Section Five: Teacher Candidate Reflection Guidelines

Introduction

In this section of the portfolio I will have the opportunity to highlight some experiences

that I have had throughout my time in the Masters of Elementary Education program. Most

importantly I will be able to reflect on these experiences and how they have impacted my

teaching approach and in the development of my philosophy of education. I will also connect the

Division of Education standard and the Council for the Accreditation of Educator Preparation

standards to the lessons and experiences I have had this past year. Finally, I will be able to

provide rational for my readiness to become a teacher and reflect on my journey up until this

point.

Portfolio Project/Teacher Education Learning Experiences

Throughout my time in the Masters of Elementary Education program at Medaille

College I have been able to gather new experiences that have had a positive impact on how I

approach the teaching professional. Through these experiences I was able to observe different

things that apply to education. These include classroom management, classroom dynamics,

behavior, pedagogy, and teaching skills and strategies along with their application in the

classroom. These experiences and observations brought to the forefront many lessons which

were simple and some that were complex. I have learned to approach things with an open mind

and to expect that not everyone is going to be perfect and deliver a perfect lesson. For a teacher

to grow I believe they need to be exposed to good teachings experiences that could be a smooth

ride for some individuals, and for others it could mean they are placed outside their comfort zone

so that they can adapt and overcome. These experiences help to problem solve and enhance
resilience, therefore when we are responsible for our own classrooms, we can sense these same

moments and execute our lessons to the best of our ability.

My experiences through the MSED program include numerous classes on Medaille’s

campus with several great faculty. Each educator had a unique approach in teaching and as a

future educator myself, I feel that I have taken away something from each of them in order to

fulfil my own philosophy of education. They have all helped me develop my teaching skills and

have guided me throughout the process. Medaille has also provided professional development

trainings in which they prepare us for what is to come once we graduate and begin the process of

applying to school boards. They have set us up with online educational workshops, websites and

platforms in which we can have easy access to our teaching documents.

Medaille has also given us two great fieldwork placement experiences which include

Buffalos Community Schools program and Buffalo Prep. Both these programs have given us a

unique look at what we can expect as educators in our classrooms and how put theory into

practice through our teaching approach. In the Community Schools, we got the opportunity to

see programs that incorporated both parents and students. I reflect on the programs that we have

here in Ontario, and I cannot identify any programs as unique as the community schools in

Buffalo. These programs were welcoming and were tailored to the communities that they served.

Along with academic education, came life skills education and fun programming. These

activities included swimming, physical fitness and athletics, music, and art just to name a few.

Parents were able to get medical screening and educated on several different things revolved

around being a parent. The community schools are a safe haven for the individuals of these

communities and positive space where they feel welcome. I reflect on the Buffalo Community
schools and communities they serve, and I am so proud and moved by this program. It is giving

these families and students a positive environment and I truly blessed to be a part of it. I have

had the opportunity to engage with children and youth in these programs such as art, cooking,

basketball games and just in general dialogue. This experience has reinforced the lens in which I

look at education. As a Child and Youth worker, this program has exemplified my views on

education, where it is strength based and student centered. The approach by the staff in these

community schools is remarkable and admirable, and one that I have incorporated into my

approach as a teacher.

Buffalo Prep was the second fieldwork experience that I was able to take part of as a

Medaille students. This program was a more academic based program because it reciprocated a

classroom setting and its subjects. The students were higher level thinkers and excelled in the

classroom both academically and socially. This setting gave the students an opportunity to

engage with others at their level and to further develop skills in order to achieve their academic

goals to go to university. Buffalo Prep gave me the opportunity to observed and focus more of

the academic part of teaching and to see how the adults in the classroom put theory into practice.

I was able to see how the teachers created a lesson that was hands on, or how they used

technology to enrich the lesson. Both classrooms had teachers heavily involved but in different

ways. One teacher had more of a classroom management approach and the other had more of a

discussion-based approach which decreased the classroom management but created a more fun

and enjoyable environment. I was able to reflect on the pros and cons of both approaches and

hopefully I will be able to create a healthy balance of these approaches in my own classroom.
 These experiences, observations and lessons have been crucial in my ability to meet the

Medaille Colleges Division of Education Claims and the Council for Accreditation of

Educational Preparation (CAEP) standards. Our classroom experiences through the 3 semesters

at Medaille support the DOE Claim 1: 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. My passion for the

education of children and youth, along with my experience in the fieldwork has enabled me to

clearly meet the DOE claim 3 which indicates Medaille College graduates are caring educators.

Our research assignments such as the survey analysis and the classroom management

assignment that were incorporated in my artifacts section of the portfolio have highlighted the

CAEP standard 1 which states: CAEP 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.

Our field placements at Buffalo Community schools and Buffalo Prep have also enabled

us to meet the CAEP standard 2 which indicates: Clinical Partnerships and Practice. The

provider ensures that effective partnerships and high-quality clinical practice are central to

preparation so that candidates develop the knowledge, skills, and professional dispositions

necessary to demonstrate positive impact on all P-12 students’ learning and development.
 Medaille College is a highly regarded college, especially when it comes to the MSED

program. Many of the students are from Canada and Ontario College of Teachers accepts the

graduates from Medaille, therefore the standard of teaching at Medaille College is up to par with

the standard in Ontario when it comes to certification. I have been enrolled in the Medaille

College MSED program and have respected its guidelines therefore I have been able to meet

CAEP standard 4 which indicates : Candidate Quality, Recruitment, and Selectivity - The

provider demonstrates that the quality of candidates is a continuing and purposeful part of its

responsibility from recruitment, at admission, through the progression of courses and clinical

experiences, and to decisions that completers are prepared to teach effectively and are

recommended for certification. The provider demonstrates that development of candidate quality

is the goal of educator preparation in all phases of the program. This process is ultimately

determined by a program’s meeting of Standard 4.

Medaille has given me numerous learning opportunities and has given me the skills to

further develop my philosophy of education. They have been a witness to my approach when it

comes to teaching as reflected in the teaching placements, we have experiences. These

expiriences have been memorable and will be highlighted in my future classrooms therefore I am

to meet the CAEP standard 4 which indicates Program Impact - The provider demonstrates the

impact of its completers on P-12 student learning and development, classroom instruction, and

schools, and the satisfaction of its completers with the relevance and effectiveness of their

preparation.

Lastly, Medaille College has given us online professional development opportunities

such as the DASA training and have encouraged us to continue developing ourselves
professionally once we have moved on from the MSED program. These initiatives have helped

us achieve CAEP standard 5 which states : Provider Quality Assurance and Continuous

Improvement - The provider maintains a quality assurance system comprised of valid data from

multiple measures, including evidence of candidates’ and completers’ positive impact on P-12

student learning and development. The provider supports continuous improvement that is

sustained and evidence-based, and that evaluates the effectiveness of its completers. The

provider uses the results of inquiry and data collection to establish priorities, enhance program

elements and capacity, and test innovations to improve completers’ impact on P-12 student

learning and development.

Reediness to Become a Teacher

As a current Child and Youth worker for the TDSB and a future graduate from the

Medaille College Masters of Elementary Education program, I believe that I am ready to become

an elementary classroom teacher. The goal of becoming a classroom teacher is almost at my

grasp and this journey has been remarkable and memorable. It has given me countless learning

opportunities that I can apply as a teacher and as a human being. My experiences prior to

enrolling in the MSED program has given me the skills to manage my time wisely, to be patient,

to listen, to be a good role model and to support children in order to develop positive behavior

and social skills. This is my role as a child and youth worker today. As I moved through my

career in the school setting, I became to gather a passion for teaching. I saw myself as a teacher

and having an impact on a broader group of students. My enrollment in the MSED program

made this possible and as I completed tasks throughout my time at Medaille I was able to focus

on the academic side of being a teacher and applying theory to practice in the classrooms.
 My areas of strength are highlighted in my philosophy of teaching where I strive to build

on my students’ strengths. I try to find the positives in every student to bring that to the forefront.

Along with being strength based I feel I am an effective communicator with students and with

colleagues. I can work effectively and cooperative in a team environment and I listen to all ideas.

I have been able to work under pressure and have put myself outside my comfort zone for the

benefit of my students. I strive to further develop myself and I have a passion in building rapport

with my students in order to build a strong relationship with them, which can increase the

likelihood that these students will listen to what I have to say when I identify a teachable

moment.

Medaille has enhanced my ability to put theory into practice with the development of my

classroom management. My research abilities have been highlighted also in the artifacts

provided with the website review assignment and the application of numerous standards

(Common core & Ontario) to the work that I have developed this past year. This year, educators

across North America have been challenged with teaching online and providing virtual learning

opportunities for their students. I have been part of a classroom myself as a support staff and

took on tasks to support students online, which at times were stressful and time consuming,

however, we were able to overcome and make the best of these non-ideal situations which were

beyond our control.

The development of google classroom and the ability to engage students online with different

platforms has enabled us to have another tool in our toolbox when we become responsible for

our own classrooms and our own group of students ,in a traditional classroom setting or online.
 A lesson plan which I created that incorporated the use of Kobe Bryant and his Mamba

Mentality book is something that I am truly proud of. I developed this lesson in order to

demonstrate my view of Culturally Responsive Teaching (CRT). This lesson ahs been

highlighted in the artifacts section of this portfolio. I strived to use my students’ assets for this

lesson in order to teach the strategy of Inferencing, while giving them the opportunity to make

connections to their own life using important quotes, pictures and sections in the book.

Lastly the Dignity for All Student Act [DASA], has further developed my knowledge on

how to respond to situations that could occur in our field. These online trainings bring to the

forefront situations in which children could be cognitively, emotionally and physically affected,

and we as teachers need to respond accordingly when this occurs. As a child and youth worker,

this has reinforced the lens in which I approach my daily work and has given me further insight

in responding to situations.

Conclusion

This section has enabled me to reflect on the journey that I have had in the Masters of

Elementary Education program at Medaille College. I have been able to identify and reflect on

experiences, observations and lessons that I have been a part of at Medaille and shed light on the

impact that it had on me as a future educator. I have been able to make connections with the

experiences and the standards in which create the foundation of Medaille students. My

experiences prior to Medaille and during my journey in the MSED program has prepared me to

be a teacher. I can confidently say that I am ready to be an elementary teacher. This journey has

brought me theoretical knowledge, a continuous love for teaching, and the ability to apply theory
to practice. It has been stressful at times, however, in the end this has been intrinsic and

extrinsically rewarding. I am proud of my journey and excited for what is to come.