Section Five: Teacher Candidate Reflection Guidelines

Introduction

           Reflective practice is an essential professional habit and characteristic of an effective

teacher. Reflection enables educators to improve teaching abilities and student learning.

Reflection is a way to practice the concept of the growth mindset we teach our students about.

Critically reflecting on one’s teaching practices and professional development is important to be

a self-aware teacher. Continue to grow and learn from one’s successes and mistakes creates

better educators. Effective teaching, oftentimes, is the result of effective reflection and continued

growth. By reflecting and examining all aspects of my practice, I can continually improve my

teaching methods and approaches and show my abilities and readiness to teach in an elementary

classroom. My reflection in this section will also include a critical examination of my teaching,

student learning, what I have observed in course work at Medaille College, and the field. Also,

this section will show how I have met the TEAC accreditation claims. Section Five will also

present my reflection on the overall experiences I have acquired in developing this project; the

process, collection of material, specific research materials, artifacts, and organization of the

content. 

Portfolio Project/Teacher Education Learning Experiences

           Developing a culminating project is an excellent learning experience because it reinforces

concepts and ideas that have been developed throughout this entire educational process. This

process involved organizing and putting together a project that integrates all learning and

knowledge into one comprehensive text. Developing this Portfolio Project demonstrates my

ability to plan, organize, and integrate the information and ideas that are essential to being
successful in the completion of this Portfolio. Because of the size and commitment required of

this Portfolio Project, I was required to balance working professional life and a focus and

dedication to my education and development as a teacher candidate. Giving time to focus on my

studies at Medaille, and through working with the instructors at Medaille, I have learned what a

dedicated, caring educator looks like (TEAC Claim 3: Caring Educator). Furthermore, I have had

several opportunities to observe and develop my pedagogy and best teaching practices for

diverse learners through two different field placements. I have observed and practiced several

different instructional techniques, differentiated instruction, adapting assessment, and practiced

including culturally diverse content through my field placements and in my practice of

developing lesson plans in my courses at Medaille (TEAC Claim 2 Pedagogy, Best Teaching

Practices for Diverse Learners). 

Throughout my courses at Medaille, I was taught when developing lesson plans to think

about my students’ background knowledge and individual assets. This aligns with Medaille

College’s TEAC Claim 3, of being a caring educator by taking the time to think about my

students in the development of a lesson plan. As shown in the artifacts in Section Three, I have

developed lesson plans and other materials for multiple subjects, including literacy and math.

Being able to practice developing lesson plans and other activities in different subjects show my

ability to understand and teach different subject matters (TEAC Claim 1: Subject Matter). By

learning about the different subjects, and in developing lesson plans, I also learned about the

importance of professional and curriculum standards and using them as a foundation for a lesson

plan. It is essential to follow the curriculum and to build goals and learning objectives for

students based on curriculum standards (TEAC Claim 1: Subject Matter). In addition to goals

and learning objectives, an understanding of the range of curriculum standards developed my

however, during my time in this program I learned a lot more about the importance of effective

assessment, and how to be prepared to assess students with many different learning needs. The

program at Medaille provided with a foundational knowledge of many different assessment tools

and practices, as seen in the ELA Learning Segment and ELED Assessment and Instruction Plan

artifacts (TEAC Claim 2: Pedagogy, Best Practices for Diverse Learners). Similarly, an

understanding of assessments, make you aware of the principles of Culturally Responsive

Teaching. Throughout my courses at Medaille, I learned about culturally responsive

accommodations and assessments to support the learning needs of every student. For example, I

provided several different assessments in my ELA Learning Segment and showed an

understanding of Individual Education Plans (IEP’s) in Section Three of this Portfolio Project

(TEAC Claim 2: Pedagogy, Best Practices for Diverse Learners). Taking the time to learn and

reinforce these concepts further contributes to evidence of being a caring educator who prepared

for the diverse needs of every student (TEAC Claim 2: Pedagogy, Best Practices for Diverse

Learners, and TEAC Claim 3: Caring Educator). 

Before my time at Medaille College, I had an understanding of technology and was

proficient in using different technological devices. However, during my studies at Medaille, I

gained a new understanding and perspective of technology and its usefulness and importance in

education. I have learned about many different technological tools and resources that will benefit

my teaching, my student’s learning, and communication with parents. This can be represented

most clearly in the creation of my Weebly Teacher Website where I show my ability to create

content that enhances student learning, provides student and parent resources, and a very easy

way for students and parents to contact me through a Contact Form. Gaining a new perspective
on how technology can enhance student learning in many different subject areas, and learning

how to teach students about internet and technology safety has made me a more prepared and

caring educator (TEAC Claim 1: Subject Matter, TEAC Claim 2: Pedagogy, Best Practices for

Diverse Learners, and TEAC Claim 3: Caring Educator).

Through observing instructors at Medaille, as well as observing and helping the teachers

in my field placements, I learned a great deal about the importance of classroom management. In

several of my courses at Medaille, I learned about educational theorist Harry Wong and the

importance of setting classroom policies and procedures in place for students. I further learned

that these procedures and routines are a proactive way of managing behavior in a classroom,

instead of reacting with classroom discipline (Wong, 1998). This was further reinforced in being

able to observe teachers put those methods into practice my having procedures for bathroom

breaks, needing a new pencil, participation, morning routines, and transitions between subjects,

lunch, and recess. As well, I learned about how classroom management can enhance learning

because students will feel they are learning in a safe and organized classroom environment with

procedures and policies in place. Taking time to develop and practice these policies and

procedures with students will help me to be a caring educator (TEAC Claim 3: Caring Educator).

Having teachers as an example, and continually learning about these classroom management

strategies has made me a more prepared, and proactive educator (TEAC Claim 2: Pedagogy, Best

Practices for Diverse Learners). Although I have been exposed to many facets of classroom

management, I am prepared to cultivate a better understanding and practice of classroom

management through more in-school experiences and in the classroom. My goal is to continually

optimize and improve my classroom management skills as I gain even more experience and

practice in classrooms. 
Readiness to Become a Teacher

Through my experience at Medaille College and in the field, I feel that I am well

equipped and well prepared for teaching. Although teaching and professional development are a

constant process, I feel I am well equipped with the knowledge and tools necessary to be an

effective teacher and to be able to adjust my pedagogy and practices as necessary. I feel have had

thorough practice to be able to effectively apply what I have learned about planning, instruction,

assessment, technology, and meeting the needs of diverse learners. Through several of the

artifacts in Section Three, I have shown that I can understand and apply curriculum standards to

the lessons I teach, integrate technology through teacher-created websites, and differentiate

instruction as necessary. Knowing the curriculum standards and being able to develop learning

objectives based on these standards gives me confidence in my instructional abilities. 

Similarly, because of my familiarity with the curriculum standards, I am confident I can present

information and content in a lesson or assignment for students. Through my studies at Medaille,

and in the development of lesson plans for different subjects, I have developed a deep knowledge

of the different learning areas to be able to present and teach this content in an effective manner.

This will be done through engaging student interest and drawing in the learner to focus their

attention on the subject at hand. Having repeatedly practiced this skill throughout my

experiences in the Medaille Education Program, I feel that my educational portfolio strongly

demonstrates my ability to engage and effectively teach students. This aligns with an essential

Medaille TEAC Claim 1: Subject Matter. Through other artifacts like the Annotated

Bibliography or the IEP Analysis, I have shown my ability to research professional articles

related to educational practices, as well as be familiar with IEP’s and assistive technologies to
help diverse learners in the classroom (TEAC Claim 2: Pedagogy, Best Practices for Diverse

Learners). I have also demonstrated my ability to adjust instruction and show that I care about

student’s background knowledge and cultural assets as seen in the ELA Learning Segment and

ELED Assessment and Instruction Plan artifacts (TEAC Claim: Caring Educator).

           As a teacher, my goals are to provide a safe and inclusive learning environment with

procedures and policies that help to prevent bullying and discrimination as we learned in the

Dignity for All Students Act (DASA) course (TEAC Claim 3: Caring Educator). I want to

provide a positive school experience and help students take ownership of their learning in the

classroom and at home. I also want to model the school or school board's mission and vision

statement in my teaching – wherever I end up teaching. I think it is important as an educator to

be passionate about learning all subjects. I want to do this by continually learning and adjusting

my instruction of all subject matters to effectively teach content to students (TEAC Claim 1:

Subject Matter). An additional quality that I possess to be able to adjust instruction and

assessment to diverse learners is being flexible and willing to adapt. This not only involves

adapting on the spot because an activity isn’t working, or students are not grasping the content as

originally planned, but also constantly reflecting on what went well, or what could have been

improved for the next day, or next lesson (TEAC Claim 2: Pedagogy, Best Practices for Diverse

Learners). 

           In addition to adjusting instruction, it is also important that teachers collaborate to better

inform their instruction. Seeking guidance and collaboration with master teachers and experts in

the field is an essential habit and characteristic of an effective teacher, and essential in becoming

a master teacher. This is especially true in collaborating and working together with parents,

Special Education teachers, and the community in meeting the needs of diverse learners (TEAC
Claim 2: Pedagogy, Best Practices for Diverse Learners). Likewise, I think it is important for an

educator to take initiative in continually learning by attending conferences and participating in

educational research. These aspects align with the TEAC Claim of being a caring educator as it

shows initiative and dedication to teaching, and to constantly improving instruction for students

(TEAC Claim 3: Caring Educator). 

Conclusion
 

This section aimed to highlight the areas of teaching, practices, pedagogy, and

professional dispositions in which I have excelled, and the areas in which I need to further

develop and grow, to become a master teacher. As well, this section demonstrated my ability to

reflect on my educational experience at Medaille College, how I have met the TEAC Claims, and

discussed how I possess the skills necessary to be a caring, and effective educator. This section

has also examined the skills and assets that have been attained after working on this portfolio

project, and throughout my teacher education experience. Section Six, to follow, will look at my

preparedness for the future, to demonstrate and discuss, in the form of a mock interview, my

strengths, and readiness in becoming an educator, and the background knowledge and skills I

possess. 

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