MSED Elementary Portfolio Project

Alexa Marie Castaldi

July – 27, - 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

Alexa Castaldi
Alexa Castaldi
Medaille College Graduate Student

______________________________
Dr. Susan Dunkle
Project Director
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Table of Contents

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

Section Two: Teacher Candidate Background Experiences……………………………… 12

Section Three: Teacher Candidate Artifacts……………………... ……………………… 31

Artifact #1: ELA Learning Segment

Artifact #2: Science Professional Development Video

Artifact #3: Diversity Essay

Artifact #4: Pecha Kucha Presentation

Artifact #5: Google Classroom

Artifact #6: Weebly Teacher Website

Artifact #7: Cyber Safety Presentation

Artifact #8: Child Abuse & SAVE Workshop Certification

Artifact #9: Singapore Case Study

Section Four: Alignment to Curriculum & Professional Standards ……………………….. 118

Section Five: Teacher Candidate Reflection..………………………………………………. 138

Section Six: Teacher Candidate Interview Video…………………………………………... 146

References…………………………………………………………………………………... 151
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Section One

Teacher Candidate Introduction to the Elementary Portfolio Project

Introduction

“A man’s mind, stretched by new ideas, may never return to its original dimensions”

(Olivier Wendell Holmes Jr., n.d). The desire to aid children in their success with education is

one of the fundamental reasons as to why I am passionate about becoming an educator. The unity

and foundation that lies within a classroom, along with the unconditional love of pedagogy has

allowed me to fuel my passion in the field of education. There is nothing more rewarding than

being able to assist our youth in their success of learning and overcoming obstacles they may

face in the classroom, or in their life.

The opportunities that I have experienced thus far within the education system have

provided me with an abundance of resources and tools that will be valued within my career.

Through my experiences as a young adult, I have been able to begin to define my craft through

volunteer and work based experiences. Included in these experiences lies a student support

volunteer, a Closing the Gap tutor for the HWCDSB, public speaking judge, system wide science

and engineering fair judge, and a district training lead for a large scale company, Saje Natural

Wellness. Each of these different environments has contributed to my personal and professional

growth. Having these experiences has allowed me to craft the artifacts, philosophies, and

functional understandings that are deemed necessary for the completion of this education

portfolio.

Through the different experiences outlined, I feel as though I have developed essential

skills in literacy, technology, instruction and assessment, closing achievement gaps in working

with students with exceptionalities as a tutor, student engagement, and planning. This
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educational portfolio will be a representation of the skills and resources I have obtained, as well

as an accumulation of the practical experiences alongside the philosophical practices that

demonstrate my pedagogical awareness and reediness to fill the role as an educator.

Portfolio Overview and Rationale

Within this portfolio, you will find an educational outline of my best work completed

during my time at Medaille College in the Master’s of Science in Elementary Education

program. In this portfolio, there will be assignments used that will be referred to as artifacts.

Through these artifacts, you will be able to examine my understanding and the importance of

planning, instruction, assessment, and my use of technology in the classroom. As you read about

my experiences and the personal philosophies I have developed along the way, you will have an

understanding of the importance I hold on culturally responsive teaching with the inclusion of

diversity. I find it extremely important to pay close attention to this because educators should be

able to create an environment where students feel comfortable and included within their daily life

at school.

You will find included in this portfolio some of the strategies that I use in the classroom

that surround my teaching style in regards to classroom management. One of the more important

aspects, in my opinion, in this portfolio surrounds the uses of professional collaboration and

development. I find these two aspects extremely important because not only are schedules

constantly changing daily, the collaboration amongst teaching partners helps keep a positive and

supportive environment for all parties involved. Not only are there teaching partners within

different grade levels, there are professional specialists such as Reading Recovery teachers,

SERT (Special Education Resource Teacher), and speech pathologists to aid teachers in their
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professional development. Professional development remains important because new techniques

and methods are constantly being introduced for inclusion in curriculum.

Lastly, in this portfolio you will find the integration of curriculum standards to meet the

needs of learner accommodations. Within lesson plans used, for students who need modifications

or accommodations in place, the curriculum standards help guide their individual education plans

of what is considered attainable for them to be able to succeed within their current grade level.

This portfolio is a representation of my preparedness in displaying what I have learned to

highlight my passion and enthusiasm to be in the field of education as an educator.

Portfolio Section Development

Throughout the development of this portfolio, I have included the resources, tools,

and experiences I have found to be integral in the growth of my skills and knowledge in the field

of elementary education. During the first section of this portfolio, you will be introduced to what

I believe are and should be the best teaching practices, theories, and the experts in the field that

have inspired and supported my passion of education.

As we move into the next section, Section Two will outline the related educational

experiences gained within my time as a classroom support volunteer, Closing the Gap tutor, a

district training lead, and the many professional development days surrounding literacy and

numeracy development in the classroom.

In Section Three, you will be presented with the pedagogical and material evidence that

supports my development of skills and knowledge that have prepared me to teach in an

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elementary classroom. This will be supported by best teaching practices, skills, professional

dispositions, and attitudes that are deemed essential to become a professional teacher.

In Section Four, will be a presentation of my knowledge and ability to align curriculum

and professional standards to daily work and responsibilities that are expected of an elementary

school teacher.

As you move into Section Five, you will begin to read a reflection of the project from my

point of view. This will demonstrate my skills and abilities of what a reflection entails. As part of

this reflection process, I will reflect upon the experiences I have acquired in developing this

portfolio along with the experiences detailed within it.

Lastly, this brings us to Section Six where you will be able to view an interview that will

showcase my work and my ability to make connections to an interview simulation where I will

answer specific questions that may be asked within a real professional interview. These

connections will surround the use of my portfolio artifacts, professional standards, skills and

strategies learned and obtained, and my professional dispositions within the field.

Theories, Theorists, & Experts in the Field of Education

As we move into this section of the portfolio, the theories and theorists that have shaped

my perspective and philosophy of education play a very important role in to what I believe to be

the foundations of education and what is needed for a successful classroom. When it comes to

the environment we put our students in, the classroom is always evolving and changing in many

different ways. It is equally as important for teachers and students to be able to adapt to these

changes quickly in order to ensure that the progression-taking place is successful. Every teacher

that I have worked alongside or under has always made it very clear that in order to become a
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successful educator, agility is an extremely factor to have mastered. Now that we have

established the importance of these theorists, let’s introduce a few that have been impactful in

my growth as an educator.

The first theorist that has helped shape my philosophy of education and the system it

provides is Jean Piaget (1936). Jean Piaget’s theory focuses on different stages of children and

their development. This theory is also known as the stages of cognitive development. The four

different stages include; sensorimotor, preoperational, concrete operational, and formal

operational. His theory surrounds the notion that children move through these four stages

building upon their schema of what logic and experience entail. Not only is this important for

individual development, but his theory also outlines the importance of experience versus strictly

being taught information. Having the difference between the two, this allows students to take

tangible curriculum and retain it based on what they experienced during the lesson. This can be

seen through,

Discovery learning and supporting the developing interests of the child are two primary

instructional techniques. It is recommended that parents and teachers challenge the

child’s abilities, but NOT present material or information that is too far beyond the

child’s level. It is also recommended that teachers use a wide variety of concrete

experiences to help the child learn (e.g., use of manipulatives, working in groups to get

experience seeing from another’s perspective, field trips, etc) (Huitt & Hummel, 2003, p.

2).

This theory has been integral in my teaching experiences because I feel as though students learn

and retain more information when they are able to experience it for themselves. The subject that

I find this most useful for is mathematics. I find the minds of our youth need tangible
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manipulatives to visualize the lessons being presented and having them experience what they are

computing further develops their understanding of concepts. I want my students to be able to

experience education rather than being force-fed information that is not retainable, yet interesting

enough for them to want to retain. Following Piaget’s (1936) theory in the classroom allows for

success and individual levels rather than a systematic incline for all students.

Next, we move to Lev Vygotsky’s Zone of Proximal Development (1962). Alternatively,

both of these theorists don’t traditionally work hand in hand, but with my students, they do. The

difference between the two is that Piaget (1936) focuses on processes and structures whereas

Vygotsky (1962) focuses on the importance of culture and social interaction. The use of

Vygotsky’s theory is important with student development because it focuses on the social

environment in which they learn and the importance the impact has on their thinking of how and

what they think about. In this theory, the basic cognitive processes of attention, sensation,

perception, and memory intertwine to allow the experience in their environment to provide

cultural responsiveness. His theory can be described through,

Vygotsky (1962) introduced the concept of ZPD to criticize the psychometric-based

testing in Russian schools. The traditional testing reflected only the current level of

learners’ achievement, rather than learner’s potential for development in future .The zone

of actual development (ZAD) does not sufficiently describe development. Rather, it

reflects what is already developed or achieved. The level of assisted performance in ZPD

highlights the potential for emerging behavior and “tomorrow of development (Shabani,

2010, p. 239).

Using Vygotsky’s theory as part of my teaching style allows my students to be able to

understand that there is a richness that is part of a sociocultural environment. I find it integral for
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students to be able to expand their knowledge with levels and speed that they are comfortable

with doing in order to aid them with their success. Some of the many lessons children learn when

they are at school do not just come from what the teacher is teaching them, they learn from their

peers as well. Being able to implement what they learn socially and academically can only aid

them in their development rather than hinder it.

The last theorist that I feel has played a crucial role in how I understand a classroom

should be operated is Harry Wong (1991). His theory focuses heavily on establishing routines in

the classroom early in the school year to ensure efficiency and success (Wong, 1991, p. 1). The

routines that happen repeatedly and those students can come to expect are known as procedures,

which are the ways students carry out these routines. The reason having classroom management

routines and procedures is so important is because it allows the energy the teacher is giving to be

focused on teaching rather than disciplining. These routines and procedures should be taught to

the point where they become automatic, yet customizable for each classroom seeing as different

routines work for different sets of students. Harry Wong refers to this as, “Classroom

management refers to all of the things that a teacher does to organize students, space, time, and

materials so that learning can take place. This management includes fostering student

involvement and cooperation in all classroom activities and establishing a productive working

environment “ (Wong, n.d, p. 1).

From my experiences, when teachers try to discipline their students after a few months

have passed within the year, the respect becomes difficult to obtain at that point because the

standards have not been set. As important as the other two theorists have been in my personal

development, Harry Wong’s theory on classroom management has been extremely helpful due to

the fact that I can see how important structure is for students and even adults. Having this
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structure sets expectations that are not unattainable, yet productive in their functioning while

they are at school. Using this theory in the classroom is important because it teaches students

responsibility without it being built in a lesson plan for them to learn.

Conclusion

The field of education is much more complex than most people think, educators are

molding future professionals. Being an effective educator means that one must have the passion,

drive, determination, care, and enthusiasm to educate the youth of today. With the examples of

theories used listed above, teaching requires precision and application within the methods being

used. Teachers have the responsibility of creating an environment where students feel

comfortable growing and adapting every single day of their life. There are so many more lessons

to learn than what lies in the curricula.

Alongside this, the awareness of culturally responsive teaching and different capabilities

of students becomes important to examine when preparing your students for success. It is

important for teachers to understand that the learning style of one student may not be as effective

for the learning style of another student. Creating an engaging atmosphere where all students are

able to participate is a true skill.

Based on experiences, teachers need to have a sense of agility when it comes to their

everyday life in their classroom because each day differs from one another and to be able to

grow and adapt only allows for opportunities to take place. Our youth of today need educators

who have natural gift to make a difference, educators that help them reach their fullest potential

no matter the path that needs to be taken. Being a successful educator does not mean that you

have the smartest students, it means that you have students that are willing to try, fail, get back
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up and do it all over again. I feel as though this portfolio will outline my preparedness in all of

these factors of what make a successful educator based on the artifacts and experiences that will

be showcased.

[Back to Table of Contents]

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Section Two: Teacher Candidate Background Experiences

Introduction

Within this section of the portfolio, you will be presented with my educational and work-

based experiences that have assisted in the preparation of becoming an elementary school

teacher. Outlined are the experiences in my fifth grade classroom, the experience as a student

support volunteer, and my work-based experiences as a District Training Lead for Saje Natural

Wellness and a Closing the Gap Tutor for the Hamilton Wentworth Catholic District School

Board. Both the volunteer and work experience as a full-time tutor has provided the foundational

resources needed to be successful as a future educator. Medaille College has been an integral

component in fueling my passion as a student in the Master’s of Science in Elementary

Education program. Another aspect of this section is my philosophy of education and my

resume. The experiences outlined within this section allow you to have a deeper understanding

of my potential and desire to be the best educator I can be.

Teacher Candidate Educational Background and Work Experiences

The school years previous to my fifth year, I knew helping people made me feel like I

was able to make a difference, and I thought I wanted to be a teacher when I grew up, but my

fifth grade teacher solidified that this was the career for me. The love and care that Mrs. P

brought to her class made all of her students feel loved every single day. As a student, my grades

were always very good. I was lucky enough to come from a household where my parents were

very involved in my education journey. I was able to get the love and support at home, whereas

there were children in the class whom did not have the same experience. Mrs. P understood how

to give these students maternal love, without hindering her professional role. One of the main

reasons that Mrs. P allowed me to know that I wanted to be an educator is when she pushed me
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to my fullest potential. Even though I had good grades, and was raised to be respectful at all

times, she saw something in me and pushed for that potential to come through. Our class was

never allowed to say that we weren’t capable of doing something, because we all could. Even

though our capabilities might have differed, we were all willing and trusted that she had our best

interests in mind when we might have doubted ourselves in the process. Her classroom

environment is what I aspire to create for my students. Were there times where we feared she

would be disappointed in us academically, yes, but that was because we never wanted to let her

down and we worked that much harder to succeed. Success in her classroom wasn’t measured by

grades, it was measured by growth. As long as we were further along the path than when we

started, she remained proud. The length of growth did not matter because as long as we were

determined to grow, that meant we understood the lesson. There is a quote by Maya Angelou

(1928) that has always allowed me to reminisce of the feeling I had in Mrs. P’s classroom, “I’ve

learned that people will forget what you said, people will forget what you did, but people will

never forget how you made them feel” (Angelou, 2003). After being in Mrs. P’s classroom when

I was young and being an adult now, this quote is so important to me in my daily life because I

aspire to have my students feel comfortable, loved, and safe in my classroom. Education is not

always about curriculum; there are many life lessons that can be learned along the way. This is

something I hope to be successful with as a future educator.

After the many positive experiences I had with wonderful teachers at my elementary

school, I now knew that teaching was the career for me. When I entered high school, specifically

after my grade 11 co-op class, I was able to experience a classroom setting and how it functions

after volunteering for that class. Mrs. T was one of the teachers I created a professional

relationship with while I was completing co-op. After the course was completed, I knew that I
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couldn’t wait until I was a teacher to be back in a classroom, so I asked her if I would able to

volunteer with her in her class. I was willing to do anything and everything she wanted me to do

in order to help her. Little did her and I both know that she would later become one of my

mentors. She welcomed me with open arms and showed me everything she had learned in her

time as a teacher. From organization, classroom management, engaging lessons, and planning to

excitement, fun, love and care with her students, she showed me how being an educator truly

makes a difference.

Until this point, I knew I wanted to be a teacher and what the job entailed, so I thought.

Mrs. T was able to teach me the meaning behind being an educator. It wasn’t until after my time

with her that year in her class that I viewed educators the same way I did athletes. Athletes are

born with a natural talent and skill. I believe that successful educators are born the same. It takes

a natural gift to be able to create a positive impact on the lives of the youth in our classrooms.

Mrs. T invited me with open arms and allowed me to be a part of her classroom. I was able to

interact with students, support with guided practices, and help grade assessments the students

created in order to understand if the criterion was met. Not only was Mrs. T able to show me

how difficult it can be to be an educator, she also showed me how to overcome and prepare for

the challenges ahead. I will always remember the experiences she gave me and I could only hope

to be as successful as an educator as she was for her students.

As a young adult within my undergraduate career, I remained involved in the education

community as a classroom support volunteer, and alongside volunteering; I was working part-

time at a health and wellness store named Saje Natural Wellness in a nearby mall. I started as a

seasonal employee and was given the opportunity to become a permanent part-time employee

based on the skills I was displaying. Shortly after being kept on the team, I was offered a position
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to become a member of the management team. At this point, I never thought being a part of the

management team was something I wanted, but I decided to give it a try. As the next year passed

being in this role, I was able to learn how to build my communication skills amongst a group of

adults, which was differed than the skillset I was using with young children. This role challenged

me in ways I never thought I needed. Creating the structure a retail environment needs with the

team involved was not as easy as I thought it would be. Once I became comfortable being in this

role, the district manager asked me if I would interview for the district training lead position for

our region. After interviewing, I was successful in obtaining the role and this position challenged

me in new ways. These challenges were with a different demographic of people, but it was closer

to my passion for education. I was creating training plans for new employees in the company.

With these training plans, I would go to selected stores and educate employees on the benefits of

the products we were selling. At this point, any opportunity that came forward that would benefit

me in some way in my career as an educator, I took. Looking back to the experiences within this

role, it was very reminiscent of an educator in the sense of the training plans being like a lesson

plan and executing the training plan to employees being like teaching our students the lesson

plans we have outlined. Ultimately, I am extremely grateful for this experience because I was

able to be challenged and grow in ways I couldn’t imagine and this has helped me prepare

myself for the challenges that will come forward in my future classroom.

Through my experience working for the HWCDSB as a full-time tutor, I was given an

understanding of the importance of diversity in teaching and how important it is in making an

impact in student development. This has been my third year in this position and each day fuels

my passion in becoming an educator. Our program focuses on closing the achievement gaps in

students who are falling below Ontario standards for their grade level in preparation for our
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standardized testing, EQAO for third and sixth grade students in literacy and numeracy. The

school I work in is considered an Equal Opportunity school, which means the students come

from underprivileged families who require additional support through the extensive programs the

school can offer them. There are five programs that we facilitate for our students: Activate Early

Learning, Initiate Early Literacy, Reaching Readers, Literacy and Numeracy preparation for

EQAO in third and sixth grade. Students are chosen in collaboration with the classroom teacher

to ensure the appropriate students are selected for the program.

This program has been essential in building my skills to prepare myself for a future role

as an educator because it has provided extensive resources such as running records, Rigby

assessments, and PM benchmark assessments that have outlined how to properly assess students

in their literacy development. Each month, all of the tutors in the different Equal Opportunity

schools gather for professional development days where Literacy and Numeracy consultants

present new and innovative ways to engage and support our students in the appropriate areas

needed. These professional development days have allowed potential future educators to

collaborate in creating effective ways to engage our students. As we discuss the different

experiences at each school, we understand the importance of behavior management.

Our sessions with each student only last twenty minutes and it is crucial to be able to

develop strong skills in behavior management because there is opportunity for time to be wasted

if the management is not developed by the tutor. After the professional development days have

been completed, the tutors return to their schools and we continue to grow our teacher-tutor

relationships with the classroom teachers. Alongside behavior management, collaboration with

the school staff is equally as important because it builds trust between colleagues in focusing on

the progression of the student involved. Having this experience has taught me how to be a part of
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a multidisciplinary team, which is something that will be extremely useful when I am working in

a school in the future.

Being immersed in this program has allowed me to understand the importance of literacy

and the connection it has to all the other subjects. I have learned that students are willing to learn

anything as long as there is trust. The relationships I have been able to build with my students

have impacted not only them in their growth, but also my growth as well. I feel as though having

this experience has supported my desire to be an educator and it has allowed me to retain the

information that is integral in the development of the youth of today.

School Observations and Classroom Application

During my time at Mother Teresa Catholic Elementary School, I was able to observe

students in multiple different grade levels ranging from Kindergarten to seventh grade. An

amazing component to this school is the teachers within it. Even though the grades I experienced

ranged in different ages, all of the teachers seemed to emphasize their importance on classroom

management tools in order to facilitate student learning in a respectful manner. Naturally, there

are going to be times where students become more rambunctious than others, but the teachers at

Mother Teresa constantly made an effort to manage their classroom in the best way they could.

Being a part of these experiences has shown me and allowed me to understand what best

practices in the classroom look like. Prematurely to my philosophy of education, I strongly

believe in having classroom management and creating a structured environment for students.

One of the methods of management was the use of a bell. I find this the simplest, yet one of the

most effective techniques in retrieving student attention. Many of the teachers I observed under

used this technique seamlessly with their students and it remained an important part of their daily

routine in the classroom. Connecting this to experts in the field, Harry Wong (1991) is a theorist
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that employs the importance of routine and management tools in the classroom. Included in these

classroom management skills lies the importance behind student capabilities. Wong

demonstrates this when he says, “Treat students as though they already are what they can be, and

you can help them to be capable of becoming what they will be” (Wong, 2017). Classroom

management connects this to what Harry Wong says because management amongst students

does not mean they are not capable, to me, it means that it allows students to focus on what they

need to in becoming the best version of themselves. Having students believe that they are not a

“work in progress” is so important because it removes any discouragement they may feel

towards themselves. As educators, we should want our students to know how great they are, not

have them feel that they need to be better to be loved.

Building off of this positive experience, I was able to draw upon my further experiences

at St. Michael Catholic Elementary School, where I currently work as a Closing the Gap Tutor.

In having this experience, I have been able to observe areas that could be improved in terms of

teaching with diversity in mind with behavioral students. I strongly believe that each student

needs individual attention, as much that can be given to him or her, so they are engaged fully in

their studies. One of the teachers I worked with, I was able to observe their style of teaching in

relation to their philosophy application. In this classroom, there were a handful of students that

needed individual education plans, as well as an educational assistant to support students with

behavioral needs. In having this experience and working closely with the students needing

attention addressing their behaviors, I have been able to observe areas for improvement in this

teaching style. What was discouraging from what I observed was that the students that needed to

be in a classroom with diversity and attention to needs, they were not given the opportunity.
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As much as I think the teacher did their best in working with this group of children, I also

think that education goes further than just reciting curriculum. Having a classroom with this

environment creates similar experiences amongst all students, which for me, makes it difficult to

understand because I believe in allowing students to have different experiences based on how

they learn. I have pulled this notion from Jean Piaget’s theory of the different stages of cognitive

development (1936) where students use their schema to build their knowledge of experiences

based on what they are learning. I have been able to understand this through,

Piaget emphasized the importance of schemas in cognitive development and described

how they were developed or acquired. A schema can be defined as a set of linked mental
representations of the world, which we use both to understand and to respond to
situations. The assumption is that we store these mental representations and apply them
when needed (Piaget, 1936).

Given this experience, I feel as though I have a better understanding of what is needed in order

for the students to remain successful in their journey of education. I will be further outlining the

application of this observation in my classroom application portion of the portfolio.

For the classroom application portion of this portfolio I feel as though I have had the

opportunity to be able to practice what it will be like when I am a future educator. Being able to

experience great classroom management by teachers at Mother Teresa Catholic Elementary

School, I feel as though I was given the chance to implement my own style of classroom

management, other than the use of the bell. One of the main applications that I have had practice

in is creating centres. In one of the seventh grade classes I volunteered in, I was able to create

centres that had timely use so students were able to self regulate their work during the day. The

classroom teacher and I created a relationship based on trust with the student’s best interest in

mind and they gave me the opportunity to put what I thought I could implement to use.
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For example, one of the centres focused on completed work. For the students that

completed work at a faster pace than others, this centre was filled with curriculum-based

activities that varied in the different subjects they were studying. The classroom teacher would

collect these activities when they were completed and use them as an informal assessment to

gauge student understanding of the different materials. This was a great way to identify any gaps

within their lessons to see what could be added to strengthen knowledge obtained. Having the

trust from this teacher made me feel like I was able to make a difference with my students. I

understand that there will be students that are capable of moving ahead, students who remain on

task in a timely fashion, and students who feel like they are falling behind. Knowing this, I never

want to create a classroom environment where I feel like all of my students are not getting the

attention they need. Focusing on this statement leads me to my next section of classroom

application in St. Michael Catholic Elementary School.

When I am fortunate enough to have my own classroom one day, I am eager to apply

what I have learned in both of these opportunities in being in different school environments.

Being a tutor at St. Michael’s, I have been given the extensive opportunity to work with students

who have behavioural needs in the curriculum. I can distinctly remember working with two

students for the duration of a whole calendar year that needed the extensive help with their

behaviour in a classroom. Before I was able to build my strong relationships with these students,

the classroom teacher and educational assistant working with these students could not understand

why they were misbehaving. To put it in to perspective, both of these students academically were

very strong, so strong to the point where they were learning curriculum past their second grade

levels. Both students struggled with their social interactions throughout the day.
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When I began working with these students, as well as the rest of the class, I noticed that

their desks were always isolated on an “island” which is what the classroom teacher called it.

The teacher used this method to punish negative behaviour amongst students. The more I was in

the classroom; the more I noticed that these two students wanted to feel like they were part of the

class rather than on their own. I also noticed that each time students were broken off into group

work or guided practice they would react negatively. It was at this moment that I understood

these students wanted to feel like they received some sort of attention from the classroom teacher

and educational assistant. One of the students was specifically assigned to the educational

assistant so I was able to work closely with them in understanding this student’s patterns of

behaviour. Alternatively, the other student did not need this extensive help so they spent most of

the day secluded and minimally trying to integrate themselves in social situations.

In forming these relationships with these students, I knew I had to build trust. I would do

this by making sure I gave them the option to work with me and come sit at my table. This then

became a daily routine of working together on assigned work and simply allowing them to sit

with me. After a few weeks of doing this, I would ask them if they were comfortable in inviting

some “friends” to sit with us. I use this word in quotations because for each student I would

speak to, I would refer to their classmates as friends in order to bring forward the concept of

inclusion. This began with one friend, then a second, and then a third. Once we were able to

integrate more students at our table, their social skills would grow. This allowed them to be

academically inclined, as well as socially. The pattern I began to notice is that the stories they

would tell me would include more friends on the playground, there would be less behavioural

outbursts during guided practice and these students would be able to work together rather than

act out. The final result ended in these two students being able to have their desks moved into
MSED ELEMENTARY PORTFOLIO PROJECT 22

groups with the rest of the class and ultimately a control on their behaviour during lessons and

work time. Having this experience challenged me in so many ways that I never thought I needed.

Having the trust from these students made me feel like I was putting my hard work to good use

in aiding them to be the best versions of themselves. As much as teachers are in the classroom to

educate students, there are so many lessons that our students teach us that grow us for the better.

Philosophy of Education

The School

When it comes the mission of the schools educators are a part of, in terms of mechanics, I

strongly believe that first and foremost, the main concern should be the safety of the students

within in. Not only should schools be secured, they should have visual monitoring to ensure that

students can come to school safely and leave safely at the end of the day. Depending on whether

the school is in a Catholic board, I also believe that the mission of the school is to include faith in

the daily, weekly, and monthly practices of the routine. I believe it is important for a Catholic

school to begin and end the day with a prayer over the announcements and have teachers

incorporate prayer into their individual functions such as grace. Alongside all of this, I also

believe that it is the schools mission to have an administrative staff that is supportive of the same

goals and needs of the school they work in.

A school can mean so much more to students than simply a place to learn. It can and

should be a place of support and care for each individual. The selection of teachers within the

school is important to be able to meet the needs of the different demographics of students that

will be a part of their class. Depending on the type of school, it can be a melting pot to so many

different cultures and socioeconomic backgrounds. The school is responsible in ensuring that the
MSED ELEMENTARY PORTFOLIO PROJECT 23

staff and programs that run remain inclusive to all demographics involved. Student should have

the desire to want to come to school, so the mission of each is extremely important to ensure this.

The Curriculum

In terms of the curriculum, I would not change the foundation of what is taught in schools

today when it comes to the subjects being learned. I find it extremely important for there to be a

focus on literacy and numeracy in the classroom because they are foundation blocks for other

subject areas. I definitely feel as though the content that is in the curriculum today should be

updated for the generation of students it is being taught to. When I say this, I refer to the material

being learned having a sense of relatability for students. The curriculum in each classroom

differs when it comes to the teaching style of the educator, but I strongly believe that students

should be able to leave school and apply what they have learned in any subject area to real life

experiences. For example, when it comes to mathematics, most students always say, “Why do we

need to know this? We’re never going to use it”. Most of the time they do not realize that they

can use fractions when they try to split a pizza, division to figure out what percentage they got on

their test, and volume formulas to figure out how much paint they need in order to paint their

bedroom.

When it comes to learning and applying the curriculum, Bloom’s Taxonomy (1956)

remains important for educators to follow because it determines the level of cognitive

understanding that the students have retained after the material has been taught. There are six

levels of the Cognitive domain of learning and they are: Knowledge, Comprehension,

Application, Analysis, Synthesis, and Evaluation (Bloom, 1956). Each level focuses on the

attitudes and feelings of the learner and it is important for educators to be able to understand

these levels to ensure students are fully grasping what is being taught. This can be applied to all
MSED ELEMENTARY PORTFOLIO PROJECT 24

different subject areas. The curriculum educator’s follow should be inclusive to the individual

needs of the students. Student needs in terms of modifications and accommodations remain

important to the curriculum being learned for students that need adjustments. It is the

responsibility of the educator to incorporate this into the teaching style for students that need

extra attention to their individual education plans.

Learning

Learning being one of the most important components to a school, deems itself to be

more complex than one may think. One of the most important educational theorists in my

philosophy of education is Howard Gardner (1943). Gardner invokes that there are multiple

intelligences when it comes to learning, specifically seven, including: linguistic intelligence,

logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial

intelligence, interpersonal intelligence, and intrapersonal intelligence (Gardner, 1999). I feel as

though if every teacher were aware of the different learners in their class, they would have much

more success with the growth of their students. With this, the current problems in learning deal

with the notion that not all students learn the same yet retain information the same. If Gardner’s

theory of multiple different intelligences (1999) were used more often in the classroom to

identify what is needed, students would be more prone to having the desire to learn because they

would be able to feel like it is something that is achievable.

Alongside Gardner (1943), I also believe that B.F. Skinner’s Theory of Operant

Conditioning creates a method of learning through rewards and punishments (1938). This

becomes important because it teaches students the association between positive and negative

behavior, which can lead to the association of negative behavior and consequences. Having

students become aware of the difference between the two is important in their functionality of
MSED ELEMENTARY PORTFOLIO PROJECT 25

daily life. Seeing that technology is such an important aspect of learning in the classroom,

Skinner’s theory (1938) can be applied in terms of a reward for students. Most schools have

IPads with educational programs installed and with exceptional behavior; students could be

given the opportunity to spend some free time on one. Understanding that technology is

extremely prevalent in our lives today, having it in the classroom allows students to feel a sense

of normalcy to when they are at home.

The Learner

When it comes to the grade level and age range of students that I would like to work

with, I feel comfortable and would be fortunate in teaching any level, but the age groups that I

would prefer would be either second grade or sixth grade. Even though there is a large age gap

between the two, those grades are the ones I have enjoyed the most from the experiences that I

have had. In second grade, there is a different level of attention that is needed between the

educator and student. I find the younger the students are, the more impressionable they can

become. Student development here is so important because educators have an influence on the

cognitive development of their students. In terms of foundation, I feel as if so much can be

accomplished with younger students because educators are instilling the learning blocks for the

rest of their educational career.

On the opposite side of this, sixth grade has a different relationship between students and

their teacher. Second grade makes a difference in the building blocks whereas I feel like

educators can help with the emotional relationship with their students in sixth grade. The

developmental needs here differ because the students are older and the responsibility of the

student remains higher. In this grade, I feel like there are more life lessons that can be taught to

help facilitate growth in different areas. Based on my experiences, I feel as though in this grade I
MSED ELEMENTARY PORTFOLIO PROJECT 26

have been able to make more of an emotional impact on the student’s lives. There is more

maturity in the students and they are able to build a relationship of trust with their educator in a

different way than a second grade student would. Seeing as I am female, the maternal instinct I

feel that I have can be applied to both grades, but in different ways. The importance within this

section for me focuses on making a difference. If an educator is not making a true difference in

some way for their students, are they performing their job correctly?

Assessment

When it comes to assessment, I feel as though there should be a balance between

informal and formal assessments. I am not a strong believer in having a dense testing assessment

routine. I do not feel as though students learn to their fullest potential in strictly memorizing

information. Even though I have this view, I do think it is important to incorporate testing at

some point in the learning segments because when students enter secondary and postsecondary

school, they will have to be familiar in writing tests because they will have to complete

examinations at the end of their terms. In my philosophy of teaching, I believe it is important for

educators to set their students up for success and this entails the reality of what students will

need skills for in their future grade levels. Simply because I do not believe testing is important or

fair, that does not mean that students will not encounter it at some point in their future

educational career. Any form of assessment is important for student growth because it remains a

gauge in their understanding of the material presented. Informally or formally, this allows the

educator to reflect on their teaching ability to close the achievement gaps that might have been

missed in delivering the lesson. Self-reflection in teaching is extremely important because we are

all human and we make mistakes, reflection allows for us to grow in our own skills, as much as

we expect our students to.

MSED ELEMENTARY PORTFOLIO PROJECT 27

Classroom Management

Classroom management, in my opinion, is crucial for successful student learning. I have

had the unfortunate experience of being in a classroom where there was no classroom

management tool used and the students suffered from it. Classroom management can teach

students so many tactile skills that they will be able to take with them and use at any point in

their life. One characteristic classroom management teaches, that I personally think is the most

undervalued by educators in the field, is self-regulation. Self-regulation allows students to make

decisions based on what they feel should happen. For example, having classroom jobs allows

students to use their sense of self-regulation and responsibility to create order and structure

amongst their peers. Another example would be creating money for the class. I have used this in

a classroom before and when you put a cost to something, such as pencils, extra assignments,

and erasers, it ensures that the students have a sense of accountability for the items they have and

if any have been misplaced, there is a cost to gaining them back.

The Teacher

The teachers in the school systems have such a large responsibility in making a difference

in the youth of today. I feel as though teachers need to possess certain personal and professional

characteristics to be a successful candidate. Some of these characteristics include compassionate,

patient, loving, respectful, empathetic, timely, responsible, and hard working. Molding and

shaping the lives of our future professionals has more weight and importance that non-passionate

educators might not understand. I believe that there are certain qualifications that are needed in

order to become an educator in the field. Firstly, I believe that an undergraduate degree should be

attained from an accredited university in a subject area studied in the basis of the curriculum
MSED ELEMENTARY PORTFOLIO PROJECT 28

being taught. After this is obtained, a bachelor’s or a master’s degree must be completed in

which a certification will be provided by the end of the program in order to be qualified to teach

in a school. Other than certification tests for international students, I also believe that before a

teacher is given a permanent position, a psychological test should be completed before the job is

given. Similar to the policing system, a test must be completed to ensure that the youth of today

are in the hands of a responsible and trustworthy adult. This is to ensure that no harm will ever

be done to a child and make sure that the mental strength of the educator thinks with rationale in

threatening situations.

Resume

Introduction

Below you will find my attached resume. Included in this resume will be my education,

all of my work and volunteer based experiences, and the skills and attributes that I feel I possess

in allowing me to be an educator in the field.

My resume.
Alexa Castaldi
22 Millpond Place, Hamilton, ON L8W 2W7
(905) 719-6852
[email protected]

CERTIFICATION: Seeking New York State Initial Certification in Childhood

Education Grades 1 - 6

EDUCATION: Master’s of Science in Education: Elementary Education 1 – 6,

December 31, 2020
Medaille College, Buffalo, New York
Current GPA: 3.9

Bachelor of Arts & Humanities – English and Cultural Studies,

June 2019
McMaster University, Hamilton, Ontario
MSED ELEMENTARY PORTFOLIO PROJECT 29

RELATED EXPERIENCE: Closing the Gap Tutor, St. Michael CES, Hamilton, ON,
November 2018 – June 2019
 Co-ran lesson plans with classroom teacher such as Guided
Reading and Guided Numeracy in order to bring students to
grade level according to the Ontario Ministry of Education
standards
 Supported students in working to successfully close
achievement gaps in Numeracy and Literacy throughout a
10 week comprehensive tutoring program
 Provided assistance with DRA (Developmental Reading
Assessment) in supplementing Running Records of the
student’s current reading capabilities for grade level

Pre- Student Teaching Experience, Saint Teresa of

Calcutta Catholic Elementary School, Hamilton, ON,
September 2015 – June 2018

 Volunteer for Junior and Senior Kindergarten and Grade 7

classrooms
 Assisted in reading programs; IEL (Initiated Early
Learning) and AEL (Activate Early Learning)
 Designed and created lesson plans for students with
Educational Assistant (EA) support

TECHNOLOGY: SMART Board, IPad, Chromebook, Classroom Response Systems

(“clickers”), Widgets

CO-CURRICULAR: Zumba Dance Fitness Instructor, St. Joseph’s Hospital, Hamilton,

ON
2014 – 2015

EMPLOYMENT: BestBuy Mobile & Smart Living Advisor, 2018 - Present

Saje Natural Wellness District Training Lead, 2017 – 2018
Saje Natural Wellness Team Leader, 2016 - 2018

VOLUNTEER: Public Speaking Honorable Judge, Hamilton Wentworth Catholic

District School Board, 2019

System Science and Engineering Fair Judge, Hamilton Wentworth

Catholic District School Board, 2019

EQAO scribe, Hamilton Wentworth Catholic District School

Board, 2018 – 2019
MSED ELEMENTARY PORTFOLIO PROJECT 30

Saje Natural Wellness Grassroots Education Event, Redeemer

University College Physical Literacy Summit, September 2017

Saje Natural Wellness Grassroots Education Event, Hillfield

Strathallan College, April 2017

References available upon request.

Conclusion

Section Two of this portfolio has allowed me to display my skillset based on the

educational and work-based experiences that have helped shape and mold me into becoming a

successful teacher candidate. Alongside this, these experiences have led me to Medaille’s

Master’s of Science in Elementary Education program. In reading my past background

educational experiences, you are able to understand the impact incredible teachers in the field

have made on students like myself. I hope that the positive experiences that I have been fortunate

enough to experience allow me to create the same environment in my classroom one day. I have

gained an extensive amount of understanding and knowledge in my work experiences as a

District Training Lead and a Closing the Gap Tutor for the HWCDSB. With this knowledge and

understanding, I have also gained tangible learning experiences in areas of behavior management

and collaborative teaching. This has allowed me to implement what I believe to be best teaching

practices with my students. Due to these experiences, and what I have gained during my time at

Medaille, I feel as though I am well prepared to take on the role of a caring and nurturing

educator. Within the next section, Section Three, I will be providing a collection of artifacts that

have been developed through my time at Medaille. With this, it gives you an opportunity to

examine the artifacts displayed demonstrating my knowledge, understanding, and future

potential.
MSED ELEMENTARY PORTFOLIO PROJECT 31

[Back to Table of Contents]

Section Three: Teacher Candidate Artifacts

Introduction

Within this section of my portfolio, you will find nine artifacts, which are a collection of

assignments completed during my time in the Master’s of Science in Elementary Education

program at Medaille. I feel as though these nine assignments demonstrate the skillset I have

developed and represent the knowledge I now possess as a teacher candidate. In sharing these

pieces, I believe that they speak to my ability to take on self-development opportunities, plan for

instruction, accommodate for various learning needs in my classroom, assess students, the use of

technology, and more that you will learn about as you continue to read through. All of these

artifacts have allowed me to create an inclusive classroom environment by learning and

incorporating the necessary accommodations and modifications for my students.

The artifacts included are listed as follows: An ELA learning segment that includes three

lesson plans outlining and identifying story structures for students in the third grade. After my

ELA learning segment, I have included a science professional development video, which outlines

how to conduct an experiment of a rain cloud to a class of students. As we continue on with the

artifacts, we are presented with an essay on diversity that covers inclusion based on ethnicity and

gender roles in the classroom. This reflection paper was specifically important to me because it

allowed me to dive deep into these functioning aspects of the classroom and highlight the

importance of these topics for our students. Next, we have a Pecha Kucha presentation on

Autism Spectrum Disorder that brings awareness and representation to students with needs

similar to this, specifically in their individual education plans. As we lead into the following

artifacts, we come across technology artifacts that include a Google classroom, a Weebly teacher

website, and a cyber safety presentation. These technology artifacts demonstrate my

MSED ELEMENTARY PORTFOLIO PROJECT 32

understanding and creativity in the technological skills I possess in order to maintain the use

within the curriculum in my future classroom. Towards the end of this section are the Child

Abuse & SAVE workshop certificates that are included to represent validation of my

understanding of these topics within schools in New York State and Ontario. Lastly, we have a

Case Study paper on the education in Singapore to teach us the differences in their education

system versus ours in terms of what is successful and what isn’t. These are important because it

solidifies my understanding in identifying unsafe and dangerous circumstances elementary

children may be a part of. Lastly, we have a case study on the education system in Singapore that

will be created at a later date in another course.

MSED ELEMENTARY PORTFOLIO PROJECT 33

Artifacts & Rationales

Artifact #1: ELA Learning Segment

Connection to Standards

INTASC
Standard #2: Learning Differences. The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning environments that enable each
learner to meet high standards.

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and creates learning experiences that make
the discipline accessible and meaningful for learners to assure mastery of the content.

DOE Standards
Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

CAEP Standards
Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.

Ontario Teacher Ethical Standards

Care
The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.
Integrity
Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual
reflection assists members in exercising integrity in their professional commitments and
responsibilities.

NYS Code of Ethics Standards for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of
each student.

Principle 2: Educators create, support, and maintain challenging learning environments for all.

Principle 3: Educators commit to their own learning in order to develop their practice.
MSED ELEMENTARY PORTFOLIO PROJECT 34

NYS P-12 Common Core Learning Standards

New York State Standards: NY 3R7: Explain how specific illustrations or text features
contribute to what is conveyed by the words in a text.

New York State Standards: NY RL 2.5: Describe the overall structure of a story, including
describing how the beginning introduces the story and the ending concludes the action.

ISTE Standards for Teachers and/or Students

The Teacher:
Collaborator- Educators dedicate time to collaborate with both colleagues and students to
improve practice, discover and share resources and ideas, and solve problems.

Designer- Educators design authentic, learner-driven activities and environments that recognize
and accommodate learner variability. 

Analyst- Educators understand and use data to drive their instruction and support students in
achieving their learning goals.

ILA International Literacy Association Professional Standards

Standard 1: Foundational Knowledge- Candidates understand the theoretical and evidence-based
foundations of reading and writing processes and instruction

Standard 2: Curriculum Instruction- Candidates use instructional approaches, materials, and an

integrated, comprehensive, balanced curriculum to support student learning in reading and
writing.

Standard 3: Assessment and Evaluation- Candidates use instructional approaches, materials, and
an integrated, comprehensive, balanced curriculum to support student learning in reading and
writing.

CEC Standards
1. Maintaining challenging exceptions for individuals with exceptionalities to develop the
highest possible learning outcomes and quality of life potential in ways that respect their
dignity, culture, language, and background
2. Maintaining a high level of professional competence and integrity and exercising
professional judgement to benefit individuals with exceptionalities and their families
3. Promoting meaningful and inclusive participation of individuals with exceptionalities in
their schools and communities
Ontario Curriculum Standards
Ontario Grade 3 Standards: 1.4 Demonstrate understanding of a variety of texts by identifying
important idea s and some supporting details.
1.7 – Identify specific elements of texts and explain how they contribute to the meaning of the
texts
 MSED ELEMENTARY PORTFOLIO PROJECT 35

Medaille College Department of Education

Learning Segment

Teacher Candidate’s Name: Alexa Castaldi

Date: February 20, 2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: X Suburb: _______ Town:_______ Rural:

Grade level: 3 Number of students in the class: 25

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your
students that will affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports,
Classifications/Needs Students Accommodations,
Modifications, Pertinent
IEP Goals
Visual Impairment 1 Accommodations include
handouts or graphic
organizers with large sized
font (between 18-24),
extended time for in class
work such as
formal/informal and
summative assessments, also
instructions on board/walls
can be verbally scribed for
student.
Students with Specific Language Needs
Language Needs Number of Supports,
Students Accommodations,
Modifications
Level 4 ELL 1 Accommodations for this
student include providing
texts with visuals for
referencing, a scribe for
clarification of terms and
language concepts as needed
(either teacher or other
classroom support), and a
 MSED ELEMENTARY PORTFOLIO PROJECT 36

dictionary to work with.

Students with Other Learning Needs

Other Learning Needs Numbers of Supports,
Students Accommodations,
Modifications

Lesson 1 of a 3 Day Learning Segment

Subject and Lesson Topic: ELA Literacy- Identifying Story Structure

Grade Level: 3 Lesson Duration: 40

minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important
identifiable theme, essential question, or topic within the curriculum that is the purpose of the instruction of the
learning segment (Making Good Choices, 2016).
The central focus of the learning segment is for students to be able to correctly determine and identify story
structures and key terms using details from the story.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA
Handbook, Task 1, Prompt 2a)

Students have prior academic knowledge from previous grade, which covered the following, standards; NY2R7:
Demonstrate understanding of story elements by applying information gained from illustrations or text features.
Ontario Grade 2 Standard 1.4: Demonstrating Understanding – of a text by retelling the story or restating
information from the text, with the inclusion of a few interesting details and 1.7 – identify the main idea and some
additional elements of texts.
Students have prior academic learning (from the previous week) describing how characters respond to major
events and challenges (RL).

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
This knowledge will be used to inform my instruction because students are able to apply these literary concepts in
class and individually and to see the relationship between text and sequence. Using what they learned in Grade 2
will help to lead the instruction of teaching of the key terms used such as setting, characters, theme, main idea,
problem and solution. The students will be able to determine the sequence of a text using the syntax structure of
First, Next, Then, and Finally to be able to order their thoughts from what they have learned. The students will then
engage in activities in order to determine how to develop the story they create properly.
Using Student Assets
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central
focus? (edTPA Handbook, Task 1, Prompt 2b)
Throughout our class, my students come from families who stand in a higher socioeconomic level, which allows
 MSED ELEMENTARY PORTFOLIO PROJECT 37

me to understand that they come from families who allow them to have new experiences. I know this because when
I hear my students tell stories about what they’ve done or what they’ve seen, travelling is something that always
comes up as an experience. Since I know that a lot of my students travel and have been to places like Disney Land,
for example, I can incorporate new experiences into lessons because I know that I have such an adventurous group
of students. Incorporating obstacle courses, word maps, and travelling themes are all ideas that I can use within my
lessons to draw connections to what they already know.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Based on the different strengths and abilities of the students, the activities and anticipatory set will appeal to all
learners yet change with each lesson. There are visuals and engaging activities that will encourage participation
among all students and help their understanding. Students will need to show their understanding of story structure
through the completion of worksheets and writing an individual story. Because I know that my students read at
home with their families, I am going to have them participate in a read a-loud as a class to be able to read the
different parts of a story structure and to have them strengthen their reading skills at the same time.
Curriculum Standards
New York State Standards: NY 3R7: Explain how specific illustrations or text features contribute to what is
conveyed by the words in a text.

Ontario Grade 3 Standards: 1.4 Demonstrate understanding of a variety of texts by identifying important ideas and
some supporting details.
1.7 – Identify specific elements of texts and explain how they contribute to the meaning of the texts

Objectives Assessment Modifications

Using Bloom’s Taxonomy, include statements Using formal and/or informal assessment to Assessments
that identify what students will be able to do by tools, how will you evaluate and document If applicable,
the end of the lesson and are aligned to the your students’ progress on each of the explain how you
standards identified above. objectives? will adapt
assessments to
allow students
with specific
needs to
demonstrate
their learning.
(edTPA Task 1,
Prompt 5b)
By the end of the lesson, students will be able to Due to the fact that this is lesson 1, I will For my student
analyze the structure of a story by defining the have students create an informal assessment with
key terms setting, characters, theme, main idea, with myself as an aid in completing a accommodations
problem and solution. graphic organizer together as a class. As we and
go through the graphic organizer together, modifications
students will be able to reference the with Visual
meaning of each term as we go through Impairment, I
them together. Students will show their will provide a
learning’s by completing an activity sheet handout for
that outlines the terms that they have them that has a
covered. This informal assessment will then larger font (size
 MSED ELEMENTARY PORTFOLIO PROJECT 38

be an aid to them as they continue through 18-24) on it,

lessons 2 and 3 as a reference of terms. they will also
receive an
extension on
time to complete
their activity
when the lesson
is finished,
directions for
this student can
also be scribed
(reading only).

For my ELL
student at Level
4,
accommodations
include text with
visuals for
reference, a
dictionary if
needed to help
define terms
learned in class,
verbal scribe

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help
learners understand, use, and practice
the concepts (edTPA Task 1, Prompt 4d)
Function The language function the  I will be supporting my students
Looking at your standards and students will be using in using the language function by
objectives, choose the one Bloom’s surrounds distinguishing the having them identify and
word that best describes the active elements within a story distinguish each key term or
learning essential for students to element within the story. The
develop understanding of concepts  Analyze anchor chart that is attached
within your lesson. includes a quadrant for each term;
problem, solution, setting, and
characters. In filling out the
anchor chart together as a class,
this will help students understand
the meaning and progression of
the terms in the story. This way
they are able to dive deeper into
the events that happen in later
 MSED ELEMENTARY PORTFOLIO PROJECT 39

lessons.
 Alongside this, I will also
highlight these definitions within
the graphic organizer we are using
as a class. Having the terms
highlighted allows them to follow
along for reference later when
they begin to analyze the structure
of a story on their own.
Vocabulary The vocabulary words that I  With this, I will support my
Key words and phrases students seek to have my students students in understanding what
need to be able to understand and understand are these terms mean by filling out
use  Setting our anchor chart together and with
 Characters the inclusion of examples from
 Theme Thunder Cake that we read
 Main idea together as a class
 Problem
 Solution
Syntax My students will use syntax by  I will support my students in their
Describe ways in which students will responding to the questions, use of syntax by providing them
organize language (symbols, words, “The characters in the story are with the definition starter “The
phrases) to convey meaning. ________” and “The setting in characters in the story are
the story takes place in ________” and “The setting in the
__________”. Students will story takes place in __________”
also be using First, Next, Then, to model how we refer to the
Finally in order to create their vocabulary covered in this first
list of vocabulary that happens lesson. I will also support my
in the story. student’s learning of First, Next,
Then, and Finally to determine
which order of events happens in
the story we read together as a
class.
 In order to aid my students, I will
write these sentence starters on
the board to help them visualize
what they full term looks like, it
will also help them for reference
when they are ready to complete
the activity on their own.
 As we go through these sentence
starters and terms together as a
class, I will select students to
come and help me write the
meaning on the board to help
them retain what we are doing
together.
 MSED ELEMENTARY PORTFOLIO PROJECT 40

Discourse Students will use discourse  I will support my student’s use of

How members of a discipline talk, when they communicate their discourse through giving
write, and participate in knowledge learning’s of each term as we examples of what took place in
construction and communicate their complete the sentence starters Thunder Cake to show them
understanding of the concepts together. which examples belong to which
Students will also be able to definition. This will be orally
use discourse when they communicated by myself to show
communicate what they have my students the term and how it is
learned about each term as we displayed in the story. I will use
fill out the anchor chart phrases like, “We now know what
together. problem means, it means the
roadblock of the story. Now when
we look back at what happened in
Thunder Cake, the problem was
when the little girl was afraid of
thunder and didn’t know what to
do”.
 Students will orally participate in
the anchor chart portion of the
lesson.

Instructional Process Accommodations

and/or
Modifications
and/or Supports
Anticipatory Set/Motivator  For my
9:00am: student with
 Today we will be starting our lesson by reviewing what we have learned through Visual
the stories that we have read together. We know that in a story there is a beginning, Impairment, I
middle, and an end. will have them
 What I want to teach you about today is what is in the rest of the story, I like to call sit closest to
it the “meat’ of the story. myself as I am
 When you hear me say “meat” of the story, what do you think of? That’s a great reading the
effort (student’s name). We can think of “meat” as the best parts of a story. Has story aloud to
anyone ever thought of a story as a hamburger? There are different layers to a story them in order
that I want to teach you today. They are Setting, Characters, Theme, Main idea, for them to be
Problem and Solution able to see the
 I will engage my students by telling them that we will be reading a story called visualization
Thunder Cake. I will explain to my students that I want them to pay attention to of events
what happens in the story. happening. I
 Before we read together, I will ask my students, “Who can tell me what they think will write the
a Thunder Cake is?” Why don’t we read some of the story and find out! words in the
 Before we move on, I will as if anyone has a story that is similar to this one. anchor chart
9:15am: as big as I can
 MSED ELEMENTARY PORTFOLIO PROJECT 41

 As we read the story, I will ask my students questions like, “What do you think is in order for
happening here?” “Why do you think the girl is afraid of thunder?” “What do you them to be
think is going to help her not be afraid anymore?” “Who is helping the girl in the able to see
story?” “What do you think all these dark clouds mean?” “How will she feel when it is time
better?” “What do you think is helping her?” to copy them
 After the story has been read, I will ask my students to tell me what elements from down. For the
the story fit each term before we review them to see if they can make connections graphic
with what they have heard and with what I have asked. organizer, it
will be
Instructional Procedures: provided in
9:15am-9:35am: the font sizes
 Now that the students have been reminded that we are focusing on the story (18-24) to
structure, I will go over what the definitions are. refrain from
 Review the anchor chart: “Boys and girls, when we were talking about the “meat” the student
of the story, we were talking about all the important parts that happen in the story. squinting to
The vocabulary that we are focusing on today is what I want us to think of as the complete the
“meat”. activity.
 When we read a story, the story always has someone in it, what do we call him or  For my ELL
her? Thank you (student’s name). We call them the characters in the story. These Level 4
people are important because they allow the story to happen, we follow them student, I will
through their journey from beginning. middle, and end. Are characters always provide the
people? No. Characters can be animals or even objects. Do we know of any stories text that was
that have animals or objects as the characters? Yes, Beauty and the Beast is one of read with
them, it actually has all three; people, animals, and objects. visuals for
 “Who can tell me who the characters were in Thunder Cake? As students are them to
answering by teacher selection, I will be filling out the correct characters in the reference, a
anchor chart. dictionary as a
 Next, we have what is called the setting. The setting is the time and place that the form of
story happens in. Who remembers what the setting is in the story Thunder Cake? translation,
As students are answering by teacher selection, I will be filling out the correct and will
setting in the anchor chart. clarify
vocabulary
 Then we have the theme and main idea of the story. Now what I want you to
and language
remember is that these two parts of the story are very different, but they are both
concepts in
important. The theme is the central message of the story. This means that it is about
first language
what the story is trying to tell us, the deeper meaning of the story and what the
when possible
emotions are when the events happen. The main idea is what the story is about
for the entire
based on what happens throughout the story. The main idea is given to us, the
lesson. I will
theme is not. Can we all repeat this together, “The main idea is given to us, the
repeat
theme is not”.
directions/ans
 After this, we have the problem of the story. The problem is the roadblock of the
wers to
story. When we read Thunder Cake, there was a problem in the story, what do you
questions and
think the problem or roadblock was? Exactly, it was that the girl was afraid of
allow extra
thunder and didn’t know what to do. As students are answering by teacher
time for
selection, I will be filling out the correct problem in the anchor chart.
completion
 Finally, when we have a problem in a story there is always something called a due to student
solution. A solution is how the problem gets resolved or fixed. Who can tell me
 MSED ELEMENTARY PORTFOLIO PROJECT 42

what the solution was? As students are answering by teacher selection, I will be needs.
filling out the correct solution in the anchor chart.  Provide
 Today, what I would like is for us to focus on our Story Structure Map worksheet. anchor chart
For this worksheet, we will be filling it out together to determine the order of the as a visual
structure we learned about today. here
 I will model this for students by filling out a worksheet on the board with the story  Connect with
I told my students as an example. students who
 For a form of informal assessment, I will put students into small groups and have have
them complete the same worksheet together going over the events that took place accommodatio
in Thunder Cake. ns and
 All right boys and girls let’s review the story Thunder Cake and let’s fill out this modifications
worksheet together as a class. and also ELL
 Why don’t we start at the beginning of the story? What happened First? We meet students to
the characters, and who were they? ensure that
 What came Next? The setting. Where did the setting take place? they
 Now that we have all of these components, we then run into the problem. Who can understand
remind me what the problem in this story was? key points to
 Finally we have the solution! the lesson and
to inquire if
 As we go through all of these terms as a class, students will be able to use
they have any
discourse to communicate what each means by entering them in proper order by
further
following along with the teacher.
questions.
 Great job boys and girls. Thank you for helping me fill out this worksheet together!
Will give
I feel confident that you all have a basis of understanding for our terms discussed
translations of
today.
key terms for
 What I would like us to do now is all go back to our seats and I will pass around a ELL students
worksheet to each one of you. and give them
 When you get back to your seats, I will then put you in groups because I want you the book to
to work on this same worksheet that we did together, but I want you to fill it out reference and
with the events that took place in the book we read together Thunder Cake. use for visual
 I will support student instruction by placing groups together with appropriate grade information.
pairings to help all students be successful in the completion of this activity. Will check in
 Students will then hand in worksheets that they completed as a group for teacher to with my
gauge their understanding of what was covered in lesson one. visually
impaired
student to see
Closure: if they need to
9:35am-9:40am: move closer to
 Thank you boys and girls for a great effort with our first lesson of story structures. the board in
We learned so many things. We learned where the story took place, who the people order to see
were, that there was a roadblock, and that they were able to solve it. What do we the work that
call all of these elements? Setting, character, problem and solution. Amazing job has been
boys and girls! written down.
 Tomorrow we will be reviewing what all the terms mean and we will learn to try
and fill out a Hamburger chart of how a story is made with all of these elements.
List all materials and/or technology tools required for the lesson.
 MSED ELEMENTARY PORTFOLIO PROJECT 43

Key instructional materials must be attached. These materials might include such items as class handouts,
assignments, slides, and interactive white-board images.

 Anchor chart with key elements of a story (photo provided below)

 Story Structure Map graphic organizer (photo provided below)
 Book: Thunder Cake by Patricia Polacco (Teacher’s copy)
MSED ELEMENTARY PORTFOLIO PROJECT 44

Sto ry Stru c tu re Ma p
Ch a ra c t e rs (Who?)

Se ttin g (Where? When?)

Pro b l e m (What? Why?)

Eve n ts 1.
(How does the character try to
solve the problem?)

2.

3.

So l u tio n (Is the problem

solved? How?)
 MSED ELEMENTARY PORTFOLIO PROJECT 45

Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Alexa Castaldi

Date: March 27, 2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: X Suburb: _______ Town:_______ Rural: ______

Grade level: 3 Number of students in the class: 25

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students
that will affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports,
Classifications/Needs Students Accommodations,
Modifications, Pertinent IEP
Goals
Visual Impairment 1 Accommodations include
handouts or graphic organizers
with large sized font (between
18-24), extended time for in
class work such as
formal/informal and summative
assessments, also instructions
on board/walls can be verbally
scribed for student.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations,
Students Modifications
Level 4 ELL 1 Accommodations for this
student include providing texts
with visuals for referencing, a
scribe for clarification of terms
and language concepts as
needed (either teacher or other
classroom support), and a
dictionary to work with.
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations,
Students Modifications

Lesson 2 of a 3 Day Learning Segment

 MSED ELEMENTARY PORTFOLIO PROJECT 46

Subject and Lesson Topic: ELA Literacy- Identifying Story Structure

Grade Level: 3 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme,
essential question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices,
2016).
The central focus of the learning segment is for students to be able to correctly determine and identify story
structures and key terms using details from the story.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus?
(edTPA Handbook, Task 1, Prompt 2a)

Students have prior academic knowledge from previous grade, which covered the following, standards; NY2R7:
Demonstrate understanding of story elements by applying information gained from illustrations or text features.
Ontario Grade 2 Standard 1.4: Demonstrating Understanding – of a text by retelling the story or restating
information from the text, with the inclusion of a few interesting details and 1.7 – identify the main idea and some
additional elements of texts.
Students have prior academic learning (from the previous week) describing how characters respond to major events
and challenges (RL).

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
This knowledge will be used to inform my instruction because students are able to apply these literary concepts in
class and individually and to see the relationship between text and sequence. Using what they learned in Grade 2 will
help to lead the instruction of teaching of the key terms used such as setting, characters, theme, main idea, problem
and solution. The students will be able to determine the sequence of a text using the syntax structure of First, Next,
Then, and Finally to be able to order their thoughts from what they have learned. The students will then engage in
activities in order to determine how to develop the story they create properly.
Using Student Assets
What do you know about your students’ personal, cultural, and/or community assets as they relate to
the central focus? (edTPA Handbook, Task 1, Prompt 2b)
Throughout our class, my students come from families who stand in a higher socioeconomic level, which allows me
to understand that they come from families who allow them to have new experiences. I know this because when I
hear my students tell stories about what they’ve done or what they’ve seen, travelling is something that always
comes up as an experience. Since I know that a lot of my students travel and have been to places like Disney Land,
for example, I can incorporate new experiences into lessons because I know that I have such an adventurous group of
students. Incorporating obstacle courses, word maps, and travelling themes are all ideas that I can use within my
lessons to draw connections to what they already know. The stories and passages I select can have the theme of
adventure and travel which will allow me to tie this

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Based on the different strengths and abilities of the students, the activities and anticipatory set will appeal to all
learners yet change with each lesson. There are visuals and engaging activities that will encourage participation
among all students and help their understanding. Students will need to show their understanding of story structure
 MSED ELEMENTARY PORTFOLIO PROJECT 47

through the completion of worksheets and writing an individual story. Because I know that my students read at home
with their families, I am going to have them participate in a read a-loud as a class to be able to read the different
parts of a story structure and to have them strengthen their reading skills at the same time.
Curriculum Standards
New York State Standards: NY RL 2.5: Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.

Ontario Grade 3 Standards: 1.4 Demonstrate understanding of a variety of texts by identifying important ideas and
some supporting details.
1.7 – Identify specific elements of texts and explain how they contribute to the meaning of the texts

Objectives Assessment Modifications

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, to Assessments
identify what students will be able to do by the end of the how will you evaluate and document your students’ If applicable, explain
lesson and are aligned to the standards identified above. progress on each of the objectives? how you will adapt
assessments to allow
students with
specific needs to
demonstrate their
learning.
(edTPA Task 1,
Prompt 5b)
By the end of the lesson, students will be able to For this lesson, I will be using a formal For my student
apply what they have learned about story assessment to evaluate the students. This with
structure in Lesson 1 in a new way. They will be formal assessment includes an assignment in accommodations
able to find the structures in a passage given to the form of a worksheet that my students and modifications
them to apply their skills. will work on together in groups. The with Visual
objective of the assignment is to have my Impairment, I will
students in groups identify the story provide a handout
structure terms that were covered in lesson 1 for them that has
by applying what they have learned in a larger font (size
finding examples from the passage story on 18-24) on it, they
their activity sheet. They will fill in the will also receive
sequence with what they find together as a an extension on
group. time to complete
their activity
when the lesson is
finished,
directions for this
student can also
be scribed
(reading only).

For my ELL
student at Level
4,
accommodations
include text with
 MSED ELEMENTARY PORTFOLIO PROJECT 48

visuals for
reference, a
dictionary if
needed to help
define terms
learned in class,
verbal scribe

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners
understand, use, and practice the concepts
(edTPA Task 1, Prompt 4d)
Function The language function the  I will be supporting my students in
Looking at your standards and objectives, students will be using surrounds using the language function by
choose the one Bloom’s word that best distinguishing the elements having them examine and
describes the active learning essential for
within a story distinguish each key term or
students to develop understanding of
concepts within your lesson.  Analyze element within the story in their
groups by my selection. I will be
selecting students that I feel will
work well together and aid one
another in collaboration.
 I will also highlight these
definitions within the graphic
organizer we used as a class during
lesson one. Having the terms
highlighted allows them to follow
along for reference later when they
begin to analyze the structure of a
story on their own. I will also
allow them to use their activity
sheets from the day previous in
order to aid them in their though
process with their groups.
 The anchor chart will be posted on
the board when they are working.
Vocabulary The vocabulary words that I  I will support my students in
Key words and phrases students need to be seek to have my students understanding what these terms
able to understand and use understand are mean by reviewing the definitions
 Setting that we used in lesson 1 and I will
 Characters also go over all of the examples so
 Theme that way they can remember what
 Main idea we did as a class. With their
 Problem language I will ensure that they
 Solution understand the terms that we are
using by asking them questions
 MSED ELEMENTARY PORTFOLIO PROJECT 49

quite often to check for

understanding.
Syntax My students will use syntax by  I will support my students in their
Describe ways in which students will responding to the questions, use of syntax by providing them
organize language (symbols, words, “The characters in the story are with the sentence starter “The
phrases) to convey meaning.
________” and “The setting in characters in the story are
the story takes place in ________” and “The setting in the
__________”. Students will story takes place in __________”
also be using First, Next, Then, to model how we refer to the
Finally in order to create their vocabulary covered in this first
list of vocabulary that happens lesson. I will also support my
in the story within their groups. student’s learning of First, Next,
Then, and Finally to determine
which order of events happens in
the story we read together as a
class from the day previous.
 This will we done in a larger group
as a class on the carpet before they
break off into smaller groups. We
will go through the order and I will
have my students tell me which
order they think it happens in to
ensure they’re understanding
 In order to aid my students, I will
write these sentence starters on the
board to help them visualize what
the full term looks like, it will also
help them for reference when they
are ready to complete the activity
independently. It will be modeled
and then the anchor chart will be
left on the board for student
reference
 Having these sentence starters on
the board before they begin their
group activity will allow my
students to be able to reference
them whenever they may need to
and also help them ensure that they
do the best they can.

Discourse Students will use discourse  I will support my student’s use of

How members of a discipline talk, write, when they communicate their discourse through giving examples
and participate in knowledge construction understanding of each term of what took place in Thunder
and communicate their understanding of
the concepts
from the previous lesson Cake to show them which
within their groups. Students examples belong to which
 MSED ELEMENTARY PORTFOLIO PROJECT 50

will use these terms in order definition. This will be orally

to decipher the proper order communicated by myself to show
and events that happen in the my students the term and how it is
excerpt on their activity sheet displayed in the story. I will use
to match them with the key phrases like, “We now know what
terms they already know. problem means, it means the
roadblock of the story.
 As I circulate through the groups I
will support my student’s use of
discourse by modeling making
connections between the work we
did with our story in Lesson 1 with
Thunder Cake and our current
passage. Students will orally
participate in the group portion of
the lesson to communicate their
understanding.

Instructional Process Accommodations

and/or
Modifications
and/or Supports
Anticipatory Set/Motivator  For my
9:00am: student with
 Today we will be starting our lesson by reviewing what we learned in Visual
yesterday’s lesson in Thunder Cake. Impairment, I
 Who can tell me what they remember from yesterday? will have them
 Yes, we learned about story structures and their terms. sit closest to
 Why don’t we review these structures as a class before we move on? myself as I am
 In this component of the lesson I will be using the anchor chart that we used the reading the
day prior to go over the terms of the story structure with my students. story aloud to
them in order
Instructional Procedures: for them to be
9:10am-9:35am: able to see the
 Now that the students have been given a refresher of the objective of the learning visualization
segment (identifying the elements of story structure) I will now introduce the group of events
activity assessment that I will have them prepare to hand in for grading happening. I
will write the
 Who remembers yesterday when I would say the “meat” of the story? This is all
words in the
the terms that we are using in a lovely mix together. We had agreed that the
anchor chart
meat was the best part of the story. What I would like all of you to think of right
as big as I can
now is a hamburger. When you think of a hamburger, what else is on it? Right!
in order for
Toppings. Think of these toppings as the extra pieces that make your
them to be
hamburger great. Now when we think of our stories, we can use the elements able to see
that happen and use them as the “condiments” or “meat” to our story. If the when it is time
“meat” is the best part, I want you all to tell me in your groups what you think to copy them
 MSED ELEMENTARY PORTFOLIO PROJECT 51

the “meat’ is with our story terms while you use your schema from yesterday’s down. For the
lesson. After you have done this, I want you to think of all the other graphic
“condiments” or elements that add to the structure of our story or hamburger. organizer, it
 I will explain the worksheet and tell them that I will be selecting their groups will be
for them provided in
 Before their groups are selected I will tell my students that I want them to read the font sizes
the paragraph that is handed out to them and then as a group I want them to (18-24) to
determine the characters, setting, main idea, theme, problem, and solution of refrain from
the story that happens in the paragraph that they are reading and add it all to the student
their hamburger worksheet. squinting to
 Once this is completed I will ask all of my students if they have any questions or complete the
if they need more clarification on any area before I break them off into groups activity.
 After all of their questions have been answered I will then select the groups for  For my ELL
children to work in based on pairings that I feel will help all kinds of learners. Level 4
For example, I grouped them with 1 student who was a strong reader, 1 student student, I will
who was a stronger writer, to capitalize on individualized strengths provide the
text that was
 Then I will give the students 15 minutes to complete their activity sheets
read with
 As they are working together I will be checking for understanding and listening
visuals for
for dialogue as I am walking around the room. Some of the questions I will ask
them to
them are: Are you having any troubles with the passage? How is your group reference, a
working through the activity? Are you having any difficulties remembering dictionary as a
what we did yesterday? form of
 During this time I will also make sure all of my students with accommodations translation,
and modifications have been tended to in order to thrive in their groups. I will and will
be providing a scribe to the students who require one, giving out texts and clarify
worksheets with larger font for my visually impaired student, and helping my vocabulary
ELL students read the passage so they are aware of the elements used in the and language
paragraph without any roadbloacks. concepts in
first language
when possible
for the entire
lesson. I will
repeat
directions/ans
wers to
questions and
allow extra
time for
completion
due to student
needs.
 Provide
anchor chart
as a visual
here
 MSED ELEMENTARY PORTFOLIO PROJECT 52

 Connect with
students who
have
accommodatio
ns and
modifications
and also ELL
students to
ensure that
they
understand
key points to
the lesson and
to inquire if
they have any
further
questions.
Will give
translations of
key terms for
ELL students
and give them
the book to
reference and
use for visual
information.
Will check in
with my
visually
impaired
student to see
if they need to
move closer to
the board in
order to see
the work that
has been
written down.
Closure
9:35am-9:40am:
 All right boys and girls that is the end of the time for the lesson today, can you
please finish up and hand in all of your worksheets in to me. Please make sure
your names and your group member’s names are on the worksheet as well.
 Tomorrow we will work on reading our own individual stories and finding the
elements individually with everything that we have learned within these last
two lessons. I can’t wait to see what all of you find in your stories!
 MSED ELEMENTARY PORTFOLIO PROJECT 53

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts,
assignments, slides, and interactive white-board images.

 Anchor chart with key elements of a story (photo provided below)

 Story Structure Map graphic organizer (photo provided below)
 Worksheets for formal assessment
MSED ELEMENTARY PORTFOLIO PROJECT 54

Sto ry Stru c tu re Ma p
Ch a ra c t e rs (Who?)

Se ttin g (Where? When?)

Pro b l e m (What? Why?)

Ev e n t s 1.
(How does the character try to
solve the problem?)

2.

3.

So l u t io n (Is the problem

solved? How?)

Story structure will be completed with the terms filled in from the lesson prior
MSED ELEMENTARY PORTFOLIO PROJECT 55
 MSED ELEMENTARY PORTFOLIO PROJECT 56

Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Alexa Castaldi

Date: April 4, 2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: X Suburb: _______ Town:_______ Rural: ______

Grade level: 3 Number of students in the class: 25

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students
that will affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports,
Classifications/Needs Students Accommodations,
Modifications, Pertinent IEP
Goals
Visual Impairment 1 Accommodations include
handouts or graphic organizers
with large sized font (between
18-24), extended time for in
class work such as
formal/informal and summative
assessments, also instructions
on board/walls can be verbally
scribed for student.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations,
Students Modifications
Level 4 ELL 1 Accommodations for this
student include providing texts
with visuals for referencing, a
scribe for clarification of terms
and language concepts as
needed (either teacher or other
classroom support), and a
dictionary to work with.
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations,
Students Modifications

Lesson 3 of a 3 Day Learning Segment

 MSED ELEMENTARY PORTFOLIO PROJECT 57

Subject and Lesson Topic: ELA Literacy- Identifying Story Structure

Grade Level: 3 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme,
essential question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices,
2016).
The central focus of the learning segment is for students to be able to correctly determine and identify story structures
and key terms using details from the story.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA
Handbook, Task 1, Prompt 2a)

Students have prior academic knowledge from previous grade, which covered the following, standards; NY2R7:
Demonstrate understanding of story elements by applying information gained from illustrations or text features.
Ontario Grade 2 Standard 1.4: Demonstrating Understanding – of a text by retelling the story or restating information
from the text, with the inclusion of a few interesting details and 1.7 – identify the main idea and some additional
elements of texts.
Students have prior academic learning (from the previous week) describing how characters respond to major events
and challenges (RL).

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
This knowledge will be used to inform my instruction because students are able to apply these literary concepts in class
and individually and to see the relationship between text and sequence. Using what they learned in Grade 2 will help to
lead the instruction of teaching of the key terms used such as setting, characters, theme, main idea, problem and
solution. The students will be able to determine the sequence of a text using the syntax structure of First, Next, Then,
and Finally to be able to order their thoughts from what they have learned. The students will then engage in activities in
order to determine how to develop the story they create properly.
Using Student Assets
What do you know about your students’ personal, cultural, and/or community assets as they relate to the
central focus? (edTPA Handbook, Task 1, Prompt 2b)
Throughout our class, my students have always expressed that they like to bake with their parents and I know this is
used as quality time with their families. In saying this, I also know that my students love to eat cookies as a snack
because they always bring in cookies from the batch that they have made with their families on the weekend. I have tied
this into the book that we are using for the lesson, “If You Give a Mouse a Cookie” because I know my students love
cookies. Other background knowledge I have about my students is that they have pets at home. This ties into this story
because they have told their peers and myself stories about trying to feed their pets and their parents don’t like it when
they do that. I am hoping this knowledge will help relate to my students as we use the story for their work.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Based on the different strengths and abilities of the students, the activities and anticipatory set will appeal to all learners
yet change with each lesson. There are visuals and engaging activities that will encourage participation among all
 MSED ELEMENTARY PORTFOLIO PROJECT 58

students and help their understanding. Students will need to show their understanding of story structure through the
completion of worksheets and writing an individual story. Because I know that my students read at home with their
families, I am going to have them participate in a read a-loud as a class to be able to read the different parts of a story
structure and to have them strengthen their reading skills at the same time.
Curriculum Standards
New York State Standards: NY RL 2.5: Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.

Ontario Grade 3 Standards: 1.4 Demonstrate understanding of a variety of texts by identifying important ideas and
some supporting details.
1.7 – Identify specific elements of texts and explain how they contribute to the meaning of the texts

Objectives Assessment Modifications

Using Bloom’s Taxonomy, include statements that identify Using formal and/or informal assessment tools, how to
what students will be able to do by the end of the lesson and will you evaluate and document your students’ Assessments
are aligned to the standards identified above. progress on each of the objectives? If applicable,
explain how you
will adapt
assessments to
allow students
with specific needs
to demonstrate
their learning.
(edTPA Task 1,
Prompt 5b)
By the end of the lesson, students will be able to For this lesson, I will be using a formal For my student
apply what they have learned about story structure assessment toe evaluate the students. This with
in lessons 1 and 2 independently. They will be able formal assessment includes an assignment in accommodations
to find structures in a story given to them to apply the form of a worksheet that my students will and
the skills they have learned. work on individually. The objective of this modifications
assignment is to have my students with Visual
independently identify the story structure Impairment, I
terms that were covered in the first two will provide a
lessons by applying what they have learned in handout for
finding examples for the story on their them that has a
activity sheet. larger font (size
18-24) on it,
they will also
receive an
extension on
time to complete
their activity
when the lesson
is finished,
directions for
this student can
also be scribed
(reading only).
 MSED ELEMENTARY PORTFOLIO PROJECT 59

For my ELL
student at Level
4,
accommodations
include text with
visuals for
reference, a
dictionary if
needed to help
define terms
learned in class,
verbal scribe

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners
understand, use, and practice the concepts (edTPA
Task 1, Prompt 4d)
Function The language function the  I will support my students by
Looking at your standards and objectives, students will be using helping them with the story they are
choose the one Bloom’s word that best surrounds distinguishing the reading. If they are confused by
describes the active learning essential for
elements within a story what the story is saying, I will read
students to develop understanding of
concepts within your lesson.  Apply them the sections they are having
trouble with different tones in my
voice to help them understand how
the story is to be read by what the
characters are saying.
 I will also help highlight the points
on the worksheet and explain to my
students what they mean based on
what we have covered in lessons 1
and 2.
 Since this is independent work, I
will try to go through the story and
worksheet as best as I can with my
students in order to cover what they
are confused by.
Vocabulary The vocabulary words that I  I will support my students in
Key words and phrases students need to be seek to have my students understanding what these terms
able to understand and use understand are mean by reviewing the definitions
 Setting that we used in lesson 1 and I will
 Characters also go over all of the examples so
 Theme that way they can remember what
 Main idea we did as a class. With their
 Problem language I will ensure that they
 MSED ELEMENTARY PORTFOLIO PROJECT 60

 Solution understand the terms that we are

using by asking them questions
quite often to check for
understanding.
Syntax My students will use syntax by  I will support my students in their
Describe ways in which students will responding to the questions, use of syntax by providing them
organize language (symbols, words, “The characters in the story are with the sentence starter “The
phrases) to convey meaning.
________” and “The setting in characters in the story are
the story takes place in ________” and “The setting in the
__________”. Students will story takes place in __________” to
also be using First, Next, Then, model how we refer to the
Finally in order to create their vocabulary covered in this first
list of vocabulary that happens lesson. I will also support my
in the story within their groups. student’s learning of First, Next,
Then, and Finally to determine
which order of events happens in
the story we read together as a class
from the day previous.
 This will be done in a larger group
as a class on the carpet before they
break off and the students go back
to their desks for independent work.
We will go through the order and I
will have my students tell me which
order they think it happens in to
ensure they’re understanding
 In order to aid my students, I will
write these sentence starters on the
board to help them visualize what
the full term looks like, it will also
help them for reference when they
are ready to complete the activity
independently. It will be modeled
and then the anchor chart will be
left on the board for student
reference


Discourse Students will use discourse  I will support my student’s use of

How members of a discipline talk, write, and when they communicate their discourse by ensuring they are
participate in knowledge construction and understanding of each term speaking with certainty about the
communicate their understanding of the
from the previous lesson with aspects of a story and if they are
concepts
what they share on the carpet. confused or uncertain I will
Students will use these terms in clarify by writing the definition
order to decipher the proper on the board or leading them to
order and events that happen in find it within the story “If You
 MSED ELEMENTARY PORTFOLIO PROJECT 61

the story that is given to them Give a Mouse a Cookie”

to match them with the key  Students will orally participate in
terms they already know. discourse by asking any questions
about the text they are reading and
this will demonstrate to me if they
are sure with what they have
learned

Instructional Process Accommodations

and/or
Modifications
and/or Supports
Anticipatory Set/Motivator  For my student
9:00am: with Visual
 Good morning boys and girls! I am really excited for today’s lesson because it is the Impairment, I
last lesson for learning about story structures. You all have done so well these past will have them
two days. Your ideas and skills have developed extremely well. sit closest to
 Before we begin with today’s lesson, who can tell me what we’ve been reviewing myself as I am
the last two days? reading the
 Exactly, story structures! Not only have we learned about what the story structures story aloud to
are, we have also learned where to find them in a story. them in order
 Why don’t we go over our anchor chart together and review these terms with for them to be
examples. I think this will be useful for you with your work you complete today. able to see the
 In this component of the lesson I will be using the anchor chart that we used the days visualization of
prior to go over the terms of the story structure with my students. events
happening. I
Instructional Procedures will write the
9:10am - 9:35am: words in the
 Now that the students have been given a refresher of the objective of the learning anchor chart as
segment (identifying the elements of story structure) I will now introduce the big as I can in
independent activity assessment that I will have them prepare to hand in for grading order for them
 The last two days we have used two different stories, and today we will be using a to be able to see
new one when it is time
to copy them
 I think you all will really like this story because I know how much we all love
down. For the
cookies in this classroom even I love cookies. Now this might be a different
graphic
combination, but when you think of cookies do you ever think of animals with them?
organizer, it
 Student raises their hand and explains that she likes to feed her dog bites of cookies
will be
under the table so her parents don’t see her doing it.
provided in the
 I love that connection! That is exactly the theme of what our story surrounds today. font sizes (18-
Our story that will be used is “If You Give a Mouse a Cookie” by Laura Numeroff 24) to refrain
 Now what do we think this story is about? That’s exactly it, feeding a mouse a from the
cookie. We aren’t sure what happens yet, but that’s where you all come in. For student
 MSED ELEMENTARY PORTFOLIO PROJECT 62

today’s activity sheet I want you all to read this story at your desks independently. If squinting to
you need help reading anything or have questions please raise your hand or come to complete the
my desk and I will be able to help you get through it. When you are done reading activity.
 For my ELL
your story, I want you to fill out the activity sheet that I will handout to each of you
and find the elements in this story. This work is to be done on your own and I will be Level 4 student,
marking all of your work completed. I will provide
 The activity sheet asks you to do exactly what we have been doing the last two days, the text that was
identify the elements in the story. You will each receive a copy of the story and if read with
you would like to highlight or write on the pages please feel free to do so, this is visuals for them
your copy and you can write down whatever will help you complete your worksheet. to reference, a
 I am confident that you will all be able to complete this because you have done so dictionary as a
well the past two days. Like I said earlier, if you need my help with anything, please form of
ask me translation, and
 Why don’t we all go back to our seats now and I will handout out a story for each of will clarify
you and I will also give each of you an activity sheet. I will be giving you the rest of vocabulary and
the period to work on this which is more than enough time and when it’s over I will language
have you hand it in to me. concepts in first
 If most students aren’t finished their activity sheet then I will give you some more language when
time to work on it tomorrow before it becomes homework possible for the
 Once this is completed and my students are back at their desks, I will ask all of my entire lesson. I
students if they have any questions or if they need more clarification on any area of will repeat
the assignment directions/answ
 The story “If You Give a Mouse a Cookie” will be photocopied so each student has ers to questions
one copy to use at his or her desks. They will be able to write on their copy to help and allow extra
with their activity. time for
 During this time I will also make sure all of my students with accommodations and completion due
modifications have been tended to in order to thrive in their assessments. I will be to student
providing a scribe to the students who require one, giving out texts and worksheets needs.
with larger font for my visually impaired student, and helping my ELL students read  Provide anchor
the story so they are aware of the elements used in the paragraph without any chart as a visual
roadblocks. here
Connect with students
who have
accommodations and
Closure modifications and also
9:35am – 9:40am: ELL students to ensure
 All right boys and girls that is the end of the time for the lesson today, can you that they understand
please finish up and hand in all of your worksheets in to me. Please make sure key points to the lesson
and to inquire if they
your names are on the worksheet as well.
have any further
 I can’t wait to see what you have found on your own. I am confident that you are
questions. Will give
able to identify the elements within a story. I feel that these skills you have
translations of key
mastered will be helpful for our next unit when we learn how to write our own
terms for ELL students
stories. For now, I am so proud of how well you have all done in your and give them the book
discussions and growth. Great job boys and girls! to reference and use for
visual information.
 MSED ELEMENTARY PORTFOLIO PROJECT 63

Will check in with my

visually impaired
student to see if they
need to move closer to
the board in order to
see the work that has
been written down.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts,
assignments, slides, and interactive white-board images.

 Story photocopy of “If You Give a Mouse a Cookie” by Laura Numeroff

 Anchor chart with key elements of a story (photo provided below)
 Worksheets for formal assessment (photo provided below)
MSED ELEMENTARY PORTFOLIO PROJECT 64

Anchor chart above

MSED ELEMENTARY PORTFOLIO PROJECT 65

Sto ry Stru c tu re Ma p
Ch a ra c t e rs (Who?)

Se ttin g (Where? When?)

Pro b l e m (What? Why?)

Ev e n t s 1.
(How does the character try to
solve the problem?)

2.

3.

So l u t io n (Is the problem

solved? How?)

Activity sheet to be handed in to me for grading ^

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MSED ELEMENTARY PORTFOLIO PROJECT 66

Artifact #2: Science Professional Development Video

Connection to Standards

INTASC
Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.

Standard 7: Planning for Instruction. The teacher plans instruction that supports every student in
meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-
disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

DOE Standards
Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

CAEP Standards
Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.

Ontario Teacher Ethical Standards

Care
The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.
Integrity
Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual
reflection assists members in exercising integrity in their professional commitments and
responsibilities.

NYS Code of Ethics Standards for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of
each student.

Principle 2: Educators create, support, and maintain challenging learning environments for all.

Principle 3: Educators commit to their own learning in order to develop their practice.
MSED ELEMENTARY PORTFOLIO PROJECT 67

NYS P-12 Common Core Learning Standards

Science: K-2SS2-1 and ESS2.D

ELA: 3.9, W.3.1, W.3.7, W.3.8

Math: 3.MD.A.2

ISTE Standards for Teachers and/or Students

The Teacher:
Collaborator- Educators dedicate time to collaborate with both colleagues and students to
improve practice, discover and share resources and ideas, and solve problems.

Designer- Educators design authentic, learner-driven activities and environments that recognize
and accommodate learner variability. 

Analyst- Educators understand and use data to drive their instruction and support students in
achieving their learning goals.

ILA International Literacy Association Professional Standards

N/A

CEC Standards
1. Maintaining challenging exceptions for individuals with exceptionalities to develop the
highest possible learning outcomes and quality of life potential in ways that respect their dignity,
culture, language, and background

2. Maintaining a high level of professional competence and integrity and exercising professional
judgement to benefit individuals with exceptionalities and their families

3. Promoting meaningful and inclusive participation of individuals with exceptionalities in their

schools and communities

Ontario Curriculum Standards

3. Understanding Basic Concepts – 3.2, 3.4, 3.6

Double Click on Microphone below to play video

MSED ELEMENTARY PORTFOLIO PROJECT 68

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT 69

Artifact #3: Diversity Essay

Connection to Standards

INTASC Standards:
Standard #5: Application of Content The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.

Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.

DOE Standards:
Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

CAEP Standards:
Standard 1. Content and Pedagogical Knowledge:  The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their disciplines and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.

Ontario Teacher Ethical Standards:

Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour
human dignity, emotional wellness and cognitive development. In their professional practice,
they model respect for spiritual and cultural values, social justice, confidentiality, freedom,
democracy and the environment.
Integrity
Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual
reflection assists members in exercising integrity in their professional commitments and
responsibilities.

NYS Code of Ethics Standards for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of
each student.
MSED ELEMENTARY PORTFOLIO PROJECT 70

Principle 5: Educators collaborate with parents and community, building trust and respecting
confidentiality.

NYS P-12 Common Core Standards

N/A

ISTE Standards for Teachers and/or Students:

For Teacher:
Citizen
Educators inspire students to positively contribute to and responsibly participate in the digital
world. Educators:
3a
Create experiences for learners to make positive, socially responsible contributions and exhibit
empathetic behavior online that build relationships and community.

3b
Establish a learning culture that promotes curiosity and critical examination of online
resources and fosters digital literacy and media fluency.

ILA International Literacy Association Professional Standards

N/A

CEC Standards
9. Practicing within the professional ethics, standards, and policies of CEC; upholding laws,
regulations, and policies that influence professional practice; and advocating
improvements in the laws, regulations, and policies.
10. Advocating for professional conditions and resources that will improve learning
outcomes of individuals with exceptionalities.

Ontario Curriculum Standards

N/A
MSED ELEMENTARY PORTFOLIO PROJECT 71

Module 2
Diversity Essay
Alexa Castaldi
Medaille College
MSED ELEMENTARY PORTFOLIO PROJECT 72

Author Note

This paper was prepared on April 24, 2020 for ECI 535: Culturally Responsive Pedagogy:

Shaping Culturally Inclusive Classrooms, taught by Maria Cellino.

Both the article and video viewed for this reflection paper bring forth the issues

encompassed within gender, race, and sexual orientation. The connection between all three lies

within the problems surrounding experience and what it means to grow outside of the stereotypes

placed on certain cultures. The solution that I feel would be beneficial to all three of these

concepts would be stronger education with all three concepts because it would change the norms

and experiences people within these margins face.

The article that was provided discussed sexual orientation and gender expression biases

as they impact African American students. One thing I learned from reading this article was how

high the rates are for sexual intercourse within teenagers, especially those who are African

American. I feel as though the education around homophobia and heterosexism is not strong

enough to change these norms that students in schools within America are facing. The focus for

these students should be education and inclusion around the subject. The issues with gender,

race, and sexual orientation intertwine because students, who feel a strong sense of exclusion

from all of these categories, may find it difficult to search for where they belong with how they

feel and what they feel they identify as. Ethnicity and identity play a very large role when it

comes to race and gender and if there was stronger education on what these concepts mean,

especially in today’s day and age, I feel like the statistics placed on these children would be

different.
MSED ELEMENTARY PORTFOLIO PROJECT 73

When the article introduced the statistics from the times of slavery and rape laws, it

introduces a box that African American students feel they are to be placed in due to their race.

Before we get in to issues of gender and identity, race connects with worth when statistics are

brought forth of Black women not being protected similarly to white women during these times.

Black men and white men were held to different standards during the time of slavery. When rape

was encountered, Black men were held to a standard similar to animals, whereas as white men

seemed to be protected. This was similar for white women being protected because the article

stated that in most cases, white women were raped by Black men and vice versa for the opposite

sex. What is unfortunate about teaching our students these statistics is that it makes African

American male students feel as though they have no control and African American females as if

they have no worth. Times have changed and the students of our generation need to feel as

though, however they identify, there is a place for them within our society. The importance of

integrating education for these students is to show them that their work ethic, drive,

determination, and aspirations have nothing to do with their sexuality.

Whether heterosexual or homosexual, the advances our youth can make in our future

should not limit them based on what they identify as. As a white woman speaking of privilege, I

have no concept of what it means to struggle like these students do. I have no experience in

understanding the segregation of what it feels like to be an African American, let alone a

homosexual African American. The pressures we put on our youth, in this case especially

homosexual Black males, it creates a stigma and an experience where they questions their worth

as human beings. One aspect to this essay that I didn’t agree with was the stance the author took

when it came to identifying the difference and issues that come with heterosexuality and

homosexuality. Neither one should stand superior to the other. Sexual orientation is to be
MSED ELEMENTARY PORTFOLIO PROJECT 74

understood by the individual and the individual only. It is not for the public to bring opinions or

judgments forward, it is for the individual to feel comfortable with what they choose.

This leads me to the video that was provided. I feel like this video was a strong

representation of what it means to make an effort and responsibly include people of colour.

Gender and sexual orientation go hand in hand, but race accompanies both concepts as well. In

this video, I felt as though there was an effort from all of the panelists at Google to ensure that

they were educating the audience with their experiences of how to include people of colour

without excluding people of Caucasian decent. The one panelist who identified as a white

Muslim, expressed her thoughts on what is needed in order to ensure the future generations of

people are included in historical milestones like the Woman’s March on Washington. She was

one of the organizers of this march and wanted to be able to hold a platform that would include

people who have less privilege than she did. I thought this was extremely supportive because she

expressed that have more privilege than someone else doesn’t broaden what it means to

overcome it. If we have the platform to support people with experiences that have less privilege

than us, we are able to break the barriers that hold us back from being able to move forward. If

the only people speaking are white privileged people, how are we to understand and grow from

the inequalities in justice for those who are considered underprivileged?

Another important point that I thought was made was the point about having privileged

people sit back and listen. The two examples that she gave were women of colour who

experienced trauma in their lives. One of the women experienced her husband’s murder two

weeks after it had happened all while supporting their two-year-old child. The other woman

experienced her sister being buried on her seventeenth birthday. Had this panelist not sat back

and allowed these women to tell their stories, she would have never understood their pain and
MSED ELEMENTARY PORTFOLIO PROJECT 75

anger that they were holding on to. What I found important with this was that the panelist

advised the audience to sit back and listen. She said this because if we don’t, how can we grow

as a society of mixed races if we don’t listen and give opportunities to those with less privilege

than us to share their experiences. If every opportunity for change and evolution lies within one

sector of people, those people being white privilege Americans, how are we every going to be

able to fight against the stigma and segregation that people of colour and different races face?

Ultimately, in this reflection paper I learned that gender, race, and sexual orientation are

all extremely prevalent within the youth and education system today. It is our job as educators to

be able to provide a proper education about these concepts for our students to be able to relate to

them in a positive way rather than feeling like they are part of the minority. History and statistics

that are provided within the curriculum will always be important, but it is our job as their

educator to properly provide an environment that is inclusive to all ages, races, and genders of

students. My largest takeaway from this reflection has been how significant our voice is,

especially people of privilege. We need to allow those who feel like they don’t have a voice be

heard and use our platform for support rather than selfish gain. We need to make a change within

our youth and society, and we can do it if the proper care and attention are given to the students

of our classrooms.

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MSED ELEMENTARY PORTFOLIO PROJECT 76

Artifact #4: Pecha Kucha

Connection to Standards

INSTAC Standards:
Standard #1: Learner Development The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning environments that enable each
learner to meet high standards.

DOE Standards:
Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

CAEP Standards:
Standard 1. Content and Pedagogical Knowledge:  The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their disciplines and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.

Ontario Teacher Ethical Standards:

Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour
human dignity, emotional wellness and cognitive development. In their professional practice,
they model respect for spiritual and cultural values, social justice, confidentiality, freedom,
democracy and the environment.
Integrity
MSED ELEMENTARY PORTFOLIO PROJECT 77

Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual
reflection assists members in exercising integrity in their professional commitments and
responsibilities.

NYS Code of Ethics Standards for Educators

Principle 3: Educators commit to their own learning in order to develop their practice.

NYS P-12 Common Core Learning Standards

N/A

ISTE Standards for Teachers and/or Students:

For Teachers:
Learner
Educators continually improve their practice by learning from and with others and exploring
proven and promising practices that leverage technology to improve student learning. Educators:
1c
Stay current with research that supports improved student learning outcomes, including findings
from the learning sciences.

ILA International Literacy Association Professional Standards

N/A

CEC Standards
1. Maintaining challenging expectations for individuals with exceptionalities to develop the
highest possible learning outcomes and quality of life potential in ways that respect their
dignity, culture, language, and background.
2. Maintaining a high level of professional competence and integrity and exercising
professional judgment to benefit individuals with exceptionalities and their families.
3. Promoting meaningful and inclusive participation of individuals with exceptionalities in
their schools and communities.

Ontario Curriculum Standards

N/A

Pecha Kucha Presentation: Autism Spectrum Disorder

Alexa Castaldi
MSED ELEMENTARY PORTFOLIO PROJECT 78

Slide 1:
Hi everyone! Today I will be talking to you about Autism Spectrum Disorder, also referred to as
ASD in most schools. So let’s first start with what categorizes Autism Spectrum Disorder as a
disability within our youth.

Slide 2:Autism is a bio-neurological developmental disability that generally appears before the
age of 3. Autism impacts the normal development of the brain in the areas of social interaction,
communication skills, and cognitive function. Individuals with autism typically have difficulties
in verbal and non-verbal communication, social interactions, and leisure or play activities.
MSED ELEMENTARY PORTFOLIO PROJECT 79

Slide 3:
Autism is diagnosed four times more often in boys than girls. Its prevalence is not affected by
race, region, or socio-economic status. Since autism was first diagnosed in the U.S the incidence
has climbed to an alarming one in 54 children in the U.S.

Slide 4:
Autism itself does not affect the life expectancy, however research has shown that the mortality
risk among individuals with autism is twice as high as the general population, in large part due to
drowning and other accidents. Currently there is no cure for autism, though with early
intervention and treatment, the diverse symptoms related to autism can be greatly improved and
in some cases completely overcome.
MSED ELEMENTARY PORTFOLIO PROJECT 80

Slide 5:
As I stated earlier, autism now affects 1 in 54 children, over half are classified as have an
intellectual disability or borderline intellectual disability. Boys are 4 times more likely to have
autism than girls.

Slide 6:
About 40% of children with autism do not speak. About 25-30% of children with autism have
come words at 12 to 18 months of age and then lose them. Others might speak, but not until later
in childhood. Autism greatly varies from person to person (no two people with autism are alike).
MSED ELEMENTARY PORTFOLIO PROJECT 81

Slide 7:
The rates of autism have steadily grown over the last twenty years. Comorbid conditions often
associated with autism include Fragile X, allergies, asthma, epilepsy, bowel disease,
gastrointestinal/digestive disorders, persistent viral infections, PANDAS, feeding disorders,
anxiety disorder, bipolar disorder, ADHD, Tourette Syndrome, OCD, sensory integration
dysfunction, sleeping disorders, immune disorders, autoimmune disorders, and
neuroinflammation.

Slide 8:
Autism is the fastest growing developmental disorder, yet most underfunded. Children with
autism do progress and early intervention is key to their success. Autism is treatable, not a
hopeless condition.
MSED ELEMENTARY PORTFOLIO PROJECT 82

Slide 9:
The largest barrier to including children with disabilities or complex needs is a lack of
confidence in serving them as educators. Research shows that disability inclusion training is the
number one indicator of a teacher or program’s willingness to serve children with additional
needs.

Slide 10:
The learning and behavioral characteristics that are relevant to teachers are broken down into two
categories: communication and behavioral patterns. Some of the early signs that are relevant to
teachers surrounding communication are: inability to initiate or maintain language has difficulty
communicating needs or desires, and a lack of the pragmatic aspect of language.
MSED ELEMENTARY PORTFOLIO PROJECT 83

Slide 11:
When it comes to behavioral patterns, there are many more signs to aid teachers in preparing for
early intervention depending on the grade. Some of these patterns include having troubles with
their feelings in understanding or talking about them, lack of ability to develop peer
relationships, difficulty in motor control, head banging, and rocking back and forth.

Slide 12:
Noticing these signs early is an important part of supporting children with autism. Some of the
ways teachers can further support these students are with intervention and seeking support for
their classroom.
MSED ELEMENTARY PORTFOLIO PROJECT 84

Slide 13:
These resources might look like:
 Connecting with parents or guardians
 Making a list of the child’s strengths
 Understand how they learn
 Ask for additional help from administration
 Have a behavior plan in place

Slide 14:
Some of the other ways parents and teachers can help their children is by getting them involved
in the community. This sets them up for a lifetime of being able to try different things, which sets
them in good stead.
MSED ELEMENTARY PORTFOLIO PROJECT 85

Slide 15:
Some of the advice teachers can give parents is to join a parent group or a group within the
school or district. The people that are part of these groups will be able to share advice and
experiences that have worked for their families that might be able to support yours.

Slide 16:
Another aspect that I think is important is for teachers to remind parents all that they have
accomplished. It’s easy at the end of the day to think about all the things that you haven’t been
able to do that day, but instead it is important for us to remind them of all they HAVE
accomplished.
MSED ELEMENTARY PORTFOLIO PROJECT 86

Slide 17:
Some books that I would use with my students in the classroom include: Don’t Call Me Special
by Pat Thomas, My Friend Has Autism by Amanda Doering Tourville, and Ian’s Walk: A Story
About Autism by Laurie Lears.

Slide 18:
Some other resources that are great to help children with autism are musical therapy programs.
Musical therapy can provide private instruction or group instruction depending on what your
child is comfortable with. Some of these programs can offer age groups as high as 55+.
MSED ELEMENTARY PORTFOLIO PROJECT 87

Slide 19:
Whether you are looking for dentists who specialize in patients with autism, financial assistant or
funding opportunities or are in need of vocational training, this database has you covered.
Autism Junction is Canada’s Online Autism Service Directory to provide information as a
starting point for readers.
https://autismcanada.org/living-with-autism/navigating-services/autism-junction/?
gclid=EAIaIQobChMI4dDvr7mi6QIV0sDACh3IzwDSEAAYAiAAEgKhnfD_BwE

Slide 20:
There are many resources that parents can read about in terms of information about autism
spectrum disorder. There are pamphlets and articles all over the Internet, but I think it is most
useful if parents seek professional help in trying to diagnose their children.

References
“Autism Fact Sheet.” National Autism Association,
nationalautismassociation.org/resources/autism-fact-sheet/?
gclid=EAIaIQobChMIov3xtpCi6QIVC9vACh19n.d.GEAAYAiAAEgI8t_D_BwE

“Autism Junction.” Autism Canada, 19 Feb. 2020, autismcanada.org/living-with-

autism/navigating-services/autism-junction/?
gclid=EAIaIQobChMI4dDvr7mi6QIV0sDACh3IzwDSEAAYAiAAEgKhnfD_BwE.

G, Anna, et al. “Children's Books about Disabilities.” The Measured Mom, 19 Nov. 2016,
www.themeasuredmom.com/childrens-books-about-disabilities/.
https://www.autismspeaks.org/sites/default/files/2018-08/Parents%20Guide%20to%20Autism.pdf

“Programs.” Dreams Fulfilled Through Music, dftm.org/programs/?

gclid=EAIaIQobChMIoLfnsbii6QIVBdvACh01wQBEEAAYAyAAEgLoRPD_BwE.

“What Is Autism?” American Autism Association, www.myautism.org/what-is-autism?

gclid=EAIaIQobChMIo4iympmi6QIVxcDACh3dxgd-EAAYAyAAEgLfqfD_BwE.

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT 88

Artifact #5: Google Classroom

Connection to Standards

INTASC Standards
Standard #3: Learning Environments The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self-motivation.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.

DOE Standards
Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

CAEP Standards
Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.

Ontario Teacher Ethical Standards

Care - The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.

Integrity - Honesty, reliability and moral action are embodied in the ethical standard of Integrity.
Continual reflection assists members in exercising integrity in their professional commitments
and responsibilities.

NYS Code of Ethics Standards for Educators

Principle 1 – Educators nurture the intellectual, physical, emotional, social, and civic potential of
each student.
MSED ELEMENTARY PORTFOLIO PROJECT 89

Principle 2 – Educators create, support, and maintain challenging learning environments for all.
Educators apply their professional knowledge to promote student learning.

Principle 5 – Educators collaborate with parents and community, building trust and respecting
confidentiality. Educators partner with parents and other members of the community to engance
school programs and to promote student learning.

NYS P-12 Common Core Learning Standards

N/A

ISTE Standards for Teachers and/or Students

For Teacher:
Learner – Educators continually improve their practice by learning from and with others and
exploring proven and promising practices that leverage technology to improve student learning.

Citizen – Educators seek out opportunities for leadership to support student empowerment and
success and to improve teaching and learning.

Designer - Educators design authentic, learner-driven activities and environments that recognize
and accommodate learner variability.

Facilitator – Educators facilitate learning with technology to support student achievement of the
ISTE Standards for Students.

For Student:
Empowered Learner – Students leverage technology to take an active roles in choosing,
achieving, and demonstrating competency in their learning goals, informed by the learning
sciences.

Digital Citizen – Students recognize the rights, responsibilities and opportunities of living,
learning and working in an interconnected digital world, and they act and model in ways that are
safe, legal and ethical.

Global Collaborator – Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and globally.

ILA International Literacy Association Professional Standards

N/A

CEC Standards
N/A

Ontario Curriculum Standards

N/A
MSED ELEMENTARY PORTFOLIO PROJECT 90

Google Classroom Link: https://classroom.google.com/c/MTEzMjE2MjUwMjQ1

Google Class Code: zhot2en

[Back to Table of Contents]
Artifact #6: Weebly Teacher Website

Connection to Standards

INTASC Standards
Standard #3: Learning Environments- The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self-motivation.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.

DOE Standards
Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

CAEP Standards
Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.

Ontario Teacher Ethical Standards

Care - The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.

Integrity - Honesty, reliability and moral action are embodied in the ethical standard of Integrity.
Continual reflection assists members in exercising integrity in their professional commitments
and responsibilities.

NYS Code of Ethics Standards for Educators

Principle 1 – Educators nurture the intellectual, physical, emotional, social, and civic potential of
each student.
MSED ELEMENTARY PORTFOLIO PROJECT 91

Principle 2 – Educators create, support, and maintain challenging learning environments for all.
Educators apply their professional knowledge to promote student learning.

Principle 5 – Educators collaborate with parents and community, building trust and respecting
confidentiality. Educators partner with parents and other members of the community to engance
school programs and to promote student learning.

NYS P-12 Common Core Learning Standards

N/A

ISTE Standards for Teachers and/or Students

For Teacher:

Learner – Educators continually improve their practice by learning from and with others and
exploring proven and promising practices that leverage technology to improve student learning.

Citizen – Educators seek out opportunities for leadership to support student empowerment and
success and to improve teaching and learning.

Designer - Educators design authentic, learner-driven activities and environments that recognize
and accommodate learner variability.

Facilitator – Educators facilitate learning with technology to support student achievement of the
ISTE Standards for Students.

For Student:
Empowered Learner – Students leverage technology to take an active roles in choosing,
achieving, and demonstrating competency in their learning goals, informed by the learning
sciences.

Digital Citizen – Students recognize the rights, responsibilities and opportunities of living,
learning and working in an interconnected digital world, and they act and model in ways that are
safe, legal and ethical.

Global Collaborator – Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and globally.

ILA International Literacy Association Professional Standards

N/A

CEC Standards
N/A

Ontario Curriculum Standards

N/A
MSED ELEMENTARY PORTFOLIO PROJECT 92

Weebly Teacher Website Link: https://castaldiclassroom.weebly.com/

[Back to Table of Contents]
Artifact #7: Cyber Safety

Connection to Standards

INTASC Standards
Standard #4: Content Knowledge – teacher understands the central concepts, tools of inquiry,
and structure of the discipline accessible and meaningful for learners to assure mastery of the
content.

DOE Standards
Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

CAEP Standards
Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.

Ontario Teacher Ethical Standards

Care - The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.

Integrity - Honesty, reliability and moral action are embodied in the ethical standard of Integrity.
Continual reflection assists members in exercising integrity in their professional commitments
and responsibilities.

NYS Code of Ethics Standards for Educators

Principle 2 – Educators create, support, and maintain challenging learning environments for all.
Educators apply their professional knowledge to promote student learning.

Principle 5 – Educators collaborate with parents and community, building trust and respecting
confidentiality. Educators partner with parents and other members of the community to engance
school programs and to promote student learning.

NYS P-12 Common Core Learning Standards

N/A
MSED ELEMENTARY PORTFOLIO PROJECT 93

ISTE Standards for Teachers and/or Students

For Teacher:

Designer - Educators design authentic, learner-driven activities and environments that recognize
and accommodate learner variability.
Facilitator – Educators facilitate learning with technology to support student achievement of the

For Student:

Digital Citizen – Students recognize the rights, responsibilities and opportunities of living,
learning and working in an interconnected digital world, and they act and model in ways that are
safe, legal and ethical.

ILA International Literacy Association Professional Standards

N/A

CEC Standards
N/A

Ontario Curriculum Standards

N/A
MSED ELEMENTARY PORTFOLIO PROJECT 94
MSED ELEMENTARY PORTFOLIO PROJECT 95
MSED ELEMENTARY PORTFOLIO PROJECT 96
MSED ELEMENTARY PORTFOLIO PROJECT 97
MSED ELEMENTARY PORTFOLIO PROJECT 98

YouTube Videos used in Prezi

MSED ELEMENTARY PORTFOLIO PROJECT 99

https://youtu.be/HxySrSbSY7o

https://youtu.be/-N7lRYMmbXU

https://youtu.be/X9Htg8V3eik

[Back to Table of Contents]

Artifact #8: Child Abuse & SAVE Workshop Certification

MSED ELEMENTARY PORTFOLIO PROJECT 100

Connection to Standards

INTASC Standards:
Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members to ensure learner growth, and to
advance the profession.

DOE Standards:
Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

CAEP Standards:
Standard 1. Content and Pedagogical Knowledge:  The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their disciplines and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.

Ontario Teacher Ethical Standards:

Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour
human dignity, emotional wellness and cognitive development. In their professional practice,
they model respect for spiritual and cultural values, social justice, confidentiality, freedom,
democracy and the environment.
Integrity
Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual
reflection assists members in exercising integrity in their professional commitments and
responsibilities.

NYS Code of Ethics Standards for Educators

Principle 4: Educators collaborate with colleagues and other professionals in the interest of
student learning.
MSED ELEMENTARY PORTFOLIO PROJECT 101

Principle 5: Educators collaborate with parents and community, building trust and respecting
confidentiality.

NYS P-12 Common Core Learning Standards

N/A

ISTE Standards for Teachers and/or Students:

For Teachers:
Citizen
Educators inspire students to positively contribute to and responsibly participate in the digital
world. Educators:
3a
Create experiences for learners to make positive, socially responsible contributions and exhibit
empathetic behavior online that build relationships and community.

3b
Establish a learning culture that promotes curiosity and critical examination of online
resources and fosters digital literacy and media fluency.

ILA International Literacy Association Professional Standards

N/A

CEC Standards
6. Using evidence, instructional data, research, and professional knowledge to inform
practice.
7. Protecting and supporting the physical and psychological safety of individuals with
exceptionalities.
8. Neither engaging in nor tolerating any practice that harms individuals with
exceptionalities.

Ontario Curriculum Standards

N/A
MSED ELEMENTARY PORTFOLIO PROJECT 102
MSED ELEMENTARY PORTFOLIO PROJECT 103

[Back
MSED ELEMENTARY PORTFOLIO PROJECT 104

to Table of Contents]
MSED ELEMENTARY PORTFOLIO PROJECT 105

Artifact #9: Singapore Case Study

Connection to Standards

INTASC
Standard #5: Application of Content. The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.

DOE Standards
Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

CAEP Standards
Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.

Ontario Teacher Ethical Standards

Care
The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.
Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour
human dignity, emotional wellness and cognitive development. In their professional practice,
they model respect for spiritual and cultural values, social justice, confidentiality, freedom,
democracy and the environment.

Trust
The ethical standard of Trust embodies fairness, openness and honesty. Members' professional
relationships with students, colleagues, parents, guardians and the public are based on trust.

Integrity
Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual
reflection assists members in exercising integrity in their professional commitments and
responsibilities.

NYS Code of Ethics Standards for Educators

Principle 6: Educators advance the intellectual and ethical foundation of the learning community.
MSED ELEMENTARY PORTFOLIO PROJECT 106

NYS P-12 Common Core Learning Standards

N/A

ISTE Standards for Teachers and/or Students

N/A

ILA International Literacy Association Professional Standards

N/A

CEC Standards
N/A

Ontario Curriculum Standards

N/A
MSED ELEMENTARY PORTFOLIO PROJECT 107

Case Study of Education System: Singapore

Abbie Scheffold, Alexa Castaldi, Sabrina Castaldi, Sobia Alvi, Victoria Brancalion

Medaille College

Author Note

This paper was prepared on July 7th, 2020 for ECI 610 Transition from Education’s Roots to

Present, taught by Dr. Belete Mebratu

MSED ELEMENTARY PORTFOLIO PROJECT 108

Case Study of Education System: Singapore

Context: Social, Political, and Economic

In 1965, Singapore gained independence and became its own country. Singapore’s

political system is a republic system that was put in place in 1959. This young parliamentary

system consists of a head of state, a President, and cabinet. There are The Six Social Classes of

Singapore: the upper class, the upper middle class, the lower middle class, the skilled working

class, the working class and the lower income earners. This can cause class differentiation with

students in the education system that divide children into these systems at a young age. These

class systems in place and the pressures of school can define predetermined paths for children

and therefore may be less inclined to persevere to reach their fullest potential.

Purpose of Education

Singapore lists desired outcomes for their students to achieve at all stages of their

learning. These outcomes establish a common purpose for their educators, drive their policies

and programs, and allow them to monitor and assess the state of the education system. A child

schooled in the Singapore education system embodies the Desired Outcomes of Education. They

should possess: a good sense of self-awareness, a sound moral compass and, the necessary skills

and knowledge to take on challenges of the future. They should also be confident persons who

have a zest for life, have a strong sense of right and wrong, are adaptable and resilient, know

themselves, are discerning in judgment, think independently and critically, and communicate

effectively, are self-directed learners who take responsibility for their own learning, and

question, reflect and persevere in the lifelong pursuit of learning. They should also be active

contributors who are able to work effectively in teams, exercise initiative, take calculated risks,

are innovative and strive for excellence, are concerned citizens who are rooted to Singapore,
MSED ELEMENTARY PORTFOLIO PROJECT 109

have a strong civic consciousness, are responsible to their family, community and nation and

take active roles in improving the lives of others.

The Desired Outcomes of Education are translated into a set of 8 developmental

outcomes for each key stage of our education system: primary school, secondary school and

post-secondary education. The key stage outcomes spell out what they aspire to develop in their

students through primary, secondary, and post-secondary education. Each education level builds

upon the previous stages and lays the foundation for subsequent ones. At the end of primary

school, students should: be able to distinguish right from wrong, know their strengths and areas

for growth, be able to cooperate, share and care for others, have a lively curiosity about their

surroundings, be able to think for and express themselves confidently, take pride in their work,

have healthy habits and an awareness of the arts, and know and love Singapore.

Curriculum

The primary school curriculum focuses on subject based learning. This includes

languages, mathematics, science, art, music and social studies. Secondly, the curriculum focuses

on knowledge skills. These skills are used through subject based learning and project work

within the courses. Lastly, the third focus of Singapore’s curriculum is Character Development.

With character development, this is achieved through daily interaction, Character and

Citizenship Education and co-curricular activities. The length of the primary program for their

elementary level is six years. This takes students from grade one through to grade six. The

subjects that students learn while they are in elementary (primary) school are: English, Mother

Tongue Language (MTL), Mathematics, Science, Art, Social Studies, Music, Physical

Education, Character and Citizenship Education.

School Organization
MSED ELEMENTARY PORTFOLIO PROJECT 110

The structure of Singapore’s education system is comparable to most systems around the

globe, comprising of several levels, some of which are compulsory while others are voluntary

(NCEE, n.d.-a). The preschool level in the Singaporean system is comprised of kindergartens

and child care centers serving students below the age of seven (Ministry of Education, 2020a),

and enrollment is voluntary (NCEE, n.d.-a). Students attend primary school between the ages of

six to twelve, and this six-year educational period is compulsory (NCEE, n.d.-a). Upon

completion, students write the Primary School Leaving Examination—covering subjects

including English, mathematics, mother tongue, and science—the results of which determine

what pathway students will be admitted into in secondary school (NCEE, n.d.-a). Secondary

school typically lasts between four to five years (Ministry of Education, n.d.) and is mandatory

up to the age of 15 (Ministry of Education, 2020b) but can last up to the age of 18 depending on

the stream taken (NCEE, n.d.-a). Post-secondary schooling is entirely optional and stems into

three streams where students, depending on their secondary school stream, can attend 1)

technical education institutes, 2) polytechnics, or 3) junior colleges, typically ranges from 16 to

19 years of age (NCEE, n.d.-a). Students wanting to become teachers are able to skip this level

by writing and passing the General Certificate of Education (GCE) A-level exam and gain direct

entry into university (NCEE, n.d.-a). At the university level, attainment of a bachelor’s degree

takes between three to four years, a master’s degrees take between one to two years, and doctoral

degrees can span between two to five years (NCEE, n.d.-a).

Classroom Instruction

Classroom instruction in Singapore is highly-scripted and uniform across all levels and

subjects. Teaching is coherent, fit for purpose and pragmatic, drawing on a range of pedagogical

traditions in both Eastern and Western education systems. Teaching in Singapore primarily
MSED ELEMENTARY PORTFOLIO PROJECT 111

focuses on coverage of the curriculum, the transmission of factual and procedural knowledge,

and preparing students for end-of-semester and national high stakes examinations. Teachers rely

heavily on textbooks for information, worksheets, worked examples and a substantial amount of

drills and practice. Teachers also strongly emphasize mastery of specific procedures and the

ability to represent problems clearly, especially in mathematics. Classroom talk is teacher-

dominated, and teachers generally avoid extended group discussions. For example, teachers only

make limited use of checking a student's prior knowledge or communicating learning goals and

achievement standards. Singapore's teaching regime is primarily focused on the transmission of

conventional curriculum knowledge and examination of performance.

Teacher Education

The teaching occupation is not easy to pursue in Singapore with high expectations placed

on teachers for continually producing students who fall into the top performance categories of

the world’s ranking lists, and as such, the profession is regarded highly by Singaporeans (NCEE,

n.d.-b). Teachers are recruited from among the top third of high school graduates, and after a

lengthy and difficult application process, only accepts candidates into training programs to meet

the exact number of open positions (NCEE, n.d.-b). The application process includes writing and

passing the GCE A-level exam with high scores (considered to be the most difficult of all

exams), challenging panel interviews, rigorous analyses of their academic records and the level

of involvement they had within their own schools and communities (NCEE, n.d.-b).

The National Institute of Education (NIE) is Singapore’s sole teacher institution, offering

both bachelor’s and post-graduate degrees, and is stationed within one of the most prestigious

institutions in the country (NCEE, n.d.-b). Candidates’ tuitions are paid in full by the Ministry of

Education (MOE), and they also earn an equivalent to 60% of a teacher’s starting salary while in
MSED ELEMENTARY PORTFOLIO PROJECT 112

training, with the condition of teaching three years upon completing (NCEE, n.d.-b). The vast

majority of accepted applicants hold a bachelor’s degree in their interested teaching subject and

cannot begin teaching without having mastered that subject (NCEE, n.d.-b). For those that

already hold a bachelor’s degree in an approved subject area, the next step is to complete one of

the teacher education programs offered through NIE, which focus on pedagogy in relation to the

subject area, and also pass an Entrance Proficiency Test (NCEE, n.d.-b).

A career in teaching can be directed in one of three paths: 1) the teaching track, 2) the

leadership track, and 3) the specialist track. Within each track, there are 13 levels, where the first

three are considered “general,” levels four and five are considered “senior,” and levels six to

thirteen are considered “super senior” (NCEE, n.d.-b). Salary increases and further training and

mentorship opportunities are offered through the progression of each level, and promotions are

solely based on demonstrated ability and performance, which is evaluated yearly using the

Educational Performance Management System (EPMS) (NCEE, n.d.-b). The EPMS evaluates

teachers in three areas (Professional Practice, Leadership Management, and Personal

Effectiveness), requires teachers to set and meet work-related goals, demonstrate improvement,

and it also facilitates with selecting a career path best suited for teachers – career paths are

assigned, not chosen (NCEE, n.d.-b). There are several professional development opportunities

made available for teachers, and career advancement can be made possible through taking

additional courses through the NEI or the MOE-established Academy of Singapore Teachers,

where teachers can take up to 100 hours of professional development per year (NCEE, n.d.-b).

Students and Access

Singapore, one of the safest places in the world, offers universal access to education and

equal opportunity for male and female students. According to the Department of Statistics
MSED ELEMENTARY PORTFOLIO PROJECT 113

Singapore (2020) out of a total of 654,299 students in 2018 from the primary to the university

levels, 51.5% were male students and 48.5% were female. Singapore introduced free primary

education in 1970 when the literacy rate was only 72%, but has increased drastically over the

following decades because of access being made more easily available (Clark, 2009). At this

time, the country shifted from a labor-intensive economy to a capital- and skill-intensive

economy, and transformed all levels of its education system and heavily began to invest in

human capital (Clark, 2009). At the university level, which is by and large funded through

government grants, all domestic students are given governmental grants to counterbalance tuition

fees, further making higher education more accessible to the majority (Clark, 2009). With greater

emphasis being placed on education and greater governmental investment in it, and as was

previously mentioned in the Teacher Education section, the teaching profession was focused on

highly in order to produce and maintain some of the highest-performing students in the world.

Singapore has also been able to attract international students by offering world-renowned

education at a much lower cost when compared to North American (Clark, 2009).

Discipline

The MOE website’s Discipline section states that their schools help build character by

instilling discipline, with caning still being used as a form of discipline (Ministry of Education,

2020c), which is in stark contrast to our approach in the West. Singapore’s educational

institutions exercise detentions, suspensions and corrective community services to rectify

unfavourable behaviour for various levels of offences (Ministry of Education, 2020c). While

there are obvious concerns about caning practices, the MOE outlines states that it is a

disciplinary option used strictly for boys for serious offences when considered absolutely

necessary and as a last resort (Ministry of Education, 2020c). An example of when caning was
MSED ELEMENTARY PORTFOLIO PROJECT 114

exercised and considered appropriate was related to an incident in 2016 which involved 30

students who played a role in taking and sharing upskirt photos and videos of six teachers (Yeo

& Yin, 2016). There is a strong belief that through effective discipline, students are able to learn

values and develop social-emotional skills as a means of problem-solving, which is best attained

through a safe and supportive environment, where values and skills are taught by teachers to

establish self-regulation (Ministry of Education, 2020c).

Implications for Today’s Practice

Education in Singapore can be implemented into Western society based on the practices

they hold important to education for their students. Their classes are focused on teaching the

students specific problem-solving skills and subjects. The classroom is highly scripted and the

curriculum is focused on teaching students' practical skills that will help them solve problems in

the real world. Exams are extremely important and classes are tightly oriented around them.

Authorities in Singapore are also constantly trying to reevaluate and improve the education

system. Recently, many students have reported rising levels of overstress and psychological

problems brought on by academic rigor. In response, Singapore has stopped listing the top-

scoring student on the national exam in order to ease some of the pressure students may feel. The

country has also incorporated a strategy called Teach Less, Learn More, which encourages

teachers to focus on the quality of education, not the quantity.

Glossary of Terms

EPMS Educational Performance Management System

GCE General Certificate of Education

MOE Ministry of Education

NIE National Institute of Education

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References

2020 Index of Economic Freedom. (n.d.). Singapore. Index of Economic Freedom.

https://www.heritage.org/index/country/singapore?version=363

Clark, N. (2009, June 1). Education in Singapore. World Education News & Reviews.

https://wenr.wes.org/2009/06/wenr-june-2009-feature

Department of Statistics Singapore. (2020, January 8). Schools, Students and Education Officers.

DOSS. https://www.tablebuilder.singstat.gov.sg/publicfacing/createDataTable.action?

refId=15202

‌Ministry of Education. (n.d.). Singapore’s Education System: An Overview [Infographic]. MOE.

https://www.moe.gov.sg/images/default-source/default-album/sg-education-landscape-

print9e3a5a33f22f6eceb9b0ff0000fcc945.jpg

Ministry of Education. (2020a, March 2). Overview of Preschool | Ministry of Education. MOE.

https://beta.moe.gov.sg/preschool/overview/

Ministry of Education. (2020b, March 12). Overview of Compulsory Education | Ministry of

Education. MOE. https://beta.moe.gov.sg/primary/compulsory-education/overview/

Ministry of Education. (2020c, April 29). Discipline | Ministry of Education. MOE.

https://beta.moe.gov.sg/programmes/discipline/

Ministry of Education. (2020d, June 25). Desired Outcomes of Education | Ministry of

Education. MOE. https://beta.moe.gov.sg/education-in-SG/desired-outcomes/

National Center on Education and the Economy. (n.d.-a). Singapore Learning Systems. NCEE.

https://ncee.org/what-we-do/center-on-international-education-benchmarking/top-

performing-countries/singapore-overview-2/singapore-learning-systems/
MSED ELEMENTARY PORTFOLIO PROJECT 116

National Center on Education and the Economy. (n.d.-b). Singapore: Teacher and Principal

Quality. NCEE. https://ncee.org/what-we-do/center-on-international-education-

benchmarking/top-performing-countries/singapore-overview-2/singapore-teacher-and-

principal-quality/

The Borgen Project. (2020, June 29). Why Education in Singapore Is So Good.

https://borgenproject.org/why-education-in-singapore-is-so-good/

The Commonwealth. (2020). Singapore: Constitution and Politics.

https://thecommonwealth.org/our-member-countries/singapore/constitution-politics

Wikipedia Contributors. (2020, March 4). Upper Middle Class. Wikipedia.

https://en.wikipedia.org/wiki/Upper_middle_class

Yeo, A., & Yin, F. J. (2016, October 29). Student Expelled, Several Caned for Taking Upskirt

Images of Teacher. AsiaOne. https://www.asiaone.com/singapore/student-expelled-

several-caned-taking-upskirt-images-teacher?amp

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT 117

Conclusion

Included above are the eleven different artifacts that I feel as though speak to the skillset I

now possess and feel are integral to my growth as an educator in the field. Although my learning

is never done as a teacher candidate, I do believe that the time and dedication that I have already

put into the field have shown my passion and seriousness through these artifacts. I feel full of

gratitude for the education and guidance that I have received in the making of these artifacts and

I will always carry this experience with me when I have my own classroom one day. After

reading through my portfolio until this point, I hope that you have been able to understand my

philosophy and application of these beliefs in the work I have created. I hope the determination

and self-reflection in my work has demonstrated the professionalism I hope to continue to obtain

throughout my career. Although there are eleven artifacts currently displayed, I am looking

forward to the artifacts that I will continue to create and develop and the challenges I will face in

creating them to allow me to grow into the best educator I can be for my students and myself.

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT 118

Section Four: Alignment to Curriculum & Professional Standards

Introduction

Throughout the field of education, there are many standards that need to be included and

followed to ensure the accuracy of education educators are required to abide by. Some may think

these are strictly curriculum standards, and while some are, most are not. The standards that do

not focus on the curriculum specifically ensure that the overall well being of our students are are

forefront for inclusion within the profession. Not only do these standards need to be met, they

also create a system of accountability for the state or province to hold educators accountable in

their line of work. As a teacher candidate, these standards remain important for me because they

allow me to ensure that I am providing my students with equal opportunities to succeed within

their wheelhouse. I believe these standards continue to prove their importance in the education

field because they remain necessary in molding professional educators for the classroom.

Curriculum & Professional Educational

 MSED ELEMENTARY PORTFOLIO PROJECT 119

INTASC NYS Code of NYS NYS DOE ISTE ILA CEC Ontario Ontario
Standards Ethics P-12 Common Standards Internation Teacher
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meet high for all. describing how of diverse problems. Standard 2: language, and contribute to the commitme
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creates Standards variability.  reading and Honesty,
 MSED ELEMENTARY PORTFOLIO PROJECT 120

learning Standard 1: writing. families

experiences Content and Analyst- reliability
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MSED ELEMENTARY PORTFOLIO PROJECT 121

of the critical certification and students learning and insight

concepts and Principle 2: area(s) to improve outcomes and for
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 MSED ELEMENTARY PORTFOLIO PROJECT 122

pedagogy, as are able to use

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MSED ELEMENTARY PORTFOLIO PROJECT 123

Learning and practices. behavior onl professional

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 MSED ELEMENTARY PORTFOLIO PROJECT 124

10
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 MSED ELEMENTARY PORTFOLIO PROJECT 125

and diverse ensures that of individuals

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MSED ELEMENTARY PORTFOLIO PROJECT 126

interaction, challenging College practices Members

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MSED ELEMENTARY PORTFOLIO PROJECT 127

advance the facilitate responsibil

learning of all learning ities.
students with
toward technology
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career- achievement
readiness of the ISTE
standards. Standards
for Students.

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leverage
technology
to take an
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goals,
informed by
the learning
sciences.

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Citizen –
Students
recognize
the rights,
responsibiliti
es and
opportunities
 MSED ELEMENTARY PORTFOLIO PROJECT 128

of living,
learning and
working in
an
interconnect
ed digital
world, and
they act and
model in
ways that are
safe, legal
and ethical.

Global
Collaborator
– Students
use digital
tools to
broaden
their
perspectives
and enrich
their
learning by
collaborating
with others
and working
effectively
in teams
locally and
globally.

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create social, and civic know the their practice n,
MSED ELEMENTARY PORTFOLIO PROJECT 129

environments potential of each subject matter by learning acceptance

that support student. in their from and , interest
individual and certification with others and insight
collaborative Principle 2 – area(s) and for
learning, and Educators exploring developing
that encourage create, support, Claim 2: proven and students'
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community learning. understanding activities Continual
members to of the critical and reflection
ensure learner concepts and environment assists
growth, and to principles of s that members
advance the their discipline recognize in
MSED ELEMENTARY PORTFOLIO PROJECT 130

and, by and exercising

profession. completion, accommodat integrity in
are able to use e learner their
discipline- variability. professiona
specific l
practices Facilitator – commitme
flexibly to Educators nts and
advance the facilitate responsibil
learning of all learning ities.
students with
toward technology
attainment of to support
college- and student
career- achievement
readiness of the ISTE
standards. Standards
for Students.

For Student:
Empowered
Learner –
Students
leverage
technology
to take an
active roles
in choosing,
achieving,
and
demonstratin
g
competency
in their
learning
goals,
informed by
the learning
sciences.

Digital
MSED ELEMENTARY PORTFOLIO PROJECT 131

Citizen –
Students
recognize
the rights,
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use digital
tools to
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perspectives
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their
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collaborating
with others
and working
effectively
in teams
locally and
globally.
 MSED ELEMENTARY PORTFOLIO PROJECT 132

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 MSED ELEMENTARY PORTFOLIO PROJECT 133

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MSED ELEMENTARY PORTFOLIO PROJECT 134

practice, building trust College 3a physical and

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 MSED ELEMENTARY PORTFOLIO PROJECT 135

ensure learner advance the

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advance the students integrity in
profession. toward their
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#9 Content Educators Standards Teacher: ethical
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assure mastery learning. Medaille recognize potential.
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collaborate with of diverse variability. commitme
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community, through Educators students'
building trust effective facilitate well-being
and respecting pedagogy and learning and
confidentiality. best teaching with learning
Educators practices. technology through
partner with to support positive
parents and Claim 3: student influence,
other members Medaille achievement professiona
of the College of the l judgment
community to graduates are and
MSED ELEMENTARY PORTFOLIO PROJECT 136

engance school caring empathy in

programs and to educators. For Student: practice.
promote student
learning. CAEP Digital Integrity -
Standards Citizen – Honesty,
Standard 1: Students reliability
Content and recognize and moral
Pedagogical the rights, action are
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ensures that opportunities ethical
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develop a deep learning and Integrity.
understanding working in Continual
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their discipline world, and in
and, by they act and exercising
completion, model in integrity in
are able to use ways that are their
discipline- safe, legal professiona
specific and ethical. l
practices commitme
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standards.
MSED ELEMENTARY PORTFOLIO PROJECT 137
MSED ELEMENTARY PORTFOLIO PROJECT 138

Conclusion

In this section, outlined are all of the standards that were included in all of the artifacts I

have showcased. The artifacts that I have selected in this portfolio have all, in most ways,

connected to the state and province standards. I have taken the time to properly align the

standards to the curriculum used and the classroom environment I wish to have one day. These

standards allow me to remain accountable in showcasing the focus on diversity and respect each

of my students deserve within my classroom, as well as meeting their curriculum needs. Having

access to these standards not only aids my growth in learning and developing into a future

educator, but also to continue to grow once I have a classroom with a group of students for years

to follow.

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT 139

Section Five: Teacher Candidate Reflection Guidelines

Introduction

Throughout my experiences at Medaille College, as a teacher candidate, I have been

taught an additional set of knowledge and resources that I didn’t know was out there for me to

learn. The duration of this program has given me the experience in working under incredible role

models in the field of teaching, as well as a close connection to my colleagues in the support

system we created for each other. With the direction of the program Medaille has outline, I feel

as though the knowledge I have acquired and the experiences that have come alongside this have

prepared me even more so to use these newfound skills in being a successful teacher candidate.

What makes me the most excited about this portfolio project is that it is just the beginning of my

journey and will be a permanent outline from when I first started as a candidate now to when I

will be in the field using all that I have learned. Aside from creating my artifacts during the

program for assignment purposes, a significant amount of work has gone into them and into this

portfolio to demonstrate my readiness and preparedness in joining the field of education. After

exploring my work, I hope my passion and dedication to our future youth has been showcased.

Portfolio Project/Teacher Education Learning Experiences

In entering the teacher education program, I was aware that there may be challenges

along the way because not only was I now a full-time student, I was also working full-time in the

Hamilton Wentworth Catholic District School Board as a tutor. I was excited and nervous in the

beginning because I wanted to give both commitments my undivided attention and I knew it was

going to be difficult at times, but I was prepared to do so. As a part of this excitement, I was able

to connect my own personal education to the work that I was completing during the week with

my students in tending to their diverse needs in working in a school where the students need
MSED ELEMENTARY PORTFOLIO PROJECT 140

additional support, more than academics (TEAC/CAEP Claim 2: Pedagogy, Best Teaching

Practices for Diverse Learners).

One of the many blessings I have been able to receive in completing this program is

being able to do it alongside my younger sister. We have always shared similar experiences in

our work and volunteer based opportunities, but have different perspectives that have allowed us

to teach each other new things along the way. For our first orientation, I was excited and nervous

all at the same time, but I was lucky enough that I didn’t have to do it alone because I was able to

have my sister there with me knowing the process would be that much easier for us. After

orientation, I remember the feeling of diving right in to our courses. At that point it was like the

nerves vanished and it became pure excitement. I was excited to learn and challenge myself with

the material I was learning and creating. I think this process became seamless because our

professors made learning that much easier. The majority of our professors shared valuable

experiences with us in what they have learned up until that point in their careers. Each of them

was able to offer a different perspective, which allowed all of my colleagues and myself to learn

the different ways to go about facilitating a classroom. For every story and experience we heard,

we were able hear and understand the passion in each of their voices. We were able to see that

this is not just a career for our professors, this is their vocation. Not only was this inspiring, it

was reassuring to know that the children of today and our future are in the most amazing hands.

Bringing some prior experience and knowledge into my journey throughout this program,

I was familiar in what teaching a learning segment looked like and entailed. I was fortunate

enough to have this opportunity in working with different associate teachers as a volunteer and

tutor. Even though I knew how to deliver lessons and create formal and informal assessments, I

had never written a lesson plan before, only executed my ideas. Within my first semester in our
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Core of Education course, I wrote my first formal lesson plan. In working with and being

familiar with IEP’s (TEAC/CAEP Claim 3: Caring Educator) I was able to draw on my own

prior experiences for the lesson plan which aided me in preparation for the accommodations and

modifications that would be needed throughout the lesson I was now writing. As I continued on

in the program, my professor from my Education Methods of Teaching: The Arts, Language

Arts, & Social Studies course was an amazing example and support system in molding and

shaping our learning to construct outstanding lesson plans. As a result to this, I was able to

construct detailed lesson plans with thoughtfulness and intentions behind them that would always

benefit my students and I can now say that writing lesson plans is no longer a worry of mine,

thanks to my amazing professor (TEAC/CAEP Claim 1: Subject Matter).

From what most people understand about teaching, they know that educators facilitate a

classroom and prepare lessons for their students to learn, but what they don’t realize is the

extensive creativity and engagement teachers need to understand in order for their students to

want to learn when they are at school. Lesson planning has been one of my highlighted

experiences while being here at Medaille College. With the different concepts I have learned,

such as multiple subject matters, classroom organizational approaches, and educational

pedagogy, I have been able to create an abundance of my own lesson plans using these new

skills. In creating these lesson plans, I have been challenged and supported in creating literacy,

math, and science lessons (TEAC/CAEP Claim 1: Subject Matter). Within each of these subjects,

the teacher must adapt their teaching strategies that they are comfortable with to what their

students need, especially for diverse learners and to accommodate and/or modify instruction to

support the students in their classroom. I feel as though that the lessons I have included in this

portfolio outline my effort and time that has been put into each in making the learning
MSED ELEMENTARY PORTFOLIO PROJECT 142

environment I create a priority as well as activating an prior knowledge, instruction, and

assessment for student understanding.

One of my favourite experiences during my graduate studies was our technology in the

classroom course. Other than using a SMART Board once in a while and having a computer lab

in elementary school, technology was not a predominant focus for learning when I was a student.

In this course, we were able to become more familiar with the SMART Board technology and we

were given so many other tools and resources to use with our students in our future classrooms.

One of my favourite tools from this course was the Weebly Teacher Website. I loved creating

my own website for my future students with tabs that would be resourceful for them to have as

reference when they are home, and even for their parents to have in support of them. This creates

such transparency between the teacher’s intentions for their students and a sense of relief for

parents as well in being able to be a part of their classroom environment.

Another aspect to the learning experience of this program was the fieldwork course

element in terms one and two. Meeting at different Buffalo community schools allowed our

cohort to experience the different educational and cultural needs our students will have

(TEAC/CAEP Claim 2: Pedagogy, Best Teaching Practices for Diverse Learners). In each of

these settings, we as students brought lessons or activities that fit to the theme of the Saturday

Academy classes these children and their families were taking part in. Our lessons and activities

allowed each of us to build engagement and learn more about the students and what their

interests are. I strongly believe that new teachers taking part in this program should have this

experience because it allows them to broaden their understanding of the different populations of

students before embarking on their full student teaching placement. In having years of

experience working with children and their different needs and supports, I felt comfortable
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attending these different schools and it taught me more than I had already known. This

experience gave me the connection with the families that I had never experienced before. The

work that I had done in schools strictly related to teacher and student relationships, I did not have

many interactions with families or loved ones. Having the families be a part of the Saturday

Academy programs allowed me to enter a newer perspective of why children behave the way

they do and why they need what they need. I will never forget an experience like this one from

my time here at Medaille.

Overall, Medaille has provided me with a plethora of learning experiences that have

aided in continuing to shape me into the educator that I am today. The experiences and artifacts

that I have shared thus far in my portfolio are what I consider to be some of my proudest

moments in the program. The Master’s of Science in Elementary program successfully outlines

and gives its students the opportunity to be able to take the resources and experiences provided

and use them as a part of their new skillset for their future classrooms. Collectively, what has

been included are endless challenges and opportunities for growth within the profession that

have taken the form of assignments, topics of discussion, and professionals in the field who have

helped shaped me and define my craft throughout this journey (TEAC/CAEP Claim 3: Caring

Educator).

Readiness to Become a Teacher

In creating this portfolio, this section was one that I was most excited to complete and

document. Words cannot describe how excited and eager I am to transition from a teacher

candidate to a full-time educator. I feel as though not only have my prior experiences helped

shape me, but now this program has given me an extensive amount of tools and opportunity for

further growth that I can take with my and apply in the future.
MSED ELEMENTARY PORTFOLIO PROJECT 144

One of my strong beliefs when it comes to educators in the field is that we are all students

of life. Even though we may have our own classrooms, it does not mean that we cannot continue

to learn, grow, and challenge ourselves. This not only benefits us, but it also benefits our students

who are learning valuable life lessons through our teachings, especially in the elementary grade

levels. When it comes to preparedness and readiness to become a teacher, I feel as though I was

prepared before I entered this program, but comparing then to now, I feel more prepared than I

ever have. I believe that I currently possess the knowledge, skills, and practical experience to

make me what I consider to be a great educator. More so than that, I believe my commitment to

being a student of life and being willing to learn and try new things will make me an even better

educator. I feel as though it is my role to make my students feel like they want to learn. I

understand that not all students are going to come to school and are going to be ready and

willing, but isn’t that part of our job, to make them ready and willing? Aren’t we as educators

supposed to try and make learning as fun as it can be all while making it educational? There can

be a magnitude of reasons why children aren’t enthusiastic when they come to school. For some,

school is an escape and for others it is a bother. I am sure that each educator has encountered a

student in their class who would prefer not to be in school. This is where I feel I am more than

ready to become a teacher because I understand that it takes commitment to our students. In my

eyes, a classroom is like a family. When one of our family members is in need of support, we

give it to them, so I feel it is the same for our students. Educators are more than facilitators of a

classroom, we are caregivers. We are there to provide education, yes, but we are also there to

provide a healthy environment for children to spend most of their day in.

A large portion of my prior experiences that have aided me in my readiness to become a

teacher was working as a tutor for the HWCDSB. In working for a school board, the associate
MSED ELEMENTARY PORTFOLIO PROJECT 145

teachers I would work alongside gave me ample opportunities to make a difference with their

students in their classrooms. Working in different schools within this board allowed me to learn

the different needs and demands of students coming from different socioeconomic backgrounds.

I was able to work one-on-one or with small groups of students to focus on closing achievement

gaps that weren’t being closed or assessed in the classroom. In working closely with literacy and

numeracy programs, I was able to understand where students were having difficulties and I could

see where there was additional communication that was essential for their progression. For

example, the majority of my students who needed additional support in numeracy succeeded

during the one-on-one time because they felt comfortable enough to express their concerns or

questions with the material. In cases like these, there are times where students feel embarrassed

to ask questions and I feel that it is important to assure them that being in school means open

ended communication for learning. How can we help our students if they don’t feel like they can

ask us for help? Are we really doing our job to the fullest if they can’t ask questions to be better?

Even though that is only one example of an experience I had with some of my students, I

want to share that my readiness to become a teacher includes my dedication to meeting the

diverse needs of students (TEAC/CAEP Claim 2: Pedagogy, Best Teaching Practices for Diverse

learners, TEAC/CAEP Claim 3: Caring Educator). In each of the classes I took here at Medaille,

the importance of using different strategies to differentiate instruction and meet the needs of our

different students was made a priority by all of our instructors. In having my own experiences,

and new experiences here at Medaille, the experiences I have been able to gain from my

colleagues will never be forgotten. I wasn’t aware at the beginning of this program how much

my colleagues could teach me, but we all have created an amazing support system that helps

build each other up in learning to be the best educators we can, and that is something I will
MSED ELEMENTARY PORTFOLIO PROJECT 146

cherish forever. In being able to help my colleagues as well, I knew that the skillset I held meant

that I was ready to share what I already knew. I genuinely believe that the perspective on

education that I hold is one that provides me with the skills and qualifications that I wouldn’t

have accumulated without my experience in working to close achievement gaps.

Conclusion

I am more than excited to embark on this new chapter of becoming an educator in the

field of teaching. I believe that what I have showcased in my portfolio thus far exemplifies why I

am not only capable with the skillset I hold, but ready to become a teacher to help better our

youth of today. My passion for aiding children in their development, engaging students and

helping them reach their fullest potential demonstrates my enthusiasm for the profession itself.

Alongside this, my dedication to a field that supports life-long learning and professional

development displays that I am more than ready to continue to grow and learn in order to support

my students with my fullest potential. I know that teaching is what I am meant to do and it has

been the only profession I have wanted to be a part of since I was young. My hope is that after

exploring what I have outlined in my portfolio, you are able to understand the dedication I have

out into ensuring that I am prepared to end the field of teaching. I have never felt more confident

than I do now in my ability to be a caring and professional educator and I am excited to finally

begin this next chapter of my career!

[Back to Table of Contents]

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Section Six: Teacher Candidate Teacher Interview Video

Teacher Candidate Interview Video

https://screencast-o-matic.com/watch/cYiO3ZEaYG

Teacher Candidate Weebly Teacher Website:

https://castaldiclassroom.weebly.com/

Teacher Candidate Interview Questions & Responses

Briefly share a little about your background experiences that have led you to choose a career in

education.

Before I entered into my undergraduate studies at McMaster University, I was given the

extensive opportunities to be a classroom support volunteer which then lead me to my tutoring

position with the Hamilton Wentworth Catholic District School Board. In taking on these

positions, I knew that I was going to do whatever it took in order to become an educator in the

field. I planned on using these experiences as tools to teach me what I needed to know and

understand how to craft the passion I had for being in the classroom and apply it practically.

After volunteering for a handful of years in the classroom, the Closing the Gap tutor position

allowed me to facilitate programs with students that helped them close achievement gaps that

needed to be given more attention. In running these programs, I worked closely with classroom

teachers in understanding accommodations and modifications for IEP’s. In working closely with

them, we created additional plans to ensure that the diversity of the classroom and their needs

were being met. Not only did this experience teach me what it is like to work alongside students

who have curriculum needs, but also students who have diverse needs as well. Both of these

experiences led me to complete my degree at McMaster University and bring me to my Master’s

of Education program here at Medaille College to prepare me to be the best educator I could be.
MSED ELEMENTARY PORTFOLIO PROJECT 148

What have you learned in your teacher-training program that will make you an excellent

classroom teacher and colleague?

Being in the education system for the last seven years, I feel as though the experiences

and opportunities I have been given have allowed me to understand what it takes in order to

facilitate a successful and healthy environment for our students. Not only did these opportunities

teach me valuable lessons, they also helped develop what I believe to be my philosophy of

education today. In our teacher-training program, I feel as though all of my prior experiences and

lessons have been built upon in understanding the context behind them by my professors here at

Medaille. In this program, my colleagues and I have been challenged to be open to growth in

what we previously know and we are so much better for it. Having such passionate, caring, and

supportive educators as our professors has allowed us to understand what is needed to bring our

beliefs into practice. The practical experience I have attained will be incredibly beneficial to me

and my career moving forward in combing practice with foundational knowledge and

educational pedagogy.

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?

One of my favourite lessons, in this case, learning segment that I’ve taught thus far is a

health lesson on stress for one of the grade five classes that I worked in as a tutor. I was given the

opportunity to teach the whole learning segment from the classroom teacher if I was comfortable

in doing so. I taught seven weeks of lessons, and each week I would create different interactive
MSED ELEMENTARY PORTFOLIO PROJECT 149

activities to teach my students about stress and anxiety. In doing this, I was able to raise student

engagement and create a fun way to learn about stress, the causes of it, the difference between

stress and anxiety, and how to handle these feelings. For example, one of these activities that we

participated in together was a ball toss. I took the whole class to the playground with one ball.

For this activity, we did a simple ball toss. The purpose to this activity was to have the students

pass the ball around respectfully to understand the gut feelings they get when the unknown

choice of the ball being tossed to them is coming their way. After the first couple of minutes, I

could tell that the students became more relaxed and began to enjoy the activity because the

initial uncertainty of the ball being tossed to them was gone. When the ball toss was complete, I

asked the students what their initial feelings were and they described a connection to feelings of

stress and anxiety because they weren’t sure how and when the ball was going to come their

way. I found this to be a great way to get them kinesthetically involved the feelings we are

discussing in class. All around, my first learning segment was one that ended up being successful

in my eyes because my students would ask when we would do our lessons in the day and they

expressed that they wanted to learn more about the topic. This was an incredible feeling because

it made me feel like I was doing something that “worked” or like I was doing something “right”.

This experience will be one that I learn and grow from because it has given me the opportunity to

understand what my students enjoyed and what they didn’t enjoy. Each year this will be

changing and it will give me the opportunity to try new things with my students.

How will your knowledge of the current trends in education inform you as an educator in our

district/board/school?
MSED ELEMENTARY PORTFOLIO PROJECT 150

As I mentioned in my interview video, I feel like my knowledge of the current trends in

education will inform my instruction because of the comfort ability with the topics at hand. One

example of this being technology, I feel as though my ability in being familiar and comfortable

with technology as a whole has aided me in the creation of resources like the Weebly Teacher

Website and the Google Classroom. Technology is quickly becoming an important aspect to the

education curriculum due to the exposure our students have to it in their personal and home lives.

As I was creating these artifacts, I was able to foresee the connection and importance between

technologies in the classroom. There are so many fun and interactive resources that can be used

with our students and I think if teachers don’t educate themselves on this material that they are

doing their classroom, students, and themselves a disservice. From what I have acquired

previously and during this program here as a teacher candidate at Medaille, I understand that the

field of education is constantly growing and evolving. I am committed to my classroom and my

students to adapt and overcome any challenges that come my way for the betterment of my

professional and personal growth.

Why should we hire you instead of the other applicants we have interviewed?

I feel that I would be a successful candidate in the field of education because of my

passion, drive, and extensive resume that I have accumulated within the school system over the

past few years. In answering this question, I want to be hired as a future educator, but I would be

partaking in a disservice to the rest of my colleagues if I didn’t mention what they have taught

me as well. Being in this program together, we have all worked closely with one another in

sharing our knowledge and experiences and based off of what I have learned from the, I believe

that they should be hired also, not one more than another. I have the foundational knowledge,
MSED ELEMENTARY PORTFOLIO PROJECT 151

real-life experiences, and passion to continue to learn and grow in bettering myself as a

professional educator in the field. If I am hired, you will be hiring a candidate that will never

stop being dedicated to the field of education and the students within it.

Conclusion

In this section, I am hopeful that prospective employers and other interested personnel are

interested in my responses to the various interview questions I have answered. My responses

have been recorded above for reference, and my interview that was recorded using Screencast-O-

Matic has also been provided for viewing purposes.

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT 152

References

Byinfed.org, P. (2019, October 19). Howard Gardner, multiple intelligences and education.

Retrieved June 02, 2020, from https://infed.org/mobi/howard-gardner-multiple-

intelligences-and-education/

Edberg, H. (2020, April 27). 80 Inspirational Education Quotes for Students and Teachers.

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