MSED Elementary Portfolio Project

Neeti Manish Patel

September 27th, 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

Neeti Patel
______________________________
Student Name
Medaille College Graduate Student

Belete Mebratu
______________________________
Faculty Advisor’s Name with Title
Project Director
 Table of Contents

Section One: Teacher Candidate Introduction to the Elementary Portfolio Project……..… 4

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

Section Three: Teacher Candidate Artifacts……………………... ……………………… 6

Artifact #1: Title ……. …………………………………………………………….

Artifact #2: Title……………… ……………………………………………………

Artifact #3: Title…………………… ………………………………………………

Artifact #4: Title…………………………………………………………………….

Artifact #5: Title …………………….………………………………………………

Artifact #6: Title ………………………………………. ……………………………

Artifact #7: Title ……… ……………………………………………………………

Artifact #8: Title ………………………………………..……………………………

Artifact #9: Title ……………………………………………………………………..

Artifact #10: Title ……………………………………………………………………

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

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

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

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

Introduction

It is hard to believe that not too long ago I was considering a profession very different

from teaching. My recent experiences and my time at Medaille have made me realize that I was

meant to be a teacher all along. After starting on my journey towards becoming a teacher, each

day has taught me that the role of a teacher is more than assigning homework and grading

student work. A teacher is no less than a guide whose goal is to support students through their

academic and personal journeys. Being a competent teacher requires a deep understanding of this

responsibility and everything it entails. This portfolio is designed to showcase my understanding

of this role and to attest to my competency as a teacher. Contents of the portfolio are chosen and

arranged to best highlight all the knowledge I have gained and skills I have developed during my

preparation to become a teacher. The portfolio is meant to be a detailed summary of everything I

have learned and achieved since beginning my journey at Medaille. The next few pages delve

deeper into the importance of this portfolio along with its organization and layout.

Portfolio Overview and Rationale

In order to achieve learning success with students, an educator needs to exhibit

competencies in several important areas. Some of these areas include: planning, instruction,

assessment, technology, culturally responsive teaching, and others. The MSEd Elementary

Portfolio Project is an opportunity for me to show that I have achieved the necessary

competencies in these areas and many more. Through my experience in the teaching field and the
work I have produced during my training at Medaille, I want to convey to the readers of this

portfolio that I am prepared to take on and fulfill the role of an educator. These works, in the

form of artifacts, will be an integral component of this portfolio as they will provide greater

detail about how I know I have achieved competency in many important areas. In other words,

the portfolio will also include the necessary rationale about why I chose certain artifacts and

what I learned while producing them. Apart from skills and knowledge, the portfolio is also

meant to exhibit my understanding of the attitudes and values that are essential in the matters of

teaching and supporting young students.

The portfolio also acts as a reflection piece for myself to refer to in the future. Pursuing

this profession has taken a lot of effort and motivation throughout. This portfolio will serve as an

important reminder about how far I have come since I made the decision to become a teacher.

The artifacts I have chosen to share in this portfolio will serve as useful examples of my

competencies and will guide me in my efforts to produce more works like these.

Portfolio Section Development

The portfolio is organized in six different sections, with each section containing distinct

information regarding my experiences, influences, and preparedness for the role of an educator.

The sections are connected with each other and are meant to add to the effectiveness of each

other, and the overall portfolio. Each section includes an introduction and conclusion to help

differentiate them from one another. Most sections also have sub-sections which will improve the

organization and readability of the information provided.

section where the portfolio section development is discussed. This section includes an

introduction of the teacher candidate along with an introduction of the MSEd Elementary

Portfolio Project. Within this section, an overview and rationale of the portfolio are also

provided. Through this section, the reader will be able to learn some background information

about the portfolio project, as well as the importance and purpose for its creation, according to

me. Additionally, arrangement of the various sections and their content is discussed as well. In

this section, I also talk about the theorists and experts who have especially influenced my

thinking and knowledge about education and its various aspects. This discussion will provide an

insight into the theories that have led me to my current attitude and outlook with regards to being

a successful educator.

The second section of the portfolio, Teacher Candidate Background Experiences, will

include detailed information about my education and work experiences, inside and outside of the

field of education. My educational background in the sciences and my extensive experience as a

tutor are both factors which have shaped the many capabilities I possess as a teacher candidate. A

discussion of these experiences will provide a closer look at the reasons and motivations behind

my decision to become a school teacher. In this second section I will also share my observations

from field experience, my philosophy of education and an updated resume. These three

components along with my education and work experience are all connected in important ways.

These connections will be discussed in detail to show that my prior experiences and influences

from important theorists have helped me achieve competency in many different areas and thus

improve my readiness to play the role of an educator.

portfolio. This section will include material which will help prove that I am prepared to teach in

the elementary classroom. The chosen artifacts will demonstrate my understanding of

pedagogical knowledge, teaching practices, subject matter, and other aspects necessary for

effective teaching. A few of the chosen artifacts include a Science lesson segment on Energy,

NYS School Board Research Assignment, Weebly Website, and a Pecha Kucha presentation on

Dyscalculia. Each artifact will be accompanied by a rationale explaining its importance and its

role in helping me become more competent in areas such as planning, instruction, and

assessment. This rationale will also exhibit my ability to effectively analyze and self-critique my

own work in order to improve its quality.

In the fourth section, Alignment to Curriculum & Professional Standards, analysis of the

chosen artifacts in section three will be taken a step further. In this section connections will be

made between the artifacts and the relevant curriculum standards/expectations. Academic,

ethical, and technological standards will all be considered for each artifact and a rationale will be

provided to explain how they support each other. Through this section I will be able to show my

awareness and understanding of the various standards and expectations teachers are expected to

follow. Effectively connecting these standards to the artifacts will demonstrate my ability to

produce teaching material which adheres to the standards while serving its intended purpose.

Section five, Teacher Candidate Reflection, is where I will provide a reflection on my

learning experiences and on the entire process of building the Elementary Portfolio Project. This

section will involve a critical examination of: my observations, the skills and knowledge I have

gained through the program, and my readiness to become a teacher. It will also include an
explanation of how I have met the Medaille College DOE Claims and CAEP Standards. Through

this reflection I will be able to share my areas of strength and how they will help me in the

classroom.

The final section of the portfolio is called the Teacher Candidate Teacher Interview

Video. This section will include a short video in which I will answer questions in a mock-

interview style. Through my answers I will be able to show my communication and persuasion

skills along with my ability to reference all the knowledge and skills I have gained in order to

become and educator. The creation of this video and its inclusion on my class website will also

show that I am comfortable using technology and am capable of making at an important aspect

of my classroom. By discussing my artifacts and relevant competencies in the video, I will once

again show my readiness to become a successful educator.

Theorists and Experts in the Field of Education

There are many important theorists and experts who have left their lasting impact on the

field of education. Many of the practises and pedagogies that are used in schools around the

world today are a result of countless years of thinking and research on the parts of many

individuals. During my time at Medaille I have been able to learn about this research and the

many individuals who have given their contribution to the field of education. Although all the

theorists and experts are important in some way or another, there are a few whose ideas have

especially resonated with me and given shape to my thinking as it stands today.

Of these, an educational theorist I consider especially influential is Paulo Freire. The

Brazilian educator and theorist strongly believed that real learning occurs when teachers and
students engage in an open dialogue. Freire did not agree with the idea that children were empty

vessels which needed to be filled with knowledge. Instead, he contended that knowledge already

exists within people and that education should challenge students to develop a critical

consciousness which can empower them toward self-liberation (Bohórquez, 2020). Freire

believed that teachers should be fully aware of students’ socioeconomic situations and discuss

these situations in the classroom environment to make students aware about the issues around

them and how they can play a role in their solution (Roberts, 2017). Paulo Freire’s outlook on

education has inspired the movement for “critical pedagogy” which seeks to humanize and

empower learners. A quote by Freire which perfectly encapsulates his theory is: “The teacher is

of course an artist, but being an artist does not mean that he or she can make the profile, can

shape the students. What the educator does in teaching is to make it possible for the students to

become themselves.”

Another important theorist – one which has been discussed frequently during my time at

Medaille – is Soviet psychologist Lev Vygotsky. Known today as sociocultural theory,

Vygotsky’s theories emphasize the importance of social interaction in the development of

cognition. He strongly believed that the environment in which children grow up has important

influences on what they think about and how they think. Somewhat similar to Freire, Vygotsky

believed that children possess innate abilities for intellectual development. These abilities can

then be shaped and improved through collaborative learning in which the teachers role reduces

over time (Mcleod, 2014). The Zone of Proximal Development and scaffolding are two other

important principles in Vygotsky’s work. According to Vygotsky, the Zone of Proximal

Development is the area where the student will benefit most from guidance before doing the task
on their own. While in this zone, the teacher, an adult, or a more advanced student can scaffold

instruction by systematically building on the students’ previous experiences and knowledge as

they learn new skills. Much of the social constructivist theory is credited to Vygotsky and the

beliefs he shared in his works (Vasileva, Balyasnikova, 2019).

Yet another theorist whose research and beliefs have influenced me is Jerome Bruner.

Bruner too believed that all children possess a natural curiosity and the desire to learn. In The

Process of Education he argued that children can be taught any subject at any stage of

development if the subject is presented in the proper manner. Thus, a teacher’s role is to present

schoolwork at a level which challenges the student but does not overwhelm them either. Similar

to Vygotsky, Bruner was also a proponent of supported instruction in which the teacher builds on

the skills and knowledge the student has already acquired. Once the student’s understanding

improves, support from the teacher starts to decrease (The Editors of Encyclopedia Britannica,

2020). It is important that students feel challenged in what they are learning otherwise there is a

chance they will lose interest and not try as hard. Instruction and support which changes with

students development also ensures that they do not become too dependent on the teacher in

gaining knowledge and completing tasks.

All three theorists discussed place significant emphasis on the knowledge that students

bring into the classroom with them. As a teacher, it is important to remember that this prior

knowledge and skill can be used to help them develop more skills and push their knowledge.

Engaging in dialogue and discussion with students creates a welcoming classroom environment

and can also help the teacher learn more about the students’ background and thinking. The

theories mentioned above have played a key role in helping me determine my personal
philosophy of education. Without the research and works of these individuals, the field of

education may have looked very different right now.

Conclusion

The discussion of the theorists and experts in the field of education brings an end to the

first section of this portfolio. The goal of this section was to provide provide some background

about the creation of this portfolio and why it is so important. Through my experiences in the

teaching domain and my time at Medaille I have been able to become competent in many

important areas such as planning, instruction, and assessment. This portfolio is a tool which will

allow me to provide evidence for my competencies and the other strengths I will bring to the role

of an educator. The portfolio is also a reflection piece which will help me remember about how

far I have come and everything I have been able to learn. The remainder of the portfolio will

include a closer look at my background and prior experiences, material evidence about my

competencies, and how I prepared I am to step into the classroom. The next section begins with a

description about my education and work experiences and how they have shaped me into the

teacher candidate I am today.

Bohórquez, Y. S. (2020). A Self-Dialogue with the Thoughts of Paulo Freire: A Critical Pedagogy

Encounter. How, 125-139. doi:10.19183/how.27.1.520

Bruner, J. S. (1977). The Process of Education. Cambridge: Harvard University Press.

Mcleod, S. (2014). Lev Vygotsky's Sociocultural Theory. Retrieved September 20, 2020, from

https://www.simplypsychology.org/vygotsky.html

Roberts, P. (2017, March 29). Paulo Freire. Retrieved September 20, 2020, from

https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-

9780190264093-e-10

The Editors of Encyclopaedia Britannica. (2020, June 01). Jerome Bruner. Retrieved September

24, 2020, from https://www.britannica.com/biography/Jerome-Bruner

Vasileva, O., & Balyasnikova, N. (2019). (Re)Introducing Vygotsky’s Thought: From

Historical Overview to Contemporary Psychology. Frontiers in Psychology, 10.

doi:10.3389/fpsyg.2019.01515