Section Two

MSED Elementary Portfolio Project
Leanne M. Suffel
December 8, 2019
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
Leanne Suffel
_____________________________
Leanne Suffel
Medaille College Graduate Student
Dr. Renee Sturm

______________________________
Dr. Renee Sturm
Project Director
MSED ELEMENTARY PORTFOLIO PROJECT 2
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……………………... ………………………
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Section Four: Alignment to Curriculum & Professional Standards ………………………
Section Five: Teacher Candidate Reflection …………………………………………..….
Section Six: Teacher Candidate Interview Video ………………………………………..
References ……………………………………………………………………………….
Section Two:
Teacher Candidate Background Experiences
Introduction
Education is defined as “the act or process of imparting or acquiring general knowledge,
developing the powers of reasoning and judgment and generally of preparing oneself or others
intellectually for mature life” (Dictionary.com, 2014). As educators, it is our responsibility to
learn the curriculum and to convey information and knowledge to our students so that they can
develop and mature into knowledgeable, successful adults who contribute to society. As teachers
we should be teaching the skills required to be successful in life. Those skills should include
basics such as math, literacy and the sciences but should also include values, morals and
kindness. It is important that students learn values such as respect and responsibility so that they
can meet the standards of today’s society.
Education should also be accessible to all children regardless of class, race or religion.
Students should be taught to accept and celebrate each other’s differences so they can see the
benefits of a multicultural society. Educating students effectively in a culturally responsive
environment can help create a more understanding, accepting society in the future. Everyone has
a right to an education, and it is our job not only to teach students curriculum, but to educate
them about the importance of being an accepting, moral, and kind human being.
In this section, you will learn what inspired me in becoming an elementary school teacher
through my educational and work experiences. I have included educational experiences from my
year in grade 6, and my experiences at high school learning from inspirational teachers. My
work experiences with the London District Catholic School Board as a Temporary Classroom
Support Personnel (TCSP), and as a home childcare provider have provided the foundations for
me wanting to become an elementary school teacher. These experiences have encouraged and
motivated me to pursue my education at Medaille College as a student in the Masters of
Elementary Education program.
In this section, you will also learn about my philosophy of education, school
observations, classroom applications, and view a copy of my resume. This will enable you to
understand who I am and what I believe a teacher should be. All of these experiences have had a
significant role in my decision to pursue my education in becoming an elementary educator.
Educational Background
Mr. M grade 6.
I remember Mr. M for many great reasons. He was my grade 6 teacher and the first male
teacher I had ever had in elementary school. What made Mr. M so amazing was that he made
learning fun! He would engage the class in lessons and activities that were related to our
interests as 11-year old’s. For instance, Mr. M gave us an art project related to baseball, which
was a favorite sport to a lot of the students in the class. Mr. M would also find ways to
incorporate current events into lessons so that learning was meaningful to us. Mr. M was also
very patient and kind. I recall that he did not require us to raise our hands to speak as long as we
respected classmates and waited patiently for our turn to speak. Mr. M never yelled or rose his
voice. I think since he showed us so much respect, we respected him and his classroom rules.
These characteristics of Mr. M have always stood out for me and I’ve grown to be a firm
believer that respecting children will earn their respect. As an educator, it’s important to listen to
your students so that you might develop an understanding of who they are and what their unique
needs might be. I think having respect, patience, and open communication with my students will
help me to become a better educator. I will be able to learn what my students’ needs are to help
them become the best they can be.

Mrs. D high school English.
During high school, one teacher was more than just an educator to me, she was there to
give advice and guidance throughout an awkward stage of my life. As a teenager, you are
experiencing many new adventures and trying to navigate through life to determine your own
journey. Mrs. D was an amazing English teacher. She brought to life Shakespeare and other
novels in a dramatic and theatrical way that engaged and inspired me to develop a love of
reading. Before her class, I wasn’t much of a reader. I admired her passion and dedication to her
students. She opened a whole new world and a whole new love of reading. This passion has
stuck with me over the years and I’m now committed to transferring this passion for books and
reading to my future students. I’m committed to helping my students find books that interest
them in hopes that they develop a life-long love of reading.
Mrs. D was such a kind and caring person. She was always there to give me advice and
guidance when needed. I recall asking for her advice on many different occasions relating to
many different circumstances. She always knew the right things to say. I felt comfortable
talking openly with Mrs. D to help solve many life problems a teenage girl would encounter. I
respected Mrs. D for this quality. I hope that my students will feel that they can come to me if
they encounter difficulties in their lives. I want my students to feel comfortable approaching me
with questions either relating to lessons, or life in general. I hope to be able to help my students
the importance of talking through their problems and to seek assistance from a trusted adult.
With the increasing mental health issues youth face today, it’s critical for educators to
understand this crisis and to be open to communicating with their students to try to help in any
way possible.
Work Experiences
Over the course of 20 plus years, I’ve had many work and volunteer experiences that
have involved working with youth of all ages. I think it’s the motherly instinct in me that has
always contributed to my love of working with children. I seem to be the happiest when working
with children. All other jobs I’ve had, I’ve always felt something was missing in my life, and
that I needed to find a more rewarding career. There’s nothing more rewarding than seeing a
child’s face light up when they’ve discovered something new. Some work and volunteer
experiences I’ve had working with children include working as a home childcare provider,
working as a supply teacher, volunteering as a Sunday school teacher, volunteering as a youth
soccer and baseball coach, and volunteering as a teaching assistant at an elementary school.
Below you will see two places of employment that have had the most impact on me as a future
educator.
London District Catholic School Board as a TCSP.
I am so grateful to be given the opportunity to be employed by the London District
Catholic School Board (LDCSB). I’ve learned so much during my experience working in the
school classroom. I’ve learned about the ability to work on a multidisciplinary team, behavior
management, student engagement, strategic planning, professional collaboration, and culturally
responsive teaching/student diversity. Through my experience working as a TCSP (supply
teacher) for the LDCSB, I’ve also gained a tremendous amount of understanding and knowledge
about the importance of getting the students engaged in their learning and how important it is to
motivate and encourage them to reach their fullest potential. No matter what grade I’m teaching,
the students depend on routine, organization, and meaningful engagement. These students thrive
on having their minds active and they enjoy learning! I’ve been able to experience classrooms
from Kindergarten to grade 12. The excitement on their faces when they realize a concept or
figure out a problem is priceless. To know that I’ve helped and guided them to learning
something new to the point of understanding is the most rewarding attribute of teaching that I
can ever experience. This is why I want to teach. This job has helped me to realize the positive
impact I have on many students in a single day. I absolutely love this job and know that I’m in
the right career because I look forward to working with students every day.
This job has also given me experience and knowledge about how schools function in this
board. Everything from “Safe Schools”, to “Safe Arrival” routines, to working with Education
Assistants (EA) and Early Childhood Educators (ECE), to emergency procedures, I’ve been
exposed to what is expected of teachers within this school board. I’ve been involved in fire
drills, lock down drills, earthquake drills, and various code calls. All these experiences will
benefit me as I enter into this career. I can apply what I have learned to my future classrooms to
ensure the safety of all students.
Another great opportunity about this job is that I’ve been able to be a part of so many
different classrooms. This experience has given me insight on how I might want my classroom
to look like and feel once I am teacher. I have had exposure to flexible seating classrooms,
different classroom management techniques, a variety of classroom rules and procedures,
different classroom organizational strategies, and opportunities to work with a variety of students
who each posses’ unique needs and abilities. I’ve had the opportunity to learn strategies for
working with behavior and special needs students from their EA’s. I’ve been exposed to how a
day might look for students with Independent Education Plans (IEP). All of this classroom
exposure and working with a variety of students has given me a wealth of knowledge and
reinforced my desire to become an educator. It fills my heart to see these children succeed in
their realm, and I realize that it takes more than a teacher to do this. All the support workers are
essential to the success of all students.

Home daycare.
As a home childcare provider gave be extensive opportunity to learn about children and
their needs from infancy to age 12. I ran a home daycare for 10 years where I provided many
children with a safe and nurturing environment. This experience has given me knowledge and
understanding about the importance of daily planning and organization. I often would create
monthly meal plans, themed activities and crafts, organized circle time and story time, as well as
permission forms for when I took the children out to the local library and parks. These skills
have helped me to understand the importance to prepare engaging and meaningful grade-
appropriate lessons for students.
Another important skill I’ve acquired during my time as a home childcare provider is that
I was always interacting and communicating with the parents. I’ve learned the importance of
effective and positive communication with parents to help enhance the learning of their children.
Having this skill will benefit me as a future educator as it provides me with the knowledge
needed to ensure I’m able to properly communicate with parents of future students. I want to
ensure parents feel involved with what is happening in the classroom, but also, I will be prepared
to address parents when problems arrive. It is critical for teachers to be able to work with
parents to ensure students receive the best possible learning experience.
My work and volunteer experiences have taught me the importance of effective teaching.
These experiences have shown me the importance of knowing your students to effectively plan
lessons to promote student engagement, to engage in professional collaboration and team work
for advice and strategies to help improve my teaching abilities, exposure to classroom
management strategies to help maintain a positive learning environment for all students, and
acknowledgement and implication of culturally responsive teaching in response to students’
needs, challenges, and backgrounds for lesson planning, implementation, and assessment.
School Observations and Classroom Application
School observations, also known as field work, provide education students with the
opportunity for hands-on experience in the classroom. It also provides education students the
opportunity to observe students’ uniqueness’s and abilities that exist in today’s classrooms. This
experience will enable us to prepare and apply effective lessons as student teachers that are
engaging and meaningful for all students.
Throughout my experience at Medaille College, all instructors stress the importance of
being a caring and kind educator. I saw this during my time observing students in Kindergarten
to grade 6 at the Saturday Academies. All the staff were pleasant and kind. Staff at these
academies showed the students that they care about them by performing on-task checks of
students during activities, and by having conversations with students and their families. The
atmosphere of these Academies is very welcoming and inviting. Students and guests feel
comfortable and welcomed. In addition, these Academies provide students with engaging and
educational activities with differentiated options that appeal to different learners and interests.
“Flexible grouping and differentiated activities supported each child's growth” (Mulvey &
Warnock, 2015). I think differentiating the activities is essential as students tend to learn on
different levels. Gardner’s theory of Multiple Intelligences (1983) suggests that students do not
all learn in the same way (Armstrong, 2012). This best practice is important to teaching because
you need to incorporate many learning styles into your lesson planning and assessments so that
you can better educate all students.
Through the school observations, I have learned the importance of keeping children
engaged in learning. This best practice will help motivate students to be attentive to their lesson
and/or activity, which will enhance their learning ability. According to theorist David Ausubel,
students must be motivated to learn and be interested in what they are studying. Students who
are not motivated and do not feel the connection to the material usually do not do well in school
(Culatta, 2019). This practice is crucial in becoming an effective teacher. Being an active
teacher who uses active teaching strategies to engage the whole child will help to ensure that
students are adequately engaged in the material. Cooperative learning and project-based learning
are examples of engaging strategies teachers can use to help motivate students to learn. Study
results have indicated that there is “a positive association between student engagement, team
dynamics, and learning outcomes” (Eder, Antonucci, & Monk, 2019). Lev Vygotsky (1962) was
a social learning theorist who suggested that we learn through our interactions and
communications with others and that learning takes place through the interactions students have
with peers, teachers, and other experts (Neff, n.d.). Teachers can create a learning environment
that maximizes the learner's ability to interact with each other through discussion, collaboration,
and feedback.
One thing I’ve noticed through school observations is the importance of organized
transitions with students. There is a great deal of time spent on transitioning between tasks in a
classroom, whether it be a transition from one activity or lesson to the next, or moving the class
from one room to another, successful transitioning is essential for an effective classroom (Hine,
Ardoin, & Foster, 2015). During my observations, I notice that teachers use many different
transitioning techniques for their students. One technique or best practice is walking with
younger students quietly down the hall. Many teachers us the “Hand on the hip and finger on the
lip” technique. This ensures students are walking quietly down the hall while not touching
anything.
Another transitioning technique for in the classroom is to use a small bell to signal the
end of one lesson to transition to another. Students responded positively to this transition
technique. This technique is quite useful for when students are working independently or in
groups as the bell can be heard over low chatter. This best practice ensures smooth transitions
for all students who become aware of what it means when they hear the bell, and that it signals
them to tidy up their current task and to prepare for the next task or lesson. These small
transition techniques make a big difference, and I will most definitely employ these techniques in
my future classrooms.
Throughout my course work and school observations, I’ve had the opportunity work with
students of varying socioeconomic statuses. I think it’s amazing how schools in Buffalo, NY
provide breakfast and lunch programs for all students no matter what their socioeconomic status
is, but not all students attend schools where these programs are available. It is so important that
students be prepared to start their school day with a healthy meal. Students’ whose basic needs
aren’t met experience “increased learning difficulties, incomplete schoolwork, failure to
participate, school absenteeism, hunger, concentration difficulties….” (Taggart, 2011). Not
every student has this luxury and as a best practice, it’s important for teachers to ensure their
students are nourished so that they are ready to learn. Abraham Maslow’s theory of Human
Motivation (1943) and Hierarchy of Needs suggests that if a person’s physical needs of food and
shelter are not met, learning abilities will suffer (McLeod, 2018b). During my observations at
various schools, I witnessed this first-hand. Students were not able to focus or concentrate on
their lessons due to hunger. In Ontario, most schools do not offer a breakfast or lunch program,
however, many teachers keep a snack bin in the classroom for their students. As a best practice,
I too plan to have a snack bin for my students that will be open to all students in my class. It’s
important to me that my students come to school nourished and ready to learn.
Through classroom observations and working with students I’ve learned that
accommodating students with special needs through a variety of teaching methods is important
to these students having successful learning opportunities. I’ve seen many teachers
accommodating hearing impaired students by instructing lessons by using microphones. This
best practice allows these students to hear instruction at an elevated volume. This practice is also
quite beneficial to all students in the classroom. Other accommodations given to students with
special needs, as indicated on IEPs, included additional support from EAs for reading or
language lessons, headphones for students who were sensitive to noise during group work or
independent work times, and calming areas within classrooms for students who required a quiet
space when they felt anxious or overwhelmed. This last practice is a self-regulating technique
used in many classrooms to help students regulate their behaviors when feeling angry, frustrated
and/or overwhelmed. This cognitive behavioral approach teaches students “to become more
aware of and independent in controlling their emotions and impulses, managing their sensory
needs and improving their ability to problem solve conflicts” (Kuypers, 2011). I hope to apply
this best practice into my classrooms as it allows students a place to calm down while giving
peers an opportunity to understand that sometimes our friends feel overwhelmed and it’s okay to
take time to calm and relax. This technique also supports positive mental health of our students.
Through all the school observations, field work and work experiences, I’ve found that
differentiating lesson plans to accommodate the uniqueness’s and needs of students in critical to
ensure that each student can grasp an understanding of the material being taught. Students learn
on different levels and have different learning abilities and it’s important to manage and adjust
lessons to incorporate these learning differences through accommodating high achievers and
motivating lower performing students. Ensuring students are well prepared to start their day is
critical for positive learning outcomes. Providing culturally responsive lessons contributes to the
enhancement and engagement of learning outcomes for all students and ensuring a positive
learning environment through effective transitioning and classroom management strategies are
also essential techniques for positive teaching.

Philosophy of Education
Introduction.
As I begin my journey as an educator, I’ve already encountered many different
techniques, tools, strategies, philosophies, and theories about education. I’ve done a lot of
reflecting during the last few months and have come to realize how important the reflection
process is and how this technique will help better my ability as an educator. During these times
of reflection, I’ve developed my own ideas about education and have begun to develop my own
philosophy of education. I do understand that, as the years pass and I gain experience and
knowledge in the field, my philosophy may change. For now, the following is how I view
education and its relevance in society.
The school.
I believe the school plays a very important role in society. The school should foster a
foundation for children to build their academic and social skills to help them become active
members in their society. I believe the mission of the school should be to provide a high-quality
and meaningful education to all students, and to do so in a safe, healthy and inclusive
environment. In addition, the mission of the school should empower students to apply their
learned skills and knowledge to lead productive lives and to become contributing members of the
global community.
The school can affect society in many ways and should work in partnership with
community businesses to provide the best quality education for students and the families it
serves. The purpose of the school is to provide education to students and to help prepare
students for their futures. The school should help guide students to become engaged members of
society and to learn from community businesses and organizations. For instance, a Catholic
school should provide a connection to the Catholic Church, in the community, for students to
learn their faith and to become active members of the church community.
The school can also partner with local businesses to support school programs and
initiatives. For example, a local grocery store in my hometown would donate food, weekly, to
the school’s breakfast program. This service helped to feed students who couldn’t afford or
didn’t have time for breakfast. The program ensured that students did not start their day hungry.
Instead, they were fed a nutritious breakfast and were ready to learn. Without this community
partnership, the school may not have been able to provide such a program for their students and
students wouldn’t have their basic nutrition needs met.
The school’s role is also to provide resources to families in the community. These
resources could include interpreters for English Language Learners and their families,
community connections to help newcomers to North America assimilate into a new community
or provide resources to students and their families to organizations that can help to support the
academic success of the student. For example, a student with a disability might need external
support to be successful at school and home. The school can help the family by providing
community resources so the family can better learn how to support their child’s academic future.
In summary, the place of the school is to provide, for their students, the fullest possible
development of each learner for living morally, creatively, and productively in a
democratic society. The school should support their students and families and offer as many
opportunities to their students to help them succeed and to reach their fullest potential.
Administration and teachers should work together to encourage community partnerships to
ensure the basic needs of students and families are met.

The curriculum.
I believe what is taught in school should far exceed the curriculum. Yes, the curriculum
and learning the fundaments of academics is important to be successful in life, but so is learning
to be a kind and caring human being. In addition to the curriculum, I feel that values, morals,
life skills, kindness and respect should be taught to children at the elementary level. I believe
that if all these skills are taught, at an early age, children will go through the rest of their
academic careers using these skills. This will benefit them immensely to becoming successful
adults.
In addition to these life skills, the curriculum should encompass education that will
support complete cognitive development of both sides of the brain. I don’t believe one subject is
more important than the other. I believe that all students should have the opportunity to
experience all subjects in elementary school. From math and science to language and social
studies to art, music and dance, every subject is so important to the full development of a child’s
brain. Looking at what needs a student might have and building their learning around their
experiences, interests and abilities is so important for teaching the curriculum. I guess you could
say that my philosophy on curriculum is like that of Progressivism, where education should
focus on the whole student rather than on the curriculum content or the teacher (Hubin, 2018).
John Dewey developed this pedagogical theory where teaching also focuses on cooperative
learning strategies that are experimental and visionary, and which aim to develop problem-
solving abilities where instruction takes on a “child-centered” approach (Hubin, 2018).
Cooperative learning styles gives students the opportunity to work with their peers to complete
tasks. Students can express themselves in various ways and learn from their peers to complete
work.
Curriculum is a valuable and important piece to the school environment. The curriculum
should encompass a wide range of lessons, values and perspective that students should learn in
school. Children will also learn additional “hidden curriculum” whether they realize it or not.
Hidden curriculum is defined as “…the unwritten, unofficial, and often unintended lessons,
values, and perspectives that students learn in school” (The Glossary of Education Reform For
Journalists, Parents, 2015). For example, students will learn how to take instruction from
someone other than their primary caregiver where they will learn values and morals which will
help them to develop perspective which they may not have gained otherwise. This is an
important skill to have as they progress through school, preparing for their future, and eventually
take a job. Other skills students will learn in the “hidden curriculum” are how to be patient, wait
their turn to speak, use constructive criticism, praise their peers, research and complete
homework independently. All these skills are beneficial to the academic success of students.
Learning.
There are many philosophers and theorists on the topic of education. Over the last few
months, three theorists resonate with me as being ones who are the most meaningful in
education. To begin, Jean Piaget’s 1936 Theory of Cognitive Development is of interest to me
as he believed that children think differently from adults, and that intelligence, or cognitive
development, is a process that occurs due to the biological maturation and interaction with the
environment (McLeod, 2018a). Piaget developed the four stages of cognitive development, the
sensory motor stage, the preoperational stage, the concrete operational stage, and the formal
operational stage. Piaget believed that only when all four stages have been accomplished, can
one achieve full human intelligence (McLeod, 2018a).
The first stage is ages birth to 2 years. This stage encompasses the ability to use reflexes
and the development of habits becoming aware of the environment past our own bodies.
Children become curious about things around them and learn to move increasing cognitive
development. Stage 2 involves ages 2-7 and thinking is intuitive and imaginative. Children
learn to speak and recognize symbols and their meanings. Children play pretend and learn a lot
from this. Children ask many questions because they want to learn everything but have difficulty
understanding others’ points of view. The third stage (ages 7-11) sees children discovering logic
and conservation. Children can also apply knowledge to other situations in their lives and can
understand empathy. The fourth stage (ages 12+), allows children to develop advanced cognitive
abilities to solve problems and understand abstract concepts and morality. Children become
more passionate and the brain comprehend and preform deductive reasoning. Piaget believed
children reached their highest cognitive levels once the fourth stage of development was
achieved (McLeod, 2018a). I believe that understanding Piaget’s theory of cognitive
development is essential to my success as an educator as I have become aware of the different
stages of cognitive development in children. This knowledge will help me to understand the
needs of my students at all grade levels, and I will be able to prepare lessons according to their
developmental stage.
Another philosopher who’s had a positive impact on my philosophy of education is
Abraham Maslow. Maslow developed a theory based on the Hierarchy of Needs, and these
needs include physiological, safety, love and belonging, esteem and self-actualization (McLeod,
2018b). This theory states that if basic human needs are not met, it is impossible to attend to the
needs that are higher up on the hierarchy pyramid. Reaching the top of the hierarchy pyramid is
equivalent to achieving one’s fullest potential (McLeod, 2018b). For example, if a student goes
to school without breakfast, it will be impossible for this student to work because they are
focussed on being hungry instead of their studies. Not meeting the basic nutritional needs of this
student affects their academic success. I believe this is an important theory as it shows that the
basic needs of students are important for their success in school and important for them to be
able to reach their fullest potential. Not being able to meet their basic needs will also affect their
esteem levels and relationships with peers. It’s important for educators to be aware of how the
basic needs of students will affect the outcome of their academic success, and how teachers can
help and support my students to meet these basic needs.
Lastly, Dr. Maria Montessori (1870-1952) stands out as a meaningful philosopher as she
developed the Montessori Method which supports the thought that children, engaged in
meaningful activity that supported their natural development, can educate themselves (American
Montessori Society, 2019). I think this is very important for educators to realize because this
model can be used to create lessons and activities where students are able to experiment in
cooperative learning environments to problem-solve and complete tasks to learn. In the early
years, this method is used for play-based learning, but can also be applied to older students.
When presented appropriately to students, this method can be quite useful in developing
cognitive thinking skills in students and encourage them to think more deeply about a topic. I
will use this theory in my teaching practices to support my students on projects and learning
activities which will encourage independent and group research, problem-solving skills, and
critical thinking skills.
In addition to traditional teaching strategies, technology has crept into our lives faster than
we can keep up with it. Technology is a huge part of students’ lives and is becoming a major
component in our schools. Technology is used in many ways in the school environment such as
for administrative purposes, professional development, and for schoolwork. I believe that the
use of technology in education can be very beneficial when used appropriately. It is important
for teachers to educate students that the purpose of technology in the classroom is to enhance
work and creativity, not to replace work and creativity. When used inappropriately, technology
can take over imagination and can be quite detrimental to the developing minds of students.
In addition to ensuring that technology doesn’t take the place of imagination, it’s
important for teachers to show students how to be safe with technology. I think it’s the
responsibility of teachers to incorporate a program or unit about technology and safety into their
lesson planning. Teaching students about their digital footprint, cyberbullying, and cyber safety
is critical to ensuring technology is beneficial and effective in the classroom.
Another major topic in education today is diversity and how teachers can meet the needs
of diverse students. To begin, I believe it’s important for teachers to remain educated on the
diverse and unique needs of students, whether uniqueness includes disabilities or cultural. It’s
also important to understand that all students learn differently and that students have unique
needs that need to be met through various resources and tools.
Schools and teachers have a responsibility to their students to meet diverse needs.
Culturally responsive teaching is one way to do this, and is a topic discussed regularly in many
of my courses. I feel very strongly about culturally responsive teaching and believe it’s a
positive strategy that all teachers should incorporate into their classroom. I have learned that
culturally responsive teaching is more than just teaching about diverse cultures and encompasses
a wide range of methods and techniques that teachers can incorporate into the classroom. As
Geneva Gay states, “Culturally responsive teaching can make a difference in the lives of
students...” (Gay, 2010). I agree with this and believe that culturally responsive teaching can
make a difference in the lives of all students. Teachers must have the courage, competence, and
confidence to teach in a culturally relevant manner. I plan to incorporate culturally responsive
teaching into my classroom through incorporating diverse culture into my lessons; teaching
about culture diversity in a positive manner; caring about all students in my classroom; letting
my culturally diverse students teach me about their culture; and becoming knowledgeable about
the diverse cultures through external community involvement and resources.
Another way schools can meet the needs of diverse students is through supporting families
of diverse students. One way this can be done is by providing interpreters for teacher-parent
meetings or for when phone calls need to be made to the parents. It’s important that the needs of
the family are met to develop a positive rapport with the student and the family. The school can
also provide the student and family with community resources based on their needs. This goes
along with the school developing partnerships with community organizations. With these
relationships already established, schools will be able to refer families who need the resources.
In addition, schools can ensure they are fully accessible for students. Schools and teachers
can do this by providing students with the resources and tools needed to be academically
successful. For instance, the school should ensure students of disability are able to access all
areas of the building. Another example would be to ensure that students with disabilities have
access to accommodation resources, such as text-to-speech technology, digital pens, pencil grips,
extra time, etc., to complete everyday work and assessments. Providing these accommodations
and specific modifications will help support students with disabilities achieve academic success
to their fullest potential.
Lastly, addressing and acknowledging that students learn differently is critical for schools
and teachers to support diverse learning of students. There are many different learning styles
that include kinesthetic learners, linguistic learners, auditory learners and spatial learners. As an
educator, it’s important to understand the different learning styles of students and differentiate
my instruction to meet the needs of all my students to the best of my ability. Giving students
options for learning through differentiated lessons, will help to support students to become
successful. Accommodating these different learning styles will also help to reduce anxieties in
students and will support them to reach their fullest potential.
The learner.
I feel that it’s very important for children to develop a love of learning through a positive
educational foundation. For this reason, I would like to teach the younger grades of
Kindergarten to grade 3. I have three children of my own (ages 8, 13, 16) and I’ve always
encouraged them to engage in learning through fun and innovative ways. All three of my
children value education and look forward to going to school every day and plan to attend post-
secondary school. I vow to do the same for the students I teach. If I can encourage my students
to love learning and to be excited about learning, I believe that I have done the right thing to help
them develop a foundation for life-long learning.
Kindergarten to grade 3 is a big age range (4-8). At this age, children require a lot of
direction and support in learning, academically and socially. As a teacher, I’ve already
committed to teaching my students life and social skills along with academic skills. At this
stage, students learn a lot through role play, their peers, and modeling behaviours. Piaget calls
this stage the Preoperational stage (McLeod, 2018a).
The Preoperational stage is also referred to as the intuitive stage where questioning and
discovery encompass a large portion of a child’s learning. The Preoperational stage ranges from
2 years of age to 7 years. In this stage, children begin to think symbolically and learn to use
words and pictures to represent objects (McLeod, 2018a). Children tend to be egocentric and
struggle to see things from the perspective of others. While they are getting better with language
and thinking, children still tend to think about things in very concrete terms. Children become
much more skilled at pretend play but still struggle with logic and taking the point of view of
other people. As an educator I will help to guide students to understand various concepts around
them and to become more empathetic towards others. I will also help my students gain the
knowledge they need to develop life and academic skills needed to be successful in their lives
and to prepare for the next developmental stage.
I believe students should take on active roles in their learning at all age and grade levels.
Students should be accountable for their academic success by making choices and taking actions
that lead them towards their educational goals. As an educator, my job will be to guide students
on this journey towards academic success by providing the necessary resources to meet their
unique needs.
Assessment.
I am a firm believer in informal assessments. I believe students should be assessed based
on their individual needs, interests and styles because each student learns differently and
performs at different paces. Students should have the opportunity to choose which form of
informal assessment they will have whether it be a formal test/quiz, a presentation, a written
report, a verbal assessment, or a creative project. If the outcome goals aren’t altered, then the
terms of the assessment should be flexible. Giving students the option to choose their
assessment strategy gives them a sense of individuality, an opportunity for engagement, and a
sense of responsibility to perform.
Formative assessment is such an important component to the assessment process.
Formative assessment is used to conduct in-process evaluations of student comprehension,
learning needs, and academic progress during a lesson, unit, or course. Formative assessment of
students gives the teacher an opportunity to see what the students are comprehending from a
lesson. It’s also an opportunity for the teacher to make any necessary alterations to correct their
teaching methods. It’s very important for teachers to understand the progress of all students to
help them to succeed.

I believe the goal of an assessment should be to evaluate the progress of a student over a
period, whether that be over the course of one unit or over the course of an entire school year.
Assessment should be encouraged with acknowledgement of the different learning styles of
students and incorporate these different learning styles with teaching styles, such as cooperative
learning and differentiated learning. Since each student learns differently and prefers to be
taught differently, teachers should realize that different assessment strategies should be provided
to their students to accommodate the unique needs of students.
Classroom management.
Classroom management plays a critical role in academic engagement and positive social
behaviours for students. Without proper classroom management, a teacher can lose control of
the class very quickly and learning gets pushed to the side. With excellent classroom
management strategies, teachers can educate their students. Learning and positive behaviours
will, ultimately, increase (Marzano, Robert J.; Marzano, 2003).
There are many effective techniques for classroom management, but I think one of the
most important techniques, a teacher can use, is modeling. A teacher who models positive
behaviour is essential for students. Students will see how to act in certain situations in the
classroom and will be more apt to follow the positive modeling behaviours of the teacher. Ways
a teacher can model appropriate behaviour is by using polite language, making eye contact, not
using a cell phone in front of students, don’t interrupt, use respect when speaking with students,
walking in the classroom and hallways, reading silently, sitting quietly, etc.
Another effective classroom management technique is to have students establish
classroom guidelines and rules. Giving students the opportunity to create their own classroom
rules establishes a level of responsibility and accountability for them. Students will more likely
be willing to follow their rules if they’ve created them. With guidance from the teacher, this can
be a very effective strategy.
Praising students instead of punishing them is also very effective in promoting positive
social behaviour. It’s important for teachers to acknowledge positive behaviour more so than the
negative behaviours. This can be very difficult to do, but it’s very effective. As an example, I
will point out how nicely a student is sitting to try to get the attention of a student who may not
be sitting so nicely. This does work. The student who isn’t sitting nicely will see how I’m
praising the other student and will quickly stop fidgeting and will sit nicely. This technique
especially works for younger students.
It’s also nice to praise positive behaviour and good work as students will then tend to act
in a positive manner to continue to receive positive acknowledgement. When a teacher is
constantly acknowledging negative behaviour, a student will tend to continue this negative
behaviour to receive the attention. Doing this also takes time and attention away from all the
other students in the class and learning can be lost. Ideally, focus on the positive behaviour and
your students will behave in a positive manner.
As I touched on in the assessment section, giving students an opportunity to choose their
assessment increases engagement and willingness to complete an assessment, the same holds
true to help improve classroom management. Giving students open-ended assignments is
another effective classroom management strategy. Allowing students to demonstrate their
knowledge in ways that suit them will encourage engagement, responsibility and productiveness.
Students will start to look forward to assignments and be more willing to take on tasks.
Transitioning techniques are also important classroom management strategies to
incorporate into your classroom within the first few weeks of school. Students transition all day
long and it will be very difficult if a class can’t transition quietly and in a timely manner. A
technique to help with transitioning would be to use a timer so that students know the time
allotted for the transition. For noise issues in transitioning, teachers can use a point system to
reward the class when a transition is done quietly and effectively.
Lastly, addressing negative behaviour in a timely manner is crucial to maintaining a
positive classroom environment. Doing this will help to ensure that negative feelings won’t
fester with the student. Resolving issues quickly will prevent poor behaviour. In addition, it is
best to speak with the student in private to avoid embarrassment for the student.
Establishing a positive classroom environment with excellent classroom management
techniques and strategies will help to increase learning for students. Excellent classroom
management will mean that your time, as a teacher, won’t be spent on behaviour issues, but on
instruction and helping students learn.
The teacher.
Teaching is most definitely a profession. It takes extensive training and experience to
become a successful teacher. I think to become a teacher, one should definitely achieve higher
levels of education from University, whether it be a Bachelor’s degree or a Master’s degree. In
addition, a teacher should be willing to continue their education by learning new teaching
techniques and strategies, learning about changes to education, and learning about current
educational issues such as cultural diversity and inclusion. To be a teacher, you must be willing
to be a life-long learner yourself. Continuous reflection and upgrading your knowledge and
skills are so important to maintain your professionalism as an educator.
Teachers should possess a multitude of characteristics to be successful. Teachers should
be caring, empathetic, understanding, cooperative, knowledgeable, creative, enthusiastic and
kind. Teachers work with a range of individuals throughout their day and it’s important for
teachers to be able to communicate will all personalities and at a professional level. How a
teacher would interact with a student is very different from how they would interact with a co-
worker, administration, a parent, or community member. Even outside of school and in the
community, teachers need to maintain a high level of professionalism. What teachers do or say
outside of school can have extensive affects on their career.
The role of a teacher is multi-faceted. I believe the most important role of a teacher is to
be an advocate for their students. Teachers have a responsibility to provide the best possible
education to their students, even if it means supporting them to acquire tools or resources needed
to be successful. In addition, the role of a teacher is to be a mentor and role model for students.
Teachers should provide a welcoming and inclusive environment for their students. A teacher
should also be able to observe signs of trouble with students, whether it be physical, intellectual,
or emotional. It is a teacher’s role and duty to report any sort of abuse they might suspect with a
student.
Conclusion.
Becoming an educator is a very rewarding career. There will be good days, great days,
and some troubling days where I’m sure I’ll ask myself, “Why did I choose this path?”. Even on
the not-so-good days, I’ll be sure to keep in mind why I became an educator, and how I can
make a positive difference in a student’s life. My philosophy of education articulates the basis of
why I’ve become an educator. I’m sure my philosophy of education will change with time,
knowledge and experience, but it will always reflect my personal values and beliefs of life-long
learning and kindness.
Resume
Introduction.
Your resume is the first item a potential employer views, and it is your opportunity to
make a positive first impression. Your resume is an important piece where you can display your
abilities, skills, education, and experience related to the position you are applying for. It is
important to make your resume interesting, inviting and pertinent to the position you are
applying for. Resumes should be informative but not cluttered and should be inviting to read.
Found below is a copy of my resume for your review. It provides an insight into both my
educational and work backgrounds, and provides information on volunteer and professional
development activities I have participated in.

My resume.
LEANNE SUFFEL
352 John Street South
Aylmer, Ontario
N5H 2E2
Cell: (519) 619-7313
https://mrssuffelsclass.weebly.com/
CERTIFICATION: Seeking New York State Certification in Elementary Education,

Grades 1-6.
EDUCATION: Master of Science in Elementary Education, anticipated May 2020

Medaille College, Buffalo, New York
GPA: 4.0
Corporate Communication & Public Relations Diploma, April 2000

Fanshawe College, London, Ontario
Bachelor of Arts Degree in Sociology & Philosophy, April 1999

Western University, London, Ontario
Ontario Secondary School Diploma, June 1996

East Elgin Secondary School, Aylmer, Ontario
RELATED EXPERIENCE:
Temporary Classroom Support Personnel (Supply Teacher)

December 2018 - Present
London District Catholic School Board, London, Ontario
• Experience working with students K-12
• Experience working with special needs and behavioral students
• Carry out lesson plans and classroom routines as left by the teacher in day plans
• Share with teacher and/or principal student achievements, problems or needs, either verbally or by
means of communication binder
• Monitor students during lunchtime and recess
• Follow school policy and procedures, particularly those relating to “Safe Schools” and “Safe Arrival”
routines
• Ensure lesson materials are prepared for students
Elementary School Fieldwork

January 2019 – Present
Buffalo, New York
• Experience working with students K-8
• Prepare activities and crafts
• Observe and work with students during various lessons in classroom setting
Home Childcare Provider

September 2006 – September 2016
Aylmer, Ontario
• Planned themed activities and crafts
• Provided children with a safe, engaging and nurturing environment
• Responsible for the safety of children aged 1 to 12
• Provided children with a variety of age-appropriate activities, crafts, toys
• Planned regular circle and story time routines
• Prepared healthy snacks and lunch daily
• Ensured children received adequate outdoor play in a safe environment
PROFESSIONAL DEVELOPMENT:
School Violence Prevention and Intervention, July 2019

DASA: Prevention and Intervention, July 2019
Technology in the Classroom, June 2019
TECHNOLOGY SKILLS
SMART Board Notebook Website development using Weebly
ELMO Projector MicorSoft Outlook
Projectors Internet
iPad Internet E-mail
Chromebook Online Newsletters (Smore)
MicroSoft Office (Word, PowerPoint, Excel) Google Forms
Screencasts (online tutorials/presentations)
EMPLOYMENT:
Temporary Classroom Support Personnel (Supply Teacher), London, ON

Dec 2018 – Present
Legal Receptionist, Doyle Prendergast Law Office, Aylmer, ON

Sept 2016 – Dec 2018
Home Childcare Provider, Aylmer, ON

Sept 2006 – Sept 2016
Marketing & Communications Assistant, Let’s Talk Science, London, ON

Dec 2000 – Sept 2006
VOLUNTEER EXPERIENCE:
Sunday School Teacher, Our Lady of Sorrows Catholic Church, Aylmer, ON

Parent Supervisor (Elementary School field trips), Assumption Catholic School, Aylmer, ON
Youth Soccer Coach, East Elgin Youth Soccer, Aylmer, ON
Youth Baseball Coach, Aylmer Minor Baseball, Aylmer, ON
Teaching Assistant - Mathematics, Lorne Ave Public School, London, ON
REFERENCES:
Available upon request.
Conclusion
Becoming an educator has always been my dream. I thought I’d pursue my teaching
career right after University, but life decisions prevented this from happening at that time. I
never gave up my dream though. I pursued my degree with perseverance and determination. I
like to think that my journey to pursue my dream as an educator will allow my children to see
how important it is to never give up and to keep pursuing your dreams. As life carried on and I
became a mother and working in marketing and as a legal receptionist, I couldn’t help but feel as
though something was missing – I always would think that there must be something more
rewarding that I could be doing. I thought about starting my home daycare up again, which I
absolutely loved to do, but also knew that I needed the adult interaction where I could continue
to learn to help improve the learning of children. Looking back on previous experiences, I found
that I was the happiest while working with children. This is when I realized that I should do
what I had wanted to do 25 years ago – get my degree in education.
Being accepted to Medaille College was just the beginning of my new career as an
educator. All my experiences whether in the office as a marketing assistant, as a legal
receptionist, or in the classroom as supply teacher have helped me become who I am today and
have helped me gain a better understanding of people in general and what is needed to engage
and capture their interest regardless of the subject. I have learned to interact with people of all
ages and races, which is an asset in today’s multicultural classroom. Time management and
organization is my forte!! I am a busy, working mom of 3 where complete organization is
essential to ensure adequate functioning of our family and life.

My position in the Law Office has taught me about the importance of inclusion and
safety no matter the location. My goal is to create a collaborative classroom where all students
are friends and show respect for one another and one another’s uniqueness’s and special needs. I
will strive to have my students become helpful and caring so that they take these morals out into
the world once they finish school. Society is often lacking in this regard. Most of all I will instill
in my students that they can accomplish whatever they set their mind to. For some it may take
them a bit longer as they may have to follow the indirect route like myself but with perseverance
and determination, they will all succeed. I plan to share my story with my students to show them
that they too can achieve their dreams!
[Back to Table of Contents]

References
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MSED Elementary Portfolio Project

An Elementary Portfolio Project submitted to the

Faculty of the Graduate School of Education of

In partial fulfillment of the requirements for the degree of

Master of Science in Education

Dr. Renee Sturm

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

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

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

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 ………………………………………..

Teacher Candidate Background Experiences

Education is defined as “the act or process of imparting or acquiring general knowledge,

intellectually for mature life” (Dictionary.com, 2014). As educators, it is our responsibility to

can meet the standards of today’s society.

benefits of a multicultural society. Educating students effectively in a culturally responsive

motivated me to pursue my education at Medaille College as a student in the Masters of

Elementary Education program.

significant role in my decision to pursue my education in becoming an elementary educator.

them become the best they can be.

Mrs. D high school English.

them in hopes that they develop a life-long love of reading.

working as a supply teacher, volunteering as a Sunday school teacher, volunteering as a youth

London District Catholic School Board as a TCSP.

I am so grateful to be given the opportunity to be employed by the London District

management, student engagement, strategic planning, professional collaboration, and culturally

responsive teaching/student diversity. Through my experience working as a TCSP (supply

ensure the safety of all students.

different classroom management techniques, a variety of classroom rules and procedures,

essential to the success of all students.

appropriate lessons for students.

parents to ensure students receive the best possible learning experience.

acknowledgement and implication of culturally responsive teaching in response to students’

School Observations and Classroom Application

engaging and meaningful for all students.

Throughout my experience at Medaille College, all instructors stress the importance of

you can better educate all students.

aren’t met experience “increased learning difficulties, incomplete schoolwork, failure to

participate, school absenteeism, hunger, concentration difficulties….” (Taggart, 2011). Not

important to me that my students come to school nourished and ready to learn.

accommodating hearing impaired students by instructing lessons by using microphones. This

also essential techniques for positive teaching.

As I begin my journey as an educator, I’ve already encountered many different

education and its relevance in society.

students wouldn’t have their basic nutrition needs met.

development of each learner for living morally, creatively, and productively in a

Administration and teachers should work together to encourage community partnerships to

ensure the basic needs of students and families are met.