
formats for the older students.
After students ‘apply’ for jobs, the teacher (Mrs. Glaspell) would assign each job 2
students so that if a student is absent, the other student can still complete the job. Substitute
teacher positions would also be filled and rotated accordingly to fill in for students who may also
be absent from their job. Job titles/responsibilities may be changed depending on the theme of
the book being read or the interests of the students (could be based off of themes, games, movies
etc…) The board that I created uses a dry-erase system so that it can be re-used easily. See photo
below.
At the heart of the ethical standards for the teaching profession in Ontario is the ability
for teachers to show a commitment to students and their learning. This artifact demonstrates this,
as well as aligns with the NYS code of ethics Principle 1 as it provides students with a voice and
autonomy, providing options for students to best succeed in the classroom environment. This
artifact further supports the INTASC standard #2 as it allows different learners the ability to
choose which job(s) might best suit them so that they can participate in the classroom at the
highest standard. The writing piece of this artifact would also demonstrate various curriculum
expectations and strands (dependent on the grade level) for written and oral communication.
SAMPLE TEMPLATE: My Classroom Job Resume
Name: __________________________________
Job applying for: _________________________
Why do you think you should be chosen for this position?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Abilities & Talents
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Interest (for rewards)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
If not chosen for your first choice job, please list 2 other jobs you might be interested in:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
SAMPLE TEMPLATE #2 – Creative Writing Assignment for Job Application
Name: ______________________________________
After a review of the jobs we discussed in class, what job most interests you
and why? Why do you think you would be a good fit for this job? Please write
at least 4-6 sentences, share with two peers for edit, before submitting to
teacher
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Signed,
____________________________________
Artifact #3: Math Learning Segment
Math is one of the core subjects that all students must be taught in school, thus, it made
sense for me to include a math related Artifact in this portfolio. I chose to include some examples
of math lessons that I created while completing my studies at Medaille College, which would be
used as a larger part of a math learning segment on fractions. These math lessons also show my
capability to provide differentiated instruction, and, use collaborative teaching strategies to
engage and motivate my students to enjoy math. I hope to teach math practically, and, with as
much hands-on learning as possible in my future career as an educator, and, I hope that after a
review of this Artifact this will be evidenced. To introduce my math learning segment, I also
attached a copy of a certificate for a workshop that I took specifically related to innovative ways
to teach math which I have been following.
This artifact compliments Principle 3 in the NYS Code of Ethics for Educators as it
shows my commitment as an educator to develop my practice specifically as it relates to teaching
math at the highest quality by completing related professional development (see certificate).
Further, this artifact also demonstrates most of the INTASC standards, but, specifically
standards 7 and 8 as they relate to the care put into lesson planning and instructional strategies
used to encourage learners to develop the deepest level of understanding for the math unit taught.
Standard 1 – content and pedagogical knowledge under CAEP standards is also evidenced in this
artifact. The math learning segment itself also adheres to the NYS standards for mathematical
practice such as: 1. making sense of problems and persevere in solving them.
Lesson Plan Sample by Kristin Glaspell

Understanding Fractions with Fraction Strips
Learning Objectives:
Students will be able to practice and solve for LCD and equivalent fractions using fraction strips.
Students will be able to use fraction strips to add fractions with unlike denominators.
Essential Questions:
What is a fraction? What is a numerator, and, what is a denominator?
What is an equivalent fraction?
What is a multiple?
How do we find the LCD of a fraction? Why might it be important to find the LCD of two
fractions – what is the fundamental rule when adding fractions?
Activity:
Warm Up: The class will be put into small groups of 3 or 4 to review their math books, and, the
past math lesson on understanding multiples, and, LCD. Students will be given chart paper, and,
asked to write down answers to the above essential questions (activating prior knowledge).
Students will be asked to use pictures as well as words to support their findings. After about 10
minutes, every group will present to the class briefly what they found, and, what questions they
might still have. The teacher will answer any questions left behind, and, ensure that the class
understands all of the essential questions so that the classroom can move on with fractions using
fraction strips.
Introduction: Students will be given Sheet 1, and, the teacher will instruct the class (showing an
example already created) on how to complete a fraction strip book. The students will be asked to
color each fraction strip a different color. Once colored (and the fractions written down in a dark
marker or pen that can be seen) students will be asked to cut out the fraction strips, and, create a
‘flip book’ to use for future math lessons. Once completed, students will be given the
opportunity to use an Ipad to play with the game ‘fraction strips’ by Mathies (available on the
apple store for free), and, be asked to use both supports to complete activity sheet 2 – adding
fractions, until the next activity (approximately 10-15 minutes). Students will be required to
activate prior knowledge of ensuring that the denominators are the same, prior to adding (and
then showing the smallest possible equivalent fraction). The teacher may, depending on when
students reach this level, put the individual students into smaller groups to work together or with
teacher support to complete this sheet.
Activity: Students will each be given activity sheet 3 to complete on their own, and, the teacher
will circulate the room for support. Students will be asked to not only complete the fraction
pizza, but, to also create 4 addition questions (and solutions) on their own from the pizza activity
and using their fraction strips for support. These will be turned into the teacher for assessment
once completed.
Resources/Materials Needed
Class set of Ipads
Chart Paper
Pencils/Markers/Scissors
Activity sheets 1 & 2 (every student to receive 1 copy of each, so, total 2 activity sheets)
Chalk board/ White board & Chalk or Dry Erase Marker
Pizza Crust x 2 (each pizza would have 12 slices, so, total 24 slices would be needed to feed
entire class)
Pizza Sauce
Pepperoni
Shredded Cheese
Peppers
Mushrooms
Bacon
Closure/Extension: Once the students have all completed Sheet 3 and submitted for submission,
The teacher will make homemade pizza with the class, and, create a practical (edible) pizza using
fraction strips! The teacher will ask the class which students like the produced toppings, and,
with a raise of hands, fractions can be produced. Students will recognize that if 12 out of 24
students like peperoni, then 12 out of 24 slices OR ½ of the pizza will have peperoni. The
remainder may only have cheese. Students will have turns to add the toppings to the pizza, and,
at the same time students will write fractions on the white board or chalk board to visually
represent what the fraction pizza looks like. The teacher will then bake the pizza, and, students
will enjoy!
ACTIVITY SHEET 1
ACTIVITY SHEET 2
ACTIVITY SHEET 2
ACTIVITY SHEET 3
CREATE 4 ADDITION QUESTIONS AND ANSWERS ON THE BACK OF THIS PAPER!

Lesson Plan Sample by Kristin Glaspell

Dividing Fractions
Learning Objectives:
Students will be able to determine the inverse/reciprocal of a fraction, and, solve (multiply) using
a conceptual framework.
Essential Questions:
What is a fraction?
What are the steps to dividing fractions?
What is an inverse/reciprocal fraction?
Activity:
Warm Up: Every student in the class will be provided an Ipad to practice creating fractions and
splitting up ‘wholes’ equally and not equally (creating fractions) using the app/game ‘Splice It’.
While students are playing, the teacher will reinforce essential terms such as numerator,
denominator, fraction, equivalent and non-equivalent, and, answer any preliminary questions that
might come up.
Introduction: Students need to understand how fractions are divided, and, can do so by
conceptualizing integer division problems. For instance, when trying to solve 16 ÷ 4, show that
you are actually trying to figure out how much 1/4 of 16 is. For division problems, fractions and
otherwise, we are actually multiplying by the inverse 16 ÷ 4, = 16 x 1/4. Next, demonstrate
(using the white board of chalk board) how to apply this procedure to dividing an integer by a
fraction: 2 ÷ 4/5 = 2 x 5/4 or 2/1 x 5/4. Finally, apply this process to dividing one fraction by
another: 3/5 ÷ 1/4 = 3/5 x 4/1. Again, the rule of thumb is: find the inverse (or reciprocal) of the
divisor (second number), then multiply! To provide more context, and, summarize the
understanding, show the video by Khan Academy totally free for teachers:
https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-dividing-
fractions/v/conceptual-understanding-of-dividing-fractions-by-fractions
Activity: Students will be put into small groups and be given a game called Mangahigh: Division
with Fractions on the Ipads. In their groups they will play ‘against’ eachother by solving math
problems (specifically dividing fractions). Every student would have their own Ipad and own
unique username to play, but, would be competing with their table groups for points. With
increased speed and difficulty, students could receive more points. The teacher will circulate
around the room to provide scaffolded support as necessary.
Resources/Materials Needed
Classroom smart board or other video play back option
Video: https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-dividing-
fractions/v/conceptual-understanding-of-dividing-fractions-by-fractions
Class set of Ipads with pre-installed Apps: Splice It! and Mangahigh: Division with Fractions
White Board/Chalk Board with writing utensil for teacher (dry erase marker or chalk)
Assessment Sheet (each student gets one to complete and submit for assessment)
Closure/Extension: Students will be provided the attached assessment sheet to be completed and
turned in to the teacher for assessment. Students will be encouraged to try and play a game of
Mangahigh with family and friends at home and will be given bonus marks if someone in their
family reports in their communication log/agenda that they did play/practice . For students
without technology at home, they could instead practice on paper and report accordingly.
ASSESSMENT
NAME: ____________________________ DATE: _______________________
SHOW YOUR WORK I.E. SHOW THE INVERSE, MULTIPLICATION QUESTION, AND, HOW YOU REDUCED TO SIMPLEST FORMS
2/4 ÷ 1/2 = 3/7 ÷ 2/5 =
2/5 ÷ 2/11 = 3/10 ÷ 2/5 =
2/3 ÷ 4/5 = 2/3 ÷ 1/2 =
2/10 ÷ 1/5= 1/3 ÷ 4/5 =
5/6 ÷ 7/8 = 2/9 ÷ 1/11 =


Artifact #4: ELA Learning Segment
Literacy is arguably the most important subject that students need to learn in school.
Thus, as an educator, it is our mission to become literacy specialists, and, assist students with
literacy development in whatever capacity necessary and possible. While literacy should be a
stand alone subject and block practiced daily (and this will be evidenced later in my Balanced
Literacy Block Task Artifact), it is embedded in all other subjects taught. It is imperative that
educators know how to plan lessons according to the English language standards and curriculum
expectations, but, to also do so in such a way that it supports students in a multitude of ways. I
chose this lesson plan to not just showcase my ability to complete a detailed lesson plan
including differentiated instruction, the effective use of discourse/syntax, and, accommodations
and modifications, but, to also show an example of how I could implement a literacy lesson plan
in conjunction with other subjects/goals. Specifically, this lesson plan on character traits could be
used at the beginning of the year to set up students for success in the classroom environment,
and, set precedence for creating classroom rules/expectations and a general ambience of respect.
This artifact demonstrates care and respect as defined in the Ethical Standards for the
teaching profession in Ontario, as well as Principle 2 in the NYS Code of Ethical Standards for
Educators through the development and implementation of a complete ELA learning segment
created by me based upon a strong understanding of child development and learning theory. The
learning segment aligns with Standard 1 NYS Reading Anchor Standard as it encourages
students to understand main concepts/themes and make inferences and synthesize information.
The specific curriculum standards for the grade level are outlined in the lesson plans following.
This artifact further adheres to INTASC standard #5 by providing students the various ways to
make connections and apply content knowledge.


Artifact #5: Science Lesson Plan & Field Trip Proposal
Science has a reputation of being a subject which is hands-on and ‘fun’ as it generally
includes students creating and executing various science experiments. I recall watching lots of
fun videos in Science class as a child, specifically, Bill Nye the Science Guy and The Magic
School Bus. My fondest memories of a student myself were conducting Science experiments and
going on Science field trips. Thus, I chose to use a science field trip proposal as an artifact, as I
thoroughly enjoyed planning it, and, expect as a future educator this will be a job that I will need
to execute wisely with following curriculum expectations and school budgets. I also truly believe
that every lesson taught needs to have a purpose, and so, I have included a Science lesson plan
that would go along with my Science field trip.
This artifact demonstrates my ability to teach effectively and, my passion to do so.
INTASC standard 7 – planning for instruction is thus supported by this artifact, as is the NYS
Code of Ethics Standards Principle 2 by using differentiated instruction and promoting different
opportunities for students to learn (as all students might take away different educational
components from the field trip specifically). This lesson plan and field trip also support ITSE
standard 6d- modelling and nurturing creativity and creative expression to communicate ideas,
knowledge and/or connections. My care in accordance with the Ontario Code of Ethics is also
shown in my preparation for my students to participate in a high quality experiential way of
learning (field trip, and, hands-on science experiment to understand the concept of renewable vs.
non-renewable energy sources and the impact on the environment).

Science Experiment/Activity by Kristin Glaspell

Grade 5/6
I. Objective
Students will design a procedural plan, and, construct a solar oven to analyze thermal energy
transfer, and, test its efficacy in contrast to other oven designs (and other energy sources i.e.
gas/electricity).
II. Standards
(Grade 6) MS-PS3-3. Apply scientific principles to design, construct, and test a device that
either minimizes or maximizes thermal energy transfer.
(Grade 6) 3.4 describe how various forms of energy can be transformed into electrical energy
(e.g., batteries use chemical energy; hydroelectric plants use water power; nuclear generating
stations use nuclear energy; wind turbines use wind power; solar panels use energy from the
sun; wave power stations use energy from ocean waves)
(Grade 5) 1.1 analyze the long-term impacts on society and the environment of human uses of
energy and natural resources, and suggest ways to reduce these impacts (e.g., turning off the
faucet while brushing teeth or washing and rinsing dishes conserves water; reusing or recycling
products, or using fewer products, conserves natural resources and energy)
This Science Lesson would be just 1 of a 5-day learning segment which discusses renewable v.
non-renewable energy sources, how the various forms of energy are transferred, and, then
specifically (nearing the end of the learning segment) how solar energy can be harnessed.
III. The Targeted grade level for this science experiment is Grade 5/6 (great for a mixed class!)
Students will work in partners.
IV. Materials (see image); Students will be given one block (40 minutes) to research and design
their solar oven on paper first. Students will then be given an additional block (40 minutes) to
construct their design with the required materials. Students may wish to use materials other than
that listed, but, would be required to bring from home. The following materials will be provided:
tin foil, pizza box (1 per group), paper clippings, black construction paper, a ruler, tape/glue,
scissors
V. Procedure - step by step directions to complete this activity/experiment.
Class will first watch the video: https://www.youtube.com/watch?v=Yl7BqRhLpWE
Students will then pair up, and, be given chrome books or iPads to explore on their own the type
of solar oven they might want to create. Students would be encouraged to investigate what
materials are best for maximizing thermal energy, and, what materials might work best for the
‘base’ and ‘lid’. Students would be given paper to draw out their design, and, delegate supplies
(outside of what is already provided by the teacher, if applicable) to be brought in the following
day for construction. Students would also be required to write out their steps for their
construction, and, be approved before proceeding (procedural writing component).
On construction day (with materials provided):

**Students’ procedures may differ, depending on their own design and materials used**
1. Using a ruler and a pen (pencil, or marker) Draw a square around the outside perimeter of the
top of the pizza box leaving about a 1-inch border
2. Take the scissors and cut around the line, but, on only 3 sides leaving one side completely
intact. If the scissors are not sharp enough to cut through, you may require assistance from an
adult (teacher) to cut with a box cutter
3. Lift the top of the pizza box that you cut, creating a ‘flap’
4. Glue or tape aluminum foil on the inside of this flap so that the entire area is covered. Smooth
out any wrinkles as best as possible.
5. Open the pizza box entirely, and, do the same for the bottom of the pizza box.
6. When the pizza box is open, put a piece of cellophane wrap on the top lid of the pizza box so
that it creates a barrier in between the aluminum and the lid.
7. Close the pizza box, and, put another layer of cellophane wrap between the lid and the opening
of the pizza box. Pull tight and use tape or glue to fasten so that it is ‘air-tight’. This will help
keep the heat in without escaping.
8. Add black paper inside the pizza box where you may place your food items for cooking.
9. Add newspaper shavings around the outside of your pizza box solar oven to help with
insulation (if you wish)
10. Tailor this design however you wish, remember, we are going to observe and measure which
oven seems the most efficient and why!
On testing day:
11. Place your s’more in your solar oven. Place a thermometer also inside your solar oven.
12. Place your solar oven outside so that it faces the direct sunlight
13. Prop open your lid with a taped ruler, or string, or, whatever material you have decided to use
so that the sunlight looks like it is bouncing off of the tinfoil onto your food item
14. Wait 15 minutes, observe any changes
15. Return in 30 minutes (45 minutes total cooking time) and complete handouts
VI. Closure – Students will be provided a smore each (2 per group) to ‘cook’ using their solar
ovens. This would require about 15-45 minutes outdoors. While smores are cooking students
would be given the attached graphic organizer to write down their
observations/connections/findings (see attached sheet). Students will be sent home with the
information to log on to Minecraft Education: https://education.minecraft.net/lessons/renewable-
energy so that they can explore with their parents and discuss the unit with them! Students will
also be ending this unit by participating in a field trip!
My Solar Oven Experiment – Procedural Writing
Names: ______________________ and ___________________________
Materials:
Procedure (step-by-step instructions to build your design):

Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Step 7:
Step 8:
Step 9:
Step 10:
My Solar Oven Experiment
Names: ______________________ and ___________________________

Temperature:
S’More Status:
Design Observations:
Modifications Made (or suggested?):
Observations of other solar ovens:
Temperature:
S’More Status:
Design Observations:
Modifications Made (or suggested?):
Observations of other solar ovens:

In 1-2 paragraphs, explain what you might do differently if given this project again. What would
you NOT change?
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Comparing your solar oven to ones that you would have seen during your research online, and,
ones that might have been created by your peers, what was different? What was similar? What
were some features that you think make a solar oven efficient, and, why? Examples: what
materials make good insulators, what traps in the heat, what helps speed up heating process…
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Science Field Trip Proposal by Kristin Glaspell

6/27/2020
Grade: 5
Where are you going: Ganaraska Trails in Clarington, ON
How will you get there: Bus
How will you pay for the fieldtrip: Cost of trip (without bus) is $450. If you divide this cost by
25 students in the class, the cost would be $18.00 per student. This would be requested to be paid
by parents. We could do a fundraiser to subsidize this cost/pay for the bus to get there and back,
though the school should have some funding to pay towards some of the cost of the trip as well.
This would be a mid-end of year school trip, so, parents/students would have advanced notice of
the cost and benefits to participating.
Objective/Purpose of the field trip:
Taken directly from the Ganaraska Trails’ website - https://www.ganaraskaforestcentre.ca/wp-
content/uploads/2019/02/Program_Descriptions_2018-2019.pdf
“Alternative Energy = Green Energy: Join us in our commitment to find alternative forms
of energy that help reduce our carbon footprint. Students harness renewable energy by building
and testing wind turbines, a micro-hydro turbine, or a solar oven and learn how one form of
energy can be transformed into another. The program ends with a tasty treat cooked by students
in the solar oven.”
This is directly related to the solar oven science experiment/project that my students will be
conducting on their own!

This is a half day program offered by the park, so, I would also add in the following for a
complete full day field trip (also taken directly from their website):
“Eco-Action: Changing Attitudes for a Changing Climate: This exciting program examines some
of the environmental challenges facing our planet and highlights the importance of learning
about and being part of solutions. Following a climate change primer, students head outside
where they embark on the “Amazing Race to Save the Planet” game”
Related Ontario Curriculum Standards:
(Grade 5) 1.1 analyse the long-term impacts on society and the environment of human
uses of energy and natural resources, and suggest ways to reduce these impacts (e.g., turning off
the faucet while brushing teeth or washing and rinsing dishes conserves water; reusing or
recycling products, or using fewer products, conserves natural resources and energy)
The Vision
I envision my students going on this field trip AFTER or DURING a unit on energy and
renewable energy resources, as well as their knowledge of what an ecological footprint is. I
would likely have the students complete their own ‘solar oven’ science experiment prior to going
on this field trip, as this would allow the knowledge to come full circle in a hands-on, practical,
way. If possible, I would like for the students to cook in some of their own solar ovens! This
would also allow students to ask questions from the experts, and, engage in meaningful
conversations with the prior knowledge being activated.
I expect students would explore various types of energy sources, and, would work
collaboratively in groups to re-build a solar oven and/or focus more on building wind turbines
and other activities as the solar oven aspect would have already been covered more in-depth in
class (if possible I would love to bring a few of our students ovens on this trip so they could cook
with their own but time permitted this might not be possible as I imagine the centers’ solar oven
to be much more advanced and functioning). Following the collaborative experience, students
would get to have a ‘cook out’ on the solar oven(s) before proceeding to the second half of the
field trip which would focus more on the ecological footprint aspect and how we can change the
way we live (focused on the use of alternative types of energy) to help our environment. Students
would be proposed a variety of different scenarios where they would need to choose the more
energy efficient solution. Students would participate in the ‘Amazing Race to Save the Planet’
collaborative game, and, would all have equal opportunity to ask bountiful questions to the
guides throughout the day. We would also ensure that there is time as a class to talk about the
connections made in class with the field trip, either once we returned to the school OR while on
the bus!
I have visited this location before to experience more ‘outdoor education’, and, love the
knowledge and passion that the staff at Ganaraska Trails offer. The ‘half day’ activities allow
educators to piece together their own vision of what focus(es) they would like to have based off
of the curriculum or unit studied, and, there is a lot of flexibility for the educator to make this
what we want it to be. This is a great place to teach cross-curricular/multi-subjects too as it
includes science, outdoor education, physical education, personal/professional development
etc…
Assessment(s) Following Field Trip
Students would be put into groups prior to attending the field trip, and, have a ‘note taker’
in each of their groups. This note taker would have a clipboard and paper/pen to take notes down
throughout the day. Following the field trip, the groups would work together to create a
presentation for the school (possibly intermediate students) about what they learned, and, how
we can work together to reduce our carbon footprints via alternative forms of energy. Students
could also as a class create a video, or, a brochure/pamphlet to distribute to the rest of the school
on how to make a DIY solar oven!

Example of a Graphic Organizer students would/could bring with them for the field trip to
take notes on:
Non-Renewable vs. Renewable Energy FUN FACTS Examples/Specific points to

Ex. Hydro vs. solar energy reduce carbon footprint

Artifact #6: Randomized/Non-Assigned Seating Plan
Many experts in the field of education might argue that the classroom layout and seating
arrangements can either make or break a students’ ability to learn, and, truly, a teacher’s ability
to teach. The ability to create the best learning atmosphere for your students at any particular
time to reach their fullest academic potential is a skill that a great educator must have, but,
something that I feel is learned over time with experience. The best educators are educators that
are lifelong learners, and, adapt quickly and are able to improve from their own and others’
mistakes. I have had the privilege of working with a variety of different teachers (with different
teaching and classroom styles) throughout my career as an Educational Assistant, and, have
adapted my own ‘dream’ classroom layout by piecing together things that I have found worked
in a variety of different classrooms. I have been in classrooms with assigned seating, where
students had the same assigned seat for the entirety of their school year, and, I have seen teachers
assign seats and move students weekly, monthly, or where they have changed the arrangement of
desks frequently i.e. from rows, to groups, to horseshoe etc… Based off of my own experiences
to date, I present my own classroom layout, and, support the theory that randomized seating daily
can be extremely efficient and rewarding if done properly and consistently (and potentially
worked into the classroom inventive program(s)). Please see below for my proposal, and,
supporting ideas.
This artifact demonstrates my care as an educator, per the Ontario Ethics for Educators,
as well as my dedication and commitment to growing and learning as an educator myself. This
aligns with INTASC standard ____________________________. I have collaborated with
numerous teaching professionals as well as administrators, to create and adapt my own ‘way of
teaching’, which aligns with standards _________________________________.


Artifact #7: Certifications
As an Educational Assistant, I have obtained various courses and related knowledge with
respect to working with (and teaching) students with exceptionalities. I have also been trained on
working with students of different cultures, backgrounds, and, accommodating students with
diverse needs. I feel that these experiences truly help shape the educator that I will be, thus, I
have attached several related certificates under Artifact #7.
This artifact is directly related to my integrity and trust (openness and honesty) as a
future educator as listed under the Ethical Standards for the Teaching Profession in Ontario. This
is also connected to Standard 9 – Professional Learning and Ethical Practice (INTASC), as well
as Standard 2 (CAEP). Principle 3 and Principle 6 under the NYS Code of Ethics for Educators
is also evidenced in this artifact by highlighting my commitment to developing my practice and
advancing my students’ learning environments, as an educator.


Artifact #8: Balanced Literacy Block
As mentioned, based on the curriculum expectations, students must be taught literacy
daily. In an effort to ‘fit everything in’, a balanced literacy block is crucial to the success of
literacy instruction in a classroom. As a student at Medaille College, I had the privilege of being
taught by a literacy expert, and, with the support from faculty, had the ability to create my own
balanced literacy block which I will use as a future educator. Though there are many different
ways an educator can implement a balanced literacy block, the following Artifact #8 will
highlight all of the important components, and, provide a snapshot of a perfect way to execute a
balanced 90-minute literacy block. While I have attached my slides on the following pages in
this portfolio, a link to the presentation itself can be found on my Weebly Website:
https://glaspellvirtualpad.weebly.com
This artifact demonstrates care and respect as defined in the Ethical Standards for the
teaching profession in Ontario, as well as Principle 2 in the NYS Code of Ethical Standards for
Educators through the development and implementation of a complete balanced literacy block
created by me based upon a strong understanding of child development and learning theory. The
balanced literacy block that I created aligns strongly with all of the reading anchor standards in
NYS as well as the writing anchor standards, as it provides students daily practice using a variety
of outlets to increase their literacy skills. This artifact further adheres to INTASC standard #5 by
providing students the various ways to make connections and apply content knowledge.

Artifact #9: Technology Tools
Technology has become a huge component of teaching in today’s field of education, and,
I chose to include a couple of technology tools that I feel confident using and hope to use to
enhance my instruction in the future. Specifically, I have included a Symbaloo that I would
provide to parents during the first week of school to help them stay connected to the school
community, as well as to their children’s learning and needs. I have also included a snapshot of a
smartboard assignment that I created during my studies at Medaille College that would
supplement a literacy lesson I would teach in Junior Division. My goal is that my including these
artifacts it is evident that I am technologically friendly, and, that I understand and can use the
SAMR model to increase student learning outcomes as supported by Dr. Ruben Puentedura
(2013). Teachers can use technology to improve the outcomes for students by substituting older
models and ways of teaching with technology, through augmentation to enhance the way
students complete tasks, by modifying the tasks so students can be more successful and/or by
redefining learning tasks entirely with technology (Puentedura, 2013).
This artifact relates closely with ITSE standards such as 5a – the use of technology to
create, adapt and personalize learning experiences that foster independent learning and
accommodate learner differences and needs and 6b- manage the use of technology and student
learning strategies in the digital world. This artifact also adheres to Standard 5 under CAEP for
continuous improvement in education (through technological advancement). The Symbaloo
example specifically adheres to Principle 4 and 5 under the NYS Code of Ethics for Educators as
it promotes and supports collaboration with school partners, community supports and especially
parents/families of learners. Through technology tools shared with students and parents, the
Ontario Ethical Standards for the Teaching Profession of respect is especially highlighted.
My Symbaloo
A collection of websites and important links for parents and students to have at their
disposal throughout the year
Websites included (can be updated daily, as needed…)

- School facebook/social media page
- School district website
- District bus delay/cancellation information
- Google classroom link
- Classroom website link (Weebly)
- Prodigy
- Minecraft Education Edition
- BrainPop
Direct link: https://www.symbaloo.com/shared/AAAABiecoxIAA42ADNgXAQ==

My SMART Board Presentation/Software Skills

Click the following link to view my SMART board presentation as part of a whole class
book study I would do with Junior level students (Grade 5 preferably)
..\EDU 571 - Teaching & Technology\SMART BOARD ACTIVITY - BOOK STUDY -
CITY OF EMBER - INTERACTIVE STORY MAP.html

Artifact #10: Weebly Website
With the rise of technology, and, the large population of our students on the world wide
web, it is imperative that we as educators be tech savvy and utilize the resources that are out
there. Theorists like Howard Gardner would suggest that many students in this era might be more
inclined to learn, and, to be successful in the field of education, if, they are provided outlets that
work for them. Many students might be more ‘technologically’ smart, and, it is our job as
educators to know this about our students, and, support them in the many facets. It is also our job
as educators to teach all our students the various abilities of technology so that they are
successful in our technologically reliant future. Thus, I chose to showcase my Weebly Website
as my final Artifact in this portfolio, as it shows my ability to create websites and use for
educational purposes. I would use a Weebly Website (or a Google Classroom Page) to connect
with my students and their families, and, by following the various tabs on my Weebly Website
that has been created you can see the variety of options this has to offer. I also hope to use some
form of online platform to connect with my students in the summer months prior to the first
week of school. A great way to do this is by sending out an e-newsletter, which is also on my
Weebly Website. It is imperative that we as educators build relationships with our students as
early as possible, and, a great habit to get into is by reaching out to future students (and their
families) even before the first day of school. Technology makes this so much easier. Please
follow this link to explore more:
MRS. GLASPELL'S VIRTUAL PAD

https://glaspellvirtualpad.weebly.com

After a review of my website, the INTASC standards 4 and 10 with respect to content
knowledge and leadership and collaboration are applicable. This website specifically helps create
a virtual community for parents and teachers to collaborate for the ultimate goal of student
learning achievement. This artifact also demonstrates principles 3 and 5 in the NYS Code of
Ethics for Educators in my dedication to lifelong learning and my continuous improvement of
teaching abilities (through the advancement of technology specifically). DOE Claim 3 and the
‘caring’ ethical standard in Ontario should also be apparent in the dedication and passion that I
put into creating the Weebly Website for my future career as an educator (and for the betterment
of my learners and their families).
Conclusion
A teacher becomes an educator when he/she is equipped with adequate knowledge, tools
and resources to help making teaching impactful for all students. Educators must not only have
the proper education and experiences related to the field of education, but, have skills in
classroom management, making connections with parents and families, building rapport with
students, and, implementing various technology to help improve student learning outcomes. The
Artifacts included in this portfolio are just a snapshot of some of the ways I intend on carrying
out best practices in education, adhering to curriculum and professional educational standards.

Section Four: Alignment to Curriculum & Professional Standards
Introduction
It is important as an educator to always know the ‘why’ in what we teach, that is, why do
we teach specific content, and, in different ways. Educators should be able to support the theory
that teachers do not simply teach, but, enrich the lives of students in a multiplicity of ways –
academically, socially, personally… This section will link curriculum and processional standards
for educators across the board with the artifacts that I have presented in Section Three. The
purpose of this section is to prove that my philosophies and best practices as a future educator
align with the curriculum and professional educational standards without question.
Curriculum & Professional Educational Standards
INTASC Standards.
The Interstate New Teachers Assessment and Support Consortium (INTASC) was
created to provide support for new educators to improve or raise the level of learning in the
United States of America. To reach this goal of quality education, INTASC created 10 standards.
Standard 1 addresses learner development – that educators must understand and tailor
classroom instruction toward childhood development and various learner styles and needs.
Educators must recognize that patterns of learning and development vary across cognitive,
linguistic, social, emotional, cultural and physical areas, and, learning experiences must be
designed and implemented appropriately.
Standard 2 addresses learning differences – that educators must accommodate and use
differentiated instruction to meet the needs of a diverse classroom.

Standard 3 places an emphasis on the need for educators to create classroom
environments that support individual and collaborative learning and encourage positive social
interactions, active engagement in learning and self-motivation.
Standard 4 states that the educator must understand the central concepts, tools of inquiry,
and, structures of the disciplines taught to create learning experiences that are accessible and
meaningful for learners to assure mastery of the content.
Standard 5 states that educators understand how to connect concepts and use a variety of
perspectives to engage students in critical thinking, creativity and collaborative problem solving.
Standard 6 addresses the assessment piece of education – that educators know how to use
a variety of different assessments (both formal and informal) to monitor and improve student
learning.
Standard 7 outlines the ability for teachers to plan effectively, and, support students’
learning goals by activating prior knowledge of content areas, curriculum, cross-disciplinary
skills and pedagogy.
Standard 8 states that educators must use scaffolded and differentiated instruction to
encourage learners to develop deep understanding of content areas and make meaningful
connections.
Standard 9 addresses professional learning and ethical practice – that educators should be
lifelong learners themselves, and, continually evaluate his/her practice to ensure that they are
providing the best education possible (and adapting teaching practices specifically for the
learners).
Standard 10 concludes that educators should seek out the advice and support from
professional colleagues and take responsibility for student learning by collaborating with
learners, families, community members and other professional to ensure learner growth and to
advance the teaching profession.
NYS Code of Ethics for Educators.
The New York State (NYS) Code of Ethics for Educators sets out specific guidelines to
guide teacher practice and promote professional excellence. This code speaks to the core values
of the teaching profession, and, should be evidence throughout this portfolio if nothing else.
Principle 1 states that educators should respect the inherent dignity and worth of every
student, and, acknowledge the social, emotional, spiritual, physical, intellectual, and civic needs
and potentials for all students. Educators should 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.
Principle 2 states that educators should create, support and maintain challenging learning
environments, and, apply their professional knowledge to promote student learning.
Principle 3 speaks to the necessity for educators to continue learning and developing their
own teaching practice through professional development.
Principle 4 and 5 speaks to the necessity for educators to collaborate with other
professionals as well as learners, family members and community partners, in the interest of
student learning.
Principle 6 states that educators must recognize the trust that is put onto them, and, that
educators understand their ethical responsibilities to students. It is this final principle that states
educators “share the responsibility for understanding what is known, pursuing further
knowledge, contributing to the generation of knowledge, and translating knowledge into
comprehensible forms.”.
Ontario Teacher Ethical Standards.
Much like the NYS Code of Ethics for Educators, Ontario has a ‘code’ for teachers to
follow that promotes much of the same values but in a different format. The Ontario Teacher
Ethical Standards are as follows:
Care – Educators must show care and compassion, interest, acceptance and insight for
developing students’ potentials.
Respect – Educators must adhere to their ethical responsibilities understand the level of
trust instilled upon them, as well as remain fair and open minded. Educators must honor
human dignity, emotional and physical well beings of students, and, cognitive
development. Further, educators must respect students’ different cultural, spiritual, social
needs and respect democracy, confidentiality, anonymity and freedom for students in the
classroom environment.
Trust – Educators must embody fairness, openness, and honesty. Educators’ relationships
with students, family members, colleagues and community members are based on trust.
Integrity - Honesty, reliability and moral action are embodied in this ethical standard.
Educators should practice daily or ongoing self-reflection to assist them in exercising
integrity in their professional commitments and responsibilities.
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).
The Common Core Learning Standards, as defined by the New York State Education
System, outline the learning objectives that need to be met for all students from the moment they
enter the school system, until they graduate. It is the educator’s responsibility to familiarize
themselves with the common core learning standards for each grade that is taught, and, for which
subject, to use these to create lesson plans which meet the learning objectives. Throughout this
portfolio you will see reference to the NYS Common Core Learning Standards, as well as the
NYS Next Generation Standards whenever a lesson plan is presented as these are the
foundational building blocks for any lesson taught to students. These are what really guide the
educator’s instruction, and, are what are used for assessment.
NYS Learning Standards.
In 2017, the NYS Learning Standards were amended to revise the ELA and Math
Learning Standards. The result of years of collaborative work led NYS to revise learning
standards for both ELA and Math in the Common Core to ensure that the State has the “best”
learning standards for our students. These standards are known as the ‘Next Generation’
Standards, and, will be evident in any English or Math lesson plan in this portfolio. In addition to
following the Common Core Learning Standards teachers must familiarize themselves with and
use the Next Generation Learning Standards when providing instruction for either English or
Math to ensure that students are receiving the best (and most relevant) education.
Ontario Ministry of Education Curriculum Expectations.
The Ontario Ministry of Education Curriculum Expectations are publicly available, and,
are organized by grade and subject level. Students in any grade are expected to master a variety
of different learned skills amongst a variety of different subjects as prescribed by the Ministry of
Education. The curriculum expectations grow in advancement from grade to grade, and,
educators are expected to know the curriculum expectations for the grades that they teach as well
as grades preceding and following the ones they teach to ensure that there is a proper continuum
of education, and, learning gaps are filled whenever necessary. It is the educators job to activate
prior knowledge, as well as provide students the tools to be successful in the grades to come.
Much like the NYS Learning Standards evident in this portfolio, the Ontario Curriculum
Expectations will also be evident in all of my lesson plans and instructional pieces, as the
Curriculum Expectations are again what drive instruction. Without Curriculum Expectations
educators would have no basis for teaching, and no common goals for learning would be
successful for students to progress through the educational system.
DOE Claims & CAEP Standards.
The Division of Education (DOE) for Medaille College claims that graduates of the
education program shall:
Claim 1: know the subject matter in their certification area(s)
Claim 2: meet the needs of diverse learners through effective pedagogy and excellent
teaching practices
Claim 3: be caring educators
The Council for Accreditation of Educator Preparation (CAEP) standards are generally
listed as such:
Standard 1: Content and Pedagogical Knowledge
Standard 2: Clinical Partnerships and Practice
Standard 3: Candidate Quality, Recruitment and Selectivity
Standard 4: Program Impact
Standard 5: Provider Quality Assurance and Continuous Improvement
It is important to note that within each of the 5 standards defined under CAEP, there are
sub-standards listed, and, will be further defined in the chart following as they directly relate to
my artifacts in this portfolio.

International Society for Technology Education for Teachers and Students (ISTE).
Much like the CAEP standards, the International Society for Technology Education for
Teachers and Students (ISTE) standards have sub-standards within them. The core ISTE
standards can be categorized as such.
1. Learner – educators continuously improve their teaching practice through ongoing
learning themselves
2. Leader – educators should seek out leadership opportunities and explore innovative
technology to improve student learning
3. Citizen – educators should inspire students to positively contribute to our digital
world
4. Collaborator – educators should dedicate time to collaborate with colleagues and
students to improve practice
5. Designer – educators should design authentic, learner-driven activities that recognize
and accommodate learner variability
6. Facilitator – educators should facilitate learning environments with technology
7. Analyst – educators should understand and use data to drive instruction and support
student learning
International Literacy Association (ILA) Professional Standards.
The ILA Professional standards describe what educators should know and be able to do
within a classroom environment to support effective literacy. While these standards overlap with
many of the other professional and curriculum standards already mentioned, it is important to
recognize these as a future educator as they pertain specifically to literacy instruction, to hold
myself accountable to the highest degree.

Standard 1 - Foundational knowledge, acknowledges that educators should understand
the theoretical and evidence-based foundations of reading and writing processes and instruction.
Standard 2 - Curriculum and Instruction, acknowledges that educators should use
instructional strategies, materials, and, a balanced curriculum to support student learning in
literacy.
Standard 3 – Assessment and Evaluation, acknowledges that educators should use a
variety of different assessment tools (both formal and informal) to plan and evaluate the efficacy
of literacy instruction.
Standard 4 – Diversity, acknowledges that educators need to create and engage students
in literacy practices that develop awareness, understanding, respect and a value of differences in
our society.
Standard 5 – Literate environment, acknowledges the need for educators to purposefully
or deliberately create an environment that fosters literacy by integrating foundational knowledge,
instructional strategies, curriculum materials and the appropriate use of assessments.
Standard 6 – Professional Learning and Leadership, acknowledges the importance for
educators to demonstrate and facilitate professional learning as a career-long effort and
responsibility.
Council for Exceptional Children (CEC).
As a current Educational Assistant working with students with exceptionalities, the
standards set out by the Council for Exceptional Children (CEC) are truly in my core beliefs as
not just a future educator, but, as a decent human being.
The first standard outlined by the CEC highlights that educators should maintain
challenging expectations for students with exceptionalities to develop the highest possible
learning outcomes for them. Educators should also always respect their dignity, culture, language
and background.
The second standard highlights the importance for educators to maintain a high level of
professional competence and integrity, and, exercise professional judgement to benefit students
with exceptionalities (and their families).
The third and fourth standards speak to the need for educators to promote meaningful and
inclusive participation of students with exceptionalities in the school environment, and, to
practice collegially with community supports who are also providing services to individuals with
exceptionalities.
Standard five recognizes the importance for educators to develop relationships with
families and support networks of students with exceptionalities, and, standard six and seven
highlight the importance for educators to not only use professional knowledge to inform practice
but to also protect and support the physical and psychological safety of our students with
exceptionalities.
The eighth, ninth and tenth standards speak to the ethical and legal obligations that
educators have with respect to working with students with exceptionalities, specifically, that they
will not engage or tolerate any practice that harm these individuals and that they will uphold laws
regulations and policies that advocate for said students.
Lastly, standard eleven and twelve reiterates the importance for educators to improve
their teaching practices actively, specifically to grow and participate in the dissemination of
professional knowledge and skills as they relate to students with exceptionalities. Knowledge is
power, and, we as educators can not be ignorant, or, turn a blind eye.
International Literacy Association (ILA) Professional Standards (2017)
Standard Title Overarching Standard

Candidates demonstrate knowledge of the theoretical, historical,
1: Foundational and evidence-based foundations of literacy and language and
Knowledge the ways in which they interrelate and the role of literacy
professionals in schools.
Candidates use foundational knowledge to critique and

2: Curriculum and implement literacy curricula to meet the needs of all learners
Instruction and to design, implement, and evaluate evidence-based literacy
instruction for all learners.
Candidates understand, select, and use valid, reliable, fair, and

appropriate assessment tools to screen, diagnose, and measure
3: Assessment and student literacy achievement; inform instruction and evaluate
Evaluation interventions; participate in professional learning experiences;
explain assessment results and advocate for appropriate literacy
practices to relevant stakeholders.
Candidates demonstrate knowledge of research, relevant

theories, pedagogies, essential concepts of diversity and equity;
demonstrate and provide opportunities for understanding all
4: Diversity and Equity
forms of diversity as central to students' identities; create
classrooms and schools that are inclusive and affirming;
advocate for equity at school, district, and community levels.
Candidates meet the developmental needs of all learners and

collaborate with school personnel to use a variety of print and
5: Learners and the digital materials to engage and motivate all learners; integrate
Literacy Environment digital technologies in appropriate, safe, and effective ways;
foster a positive climate that supports a literacy-rich learning
environment.
Candidates recognize the importance of, participate in, and

6: Professional Learning
facilitate ongoing professional learning as part of career-long
and Leadership
leadership roles and responsibilities.
7: Practicum/Clinical
Experiences (for Candidates apply theory and best practice in multiple
specialized literacy supervised practicum/clinical experiences
professionals only).
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Section Four: Alignment to Curriculum & Professional Standards Chart
Artifact Title INTASC NYS Code of NYS NYS DOE ISTE ILA CEC Ontario Ontario
Standards Ethics P-12 Common Learning Claims & Standards International Standard Curriculum Teacher
Standards Core Learning Standards CAEP for Literacy s Standards Ethical
for Standards Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
Artifact #1: Standard 3 Principle 2: N/A N/A DOE 4: 5: Learners & Standard N/A Ethic
Promote Claim 3: Collaborate the Learning 3: Standard
Classroom Student caring with students Environment Inclusion of Care
Management Learning educator to improve
Behavioral classroom
Tool environment
Artifact #2 Standard 2 Principle 1: N/A N/A DOE 3: Inspire 5: Learners & Standard Would fulfill Ethic
Nurture & Claim 2: students to the Learning 1& the standard
Classroom Engage Effective be Environment Standard reading/writing of
Management Students Pedagogy responsible 3 and oral Respect
Procedural & Best students communication
Tool Teaching strands in the
Practices Ontario
Curriculum
based on grade
level
Artifact #3 Standard 7 Principle 3: NY-4.NF NYS DOE 5: Design 2: Curriculum Standard 5.2.2.6 Ethic
Educators Number and Learning Claim 1: learner & Instruction 3 demonstrate and Standard
Math Learning Standard 8 commitment Operations— Standards – know driven explain the of Care
Segment to learning Fractions Mathematic subject activities concept of
Understand s, Science matter equivalent
fractions, using
decimal & concrete
notation for Technology materials (e.g.,
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fractions and Education DOE use fraction
compare – Standard Claim 2: strips to show
decimal #3: effective that 3/4 is equal
fractions. Mathematic teaching to 9/12);
NY-5.NF 3. s pedagogy
5.2.5.2
Interpret a determine and
fraction as CAEP
explain, through
division of the Standard 1
investigation
numerator by using concrete
the materials,
denominator drawings, and
(𝑎𝑎 𝑏𝑏 = a ÷ calculators, the
b). relationship
between
fractions
Artifact #4 Standard 5 Principle 1: Demonstrate NYS ELA DOE 5a: 1: Standards 1.6 extend Ethic
Nurture & understanding Standards: Claim 1: personalize Foundational 2&3 understanding Standard
ELA Learning Engage of word know learning Knowledge of oral texts by of Care
Segment Students relationships 3R8: subject experiences connecting the
that foster 2: Curriculum
and nuances describe matter ideas in them
independent & Instruction
in word relationship learning and
to their own Ethic
meanings. DOE accommodat 3: Assessment knowledge Standard
3SL1: Claim 2: e learning & Evaluation and experience of
Participate effective differences. Respect
& Engage teaching 4: Diversity &
in pedagogy Equity
discussions
DOE
Claim 3:
caring
educator
Artifact #5 Standard 7 Principle 2: (Grade 6) NYS DOE 6d: Model 3: Assessment Standard (Grade 6) 3.4 Ethic
Promote MS-PS3-3. Learning Claim 3: and nurture & Evaluation 3&7 describe how Standard
Science Field Student Apply Standards – caring creative various forms of Care
Trip Proposal Learning scientific Mathematic educator expression of energy can
& Lesson Plan principles to s, Science be transformed
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design, & 5: Learners & into electrical
construct, and Technology the Learning energy…
test a device Education Environment (Grade 5) 1.1
that either – Standard analyze the
minimizes or #4: Science long-term
maximizes impacts on
thermal society and the
energy environment…
transfer.
Artifact #6 Standard 3 Principle 6: N/A N/A DOE 3b: establish 4: Diversity & Standard N/A Ethic
Educators Claim 3: a learning Equity 3&8 Standard
Randomized Standard 8 advance Caring culture that of Care
Seating learning Educator promotes 5: Learners &
Plan/Classroom communities curiosity the Learning Ethic
Layout CAEP Environment Standard
Proposal Standard 4 of Trust
Artifact #7 Standard 9 Principle 3: N/A N/A CAEP 4: 6: Professional Standard N/A Ethic
Educators Standard 2 Collaborate Learning 12 Standard
Certifications commitment of Trust
to learning
Ethic
Principle 6: Standard
Educators of
advance Integrity
learning
communities
Artifact #8 Standard 5 Principle 2: N/A NYS DOE 7a: provide 1: Standard Fulfills all Ethic
Promote Learning Claim 3: students Foundational 3 & 10 strands in the Standard
Balanced Student Standards – Caring alternative Knowledge Ontario of Care
Literacy Block Learning English Educator ways to curriculum for
demonstrate oral
Language
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Arts – competency 2: Curriculum communication, Ethic
Standard and reflect & Instruction reading & Standard
#1: on their writing of
Language learning 3: Assessment Respect
for & Evaluation
Information 4: Diversity &
and Equity
Understand
ing
Standard
#3:
Language
for Critical
Analysis
and
Evaluation
Artifact #9 Standard 2 Principle 4 & N/A N/A CAEP 5a: use 2: Curriculum Standard N/A Ethic
Standard 3 5: Educators Standard 5 technology & Instruction 5 Standard
Technology Standard 5 Collaborate to of
Tools Standard 8 personalize 5: Learners & Respect
learning the Learning
experiences Environment
that foster
independent
learning and
accommodat
e learning
differences.
6b: manage
the use of
technology
and student
learning
strategies
Artifact #10 Standard 4 Principle 3: N/A N/A DOE 5b: use 6: Professional Standard N/A Ethic
Claim 3: technology Learning 5 & 11 Standard
Standard 5 to maximize of Care
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Weebly Educators caring active deep
Website commitment educator learning
to learning
4c: use
Principle 5: collaborative
Educators tools
Collaborate

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Conclusion
After a review of my artifacts and the standards chart, it should be evident that my
intentions as a future educator are embedded in professional ethics and curriculum standards.
While a teacher may hold a teaching degree/certificate, an educator holds so much more than
that. An educator must adhere to the ethical principles of care, trust, integrity and respect, as well
as be knowledgeable and deliberate about teaching students in a diverse, healthy, and welcoming
classroom environment. Educators must plan efficiently and responsibly, and, always have the
students’ needs and learning interests at the forefront of instruction – while educators might be
told what they need to teach (the curriculum), educators have freedom (and a huge
responsibility) to teach in innovative and creative ways that work best for the students. Educators
must show not only passion to teach, but, a commitment to also be a life-long learner to always
improve his/her teaching practice so that students’ learning outcomes are at their fullest potential.
The next section of this portfolio should reflect this, and, give specific details as to my
experiences as a life-long learner to date, and, my drive and readiness to be a future educator.

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Section Five: Teacher Candidate Reflection
Introduction
As I near the end of my studies at Medaille College in the Master of Science in Education
program, I am able to reflect upon what I have learned this far, and, where I still have room for
growth as a future educator. I have had the pleasure of having some experienced elementary
teachers as my mentors and teachers at Medaille College, and, have found so much inspiration.
One of the most important lessons that I have learned is that I have no business being an educator
if I can not treat each of my students as if they are my own children, that I want to help become
the best version of themselves as possible. As educators we are not just teachers, but we truly are
the students’ biggest supporters, and, should work collaboratively daily with our students family
members to ensure they show growth not just academically, but, socially as well. Educators play
such an integral role in shaping the lives of young beings, and, it is imperative that educators
understand the trust instilled upon them in the daily tasks carried out each and every single day
in the school system. The following section is a reflection of my experiences as a teacher
candidate, and, as I complete this portfolio project in an effort to best capture my intentions and
readiness to become an educator.
Portfolio Project/Teacher Education Learning Experiences
This portfolio should exemplify the amount of effort and care that I intend on giving to
my students and my future career. The creation of this portfolio has been a challenging, but,
extremely rewarding learning experience. This portfolio has taken so much of my time away
from my own family and responsibilities as a mom, a wife, a friend, community member etc…
but has truly been a test to my commitment as a future educator. As a future educator it is
imperative that we understand the huge responsibility we have to our students, and, understand
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the sacrifices we may have to make to ensure that our students receive the education that they
deserve. Educators must go the extra mile, to get to know their students, and, all that is entailed
to fully support them in growth (TEAC/CAEP Claim 3: Caring Educator). It is also however
important for educators to learn to balance their home and work lives, and, collaborate with
others and seek out support when required. Without this balance, educators may become fatigued
or experience career burnout. This is something that I have become very mindful of throughout
my studies at Medaille College, as I balance working full time, completing my Masters degree
and this capstone portfolio, raising a family of my own, and, completing various professional
development.
The extensive research I have done regarding classroom management has helped me
tremendously in realizing some of my own core beliefs, and, ways that I can be successful (and
hopefully less stressed) as a future educator. I can see clearly how work can easily pile up, and,
how as an educator one of the best gifts you can give yourself is to stay up to date and organized.
I enjoyed putting the artifacts related to classroom management into my portfolio, and, feel that I
will rely on these skills/techniques quite heavily in my future career as they speak a lot to the
TEAC/CAEP Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners. Similarly, the
inclusion of my ability to plan lessons and execute them with a variety of different instructional
strategies and both formal/informal assessments also speaks to the TEAC/CAEP Claim 2:
Pedagogy, Best Teaching Practices for Diverse Learners, and, lesson planning is a skill that
needs to be mastered as an educator. I feel that educators become better at lesson planning with
experience, but, this program has truly left me feeling quite confident about my abilities,
especially with respect to teaching diverse learners. The lesson plans and learning segments that
I carefully selected to be highlighted as artifacts in this portfolio also show not only my
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knowledge in content, but, my willingness to learn with and from my students and always be one
step ahead of the game by knowing my students and acknowledging anticipatory sets
(TEAC/CAEP Claim 1: Subject Matter; TEAC/CAEP Claim 3: Caring Educator).
The culturally responsive pedagogy class helped me to challenge my own biases, and,
recognize and help to break down societal stereotypes and misconceptions as they relate to the
field of education. It is imperative that we as educators understand humans as intersectional
beings, and, recognize the various needs that students might have aside from academic
(TEAC/CAEP Claim 3: Caring Educator). I will aim to always challenge my own biases, and,
appreciate and embrace every students’ differences, whether it is cultural, racial, gender, etc…
The special education course that I completed also provided me with a lot of room for self-
reflection, and, my ability to recognize and support students with exceptionalities with a focus on
the use of individualized education plans and accommodations/modifications (TEAC/CAEP
Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners). In any given classroom in my
future career I would be very surprised if I did not have at least 5 learners with an IEP, and, it is
important to be prepared for this, and, have as many tools in our tool belt as possible to support
these students (TEAC/CAEP Claim 3: Caring Educator).
Readiness to Become a Teacher
While this might sound cliché, I feel that I was really ‘born ready’ to be an educator.
Growing up as the eldest of 6 children, I have always been a natural leader and educator as I
helped raise and shape my younger siblings who have become the adults they are with my huge
involvement. I was truly the one who helped my siblings learn to tie their shoes, ride their first
bicycle, sat down with them to help them with homework, and, have always supported and
advocated for them. While I may have taken a different career path initially, my life experiences
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led me to finally pursue a career in education, and, with the help of faculty at Medaille College I
feel more ready than ever to start substitute teaching and hopefully have my own classroom in
the not so distant future.
In a world where technology has become something we truly rely on, and, use every day,
I feel that this program has excelled in making me feel ready more than ever to use technology in
my classroom to both mine and my students’ advantage. I have gained skills in the use of
SMART board software which is something that makes education not just more accessible, but,
more interesting and motivational for students to want to learn in a fun and engaging way. With
the use of mediums such as Google classroom and Weebly websites, I can be connected more
than ever with not just my students but with their family members at home which is crucial to
student achievement. Using current technology and application software such as Prodigy for
math, or, Minecraft Education, are also something I feel not just ready but excited to promote in
my future classrooms.
The foundational courses provided through Medaille College which ingrain in us the
theories and best practices in education that are proven to be successful with learners are the
reasons why I am ready to be an educator. Furthermore, some of the pre-requisite courses that I
was required to take to graduate at Medaille College in the field of Education such as teaching
elementary math, and, visual arts, provided me confidence in specific subject matter I may not
have previously had and might have taken me longer to learn ‘on the job’. As someone who does
not consider themselves as being artistic, I feel more confident in exploring this subject matter
with my students, and, at least feel a bit more ready to teach these subjects with some
foundational knowledge. I feel that I will use my strengths to counter act some of my weak
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points as an educator with respect to content matter such as teaching with multi-subjects and
integrated lessons which I am grateful to have experienced ‘in action’ as a teacher candidate.
I truly want to be a teacher that I would want for my own children; An educator who is
ready to go above and beyond for each of my students without doubt or question. I would not
blink an eye at an extra parent conference, an after-school phone call, or, spending some of my
prep or recess time with students to provide extra support as needed. Not only am I ready to give
my students my whole heart and 110% effort, I am also excited to embark on my own learning
journey with them. I am ready to learn from my students as much as I hope they learn from me,
as well as learn from the families that I will work with, from my future colleagues and
supervisors, and, from future professional development that I am ready to continue to pursue.
Conclusion
As the end of this portfolio approaches, my hope is that anyone viewing this will feel
confident about my abilities and intentions to be an inspirational, fair, empathic, compassionate,
and dedicated educator. Through my journey in creating this portfolio, as well as my educational
experiences at Medaille College, I am ready to embark in my future career that I feel I have
waited my entire life for. The final section of this portfolio will provide you with a face-to-face
confirmation of my abilities and readiness as a future educator in my teacher candidate interview
video.

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Section 6: Teacher Candidate Interview Video
Teacher Candidate Interview Video
The purpose of this video is to provide an overview of my intentions and abilities as an
educator, but, also as a self-reflective piece. I found this assignment to be extremely rewarding as
I navigated the pose teacher candidate interview questions and prepared a professional video to
best showcase why I am hirable as a future educator. Most importantly, I was able to highlight
what makes me stand out over other applicants, and, reinforce my dedication and passion to a
life-long career as an educator. Below are my written responses to the posted interview
questions.
You can access my video here: https://screencast-o-matic.com/watch/cYithbEzl3
You can access my Weebly Website here: https://glaspellvirtualpad.weebly.com/
Teacher Candidate Interview Questions & Responses
1. Briefly share a little about your background experiences that have led you to choose a
career in education.
It is hard to remain brief when responding to this question, because I truly feel
that I was always meant to be an educator, and, have quite a colorful path of getting here.
As the eldest sibling of six, it could be argued that I was born a leader. Raised by my
single dad, I was the lead female of the household for many years, and, often took on the
mom role of my siblings at quite a young age. I often helped my siblings with homework,
and, thoroughly enjoyed being a role model for them and ‘teaching’ them. This led me to
pursue post-secondary studies (as the first generation student in my family), and, at the
time, I knew I wanted to work in the helping field but wasn’t quite sure what, so, I
enrolled in the Bachelor of Arts in Sociology program. While completing my

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undergraduate studies I attempted to obtain a French minor, as I knew I wouldn’t get into
teaching at the time any other way, but, was unsuccessful. I was discouraged from
pursuing teachers’ college at that time because of the lack of jobs, and, decided instead to
pursue counselling. I graduated with a BA in Sociology, and, then a year and a half later
also graduated with a post-graduate diploma in Substance Abuse Counselling
(Addictions: Treatment and Prevention). As highlighted on my resume, I worked a
plethora of different jobs in Social Services over a number of years until I became
pregnant. When I became a mom, I decided that it was time to find a job where I would
be working less, and, have more time for my children, and, this led me to pursue a career
in the school system once I finished my maternity leave. I fell quickly in love with the job
demands of an Educational Assistant, but, was also inspired by my teaching partners to
finally pursue a career in teaching. Thus, here I am. As soon as I started working in the
schools with students I knew that I was meant to be a teacher, and, use my passion for
helping others to help students achieve their learning goals. I have a strong drive to teach
and to mentor and support students, and, my enthusiasm and determination will do my
future students a world of good. As you may see in the video that I have posted on my
Weebly Website, I am dedicated more than ever to be the best educator that I can be for
our future students as I would not expect anything less for my own children. I want my
children to have ‘the best of the best’, and, I intend on being that for so many other
students and their families.

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2. What have I learned in my teacher training program at Medaille that will make me an
excellent classroom teacher and colleague?
The real question is, what have I not learned? I have learned such valuable and
practical experience during my studies at Medaille College, especially while being able to
work as an Educational Assistant collaborating and conversing with a plethora of
educators in conjunction with my studies as a teacher candidate. I had a few teachers at
Medaille College who were not just passionate educators, but, dedicated to teaching adult
students how to also be passionate and impactful educators for our younger students.
These teachers taught through inspiration and reminded me that I need to continue to
grow myself and never stop learning, if I want to be the best educator that I can be. While
of course I learned technical skills I never would have known prior to completing my
studies at Medaille College, the practical ‘best practices in action’ are what I am truly
grateful for, and, what are going to help set me apart from other teacher candidates. The
meticulousness of the Medaille College Lesson Plan Format especially, that I completed
in every semester of my program, as well as the reflective assignments I had to complete,
truly enhanced my skills with classroom management, differentiation, scaffolded
instruction, individualized education plans and teaching students with exceptionalities, to
name a few.
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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?
At Medaille College, the lesson plan format is designed in such a way that educators
must think about syntax, discourse, how to activate students’ prior knowledge, how to re-
teach if necessary, and, how to deliver and assess using differentiation and remaining
equitable. With this in mind, lessons must engage and motivate students to want to
participate and learn, based off of the curriculum standards and expectations that we as
educators are told we need to teach. With such little time in a teacher’s day, the use of
integrating subjects is a skill that I hope to get better at with my years of teaching, as
almost anything that occurs in a classroom could and should be used as a learning
opportunity.
One lesson that I used within this portfolio, my Science Lesson Plan for Grade 5 students,
shows how science can be integrated with other curriculum areas, Students are not just
meeting the science learning objectives in this lesson plan, but, are also practicing
reading and writing skills, group work and leadership skills, and, outdoor physical
education components are also met with the conclusive field trip outdoors. If educators
are able to carry out most lesson plans in such a manner that is integrative, students
should be more engaged and more motivated to participate, as these integrative lessons
not only appease a handful of curriculum expectations but also appeal to a variety of
different learning styles that students might have.

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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?
One of the biggest trends in the field of education is the increased and variable
use of technology in the classroom. Further, the curriculum is ever-changing and is now
more inclusive than ever. An emphasis has been placed in many school districts on the
need for teaching Math and English, and, formal assessments (especially standardized
tests) are being evaluated and used less strongly to determine the growth of a student in
the academia world, but rather, more informal assessment pieces are being brought to the
forefront. These trends in education will inform me as an educator to always seek out the
practices used in whatever school board that I work in and to be not just current but fluent
in whatever policies and procedures that are being followed. With respect to technology,
I will ensure that I collaborate with board technology specialists, or, school specific
specialists such as the learning commons specialist to ensure technology is used and is
done so safely and efficiently. I would also ensure that I collaborate with members of the
Special Education team in whatever school that I work, as well as my administrators and
rotary teachers, in terms of meeting the needs of my students with Individualized
Education Plans (IEPs). The curriculum amendments made in subjects such as English
and Math should be closely examined, and, used to enhance and integrate lesson plans. I
need to ensure that my balanced literacy block is meeting student needs, as well as
integrating literacy in every subject that is taught in the classroom. Furthermore, I will
aim to collaborate with literacy and math specialists to support me as an educator, so that
I can confidently carry out lesson plans knowing that the objectives are being met. As
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educators we must always remain informed, and, access the resources available to us,
again, to best support all our students.
5. Why should we hire you instead of the other applicants we have interviewed?
My experience working with students with exceptionalities in the school system, as
well as my experience in mentoring and supporting youth within the social services
system, set me apart from other candidates. Not only do I have first account knowledge
of how to support youth within the classroom environment, but, I also have a strong
understanding of how to support students moving forward not just academically but
socially, personally, emotionally as well. I am an empathetic and caring educator, and,
understand that we are not just teachers but, that we are educators and must confidently
wear many hats of which, I now do innately.
Conclusion
At the heart of education should be an educator with a big heart. A heart that has every
intention on providing the best quality of education for its students, and, that does not stop
growing. It is imperative that educators do not stop learning, and, do not stop enhancing and
differentiating instruction so that the student’s needs are always put in the forefront. If educators
are not exceeding the needs of their students, they have no business being educators. Educators
have a huge responsibility, but, one that is tremendously rewarding if they follow their
philosophy of education and never give up on any one student. While some students might be
challenging, these are the students who need us the most, and, who inspire educators to always
think outside of the box and deliver insightful, meaningful, and motivational educational lessons.
It is our job as educators to work collaboratively with students, with their families, and, with
community resources, to ensure that all sociological needs of children are being met in their daily
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lives (most of which, until the age of 18 when they have a choice to continue or not) are spent
within the school environment.

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An Elementary Portfolio Project submitted to the

Faculty of the Graduate School of Education of

In partial fulfillment of the requirements for the degree of

Master of Science in Education

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

Section Two: Teacher Candidate Background Experiences………………………………….....11

Section Three: Teacher Candidate Artifacts……………………...……………………………..32

Artifact #1: Classroom Management Behavioral Tools …….…………………………..33

Artifact #2: Classroom Management Procedural Tools………………………………....36

Artifact #3: Math Learning Segment…………………….……………………………....41

Artifact #4: ELA Lesson Plan …………………………………………………………...57

Artifact #5: Science Lesson Plan & Field Trip Proposal………………………………...77

Artifact #7: DASA, SAVE & RBT Certifications……… ………………………………94

Artifact #8: Balanced Literacy Block ………………………………………….………100

Artifact #9: Technology Tools …………………………………………………………108

Artifact #10: Weebly Website & Student Welcome Package …………………………113

Section Four: Alignment to Curriculum & Professional Standards …………………………...115

Section Five: Teacher Candidate Reflection …………………………………………..………131

Section Six: Teacher Candidate Interview Video ……………………………………………..136

Section One: Teacher Candidate Introduction to the Elementary Portfolio Project

Introduction, Overview and Rationale

ensure I do not fail my students.

sections are designed to emphasize my own philosophy of education in collaboration with my

teacher candidate thus far.

board as an Educational Assistant.

highlighted in Section Three. Other artifacts to show my competence in cultural diversity,

extra-curriculars will also be shown in this section.

educator that I can be.

An Introduction to Experts in the Field of Education

Throughout my studies in the Master of Science in Education program at Medaille

Childhood Development Theorists & Learning Theories

appropriate curriculum in the appropriate order, we must understand [early] childhood

to be scaffolded to keep learning as an ongoing process where students’ prior knowledge is

scaffolded instruction). Scaffolded instruction promotes a deeper level of learning, which I

Harry Wong & Robert Marzano on Classroom Management

poorly managed classroom” (Marzano, 2003, p.1).

places an emphasis on the teacher-student relationship, providing evidence based knowledge in

presented in Section Three.

Bloom’s Taxonomy, MI Theory & The Importance of Differentiated Instruction

has done to support teachers with effective instruction.

especially highlights the importance of differentiated instruction. According to Gardner’s theory

logical/mathematical, linguistic, social, spatial, bodily/kinesthetic, interpersonal, intrapersonal,

multiple intelligences offers teachers an opportunity to develop innovative teaching strategies

artifacts and remainder of this portfolio.

educator, and, my philosophy of education.

[Back to Table of Contents]

Section Two: Teacher Candidate Background Experiences

As a follower of constructivist theory, it is my inherent belief that the learner is at the

education to my future learners.

Teacher Candidate Educational Background and Work Experiences

embarked on my first year of post-secondary school concurrent education programs were in

experiences promisingly advantageous to my future students.

Canada to complete my post-graduate degree.

field – specifically in social service work.

My first job at the young age of 15 was as a customer service representative at

would not be that.

running her financial business.

province, and, accepted a position part-time (while keeping my full-time position as an

workers such as myself to meet their social/emotional/psychological/physical goals. I was able to

School Observations and Classroom Application

and efficient teaching strategies.