MSED Elementary Portfolio Project

Isabella Scarcella

June 3rd, 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

Isabella Scarcella
______________________________
Student Name
Medaille College Graduate Student

Dr. Susan Dunkle

______________________________
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: School Violence Prevention and Intervention/Identification and

Reporting of Child Abuse and Maltreatment Certificates ……….………….

Artifact #2: Author Study … ……………………………………………………

Artifact #3: Pecha Kucha Presentation …………………………………………

Artifact #4: Weebly Website …………………………………………………….

Artifact #5: Science Lesson Plan...………………………………………………

Artifact #6: Math Lesson Plan……………………. ……………………………

Artifact #7: Unit Plan ……………………………………………………………

Artifact #8: Literacy Assessment …………………………………………………

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, Overview and Rationale

Welcome to my Teacher Candidate Portfolio Project. My name is Isabella Scarcella and I

am currently a student of Medaille’s Masters of Science in Education, Elementary Program.

During my studies at Medaille College, I have had the opportunity to explore various subject

matter pertaining to the field of education, which has helped me in my growth and journey in

becoming an Elementary school teacher. The purpose of the Teacher Candidate Portfolio Project

is to encompass the learned subject matter throughout the program, my experience, present my

in-depth knowledge and learned skills in the form of important and polished artifacts. The

introduction, overview and rationale of my professional portfolio is to reveal to you, the reader,

my various experiences, skills and academic knowledge that will serve me in my professional

development as a professional educator. As I begin this professional portfolio, I think it’s

imperative to bring forth my early experiences in elementary school. I began my elementary

education in an-all French school, with a school size of roughly 200 students. Learning French

was not a difficult task, as I had been exposed to the language as a toddler. Most of my teachers

were female; they were gentle and maternal, which allowed me to feel comfortable most of the

time. Though one can assume that perhaps my elementary experience was enjoyable, easy-going

and prepared me for my secondary education, there were several valuable and life-altering

experiences that shaped me into being a better person and student. Perhaps it highlighted the

unforeseen and exciting path of becoming a teaching professional.

During my elementary experience, I often questioned the purpose of school as well as the

teachers I had. Classrooms were often teacher-based, with strict rules and guidelines, and if a
student dared to disrupt the classroom environment, there were usually consequences. I

questioned the purpose of school because I always wondered what the purpose was in learning

the French language; was it for a piece of paper that displayed my hard eight years of work of

memorizing, regurgitating, speaking and imitating a language, or was it to gain enormous

enthusiasm for a language that I could use throughout my life? Many of my teachers often

expressed the importance of learning, speaking and retaining the French language yet after

hearing it so much I was surprised I hadn’t eye-rolled myself into another dimension. The reward

for studying French should be the ability to speak French, reading in French, and enjoying

French people. However, once a student receives a certificate, reward or diploma, that piece of

paper becomes the point. I believe that an impressive report card, completed assignments or

passed quizzes is not as rewarding than having the ability to motivate a learner and inspiring a

student to strive and succeed in all aspects of their life. During my elementary experience, I had

the opportunity to work with a handful of teachers who reminded me of the true purpose of

school; that teachers help mold the delicate, immature minds of students, prepare them for the

big world of tomorrow, encourage and inspire them to learn, create and succeed, while they

enjoy teaching.

My professional portfolio is comprised of six sections: an introduction, my background

experiences, roughly eight to ten artifacts, professional and curriculum alignments, candidate

reflection, and a teacher candidate interview video. These sections will be a guide to

understanding my commitment, determination and passion for teaching.

Portfolio Development

The elementary portfolio project is comprised of six sections: Section One; Teacher

Candidate Portfolio Introduction, Section Two; Teacher Candidate Background Experience,

Section Three: Teacher Candidate Artifacts, Section Four: Alignment to the Professional

Standards and Curriculum, Section Five: Teacher Candidate Reflection, and Section Six:

Teacher Candidate Teacher Interview Video. Every section aims to provide the reader with a

greater understanding on my aptitudes and skills as a professional educator.

Section One: Teacher Candidate Portfolio Project Introduction, serves to introduce the

reader the purpose of the MSED Elementary Portfolio Project. This section contains the

following subsections: Portfolio Introduction, Overview and Rationale, Portfolio Development,

Theories, Theorists and Experts in the Field of Education, and Conclusion. This section will

serve as an outline of my abilities as a professional teaching candidate.

Section Two: Teacher Candidate Background Experience, will draw together my work-

related experience, education, my philosophy of education and my resume. In each of these

subsections, I will provide information such as my undergraduate degree in history, my volunteer

experience working with students with learning challenges and difficulties, my work experience

with a French Catholic school board as a tutor, my field experience obtained during my studies at

Medaille College, my philosophy on education. All the elements listed above will encompass my

aptitude as a professional educator.

Section Three: Teacher Candidate Artifacts, entails artifacts and material that I have

produced and collected during my studies at Medaille College. The artifacts will include unit

plans, lesson plans, educational research assignments, certificates, assessment tools, and several

other artifacts that will illustrate my preparedness as a professional teacher candidate. My

artifacts will showcase my pedagogical knowledge, best teaching practices and subject matter

while making connections to theories and theorists relating to the field of education. The artifacts

will be evidence of my organizational, instructional and educational skills.

 Section Four: Alignment to the Professional Standards and Curriculum, portrays my

aptitude in connecting the professional standards and curriculum to the artifacts mentioned in the

previous section. The curriculum and professional standards that will be referenced include the

New York State Next Generation Learning Standards (ELA, Math and Social Studies), the New

York State P-12 Common Core, the Ontario Curriculum Standards: Elementary and the Ontario

Ethical Standards. This section will describe the importance of the professional standards in

connection with my artifacts as they relate to student learning and teaching.

Section Five: Teacher Candidate Reflection, will be the final section of the Portfolio

Project. This section will entail a reflection of my experiences throughout this portfolio and

demonstrate my ability to reassess my skills and knowledge with the goal of developing the best

teaching practices. By reflecting on my goals, it will allow me to reevaluate my overall

experience as a student in order to better prepare for classroom management, cultural

responsiveness, planning, instructing, student assessment and student accommodations, as I

develop as a professional teacher candidate.

Section Six: Teacher Candidate Teacher Interview Video, consists of a mock interview in

which I will answer a series of questions and make connections to my teaching skills and

strategies, professional dispositions, my portfolio artifacts and standards. The Teacher Candidate

Interview Video will allow me the opportunity to elaborate on my artifacts, my knowledge and

skills as they relate to my studies and the field of education. This final segment of the portfolio

will highlight the work entailed in composing my MSED Elementary Portfolio Project and my

eagerness to embark on a career as a professional educator.

Theories, Theorists and Experts in the Field of Education

 Throughout my studies at Medaille College, my professors in the MSED program have

conducted several lessons and presentations concerning theorists and experts in the field of

education. The work of such theorists and experts focused on several philosophical and teaching

practices that have transformed and inspired me as a professional teaching candidate. All

students bring diverse requirements to the classroom, and as teaching professionals, it is

imperative that we consider and reference the influential teachings of theorists in the field of

education, such as Lev Vygotsky, Theodore Brameld and John Dewey to help guide ones’

teaching practices.

Lev Vygotsky was a theorist who developed the Theory of Social Development in 1962.

One of the elements that transpired from his theory was Constructivism; it is the way students

learn knowledge and skills using critical thinking and problem solving. Vygotsky’s “Zone of

Proximal Development” emphasized the importance of changing levels of support as the student

is learning to master a new skill or concept (Thought and Language n.d.). The notion of

“scaffolding” encompasses the very idea of introducing support and techniques when assisting a

student through their cognitive development, and then gradually removing such support and

techniques as the student begins to master a skill or concept independently. I strongly believe

that scaffolding is an essential tool that I will introduce in my classroom to help students with

various learning needs because it will allow students to struggle, become resilient and reach their

highest potential independently.

As classrooms become incredibly more diverse and students bring different talents and

educational needs, the significance of equal opportunity and education for all students must be

practiced and reinforced. Theodore Brameld strongly believed that every student has the right to

education. As educators, we must support an educational system that prides itself on equal
opportunity, regardless of classes, race and gender (Brameld, 1965). I have acquired a great

understanding of Brameld’s “Theory of the Role of Belief and Value In the Process of

Educational Development” and I believe that by practicing his concepts it will create a

welcoming, accepting and enjoyable classroom environment for all students.

Critical thinking skills are essential for students to learn about themselves and acquire

their own world views. John Dewey emphasized the importance of critical thinking and its

relevance to cognitive development. A teacher can introduce critical thinking skills to students,

allowing them to procure solutions and answers to simple or challenging questions, and in turn

will be thought-provoking. Dewey believed that a learner can gain more from obstacles and

challenges rather than being told information and passively observing ideas (iep.utm.edu). From

my observations during the MSED program, I have had the opportunity to witness students use

their critical thinking skills. During my observations, I witnessed students use their critical

thinking skills when working with their peers, learning from their differences, and questioning

and transforming their world views.

Conclusion

Section One of the MSED Portfolio project encompasses the evidence that will be

brought forth throughout the portfolio and serves as an outline that highlights my abilities,

knowledge and pedagogy in the field of education. My portfolio will serve as evidence of my

skills and competencies in the field of education in the form of artifacts and references;

pertaining to cultural responsiveness teaching, best teaching practices, curriculum standards,

instructional and philosophical strategies, planning and assessments. As I elaborate on the

information that I have acquired during my studies at Medaille College, I will utilize my
portfolio as an opportunity to present my experience in the field and my determination in

becoming a passionate and successful professional teacher.

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