Section Two: Teacher Candidate Background Experiences

Introduction

The purpose of this section of my portfolio is to share insight into who I am as a

person, and who I want to be as a teacher, by describing my personal, educational and

professional experiences that have led me to pursue a career in teaching. This section

includes my educational experiences and professional experiences that have made

impacts on my educational development, my school observations and how I will apply

these findings to my own classroom, my philosophy of teaching and my resume. This

section of the portfolio will show my many years of experience in the field and my

qualifications and beliefs I have developed that make me a great teacher candidate.

Teacher Candidate Educational Background and Work Experiences

Growing up I always loved school. I had great teachers, great friends, and I had

good grades. Elementary school was fun for me. Middle school was another story. I was

teased and I had braces, I didnt know who I was and I followed a pack of girls I thought

was cool to try and be cool myself. In grade eight my parents split up and we moved

four hours north to live with family. It was here that I spent my high school years and

continued on to attend college and university, while living with my mother. There were

many aspects of my educational life and people that have left a mark on me and led me to

a career in teaching. Thinking back, I can remember two teachers that really stuck out,

my grade 5 teacher, and my grade 8 teacher.

I remember my grade 5 teacher because he was the happiest man I had met. He

was always having fun and being silly, he truly made learning fun. I can remember his

Dewey decimal dance and his welcome song he used to adlib as we were walking into
class. It was different everyday and always made us laugh and smile as we walked into

class. I will never forget his Friday riddles. He would read from a riddle book and we

would have to figure out what the riddle was by the end of the week, where he would

help us if we could not figure it out. They were always a challenge and if we gave enough

guesses and really showed we were trying hard to figure it out, he would give us clues.

Though, he wouldnt come right out and say the clue, it would be given to us throughout

the day in a nonchalant way, where if you werent paying close attention you wouldnt

even know he was giving you a clue. It is this kind of fun, energy I hope to bring out in

my teaching. I want the students to be having fun, enjoying coming to my class and have

a joy for learning. School is not a place that students should dread coming to, it should be

a positive environment where learning becomes fun, where we are challenged and

encouraged to think outside of the box.

The next teacher that impacted my education was my grade 8 teacher. She was the

last teacher I had before my parents split up and I left the town I grew up in to live four

hours north of the city. She was a very bold, confident woman who was just starting out

her teaching career. She was very honest and straightforward with her students and she

treated us like young adults. I remember stories she shared with us about her experiences

in college, and she often related what she was teaching to experiences she had and

allowed us to reflect on similar experiences. I remember we were always having

discussions as a whole class, as if we were all just hanging out. She was very

straightforward though and had expectations that if you crossed, there was no leeway, she

made expectations clear and treated everyone with the same respect. She was a hard

worker and expected the same from us. I remember her I was going through a hard time
at home and it was showing at school. I was befriending a group of girls that were not

good influences and my teacher picked up on this. She pulled me to the side and asked

me what was going on and if I wanted to talk. I said no and wanted to walk away but she

didnt let me. She continued to share advice and perspective on the choices I was making

and how they would effect my future. I had never had an adult be so very real with me

and share some hard truths that I needed to hear. She helped me through my parents

divorce and we kept in touch for a few years after I moved away through email. It is

because of this teacher that I expect the most out of my students. I intend to have very

clear expectations and ensure that I am treating everyone with the same respect, and the

same consequences and rewards. I will ensure that I am honest with my students and

dont sugar coat things or turn a blind eye, like most adults in my life had done before

her. I hope to be there for my students not only academically, but personally as well.

Upon graduating from high school, I had no idea what I wanted to do, and I would

have loved to continue working at the grocery store and think about for a while. My

mother and two older brothers were not accepting of this and pretty much gave me no

choice but to pick something and go to college. We grew up with my mom doing daycare

from our house, so we always had kids around. As a teenager I did babysitting for my

younger cousins and children of friends of the family, before getting a job at the grocery

store. I had always enjoyed being around kids, and having a huge family, I could pretty

much make a career out of babysitting. It is because of this that I chose to enter the

program, Early Childhood Education. From there I absolutely loved the program and

while completing 2 of 4 placements in a school environment, I instantly wanted to pursue

a teaching career. Attending the conjoining university program that my school offered I
was able to complete my bachelor of liberal arts in 2 years. From there I would attend my

1-year of teachers college to become a certified teacher. However, life gets in the way,

and I went through a tough time, that brought me back to the town I grew up in where I

lived with my brother. It was here that I started working putting my education to use and

worked for a daycare and as a support staff in a residential home with adults with autism.

I decided I didnt want to be a teacher just yet and I would try out this to see how it goes.

After 2 years working in daycare, I realized I had more potential in me and I wanted

more. I applied into the school board to work as a designated early childhood educator

(DECE) in a kindergarten room, and that is where I fell in love with teaching again.

The universe was speaking to me when I walked into my first supply job as a

DECE where the principle was my grade 8 teacher. She hired me on shortly after as a

permanent DECE when a position came up and I worked for three years at her school

before applying back to school to get my masters of education. She inspired me yet again,

and gave me the confidence to keep working towards my goals. She is my mentor and

friend and she is my biggest supporter. This is the kind of teacher I hope to be, a mentor,

a leader, a supporter and a believer, in all my students.

It was through my work experience as a DECE in a kindergarten room that I

realized how much I love my job. I absolutely love children and being a part of their

growth. I love the look on their faces when they finally figure something out or can

finally do something on their own. The reward is priceless. I loved the connection I made

with families and colleagues and the school community in general. I was part of the

social committee, and coached sports teams, and intramurals. It is so rewarding to know

that you are shaping students to become the best versions of themselves and helping them
to figure out their strengths and reach their full potential. So why leave the perfect job?

Well, I always had to have 2 jobs working as a DECE, as the pay was not sufficient

enough for my living costs. I worked as a support worker on evenings and weekends to

help make ends meet. I learned a great deal from this job in regards to special needs and I

truly value my time spent in this field. I was able to take my knowledge and professional

development from this line of work and apply it in my work as a DECE. But, I wanted to

work only one job for the rest of my life. As an ECE, you are limited, there is no more

growth left in store and I wasnt ready for that. I wanted to be able to work in different

grades and experience something new, challenge myself and have my own classroom.

After experiencing my placements during my masters of education program, I know I

have made the right choice and I cannot wait to being this next chapter.

School Observations and Classroom Application

During my time in placement, I had the opportunity to make observations, get

hands on teaching experience, and reflection time to constantly be revising and refining

my teaching abilities. I worked in collaboration with some fantastic mentors that helped

me to define who I was going to be as a teacher and learn new strategies to help me grow

and be a more successful teacher. Because of my prior experience as an ECE, working in

collaboration and being a part of team was very comfortable for me, and I valued the co-

teaching and co-planning experiences we had together. This is something I will foster as a

teacher and ensure I provide these like learning strategies for my students.

In my first placement, I worked in a grade four classroom. It was the first

experience I had in older grades and I was a bit nervous to be working with older

students, however I quickly realized how young they really were and it was not scary at
all. By the end of the first week I was saying how much I loved grade four and decided

this was the age for me (even thought I had said that about kindergarten too). My teacher

through me in quickly and by the end of the first week I was teaching half day, and within

the second week teaching full day. I felt my experience in a classroom for three years in

kindergarten really helped me with confidence when speaking in front of the students and

the lesson plans written through Medaille really helped me in planning and carrying out

the lessons. The teacher was very supportive and we easily fell into a routine of co-

teaching and planning together which made the experience a very positive one. She

taught me to let go of the responsibility and give more responsibility to the students,

something I was not used to coming from the younger age group.

It was during this placement that I made my first rubric and learned the value of

ensuring students were a part of creating the success criteria and fully aware of the

learning goals. Students should be aware of why we are learning what we are learning

and how it applies to their own lives and the real world. Not only is it important to

make the learning relatable to the students, but they should be actively involved in the

assessment, and what will it look like when they have full understanding of the material. I

learned how important it is to co-create the learning goals and success criteria and get the

students involved and actively engaged in the assessment. When students interact with

the success criteria and learning goals, it increases their comprehension and their use of

what they learned. This way it is their thoughts and they gain ownership over the work

they are doing and they are able to self-monitor and make decisions about next steps in

their learning. Through co-construction of success criteria, students are developing life

long learning skills that will help them be successful in all areas of life. This plays on
Bruners theories in that people learn best when they are actively involved in making

sense of the world rather than passive receivers of information (Hammel, 2003). This is

something I will continue to practice and follow in all my future teaching experiences.

The second placement was in a grade 1 pod of 40 kids. It was very familiar to me

from my previous experience in kindergarten and I immediately felt comfortable. It took

a bit to get back to the level of grade 1 coming from grade 4 but I immediately fell in

love. It was loud and busy but the program the teachers ran was very successful and truly

catered to all the needs of the students. The teachers ran an inquiry-based program where

they used provocations to inspire the learning and gave opportunity for students to

explore the materials and come to their own conclusions with the guidance of the

teachers. It was something I truly valued about kindergarten and was amazed to see how

successful it was in grade 1. I learned how to implement the curriculum and learning

goals in a way where the students were in charge of their own learning and in a way that

allowed authentic learning experiences to guide the learning. This classroom fully

supported Bruners theory of discovery learning and fostered the constructivist learning

theory where children learn through problem solving situations where the students draw

from their past experiences and existing knowledge to discover new knowledge to be

learned (Hammel, 2003). Students interact with the classroom by exploring, manipulating

objects, asking and answering questions and performing experiments.

The teachers would introduce a topic and put out provocations that the students

could explore. Each table or area in the classroom had learning goals posted with various

materials to support the learning, and students were able to figure out how to meet the

goal in their own way with guidance form their peers and teachers. There was plenty of
opportunity to share what the students had created and learned, allowing students to learn

from each other and be inspired by each other, and realize that everyone thinks in a

different way.

The students were in charge of their own learning by having challenge folders in

which they had to visit every area of the classroom by the end of the week and therefore,

they gained responsibility and accountability, two very strong personal traits that will

make them successful in all areas of life. This also allowed for as much time or as little

time as they needed to complete their learning goals for each station. There was no time

limit, enabling students to learn at their own pace. This classroom constantly praised

students thinking differently and supported creative thinking, encouraging students to be

confident in how they work best, and value and support all types of learning.

This environment was very similar to Lev Vygotsky theories, in that social

interaction was essential to the learning process (Kozulin, 2004). We can set up the

environment so that students are confronted with questions drawn from their own

experiences and curiosities, an environment that allows for interaction with each other

through discussion, collaboration and feedback. It is important that young children are

curious and actively involved in their own learning and the discovery and development of

new understandings.

It was through these experiences in the classroom I learned the most valuable

tools to succeed as a teacher. Through practice and reflection I refined my abilities and

teaching practice and feel equipped with traits and skills that will make me a great

teaching candidate.
Philosophy of Education

Introduction

My philosophy education is something that will continue to be revised, edited and

built upon throughout my entire teaching career. Through professional development,

experiences, workshops, reading and as I grow as an individual, my philosophy will

continue to change. I believe as teachers we are life long learners and I will never stop

learning and growing to ensure I am constantly adapting to best practice and providing

growth of the whole child, not just academia, but building character as well. In this

philosophy I will address my beliefs on the school, curriculum, the learner, assessment,

classroom management, and the teacher.

The School

When you think of a school you think of children, lots of children. Children of all

ages going through the grade levels to be accepted into college and university, with the

end goal being to obtain a job in a career of their interest. You could also look at it as a

place where children go when their parents are at work. Or perhaps you look at school as

a place for socialization of your child, preparing them for society and teaching them the

rules and norms of the real world when they become adults. I believe the school is all of

these things combined.

I believe it is a place where students are working towards a common goal of

reaching higher levels of education in order to obtain a career. They are figuring out what

area of expertise they enjoy the most and deciding on the career path that best suits their

learner styles and personality.

 I also believe that school is place where teachers become the parents when the

parents are at work. We are responsible for ensuring safety and security of the children

when their parents cannot be there for them. We become their advocates, their confiders,

their mentors, their advisors, and their protectors. We are the adults in their life for those

8 hours of the day, and it is our responsibility to ensure they feel safe, secure and loved

just as they would at home with their parents.

School is also a place of socialization, preparing children for adulthood and life

outside of school. We are in charge of giving them the resources and providing them with

knowledge to become successful members of society. School is a place children interact

with other children for the first time and learn how to collaborate, communicate, form

friendships, develop bonds and relationships with people outside their family.

Socialization is such as key aspect of the school as it prepares students for a world full of

teamwork, collaboration, and relationships. School has a big influence on developing the

type of person children will become as they grow up, and we have a huge hand in

developing their character and values, teaching them how to become good human beings.

Curriculum

The curriculum is defines what we are to teach students and how they will be

graded. It defines what you are to learn in each grade and standards for achievement

according to each grade level and subject matter to teach within the grade level. To me,

the curriculum is a guide that you follow to ensure children are learning the appropriate

subject matter in order to be successful in future grades. The curriculum is essentially

your long-range plan for the year. It is with the curriculum that you plan your lessons and

ensure you are meeting the standards for students in the grade level.
 The curriculum is just guide. It is with the students interest, prior experiences,

and authentic experiences that you integrate the curriculum into. The learning goals are

provided but it is up to you to make it authentic and relevant to the students. It is by

providing meaningful experiences and relevant materials, talking about real world issues

and current topics that the curriculum will truly be learned and absorbed. Also, it is not

the end all of teaching. It is not where the teaching should stop. We do not just have to

teach to the curriculum, providing students with academia and book knowledge, we have

to also provide character development and instilling strong values and traits in our

students. Again, we need to ensure we are developing the whole child. The curriculum is

the template in which we are building on, to teach so much more than just standards.

The Learner

The learner is a sponge. They are ready to soak up anything you tell them. But, in

order for it to be retained, you need to make it relevant, relatable, and useful. The learner

needs to understand what, why, how, where, and when the information will be used. They

need to have ownership and a hand in creating the learning to fully understand the

learning. Benjamin Franklin says it best when he says, Tell me and I forget, teach me

and I may remember, involve me and I learn. The learner has to be involved in the

process, and they have to truly experience what they are being taught, not just given the

information.

The other important thing to remember about the learner is that each learner is

unique. Children have their own way of thinking, seeing, and doing. Each learner can

experience the same thing but have a different experience than the person beside them.

They will have a different feeling, a different outlook, a different idea, and a different
conclusion. It is important to respect and include every type of learner in your classroom,

and make sure each and every learner feels valued.

Learning

I think so often teachers get up in front of the class and start talking and just dont

stop. They may think they being enthusiastic and students may look interested. You may

be talking about something they are interested in, but if they are not actively participating

in the learning, then they are not learning anything. We are the more knowledgeable

others as Vygotsky would put it, and yes we do have to guide the learning, but I believe

we have to show the students they are more knowledgeable others too and they have

thoughts, beliefs, ideas, knowledge and experience that other classmates and the teacher

may not have. It is important to ensure the learning is reciprocal and you are allowing

yourself and the other children to learn from each other and not just the teacher. When

you stand up and talk for the whole lesson, you are teaching children that what they have

to say is not as important as what you have to say. The learning should come from all

areas of discourse, between the students, between you and the students, and the

conversations should be bouncing back not just from student to teacher, student to

teacher, but from student to student to student to teacher.

The learning should be engaging, fun, reflective of students interests and relevant

to their lives and the world around them. The learning should be geared towards every

type of learner and include all of Gardeners multiple intelligences. Not every child learns

the same way and we need to be cognizant of that and teach accordingly. Provide the

tools in order to make every learner successful, making each individual feel valued for

their uniqueness.
Assessment

Assessment is a critical piece of instruction to enhance student learning. It

determines whether or not your goals, students goals and curriculum goals are being met.

Completing assessments is crucial when making decisions about students grades,

instructional needs, advancement, placement, identify individual and special needs and

where support is needed. Assessment also helps when communicating with parents to

provide concrete information and progress of their child. There are three types of

assessment I have learned to practice in the school board I have worked at. We practice

assessment for, assessment as, and assessment of learning, all with their equal benefits

and importance.

Assessment for learning is when you assess the students prior knowledge of a

subject you are about to teach them. It is important in determining what your students

already know about the subject and what they still need to know, or what goals to set for

the learning segment. It is valuable to be aware of which students need help in what areas

to differentiate the learning according to the individual needs of your students. It also

helps to show progress of the students, for themselves and for you, to know how far they

have come throughout the learning segment and to celebrate what they have achieved.

Assessment as learning is the assessment that takes place during the learning

segment. Students are able to track their own learning and determine where they are

struggling and what areas need clarifying, helping them take responsibility of their

learning. It helps the teacher to determine what areas students are still struggling on what

to go back to or move on with. Its a great reflective practice for both the students and the
teacher to ensure you are both on track with meeting your goals, and determine strategies

to ensure by the end of the learning segment you will have met your goals.

Assessment of learning is the assessment at the end of the learning segment that is

often referred to as summative assessment. It gives you the final score or level of

achievement for each student. You can compare for and of assessments to see the growth

in the students and the goals they have achieved. You can also reflect as the teacher as to

how successful your teaching strategies and techniques worked, and how you can

improve your instructional strategies.

Classroom Management

Classroom management is a key factor in making the learning successful. It is

with positive and effective classroom management techniques that you can ensure your

students are fully engaged and learning to the best of their abilities. Classroom

management is as simple as ensuring respect, respect for your students and respect from

your students. In order to maintain respect, you must treat everyone with equal praise and

consequences. Students need to be made aware that they are responsible for their actions

and there are equal consequences that will follow. If you make clear, concise expectations

and ensure that you follow through with everything you say, I believe you can create a

respectful classroom environment where every student feels safe and valued.

I believe it is important to make the learning fun and engaging, and be as

enthusiastic as you want your students to be about the learning. Show the students you

are equally excited about what they are learning and make the learning enjoyable,

interactive, and relatable. If you are successful in doing this, I believe classroom

management will not be an issue.

The teacher

Every child is born with natural curiosity, wonder, creativity and capacity. They

have an imagination, creative mind and the playfulness and joy of life. These are the

characteristics we need to preserve in our students. Albert Einstein said, Every child is

born a genius. He continued to say that the main reason why most people do not

function at genius level is because they are not aware of how creative and smart they

really are. We as teachers need to make students aware of their potential and bring out the

genius inside of them. Help to preserve the natural curiosities and wonders of life and

continue to keep the passion for life and learning young children have inside them.

As a teacher we are advocates, confiders, mentors, advisors, protectors, and

leaders. Children look up to us and it is important to practice what we preach. Be the

good role model and embody the person you want to see in your students. Because we

wear so many hats as a teacher, it is important to be responsible, respectful,

compassionate, empathetic, caring, enthusiastic and accessible at all times. You are a

constant in these childrens lives and sometimes the only constant they have. We need to

be there for the whole child and be doing what we can, and providing the tools to help the

children be successful in all areas of life.

Resume

The resume segment of my portfolio is an important piece of this portfolio as it

showcases my previous and current employment experiences that relate directly to my

professional development as a teacher. The resume demonstrates my knowledge and

conveys my passion for becoming a teacher. It helps to understand who I am as a

professional and my growth thus far.

STACEYBROWN
122Kempenfelt Trail, Brampton, ONL7A0Z9 | Cell: 519-940-6464 | Email: stacey.brown@peelsb.com

TEACHINGEXPERIENCE

ChurchvillePublicSchool Peel District School Board Sept 15- Current

EldoradoPublicSchool Peel District School Board Sept 13 Sept 15
DesignatedEarlyChildhoodEducator
Co-planned, co-taught and co-debriefed in an inquiry based learning environment that incorporated Reggio
inspired provocations and differentiated instruction
Used anecdotal assessments, student conferences, and work samples to inform instruction on a daily basis
Created an environment that serves as the third teacher, promoting self regulation and differentiated learning
Provided a comprehensive literacy program to ensure guided, modelled, shared and independent literacy
opportunities for learning and discovery
Use technology in the classroom to support and enhance learning (e.g., pic collage, sesame, and seesaw on
iPads to document math learning, research, etc.)
Comprehensive communication with families using apps such as, Seesaw, classroom Twitter account, agenda
messages, and newsletters

PRACTICUM EXPERIENCE

LorenvillePublicSchool: Grade1 Peel District School Board Mar16- May16

(8Weeks)
Facilitated learning through a variety of teaching strategies and differentiated instruction based on individual
needs of students (visual, direct, hands on, etc.)
Used 3 part lesson plans to ensure effective instruction and understanding
Conducted Math Talks and taught math strategies, co-creating a strategy math bulletin board with students
Co-planned and created provocations with students based on curriculum expectations and student interests
Planned and facilitated units and lessons with necessary accommodations for ELL students and students with
special needs (ASD and ADHD)
Created rubrics and checklists to record assessment on students through digital portfolios on the Sesame app
Communicated with parents through apps, phone calls, agendas, conferences, invitations to view a
documentation panel of student led inquiries
Attended staff and professional development meetings including workshops in ASD, LLI training, and Early
Literacy Conference

LorenvillePublicSchool: Grade4 Peel District School Board Jan16- Mar16

(8Weeks)
Co-taught and planned with Teacher Assistant, lessons with necessary accommodations for a student with ASD
Created assignments, tests and rubrics to record assessment of, for and as students learning
Attended staff and professional development meetings with a focus on math
Planned and organized a field trip to the Royal Ontario Museum
Facilitated learning through a variety of teaching strategies and differentiated instruction based on individual
needs of students (visual, direct, hands on, assistive technology, etc.)
Planned and implemented units in various subjects through both small and large group instruction by
developing lessons concentrated around critical thinking questions and discussions
RELATEDEXPERIENCE

KerrysPlaceAutismServices Feb12 Sept 16

Residential Support Worker
Provided support and care for individuals with Autism assisting with daily life skills such as dressing, bathing,
toileting, feeding, administering medication, preparing meals, household chores and maintenance
Encouraged personal skill development through modeling, teaching, and providing opportunity to make
choices, decisions and attempt to problem solve
Taught, assisted and encouraged household, community and personal responsibilities such as shopping,
cleaning, meal preparation, banking, and doctor appointment
Developed and maintained positive relationships with team members, individuals families, professionals in the
field (ABA workers, psychologists, physiotherapists and doctors)
Consistently followed behavioural and crisis protocols, documenting and reporting, ensuring communication is
clear and concise for other support staff and families

QUALIFICATIONS
Masterof ScienceinEducation, Primary/JuniorDivisions
Medaille College Buffalo, USA 20016-2017

Bachelor of Liberal Arts

Nippising University North Bay, ON 2009-2011

EarlyChildhoodEducationDiploma
Canadore College North Bay, ON 2007-2009

CONTRIBUTIONSTOOURLEARNINGCOMMUNITY
Acted as the Kindergarten DECE Team Lead
Organized Welcome to Kindergarten with my kindergarten team
Informally shared articles and gained knowledge from my Early Childhood Education experience with my peers,
helping them to implement lesson plans and strategies
Organized and ran an after school fitness club for staff at Eldorado Public School

PROFESSIONALLEARNING
CPI Training Expires: Oct 17
CPR Certified Expires: May18
LLI Training Apr17
Early Literacy Conference Apr17
ASD Workshop Mar17
Introduced to Prime and Fosnot kits through OFIP/Math PD Aug16
Medaille College Professional Workshops in: Classroom Management, Sept 16
Bullying, Parental Engagement, and Special Education
Full Day Kindergarten Conference Mar14

SCHOOLCOMMUNITYINVOLVEMENT
Contributed to the school climate by participating in school clubs and committees such as the social committee,
kindergarten planning, and choir
Coached the girls and boys cross country teams, organizing before and after school practices and taking
students to track meets
Prepared and conducted kindergarten concerts
Participated in the opening and programming of the school opening for both Eldorado and Churchville Public
Schools
Actively participated with programming for the annual fun fair at Eldorado Public School
Conclusion

In conclusion to this section, I hope you have learned a little more about my

character and my educational and professional experiences that have led me to where I

am today. I hope you have gained insight into the teacher I will be, and the philosophy of

education I will practice. I believe my passion and enthusiasm for children and teaching

will continue to shine through as the portfolio continues.