Section Two: Teacher Candidate Background Experiences

Introduction

My journey into the field of education has been long and diverse. Unlike many educators,

I have spent the first nearly two decades of my career working in the private sector, first as a

project manager and more recently as an executive with non-profit organizations. At first blush,

this background may not appear to be a natural fit with education and teaching, however I am

confident that as my academic and professional experiences are unpacked throughout the

following section, it will become clear that I possess a special and unique skillset that coalesce to

make me an ideal candidate for the teaching profession. The skills that I have accumulated

throughout my time as a project manager have honed my abilities to manage time effectively and

coordinate large-scale planning. My international experiences have allowed to me to develop an

innate ability to successfully navigate meaningful cross-cultural relationships, as well as an

appreciation for the incredible and unique differences between people and cultures. Through all

of my professional life, I have embraced opportunities for professional development, and have

spent hundreds of hours leading training sessions for executives and employees alike. The

culmination of so many of these experiences has been the recognition that education and

providing young people with the skills, knowledge, and motivation to achieve their maximum

potential is a vocational calling to which I aspire, and the most meaningful way that I can

imagine contributing to the positive growth and development of society.

Throughout this section, I will explore my educational background, and how this has

influenced my professional choices, and ultimately prepared me to become a teacher. I will

unpack my professional experiences and discuss several of the formative moments that have

equipped me for a career as an educator, and reinforced to me the indispensable need for
passionate, capable teachers in our education system today. I will also touch upon my

experiences thus far in classroom observation, and how these insights will impact that way in

which I operate my classroom. This section also contains an encapsulation of my personal

philosophy of education, grounded in research and theory, that should provide insight into my

beliefs and approach to education. For reference, my resume is included, which details the

specifics of my professional and educational background. This section will end with a conclusion

that will help to synthesize the experiences detailed herein into a cohesive rationale for my

preparedness to enter the field of education.

Teacher Candidate Education and Work Experiences

Education Experiences

My father is a professor and renowned researcher at a major Canadian university. My

mother is the Associate Dean of the English Language Institute at a Canadian community

college. Naturally, upon entering university, I was determined not to join the “family business”

and aspired to a career in international business. I pursued a degree in Political Science, and

quickly found that the courses which were most inspirational to me were those which focused on

political systems in countries that had experienced great historical injustices or conflict,

including both Canada and the United States. I gravitated towards courses which would provide

me with a better understanding of why these injustices occurred, and how they could be

prevented in the future. In studying the politics of Latin America in my senior year, I was

overwhelmed by the ways in which a nation could be continually subjugated and undercut by

external forces of politics and economics, and the ways in which this caused great suffering to

the people of these nations. I began to recognize the critical need for populations to be educated

in order to make political choices that would ensure freedom and growth for their nations, and to
repel the forces of fascism and authoritarianism that threaten freedom. Little did I know that this

experience in my undergraduate coursework would begin to lay the foundation for future career

decisions.

Upon entering graduate school, I wasn’t entirely sure what to expect from my

coursework, or what impact the learning I was about to embark upon would have on me. I

expected to emerge from graduate school as a well-prepared candidate for teaching, but I could

not have imagined the profound effect that many of my classes would have on me and my

attitude towards education. As you will see, I have spent significant time throughout my life and

career travelling to countries in the global South, many of which are mired in poverty and

conflict. It wasn’t until I began to study culturally responsive teaching that I truly began to

realize the nature of the poverty and struggle faced by so many here in North America. Coming

from a reasonably affluent middle-class family, and modelling this same lifestyle for my own

children, I was shamefully unaware of the extent to which socioeconomic discrepancies exist in

North America, and the devastating impact that these realities create for young students. As the

realities of the effects of poverty and discrimination can have on students has become clearer to

me, I have been inspired to actively look for opportunities to engage with students that are facing

these challenges and strive to ensure that they are provided with the same chances for academic

success as their more affluent and privileged peers.

Another important educational experience that I have garnered during my time pursuing

my master’s degree has been the way in which I understand the learning modalities that students

have. Prior to beginning graduate school, I had not given much thought to theories of education

and learning, and the need to ensure that the uniqueness and individual needs of all students are

served by educators. It has quickly become clear to me, through the study of theories like
constructivism and postmodernism, that it is critical for good teachers to think carefully about

the ways in which instruction is conducted, and the methods through which attainment of

mastery are made available to students. I have come to believe, through my research and

learning, that it is imperative to activate background knowledge in students and allow them to

construct knowledge through hands-on experience and active participation in learning. This will

help ensure that knowledge is retained and internalized in a meaningful way to each student, and

that those students that may struggle with more traditional means of instruction will have the

opportunity to thrive, as well.

Work Experiences

As indicated in the introduction to this section, I have had the great fortune to experience

a broad set of professional environments and have travelled to more than 40 countries in the

process. Throughout my career it is possible to trace a clear path, defined by my experiences,

that has led me inexorably towards choosing to transition my career into education. Along every

step of the way, I have accumulated skills and abilities that I will be able to exploit in the

classroom environment. I have developed a worldview that is centered on my abiding belief in

the need for education, decency, altruism and kindness. When these values can be instilled in

young children, their potential as scholars, citizens and leaders can be unlocked. I have seen time

and time again where education and the modelling of these values have allowed children to

overcome circumstances of extreme poverty and trauma to become leaders and positive

contributors to society. It is my goal to play an instrumental role in the lives of children whose

education is entrusted to me to help them realize their potential.

As I alluded to in my introduction to this portfolio, I had the opportunity to spend

significant time in Tanzania over the course of several visits, working with a rural elementary
school supported by the organization I represented. The impact that these experiences had on my

desire to become a teacher cannot be understated, and the reasons for this is twofold. Firstly, I

was able to observe the excitement and passion that both students and teachers had for school.

This was due to several factors. Many of these students would not have had access to education

at all were it not for the generosity of Canadian donors that established and supported the school.

The teachers had made a concerted decision to eschew the comfort of a more urban teaching

environment to come to an impoverished, underdeveloped community in rural Tanzania. They

were inspired to sacrifice their own comfort and lifestyle in order to give these students a chance

at successfully breaking the cycle of poverty in which so many were caught. These realities

underscored the value that both students and teachers ascribed to education, and the meaningful

difference that it made in their lives. Secondly, I was given the opportunity on several occasions

to teach a class at the school. To this point in my career, I had facilitated innumerable training

sessions and seminars, taught at the college level, and engaged in all manner of public speaking.

However, there was something very different about the rapt attention and expectation that was

emanating from the faces of these children. To them, I was someone important, with important

things to teach them! This realization was simultaneously humbling and inspirational, and

enabled me to recognize the value that I can bring to young people through a career in education.

As both a project manager and an executive in the non-profit sector, I have led and

facilitated many training sessions, and spoken at seminars, forums, churches, and symposiums.

At times, these speaking and training roles have been central to my professional role, while at

other times I have merely gravitated towards these opportunities. At all times, however, they

have never failed to be the parts of my work that I enjoyed best. I am invigorated by sharing

knowledge with people and energized by speaking at the front of the room. Throughout all of
these experiences, I have learned strategies and techniques for effective communication. I have

learned to pace the cadence of my speech and moderate the tenor and inflection of my voice to

make maximum impact. I have learned to speak in ways which reach a broad cross-section of my

audience by choosing words and phrasing that can be well-understood by all. I have developed a

good knowledge of what makes for impactful visuals when using digital media for presenting,

and how to engage learners and support oral teaching.

Along each step of my professional journey, I have accumulated skills and experiences

that I will believe will make me an effective teacher. Perhaps most importantly, however, I have

developed the maturity and professionalism demanded by my roles and have made a carefully

considered decision to take the active step to reorient my career. This maturity and

intentionalism will ensure that I am able to conduct myself and my teaching in a manner that is

both professional and capable, bolstered by a clear-eyed passion for education and teaching.

School Observations & Classroom Application

To this point, my school observations have been limited, due in part to the COVID-19

pandemic. However, I have still encountered some wonderfully informative and instructive

moments in my relatively limited observational experiences. The chance to observe much of the

theoretical knowledge that I have acquired as it is put to practical use by a talented and proficient

teacher has been extremely valuable. My classroom experiences have been exclusively limited to

virtual observation to this point, and so this element of the section will focus on several of the

relevant teaching and learning outcomes through the lens of an online classroom environment.

One of the most impactful experiences that I have had in the observation process was

observing an extremely competent teacher engage her 2nd grade students in a guided reading

lesson. All of the technical elements of a good guided reading session were in place. She had
selected appropriate texts for the reading levels of students in each group and ensured that the

content of the text was age and interest appropriate for the students. She familiarized the students

with the brook prior to engaging in guided reading in such a way that drew their attention to the

key components of the text. All of these elements were essential to the quality of the guided

reading, but it was the deft way in which the teacher was able to connect with her students and

make them feel engaged, despite broadly different reading abilities amongst the group that really

stood out to me. As the teacher was able to appropriately coach each student through the text, it

was obvious that she had developed excellent background knowledge of the students’ likes and

ability levels and was able to leverage this knowledge as she worked with them. By developing

this critical knowledge of her students’ individuality, the teacher was able to differentiate her

instruction according to the needs of each student, ensuring the best possible learning outcomes

for each of them. In addition, this strategy ensured that each student was working well within the

Proximal Zone of Development (Vygotsky, 1978), and were pushed to further their learning, but

not thrust into a state of frustration. In discussing this lesson with the teacher after the class, she

revealed that she based her instruction to the students on running records that had enabled her to

determine the appropriate reading levels for each of her students. This was an excellent

representation of a competent teacher using sound educational tools combined with excellent

recognition of individual student needs to plan and execute a highly effective lesson.

As a result of these observations, it is clear to me that I must become skilled at using and

implementing research-based strategies into each lesson I plan in order to maximize my

effectiveness as a teacher, and to ensure that my students are given the greatest opportunity for

success. This will require becoming adept at the use of differentiated instruction in. order to

ensure that children at all levels of ability are challenged and supported appropriately (Ginga &
Chen, 2020). This is particularly important as modern classrooms become more diverse (Ginga

& Chen, 2020). In addition to implementing strategies for differentiated instruction, it will be

critical to develop excellent knowledge of my students in order to better activate their

background knowledge to support more effective learning and comprehension (Kaefer, 2020).

Another observation which I found to be extremely instructional for my own approach to

teaching involved a math lesson for a class of 2nd grade students. The teacher used an interactive

whiteboard online to allow the students to move circular “objects” on the whiteboard as

manipulatives for adding and subtracting. The teacher was evidencing the use of Bloom’s

taxonomy by ensuring that there was a cohesive combination of lower-order and higher-order

thinking occurring as the student learned (Bloom, 1956). Initially, the teacher engaged the

students in remembering the process of thinking in blocks of 10. She reinforced this by having

the students make groupings of 10 objects. Later in the lesson, she had the students apply their

remembered knowledge by creating new numbers through grouping of blocks of 10s and 1s.

Building upon this, she engaged the students in discussion and asked them to evaluate the benefit

of a system of numbers based on. In one single, fairly simple lesson, this teacher had engaged

students in remembering, understanding, applying, and evaluating (Bloom, 1956). This was an

excellent example of scaffolding higher-order thinking onto lower-order thinking. It was also an

example of engaging students in creative ways to express different learning modalities even

through the restrictions of the virtual environment by making use of the whiteboard

manipulatives.

This observation reinforced to me the importance of maintaining constant awareness and

vigilance as a teacher to ensure that the lessons which are being planned and implemented are

designed to meet the needs of students according to the principle of Bloom’s taxonomy (1956).
This will ensure that students are mastering the concepts involving lower-order thinking skills so

that they will be able to successfully build upon this knowledge with more complex skills, and

retain the learning in a meaningful way. Additionally, this observation encouraged me to

maintain high levels of creativity in my classroom in order to elicit student engagement,

regardless of the classroom environment, be it virtual or in-person.

Philosophy of Education

Introduction

An educator without a clearly defined philosophy of education will struggle to be an

effective teacher and may, eventually, fail to maintain the necessary engagement and passion for

the profession of education. A critically developed philosophy of education will inform the ways

in which an educator will interact with students, develop curricula and pedagogy, assess

performance, and determine what constitutes a successful education. For this reason, it is

imperative that every pre-service teacher undergo the process of learning about, and

understanding, a broad cross-section of educational philosophies, as well as the philosophers and

theorists that have developed these approaches. Armed with this knowledge, it becomes possible

for aspiring educators to determine which of these accepted educational philosophies most

resonates with their personal beliefs and skills, and develop a holistic approach towards the

profession of teaching. As will become clear, my personal philosophy of education borrows from

several mutually inclusive schools of thought, and congeals to reflect my perspective on

education and all of its various facets.

School

In order to understand education as a whole, it is important to first recognize the role that

schools play within society. It is my belief that education is a fundamental right that every child
should have fair and equitable access to, regardless of race, religion, or socioeconomic status. In

order to accomplish this, governments must be willing to increase spending on education to

ensure that all schools across a nation are resourced equally, and that there are no economic

barriers preventing apt students from pursuing available post-secondary education. This

approach has been modeled by Scandinavian countries, which consistently rank among the elite

nations in world education rankings (OECD, 2016). The role of the school within society is two-

fold. Firstly, it is the responsibility of the school to educate students in such a way that they are

prepared to join the workforce, and carry out a meaningful role within a country’s economy, and

contribute to the overall growth of a nation’s wealth and gross domestic product. Secondly, and

perhaps more importantly, it is the job of schools to instill in their students the social character of

a nation, and to teach and reinforce the collective beliefs of the society in which they exist

(OECD, 2016). Schools must model for learners the basic beliefs and values of a society, to

produce new generations of citizens that will carry these values forward and ensure their

perpetuation and growth. As changes in society occur, schools must be the progressive leaders in

ensuring that social change which reflects equality, inclusion, and respect is promoted and taught

to students.

Curriculum

In approaching the development of school curricula, I do not believe that there is one

particular approach that should be applied. A considered effort to incorporate key elements from

several theories of education should be applied, in order to ensure that schools can effectively

play their previously delineated roles in society. Some of the concepts of perennialism should be

adopted, such as an emphasis on literacy and reason, since these are tightly tied to the very

nature of humanity, and can effectively equip a child in any era. However, it is of critical
importance to question any traditionally accepted beliefs or concepts that could serve to

perpetuate a Eurocentric, or white-dominant system of education and power. As important as it is

to retain some of the classical pillars of education in a curriculum, it is equally important to

recognize that these elements can, and will, change over time, and school should be poised to

recognize and implement these changes when they occur (McKinley & Starkey, 1998). Finally, I

believe that it is also important to treat the child holistically, as a whole person, and ensure that

elements of the curriculum are responsive to the needs and inquiries of each individual child.

This approach recognizes the differences in progression and learning styles of each child, and

scaffolds them uniquely in a way that increases their propensity for academic success, and

endows them with a strong sense of self and a belief that success is attainable.

Learning

A critical component to a philosophy of education is addressing how learning occurs, and

how educators can deliver an educational experience to learners in ways that are sound,

meaningful, and lasting. My philosophy leans heavily on the views of several proponents of

progressive education, like John Dewey, Jean Piaget, and Michel Foucault. I do not believe that

the more traditional, authoritarian approach to education is the best way to promote student

engagement and lasting learning. Rather than cajoling students through the learning process

using solely extrinsic measures like grades, it is preferable to motivate students intrinsically by

assisting them in developing a true interest and appreciation for the subject matter (Dewey,

1916). As students begin to develop their own questions and inquiries, they will be much more

motivated to uncover the answers, and in doing so will internalize the knowledge that they gain

to a greater degree (Dewey, 1916). This type of approach to learning can also accommodate the

different learning styles of different children, and allows those that may not succeed in
traditional classrooms to effectively grow through a greater opportunity for self-directed

learning.

Additionally, it is important to recognize the power imbalances that can be perpetuated

by a more classical approach to education. As postulated by Michel Foucault, many of the

traditionally accepted tenets of classical education can serve to prop up the problematic power

imbalance and racial attitudes that are still prevalent in society today (McKinley & Starkey,

1998). It is critical that educators question the nature of the curriculum content being delivered to

learners, and ensure that it is not limited to promoting Eurocentric values and historical

perspectives. Truly equitable learning must ensure that an emphasis is placed on the diversity of

society, and the intrinsic value of all people, regardless of race, religion, or creed. Education

should not serve to perpetuate an imperfect status quo of power and governance, but allow for

the awakening of more progressive ideals within learners, and promote the inherent value of all

people.

The Learner

Taking into account the ways in which children grow and develop, and are able to

internalize new information, is an important step in the development of an educational

philosophy. While perhaps imperfect as a scientific theory, Howard Gardner’s (2011) concept of

multiple intelligences is an excellent way in which to understand the diverse needs of learners.

As children grow and progress throughout their academic careers, it is important that educators

recognize the unique talents and abilities that each student possesses, and ensure that learning

activities and content delivery is shaped in such a way that it allows students to achieve success,

regardless of the ways in which they are naturally predisposed to learn (Gardner, 2011).

Assessment
Advances in educational technology make accomplishing this more possible today than ever

before. Technology tools allow educators to provide students with different ways in which to

demonstrate learning and understanding of material and concepts; ways which were not possible

prior to the advent of tools like PowerPoint, Screencast-o-matic, and others. By providing

students with learning options that are more individually tailored to their learning style,

educators can ensure that core concepts and educational imperatives are being more

meaningfully internalized by their students. For all learners, regardless of the type of

“intelligence” they demonstrate, it is important to allow them to discover for themselves new

types of knowledge. My philosophy in this area borrows heavily from the constructivism school

of thought, insomuch as it is important to give children the opportunity for hands-on learning.

Exploration and inquiry need to be a regular part of the learning experience, thus giving children

the opportunity to organically add to their bodies of knowledge, in ways that are meaningful and

logical to them. Incorporating the ideas of assimilation and accommodation of information as

children construct and evolve their cognitive schemata, will ensure that learning outcomes are

meaningful and lasting (Beilin, 1992).

Classroom Management

As a reflection of an ideal society, my educational philosophy calls for a classroom

management style that reflects the ideals of society. That is to say, good classroom management

should incorporate the concept of democracy and inclusiveness. It is important to foster a

classroom environment where students feel as though they have agency, and their voice can be

heard. Furthermore, this environment should be one that promotes safety in all its forms:

physical, emotional, and mental. If a school’s role is to perpetuate and grow the broader values

of a society, then the classroom should function as a microcosm of the best aspects of that
society. I am firmly against an authoritarian style of classroom management, and believe that

endowing children with a sense of self-worth, and an ability to esteem their peers for their

uniqueness and diversity, is the key to molding students into the next generation of responsible,

progressive citizens. Additionally, it is important to carefully consider the physical nature of the

classroom environment. In order to facilitate the learning strategies and outcomes previously

discussed, a classroom must function as an environment where children, particularly at the

younger ages, are able to explore and learn as a product of their physical environment. This can

mean the appropriate use of physical technology tools, educational toys and resources, and the

ability to regularly leave the interior confines of the classroom to explore the outdoors, and other

interesting destinations (McLuhan, Hutchon & McLuhan, 1977).

The Teacher

The final piece to a cohesive educational philosophy is the central understanding of the

role of the teacher. In order to successfully model the elements of the educational philosophy that

I have previously posited, the role of the teacher must primarily be that of a guide and a model.

Rather than speaking at the class from a position of power and authority, the teacher must guide

the class through learning opportunities from a place of collaboration and wisdom. An effective

teacher must understand the unique learning styles and personalities of their students, and be

prepared to modify both instruction and assessment in order to accommodate this diversity.

Furthermore, the teacher must be the ultimate model of the type of learner the school is

attempting to cultivate. They must be engaged, interested, inquisitive, and passionate. The

teacher must model the values of inclusion, diversity, and responsibility. The teacher must be

sound in their knowledge of the curriculum being presented, and an avid lifelong learner,

dedicated to increasing their capacity through development opportunities, both professionally

and personally. Unlike any other professional, a teacher must understand the intensely important

and critical role that they play in fostering the next generation of a nation’s citizenry. This is a

heavy burden and, as such, should not be taken lightly.

If I were to summarize my philosophy of education is a single statement, it would be best

encapsulated by the following:

As an effective teacher, tasked with educating learners in both academics and social

values, it is critical to model the attitudes and virtues that I hope to instill in my students.

It is incumbent upon me to ensure that my students learn the critical components of any

classical education, while being responsive and attuned to ever-changing social

consciousness, and modifying my pedagogy to guarantee inclusiveness, equity, and

respect. I must see each child holistically, and understand what makes them unique, from

their learning style to their cultural background. I must be certain that I provide

opportunities for differentiated learning styles, and ensure that no child is left behind. I

must create a classroom environment that places value on the individual well as the

collective, and is always safe, physically and emotionally. I must understand the essential

responsibility of being an educator, and continue to grow and develop as a teacher.

If there is any caveat to the philosophy of education that I have expressed, it is this: I am a pre-

service teacher, and i have no doubt that my future experiences as an educator will continue to

shape my perspectives. I hope that I will be open to learning and, perhaps, shifting my

perspectives in the future to ensure that I am always providing the best education that I can for

my students. In fact, resistance to changing and growing my own perspectives would be

antithetical to the views that I have espoused. I look forward to the opportunity to put my
philosophy of education into practice, and value the chance to expand my abilities as an

educator.
Resume
Conclusion

I have traveled an unconventional route towards the field of education. I have engaged in

nearly 20 years of professional employment, and all of the learning, challenge, success and

failure associated with a career. I have emerged as an individual with a wealth of experience,

diverse talents and skills, a high level of maturity, and a clear vision of my reasons for choosing

to transition to a career as a teacher. I believe that the experiences that have shaped me a person,

have given me a unique and special set of tools that will serve to make me a highly effective

educator. My organization and planning skills will ensure that my lessons are well planned, and

curriculum goals are met. My polished speaking and presentation skills will allow me to instruct

my students in a way that captures their imaginations and conveys knowledge in meaningful

ways. My extensive international experience will enable me to create worlds within the

classroom for my students, and to connect well with children and parents of all backgrounds,

faiths, ethnicities and needs. My maturity and my considered decision to orient my career

towards education will make me a reliable and responsible teacher. I believe that the unique

perspectives that I am able to bring to classroom, along with the academic training that I have

received, will make me a particularly dynamic and capable teacher, that will empower my

students to maximize their learning, as well as their personal growth and development.

In the next section of this portfolio, I will present eight academic artifacts that I have

assembled in order to demonstrate my experience and competence in many of the domains that

are critical to effective education. These artifacts, in addition to the background that has been

exposited in this section, should provide a clear sense of my capability and readiness to enter the

profession of teaching.