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Betsy

Trainer 1
Portfolio Introductory Narrative
My name is Betsy Trainer and I have been a teacher at HCMS in Columbia, Maryland for
eleven years, most recently in eighth grade math. Prior to entering the teaching profession, I had
a career as a consulting actuary at two different benefits consulting firms in Baltimore. One firm
was a small local firm and the other was a national consulting firm. I think I bring a unique
perspective to the classroom given my background and my firsthand knowledge of what was
needed to be successful in the workforce. Although many things may have changed, I am certain
that many required skills have remained the same. I had a very successful career in the
consulting business, but at the end 2003 I decided to find more a more fulfilling job, teaching
children.
After going back to school to take the education classes I needed to compliment my
degree in mathematics, I started teaching sixth grade at HCMS. I taught sixth grade for seven
years and was assigned the co-taught math classes each year. Four years ago due to a new
administration and my math background, I was moved to eighth grade to teach the high school
level classes that are offered in middle school. While my new schedule was mathematically
more interesting, I then realized how much I enjoyed teaching the diverse classes with students
with special needs. This epiphany was the reason why I decided to pursue my masters in special
education. Fortunately, this school year three of my five classes are Common Core 8 inclusion
classes with numerous students with special needs. Some of my greatest joys in teaching have
been reaching students that previously have not enjoyed math and many of these students have
been students with disabilities or other special needs.
Rationale for Building the Portfolio

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This electronic portfolio is a culmination of the work I have completed while pursuing
my Masters in Special Education. The materials and products it contains represent the
multifaceted aspects of being a special educator. The artifacts included in the portfolio can be
used a tool or resource throughout my career as a teacher. The portfolio can be used to
demonstrate the knowledge I have gained through the program if I were to pursue switching to
become a special educator. Included in the electronic portfolio is a reflection or rationale for
each artifact that demonstrates my understanding of the project and its significance. All the
pieces or projects fit together to give the whole picture of the role of the special educator. The
portfolio is a representation of the completed picture.
Reflections on Coursework, Learning Experiences, and CEC Professional Standards
Throughout my coursework in our masters cohort I have developed a working
understanding of the CEC standards and their significance when working as a special educator.
Some courses had a stronger emphasis on some of the standards than others. CEC Standard 1Learner Development and Individual Learning Differences seems to be the backbone to all the
other standards and while not always highlighted in each artifact, is provided the foundation to
all I learned to become special educator. The classes I completed as part of the masters program
seemed to be themed around one or two of the standards. However, the professors stressed the
importance of the all the standards continuously built on the standards that were focused upon in
previous classes.
When I started the masters program I was only experienced from the user side of
materials pertaining to students with special needs. I thought I was fairly knowledgeable. I
assumed enrolling in this program I would become more well versed on the characteristics of
students with specific disabilities and the instructional best practices for the students with these

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disabilities. The course of study has turned out to be so much more. Many of the class
discussions and projects have opened my eyes to areas that I have never focused on. For
example, the Working with Families of Students with Disabilities was so enlightening; I learned
so much and gained a different perspective on many situations from hearing and first hand from
a diverse group of parent guest speakers. Another course where I learned a vast amount was the
Methods of Secondary Special Education and Transition. As an 8th grade teacher the information
I learned from this class was so valuable and again very eye opening. Throughout that class I
consistently found myself reflecting on the concept of transition and the impact on the family.
This, again, was a perspective I had not given much thought to before. The various artifacts I
completed demonstrate a concrete knowledge of some of the standards. For example the Formal
Educational Achievement Report demonstrates the CEC Standard 4 - Assessments and the
Universally Designed Lesson Plan demonstrates CEC Standard 5 Instructional Planning and
Strategies. However, the other coursework I did and the internship has also prepared me with the
intangibles to become an effective special educator.

Philosophy of Teaching
As an educator it is my job to provide opportunities for all students to reach their
potential. On a daily basis I recognize the diversity in each of my classes and the diversity
within my school community. I have learned a great deal as a teacher and as a person from this
diverse population and I try factor what I have learned into my daily teaching, expectations and
my relationships with my students and their families. I also recognize the different aptitudes in
my classroom. While I need to teach the curriculum, the level of scaffolding I provide is

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different based on what the different students need to be successful. My co-teacher and I in most
incidences can give the appropriate level of assistance to prevent ineffective frustration.
As an educator I recognize the differences in the best style learning of my students and
try to factor these differences into my daily teaching. I think this is a best practice for all
teaching, not just for teaching students with disabilities. As I teacher, and hopefully a role
model, I try to tap into and build on my students strengths. Recognizing a students strengths is
a great motivator; when the student feels good about them self they will be more confident and
more willing to take intellectual risks. I am a firm believer that we all learn from making
mistakes and I incorporate this philosophy into my classroom. I am not afraid to show my
students that I make mistakes and that I am still learning. My goal is that my students will then
intern be comfortable in my classroom to take chances and learn from both their mistakes and
successes. I hope it is clear to all my students that I believe in them and I want them to believe
in themselves.

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