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MSED Elementary Portfolio Project Abigail Ketutdjati July 16, 2018 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 ______________________________ St
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   MSED Elementary Portfolio Project Abigail Ketutdjati July 16, 2018 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  ______________________________ Student Name Medaille College Graduate Student  ______________________________ Faculty Advisor’s Name with Title Project Director    Table of Contents Section One: Teacher Candidate Introduction to the Elementary Portfolio Project……..… 3 Section Two: Teacher Candidate Background Experiences……………………………… 9 Section Three: Teacher Candidate Artifacts……………………....………………………24 Artifact #1: Pecha Kucha………………………………………….……………….26 Artifact #2: School Violence Prevention and Intervention/Identification and Reporting of Child Abuse and Maltreatment Certificates…...……….33 Artifact #3: Guided Reading Lesson Plan…………...…………………… ………38 Artifact #4:Unit Plan Social Studies………………………………………………48 Artifact #5: Science Lesson Plan …………………….…………………………..60 Artifact #6: Annotated Bibliography…………………………………..………….69 Artifact #7: Assessing Student Literacy Learning…………………………...……79 Artifact #8: Field Work Formal Reflection………………..…………………….109 Section Four: Alignment to Curriculum & Professional Standards …………………….129 Section Five: Teacher Candidate Reflection ……………………………………………142 Section Six: Teacher Candidate Interview Video ………………………………………149 References ……………………………………………………………………………….154  Section One: Teacher Candidate Introduction to the Elementary Portfolio Project Introduction, Overview and Rationale What does it mean to be an effective teacher? So much of it relies on the educator’s ability to  be a motivated learner, able to create engaging and relatable lesson plans which incorporating technology in their lessons as well as someone who values teamwork. This portfolio was created to showcase my preparedness to becoming a professional educator. Within this portfolio, I have included items which highlight my capabilities and accomplishments during my time as a Medaille student in the MSED program and during my time working as an educator. In reading my portfolio, it is my goal that the reader will see the passion I have to become an educator as well as the drive I have to become to best educator I can be for my students. The artifacts I included in this portfolio showcase my abilities as an educator to plan and assess, my understanding of curriculum, and aligning them with state standards, and how to best deliver this information to students using technology in fun and engaging ways. The artifacts will also showcase my abilities to teach in a culturally responsive way, my abilities to accommodate my lesson plans for differing learning styles and needs, my classroom management skills, as well as my abilities to collaborate with colleagues on projects and planning for the curriculum. This  portfolio has been created for the reader to learn a little bit about my accomplishments and my ability to be an effective teacher in a classroom setting. In creating this portfolio, I have been given the opportunity to reflect on my educational practices and experiences. Through reflecting on past lessons and exchanges with students, I am able to improve my teaching practices to  become a better educator for my future students.  Portfolio Development This portfolio contains six sections. It is my aim to give you, the reader, a better understanding of what kind of teacher I am. The section you are currently reading is meant to introduce the major components of the portfolio to you, while making connections between best  practices, theories and theorists that had a formative role in the development of my educational  practices. Section two is called Teacher Candidate Background Experiences. In this section, I have outlined educational and work-related experiences while making connections to best practices, theories and theorists that have influenced me as an educator. Information such as school observations, classroom applications, my philosophy of education as well as my resume can be found in this section. This section will allow you to map through my educational experiences and how I have applied it to my work in the classroom as an educator. Section three of the portfolio is called Teacher Candidate Artifacts and Rationales. This is where I have included material that illustrate the skills and knowledge I have obtained throughout the years in my pursuit of becoming a certified and qualified educator. The artifacts included will also illustrate my readiness to teach in a culturally diverse classroom and students with varying needs. Throughout this section I have made connections that show how these artifacts display my ability to plan, instruct, assess, modify/accommodate for learners with needs,  be a culturally responsive teacher, my classroom management skills, as well as show my  professional collaboration and growth through professional development. Section four of the portfolio is Alignment to Curriculum and Professional Standards. This section shows how professional standards and their purposes are connected to each of the
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