Section Two: Teacher Candidate Background Experiences

Introduction

As I look at how I have gotten here, as a teacher candidate, I am reminded it was not an

easy road but also at the same time, a rewarding journey. My family, for the most part, are all

educators starting with my dad teaching in elementary school his entire career to my older

siblings teaching in varying levels of education from elementary to university. You can say being

an educator is in my blood. I decided to take a different journey and found myself to be a social

worker. Currently I am in my tenth year as a social worker and in late 2014, I decided teaching is

what I want to do. I found Medaille College where they were flexible in terms of class time

where it allowed me to work while I worked

on my studies.

Section one of this portfolio project introduced to you as the reader my qualities and

competencies as a professional teacher candidate. These competencies include planning,

instructional pedagogy, assessments, best teaching practices, learner accommodations, culturally

responsive teaching, classroom management, professional collaboration, and curriculum

standards. These competencies that I possess shows my readiness and preparedness to become an

effective professional teacher. Section two of this portfolio project will showcase my educational

background, work experiences, my philosophy of education, my resume, and conclusion to end

this section. Again, all of these subsections explained at length will show that I am prepared and

ready to be a professional teacher.

Teacher Candidate Educational Background and Work Experiences

Educational Background

As mentioned in section one, I had a very positive experience at the elementary level

where I was placed with teachers that understood my needs as an immigrant, new english

learner, and very passive because I was getting to know my surroundings and my expectations.

When I left the public school to be home schooled, I learned addition skills that have served me

well growing up. I learned how to multi-task and time management.

Multi-task. As an elementary student being home schooled, instructions were not as often

and most instruction fell on the student. My mother would chart out what I needed to do for the

year in each subject and it was up to me to stay on task. It was only when I needed help because I

didn’t understand anything or because we were doing an experiment/field trip would I get

instructions. With many subjects needing to be completed, I had to balance each one like a

school running on a four-day schedule.

Time management. I had to juggle between the subjects with their expectations to having

to do my chores for the day. Unlike going to school where the school has set times for periods, I

was in charge of my own school hours. Some days I would be finished by noon and some days I

would be finished around dinner time. I had to use my time wisely to get everything completed.

This skill has served me well when I enrolled to Medaille College and had to take online courses

to get caught up in order to start my M. S. Ed at Medaille College. The online courses do not

wait for anyone and if you fall behind, you are fighting to keep up. Luckily for me, I already had

the time management skill and was able to stay on task. As a professional teacher, this is a

required skill because teachers cannot go over or not take enough time to instruct their students.
 My high school experience was also very positive. In high school I found my true

passions in the courses I took, sports I played, and clubs I joined. I discovered that I am good at

math and science, enjoyed various sports such as wrestling, track and field, and rugby, and loved

the chess club. High school challenged my developing abilities and skills. High school also

helped me map out my career path. In a careers course I took in high school, the course

assessment of me says that I would work well with children and the first two possible careers

could be teaching and social work.

Post-secondary from colleges here in Ontario to Medaille College in Buffalo have also

been a very positive experience for me. I was very fortunate to have all the professors that I have

had because each one took an interest in my studies and always gave me constructive criticism to

help me think and do better. Teachers that have the ability to make you think and do better in my

opinion is a very effective teacher.

I found that I was most interested and liked the most was psychology and criminology. I

was very fascinated about the human mind and how it worked. The more I researched or went

deeper into trying to find out, the more curious I got. I am also a law guru. Ethics and doing what

is right is me. I found it hard to ignore when people are breaking the law. An example of this in

Ontario is when people text and drive, I do not know what they are thinking because they can

cost people their lives.

As a teacher candidate in the classroom or volunteering in the classroom, I not only had a

positive experience but also loved the school environment. Being in the classroom as a teacher

candidate is exhilarating. Especially when I was doing my observation and volunteer work with a

teacher that taught me in grade one. This teacher was still exciting and had a way with the

students that encouraged them to think and grasp new understanding. I was inspired that her
passion has never left and as far as I could remember, the same as it was when I was with her in

grade one.

Work Experience

Upon completion of college, I found work as a social worker for youth in trouble with the

law. This job later transitioned to foster care where I was directly involved in the children’s life

from when they came into care to when they left care. I started to really love my job when I was

involved in their academics. This would include direct instruction to assisting the students in

their homework.

I held this position for several years until I was promoted to a manager to which I would

assign staff their duties or train the staff in their duties or annual refreshers. I am the current

Crisis Prevention Intervention (CPI) instructor for all of the staff at my agency. CPI helps staff

and parents de-escalate situations effectively and safely and last resort would be a restraint when

all other techniques have been used or exhausted.

We have a school on site that educate the children that either do not fit in a regular school

setting, just came into care and school was not set up, and/or have behaviors beyond the scope of

the general school environment. I would more often than not help the children with their school

and be heavily involved with mapping out their career paths. This would include finding the right

courses and applying for college.

Since finishing my observation, I have continued to volunteer at the same school my

observations took place. Although this is not a paid position, I feel like this will help me improve

as a professional teacher. I am being exposed to excellent best practices that have be developed

over 25 years and tricks of the trade. By being involved in the schools, I am also getting a feel to
how everything operates and what it is like to work in a school because this is something I have

decided I want to do as a career.

My volunteer work is exposing me to all the grades of my certification and I used to have

a fear of teaching higher grades but that is no more. I found that students in the higher grades are

also a joy to teach and they are more independent than students in the lower grades. These

students also are developing in that they are getting more curious and ask the really hard

questions. I look forward to these thought provoking questions when I come in.

School Observations and Classroom Application

Best Practices:

Grade one, the teacher has instructed the students to go to their desks and start working

on their math chart from the previous day. The teacher then asks five students to come to the U

shape desk with her to be helped with their work. The teacher has split up the class of seventeen

into groups with your Jonny’s and Sally’s. Each group gets a chance to be with her for additional

help if needed but this is strictly for academic reasons. Additionally, this setup gives more

teacher student time for the students that struggle behaviorally.

As mentioned above, the teacher has grouped her students that come to the U shape desk

by academics, rather than the group they are in when at their desks. Students are placed in groups

of six with the exception of one group where they only have five. These students are placed

according to their visual impairments and behaviors. Students with visual impairments are closer

to the front while the students with behaviors are within sight of the U shape desk.

During lesson time and independent times, students are given verbal instructions and

given time to do their work. If time is given to students to work, the teacher will walk the room
and stop at random desks to see how a student is doing. If the teacher is not walking the room,

she will be at the U shape desk and when a student has a question or needs help, the student

would bring their work to the desk. I have noticed that the teacher grouped the Mennonite

children because some are non-verbal and some talk. This grouping is due to language where if

she needs a response from a Mennonite student, another Mennonite student will talk to the other

to get the response.

The best practice I saw for this teacher’s class was when I saw a conflict between two

students. The teacher took the two students outside the classroom and spoke to them instead of

doing that in the classroom. I have come to realize that grade one students become distracted

very easily and by removing the distraction, the teacher was able to allow the other students to

work while she dealt with the conflict.

Description:

In a typical day in the teachers grade one class, the class starts off right after the singing

of the national anthem and announcements. Right after announcements, students were asked

questions about what was said during the announcements. Each student received a sticker for

telling the teacher what was said or what they thought was important.

After the short quizzing, the teacher instructs the students that it is time for read aloud at

the carpet to which they are all to take a seat. Before reading the book on pumpkins, the teacher

tells the student to think on a couple questions that would be asked after the reading. After

reading, the teacher repeats the questions and the students were selected randomly to answer the

questions. The Sally’s of the class were not selected unless no student was able to answer the

question(s) correctly.
 After the questions were all answered, the teacher switched to creative writing and

instructed the students that they were to get their red books out and start writing a story about

pumpkins and what they learned from the book. Students were asked to list at least five things

they have learned. The teacher asked for five students to go to the U shape desk and let the rest

get started on their writing. Every five to ten minutes, the teacher would walk the room to see

how the students were doing. Every so often, she would say out loud what one possible thing

they have learned and would write this on the white board. I believe she did this to help the

students that had nothing written down in their book.

After the period was over, it was supposed to be first nutrition break. The teacher clapped

her hands three times and the students repeated the three claps and turned their attention to the

teacher. The teacher informed the students that in five minutes’ nutrition break will start and they

were to clean up and can go get their snack/lunch and start eating. When all students returned to

their desk, the light was turned off and the students ate their food with some conversation with

their close neighbors.

When the students returned from outdoors recess, the teacher clapped her hands three

times and once again, the students repeated the three claps and turned their attention to the

teacher. Students were instructed to take out their math charts they were working on the previous

day and to begin. Five students took their work and went to the U shape desk to work while the

rest went into groups to work on their math. I observed that the students had different math

charts and the ones that had the same were in their group. Some colored a math coloring book

while some rolled dice and worked on addition. Students that needed helped went to the desk and

waited in line until the teacher was available to help the student.
 In the middle of the second period of math, the teacher clapped her hands three times and

waited until the students clapped their hands three times and gave her their attention. The teacher

told the students that when they are completely finished with their math, they were allowed to

play games with a partner from the game shelf. All the games I saw were educational.

For gym, prior to leaving for the gym, students line up with your needier student in the

front and more independent at the rear. This line is maintained throughout their trip to the gym

and again back to the classroom. The last student in the line is responsible to close the door to the

classroom and the door to the gym.

Analysis/Connections to Class:

The read aloud and making connections afterwards reminded me of Stephanie’s Ponytail

activity we did in class. In the teacher’s class, there were numerous prompting made by the

teacher to make the connection while we did not need that many. This is due to us being adults

and the students being no older than seven or eight. I was thoroughly impressed at how they

were able to make connections to real life as well. One student spoke about how their family

would take out the pumpkin seeds and eat them after they were baked. There was no mention of

this in the book about the seeds. The only thing being mentioned that you could eat was pumpkin

pie.

Clapping. I found clapping and having the students clap back worked really well. I also

thought it was amazing at how quickly they respond and then give their full attention to the

teacher. I thought this could be because I was in the classroom but I quickly found out it was not

because of me, the days that followed, it continued to work. I volunteer on my days off and to

this day, continues to work. The teacher explained to me that for a good part of the beginning of
the year, she works on prompts and their expectations so they know what is expected should she

do something randomly.

I observed a substitute teacher in grade five and one thing she did that I did not like was

to call out a student in front of the class and reprimanded her in front of the whole class. I am not

entirely sure if it was to exert her authority or something but I did not observe anything severe

enough to be called out in front of the class and then practically humiliated in front of her class. I

would have asked the student to go outside the class and had a private talk with her.

Applications for Effective Teaching/Learning in the Future:

The two things I would use in my classroom are the clapping and use of the U shape

desk. These two things are very positive and I believe would help me as a future professional

teacher to be effective. If you are able to get the students attention and give them direction, it can

go a long way for them in their learning.

Clapping. When I did my observations in the classrooms, I found that many, if not all of

the teachers at the school used clapping to get students to pay attention to them. Clapping

appeared to work extremely well and gave the teachers the silence and attention they needed to

instruct their students and it also provided a time for transition if needed. This behavioral

management tool used during my observation was also used by my professor at Medaille College

and it even worked on us!

The U shape desk. The U shape desk I found was very effective for a couple reasons. The

desk allowed for students to come and get a one to one even though there were often times five

students with the teacher at a time. This setup allowed the teacher to further explain or re-explain

instructions to this group of students and the feel that each student mattered, even the ones that
are at their desks because they know they will get a turn at some point. I will definitely have this

setup in my classroom!

These two classroom management tools reminded me of B. F. Skinner and Lev

Vygotsky. The clapping was positive re-enforcement from B. F. Skinner and the U-desk is from

Lev Vygotsky where the teacher helps the students achieve which is zone of proximal

development because they cannot do it themselves.

Philosophy of Education

Introduction

At a young age, I was always curious about education and this curiosity continued

throughout my adulthood. I have never stopped learning and still to this day, continue to go to

school to further my education. My family are all educators and I have learned that they are out

there to make a difference in each of their student’s lives.

As a social worker, I work with children and youth, for me, I find teaching them brings

me the most joy and excitement. I look forward to that part of the job where I can teach the

children. Teaching brings me a certain joy because I know I am doing something that can benefit

the children and I know they are learning something.

The learning environment and the joys of learning is what motivated me to switch careers

to become a teacher. I reflect back at the schools I have been to recently and I have seen a

tremendous change in atmosphere from students fully participating in their work to students

actually having fun learning. I firmly believe that school should be fun and not boring and dry. I

want to be part of an educational system where they foster learning and at the same time, having

fun!
 The School

Back in the Colonial Period, school was available to boys and girls up until high school.

After primary school, only the boys were permitted to attend high school and post-secondary to

further their education. In primary school, students were taught reading, writing, arithmetic, and

religion. There was an emphasis on religion because people during that era were predominantly

Protestants. These Protestants, especially the New England colonies, (2014) “believed that a

literate people who knew God’s commandments as preached by their Puritan ministers could

resist the devil’s temptations (p. 122).”

Boys that went past primary school were taught advanced reading, writing, arithmetic,

and religion. The upper-class boys that were in the Latin Grammar schools studied Latin and

Greek authors. These boys were preparing for college. In college, students would learn a variety

of subjects, which made ministers and other leaders out of these students. Girls and women of

the Colonial Period did not have the opportunities as the boys because they had responsibilities

at home. Ornstein and Levine says that (2014), “Many, especially men who controlled

educational institutions, believed that women were intellectually incapable of higher studies (p.

127).”

Today, the schools are available for everyone at all levels. From primary to post-

secondary. Students with the required prerequisites and abilities to attend post-secondary

education are welcomed. Although there is a drawback to admissions to many qualified students.

There is an abundance of students with the required prerequisite but limited amount of spots

available. Besides this issue, any person, any gender, race, religion, etc… is able to apply to a

post-secondary institution.
 Today, in the state of New York and province of Ontario, there is a common core

standard in English language arts and mathematics for kindergarten through to grade 12.

Students are tested in grade 3, 6, and 9 in these subject matters to see if students are performing

or not performing. Reading, writing and arithmetic are still part of the common core subjects of

study. In addition, subjects such as science, history, social studies, music, art, and gym are now

all part of the curriculum. Religion was a dominant subject back in the Colonial Period but today,

it is an elective or if you attend a private or faith based schools, religion is then part of the

curriculum.

Education today has also been used for political reasons. The government has taken it

upon themselves to dictate what schools should teach. For example, sex education. Is this the

school’s responsibility or the responsibility of the parents or guardians? Both sides have their

valid points as to why it should not be taught in the school and vice-versa, but who makes the

final decision? The government often does this.

The Curriculum

As time goes by, the curriculum changes to reflect the changes society goes through. The

changes are necessary so we are not left behind as a society and as a nation. The curriculum, over

time was about learning from the teacher and from textbooks to today where it is more student

centered where teachers and the environment changes to meet the student’s needs.

Although teachers have to follow the curriculum, teachers can work within that

curriculum context to make lessons interesting and fun for the students. Lessons will need to be

practical and within their grasp to understand or just out of their grasp where with teacher’s

instruction and guidance, bridges that gap so the students can learn.
 Students today have a wide range in learning capabilities where you have students with

no learning disabilities to students with disabilities. These disabilities hinder the student to

completely understand or learn the material presented by the teacher. It is easy to make learning

meaningful to the students with no disabilities but much harder to the ones with disabilities.

How can one help one with disabilities grow or have a meaningful education? I believe teachers

not only need to know the curriculum they are teaching but also get additional training that might

enhance a student with disabilities in their learning. For example, a student cannot or is unable to

complete tasks or tests on time. A teacher might learn from training or action research that they

will need additional time or modify their work so they can stay up to date with their peers and

get their work done.

Learning

In my experience with schools and the students that I have worked with, I have found that

B. F. Skinner’s operant conditioning and Lev Vygotsky’s zone of proximal development works

extremely well to get students motivated to work, understand what they need to do, and excited

for the next challenge.

B. F. Skinner’s operant conditioning with the positive reinforcement in my opinion works

really well with students. McLeod says that (2015), “Positive reinforcement strengthens a

behavior by providing a consequence an individual finds rewarding (para. 13).” If carried out

correctly or properly, it can work wonders and could become your next best practice to get

students to do their work. It could be as simple as giving out stickers to students that are able to

tell you what part of the morning announcements they found important. This practice could set

the tone for the rest of the day for the better.
 Lev Vygotsky’s zone of proximal development is more so for the teacher. In order for

learning to occur, the job of the teacher is not just to teach the material but to present the material

that is just beyond the grasp of the students so it is then up to the teacher to explain and instruct.

McLeod says that (2012), “Those elements of the task that are initially beyond the learner’s

capacity, thus permitting him to concentrate upon and complete only those elements that are

within his range of competence (para. 1).” In another word, scaffolding. An example of this

could be a math problem where the students have not been exposed to division where you

present a problem and then take the students through step by step.

Educators understand that not all students learn the same way. Some learn through verbal

instructions, some learn by doing, and some learn by way of visuals and this could be in the form

of projector or technology that has a screen for the students to look at. You also have diversity to

deal with in a classroom. Students that come from a different nation brings with them a different

way of learning and/or challenges. These challenges could be in the form of language. A

language barrier often is the biggest factor for students that are of different races. If they cannot

understand what is being taught in English, they will undoubtedly fall behind.

The Learner

Students go through stages of learning according to Jean Piaget. Shroff writes (2017),

“Sensorimotor. Birth through ages 18-24 months. Preoperational. Toddlerhood (18-24 months)

through early childhood (age 7). Concrete operational. Ages 7 to 12. Formal operational.

Adolescence through adulthood (para. 2).” A typical student that enters the school system is or

about to enter the concrete operational stage. These students are able to demonstrate logical

reasoning. This stage is critical for further learning which helps them understand more complex

problems.
 Benjamin Bloom’s taxonomy lays out how students are to grasp concepts as they

progress throughout their learning stages. There are 6 stages students are to progress through and

they are as follows (1970) “Remember, Understand, Apply, Analyze, Evaluate, and Create (para.

17).” These categories are from the 2001 revision of Bloom’s taxonomy.

Today, schools are catering to the students because the school system has become student

centered. This is due to how students learn and process information. As mentioned above, some

students learn very differently and some students are placed on IEP’s because they need the extra

help in order for them to succeed. This is about how we can make education meaningful to

individual students and help them grow in their studies and help them grow as a person.

The role and place of the child in the process of learning is to demonstrate they

comprehend the material by showing logical reasoning by proving it to the teacher. This can be

through the form of verbal reasoning and/or testing. There are numerous ways students can show

they understand and as long as they do, they are fulfilling their role as the student.

Assessment

In my opinion, the purpose of assessment is to discover how well the students are doing.

Assessments show if they are understanding the material or not. If they do well, that is great, but

if they are not doing well, teachers might have to consider re-teaching that material or find a

more effective way to teach that material in a way the students might understand.

In my opinion, testing is part of education because if you did not have testing, there is no

way to tell if students are getting the curriculum being taught to them. I could tell if your

students are getting it by how they interact, react, and work. Without testing, students might not

even try and so do not give their best. This could result in illiterate students with no future of

progressing to further their education.

 Methods for assessments can be formal to informal. Formal testing can look like tests

which are most common to informal which can look like making connections from a reading to

picking students to answer questions. Assessments of students do not have to be complex but

done in a way to measure their understanding of the material. There is the benchmark

requirement from curriculum but aside from this, teachers have free range to test and assess their

students.

Classroom Management

Classroom management is an important part of a teacher’s skills in order for an effective

learning environment. Without classroom management, the classroom will become a place of

disorderly and no learning can take place. Effective classroom management creates an

environment for students to learn to their full potential.

Classroom management does not have to be complex or cost a fortune. Classroom

management tools can be relatively simple and be cost effective. These tools can often be used

year after year. Examples of a classroom management tools could be holding your hand up for

silence and wait until the class is silence to a stuffed animal being placed on a desk to indicate

they are away to use the washroom or need space.

With any classroom management tool used, a reward system should be used to reinforce

the correct or the desired behavior. B. F. Skinner as mentioned above with his operant

conditioning would be the perfect time to apply here after students are doing what they are being

told. To be cost effective, it could be something as small as a sticker or allow students to come

up with something that they would like to receive. This could be extra reading time, computer

time, and/or recess time.

 The Teacher

As the educator and teaching children year by year, teachers should have current and up-

to-date certification and training. Society continues to change at a rapid pace that teachers need

to stay current so they too can be effective teachers as the years go by. For example, technology,

education appears to be moving towards technology and the students are becoming more fluent

with technology that teachers need to know about it so they are not left behind.

Teachers should be an agent of change for their students. Along with teaching the

curriculum, bringing new ideas in to the classroom that adds to the curriculum that enhances

learning would help the students in a world that changes every day. The more students are

exposed to, the more they can understand what is happening around them to which it would

make a more meaningful education for them. Some new things can be exciting but intimidating

at the same time. Teachers should make material as enjoyable as possible. When things are dry

and boring, you start to lose your students attention compared to making learning enjoyable.

Teachers need to be held accountable to what they teach. This could be through

communicating with other teachers, the principal, and/or parents of students. Learning is a 2-way

street where the goal is to teach the students but some learning can occur for the teacher as well.

Teachers can learn from other teachers that there are other methods to teaching which could help

out tremendously to finding out from parents that a particular student learns a certain way.

Learning should not stop for teachers and teachers should strive to continually learn throughout

their teaching career.

Resume

The following you will be able to view my current resume that depicts my professional

experience and work related experience geared towards education.

Jason Ferber
6-132 Hincks Street
New Hamburg ON N3A 2A7
Contact Number: 519-616-1986
Email: jasonmferber@gmail.com
______________________________________________________________________________

Education
Master of Science in Education Police Foundations Diploma
Medaille College, Buffalo, New York, U.S.A Conestoga College
2018 2009 - 2011

Bachelor of Science General Business Courses

Medaille College, Buffalo, New York, U.S.A Conestoga College
2017 2007 - 2009

Employment History
Morningstar Family Ministries
Youth Care Worker and Programs Supervisor/Director of Operations
May 2008 – Present

Youth Care Worker

May 2008 – February 2014
 Provide constant and close supervision of youth at all times.
 Endeavour to meet the physical, emotional, cognitive and social needs of each youth.
 Ensure that healthy meals are prepared and served at the time allotted for this.
 Ensure that daily, accurate and thorough records are kept of each youth.
 Record all medication administered to youth in the appropriate medication log and ensure
that medications are kept in the designated locked area.
 Monitor phone use. Any phone use needs to be approved by a supervisor.
 Keep track of each youth’s wardrobe and identify any needs in this area. Notify the
Program Supervisor of these needs.
 Ensure that each youth is participating in the scheduled programs and is completing their
work.
 Monitor access visits as required.
 Report all incidents both verbally and in writing as required.
 Mediate conflicts between youth. Ensure that each youth is safe from harm and contact
police if aggression or violent situations develop that cannot be de-escalated safely.
 Ensure that all youth are safe from sexual advances by ensuring that bedroom doors
remain open and that only one youth is in a bathroom at a time.
  Follow the protocol in the staff handbook and be familiar with all the policies and
expectations in the youth handbook.
 Attend all staff meetings if possible.
 Participate in the weekly evaluation of each youth.

Programs Supervisor/Director of Operations

February 2014 – Present
 Support and supervise staff in maintaining programs.
 Complete staff supervisions on a regular basis and keep all the staff files complete and up
to date.
 Keep the Executive Director fully informed at all times.
 Assist the Executive Director as required and fulfill her/his role in their absence.
 Have a good understanding of all the functions and programs of MFM.
 Attend MFM membership and staff meetings.
 Ensure all Policy and Procedure manuals are current as required by law.
 Ensure that all requirements in all programs are up to licensing requirements.
 Arrange, organize and supervise all Respite placements.
 Be aware of all children placed in Morningstar care and keep up to date on their progress
and developments.
 Develop an ongoing current on call schedule and ensure it is communicated to all
programs and foster homes.
 Work with all agencies to ensure their satisfaction with Morningstar programs and keep
them updated on placement availabilities.
 Have awareness of staff moral and intervene as necessary to maintain a positive,
spiritually uplifting and encouraging atmosphere within MFM.
 Ensure that all staff is trained in CPI, Fire Safety, Medication, First Aid and WHMIS.
 Participate in the hiring and the termination of any staff as needed.

Volunteer Experience

I have participated in the Riot training for the Waterloo Regional Police Service and London
Police Service. Volunteered at Conestoga College in their College Fair directing people to
different locations. Volunteered at the Cambridge Santa Claus Parade. I have started
volunteering at Wellesley Public school December 2017 to present, helping with direct
instruction and working with students with disabilities.

Certifications, Licenses & Training

DASA Training, Identification and Reporting of Child Abuse and Maltreatment (New York),
School Violence and Prevention and Intervention (New York), Nonviolent Crisis Intervention
Instructor, Therapeutic Crisis Intervention training, WHMIS Training, Certificate of
Participation in the Police Riot Training, Certificate of Appreciation from the RCMP, First Aid
and CPR certificate, Firearm License and Class GM License.

***References available upon request***

Conclusion

As section two concludes, my hope is that you, as the reader, was able to get an idea that I

possess the right qualities a professional teacher should possess. My education and work

experiences is tuned towards a teaching career. My philosophy of education along with the

experts and theorists I align with have provided you with what I think education should be.

Lastly, me resume reflects my goals as section one eluded to and what this portfolio project will

objectify, to become an effective and culturally responsive professional teacher. As I conclude,

section three is where you are the reader get to see the artifacts from myself which will showcase

my readiness and preparedness to be a professional teacher.

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