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Section Two: Teacher Candidate Background Experiences

Introduction

In this section of my portfolio, I have included information on my teacher candidate

educational background, my work experiences, school observations and classroom application,

my detailed philosophy of education, and my resume. My goal is to inform the reader of the way

that all of the areas of this section have contributed to the path that has brought me to education.

My personal experiences along with my work experiences have truly shaped the individual I

have become on a personal and professional level. This is my unique narrative on how I chose to

further my education to be able to change my career path within the educational setting.

Teacher Candidate Educational Background and Work Experiences

My employment history, educational background, and life experiences have guided me in

my pursuit of becoming a teacher. My interest in working with students with disabilities came

about when I was in secondary school. I was very involved with our segregated developmental

disabilities classroom and always connected with students with special needs when they were

integrated into the classrooms. For this reason, I was placed in a classroom at an elementary

school that serviced children who were receiving treatment. I was in a classroom with school-

aged boys who had various mental health needs. It was here that I really connected with the

teaching and supporting roles, being a part of gaining trust and rapports with students so they

could flourish in an academic environment.

After secondary school, I was enrolled at Fanshawe College to become a Developmental

Services Worker. I really gravitated to students with special needs and wanted to either work at

the treatment facility or as an Educational Assistant in the schools. After the first year of college,

I obtained a position in a group home working with adults with disabilities. I assisted in
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providing them care in their daily lives, community outings, personal care, and administered

medication. In college, I had two shorter placements: one at a group home for the deaf/blind and

another at an access and community center. I worked with adults with disabilities and supporting

them during their daily lives, provided recreation and leisure activities, and organized and

executed a cooking club, independently. My final placement was back at the treatment facility,

but this time I was in a dual diagnosis classroom with school-aged children. This is what really

solidified for me that I wanted to work with children with disabilities in an educational setting.

After my completion of college, I obtained a position with the Child and Parent Resource

Institute working on the dual diagnosis unit with children with developmental disabilities and/or

mental illnesses. Here I collected data, created and implemented behaviour programs, and

assisted in recreation and leisure times with the clients. Shortly after this I obtained a job at both

of the school boards in my city, ultimately becoming permanent with one. I have learned

invaluable experience from this position, one where rapports are the most important. Providing

students with consistency, predictability, and when possible, stability. I have utilized my

behaviour management skills and strategies, assisted in developing and implementing

accommodations and modifications, and supported developing many IEPs using curriculum that

can be aligned for students with special needs.

After seven years as an Educational Assistant I decided to work towards a bachelor’s

degree. While I was working, I began taking courses online. Just after three years, I completed

my degree with a major in psychology and a minor in sociology. From here I realized that

teaching was a passion and a goal and that I wanted to continue on my path some day soon.

For the past fourteen years, I have worked at three elementary schools, supporting

students with special needs from FDK to grade eight and it has been an extremely rewarding
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experience. I have been lucky to develop many relationships with families and colleagues and

have taken something away from every experience I have had. I have worked with many

different dynamics and a varying of abilities and feel that that has truly been invaluable. Many

colleagues have supported and directed me into furthering my education to continue on the path

to becoming a teacher. I am so grateful for the support and continuing push to expand on my

qualifications to transition careers. I am looking forward to what the teaching experience will

bring come next semester and am looking forward to the day where I can have my own

classroom.

School Observations and Classroom Application

Through my observations and experiences in the classroom, I have taken away many

tools. As time goes on, I feel as though those tools will continue to evolve. First and foremost, I

have learned that all classrooms need to be inviting and feel safe, conducive to inclusion. When

students feel safe and free to be who they are, they are more likely to be able to express

themselves and contribute to the learning environment. Along with this classroom management

is extremely important. Students need to know the expectations that are set for them and that you

will follow through. But what is a key element to the classroom is the relationships between a

teacher and their students. When you get to know your students on all levels, it creates a mutual

respect and a safe, caring classroom community. It allows students to build on their relationships

in the classroom as well, on a personal and academic level.

When students come into a classroom you want them to feel like it is warm and inviting.

“Students want a safe, predictable, and nurturing environment—one that is consistent” (Wong,

Wong & Seroyer, 2009, p. 170). Creating a space where students can learn and have creative and

inviting messages around the room. Using bright happy colours and having a place where
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students can display their work is important. This creates a sense of pride. A classroom at field

work had a poster prior to entering the classroom that showed different ways to greet the teacher,

I thought this was a fun inviting way to always say good morning to your students.

Establishing rules and routines sets the tone for a classroom. At the beginning of the year

it is important to practice procedures so that it becomes a routine for students. “Routines or

procedures provide the infrastructure that guides daily life in classrooms and supports rules and

expectations” (Metcalf, Cruickshank, & Jenkins, 2016, p. 383). While visiting classrooms at field

work, many teachers had different ideas displayed for their students. Personally, I’ve seen many

routines displayed in different classrooms and even some where teachers have assigned students

for particular jobs. Keeping in mind that these vary within different grades, the importance

remains the same. I have seen the value in creating classroom rules together as a class and then

having each student sign the chart paper. This is to create ownership and agree that you will

follow the rules within your classroom.

A properly managed classroom allows predictability for students and expectations to be

followed. “Students like well-managed classes because no one yells at them, and learning takes

place. Effective teachers spend the first two weeks teaching students to be in control of their own

actions in a consistent classroom environment” (Wong, Wong & Seroyer, 2009, p. 174). Along

with this I have seen many teachers implement the Mind UP program that teaches students about

their brain and its role in being in a place where one is ready to learn. This aids in allowing

students to learn how to have a positive mindset and regain control of their minds and be in

control of their bodies.

My experience of working in classrooms and supporting students has highlighted the

importance of building strong rapports with students and providing individual and/or positive
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reinforcements. Something as simple as a verbal reinforcement can really set the tone in the

classroom. Praising both individual and classroom behaviour when students are exhibiting

behaviours that are appreciated and expected of them. Letting the student(s) know exactly why

they are receiving the praise allows them to know what you are proud of them for. Even

something as simple as a gestural praise can go a long way. I have implemented an individual

reward program where students have a choice board of what they are working towards. I think

this is important for some students that may be working towards smaller goals and need more

positive reinforcement in their day. I also believe that classroom reward systems work and

depending on the age group can be implemented in varying ways. “When correctly implemented,

reinforcements and rewards provide a systematic and humanistic approach to guiding students

away from misbehavior and toward independent self-control which is essential for a learning

environment” (Metcalf, Cruickshank, & Jenkins, 2016, p. 393). These are definitely ways I

intend to implement reinforcements in my future classroom.

Once a teacher knows their students they tend to strategically place them in groups or

pairs, without them knowing, to produce a particular outcome. I have seen this done in all

subjects, within different grades, and students with varying abilities, who are given different

problems to solve. “Piaget discovered that children construct their concepts about reality by

actively exploring their environment” (Ornstein & Levine, 2008, p. 113). Children use their

cognitive structures and schema to think logically and problem solve. “Piaget’s cognitive

psychology connected how children learn to think and reason with teaching and learning in

schools” (Ornstein & Levine, 2008, p. 116). Vygotsky places emphasis on the importance of

discussion and dialogue that comes from more knowledgeable members. “As they discover

inadequacies between their existing concepts and the new situations they encounter as they
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explore their environment, children reconstruct or reconceptualize their existing knowledge with

their new information to construct more” (Ornstein & Levine, 2008, p. 115). This is where

students reach the zone of proximal developmental.

When implementing the curriculum, I have worked alongside teachers to parallel the

learning of students with all abilities. I have learned the importance of differentiated instruction

and culturally responsive teaching and how it is applied in a classroom so that all students can

learn to their needs and reach their highest potential. This allows each student to grow and show

their knowledge on a particular topic. Gardner’s multiple theory of intelligences also contributes

to this as he stresses the importance of targeting various learning styles. When lessons are geared

to the needs of the students, they are more likely to enjoy learning and be confident in engaging

in the material.

Philosophy of Education

Introduction

Through my experience and knowledge developed while working in the field of

education, my educational philosophy encompasses my strong foundational beliefs and values.

These have guided me and will continue to guide me on my journey in education as I transition

roles. As an educator, I have the opportunity to positively impact the students that I work with

and acknowledge the importance of education and how it impacts the whole child. Building

relationships with students, their families and other community supports are important to me to

ensure that students can reach their full potential. My educational philosophy is outlined in the

sections below, offering an overview of what I believe each student deserves to have for a

flourishing educational experience.

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The School

I believe that the school setting is obligated to provide a safe, inclusive, and welcoming

learning community with a strong foundation for all students that inspires innovation, embraces

diversity, and celebrates achievement. Administration, educators, and support staff should

incorporate and be dedicated to a student-centered educational approach. They should work

cohesively to assist students on their academic journey and their eventual role in society. When

students are given a place where they feel safe and free from judgement, they are able to learn,

evolve and thrive.

A school affects the societies in which they are found through socialization and social

integration. Schools are the primary foundation for learning, along with academics, social norms,

and values of a society. A community in which a school is found often have a common set of

beliefs and values and emit pride in their community. Community agencies and professionals

work hard to support the schools and the students that attend the schools in their area. In turn, the

schools support those agencies and recognize their efforts by promoting community involvement

in programs and initiatives. These involvements help to create strong connections between

students and their communities.

The Curriculum

Along with the curriculum that is provided and mandatory to teach in the province of

Ontario, I believe that students need a stimulating, safe, caring environment that encourages

investigation and sharing of ideas. When students feel safe and have the ability to learn through

inquiry and exploration, they develop stronger problem-solving techniques. I also strongly

believe that differentiated instruction should be implemented in all classrooms, to allow all

learners with a range of modalities to understand the new information being presented to them.
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Through my experience as an Educational Assistant I am noticing the struggle that

students have with self-regulation. As an educator I would also focus on providing strategies and

techniques to support further development in this area. I would include a component of Mind UP

in my classroom for all students to build upon themselves to be able to communicate their

frustrations appropriately and calm their bodies and mind when needed. This allows for better

relationships within the classroom and on the school yard.

Learning

Creating a welcoming learning environment for your students is important because it is

what sets that initial tone from the moment they walk through the classroom doors. Getting to

know your students and their different types of learning styles, cultures, and abilities is essential.

Gardner’s multiple theory of intelligences highlights the importance of ensuring to teach lessons

in a variety of ways to target various learning styles. When students are provided with lessons

that are geared specifically to their needs, they will enjoy learning and confidently engage in the

material.

Schools can meet the diverse needs of their students through educating their staff and

providing culturally sensitive and diversity training. In order to meet the needs of the students,

staff need to understand and be knowledgeable in culturally responsive teaching. Educators need

to practice cultural sensitivity and incorporate diversity in lesson plans.

Through getting to know the types of learners in a classroom, lessons can be structured in

a variety of ways to focus on students’ strengths and needs. Through the use of differentiated

instruction and culturally responsive teaching, students can recognize, understand, and respect

the differing needs of all students. Thus, creating an inclusive classroom.

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The role of technology in the classroom today has allowed for new experiences of

classroom learning. Educators can become more creative with lessons and incorporate

technology both through delivery and exploration. Technology provides students with access to

many resources that enhances the learning experience and supports curriculum. It also helps to

provide a more levelled playing field for students with special needs, it allows them to access

material in the same way through accommodations or modifications that are specific to their

needs. This fosters independence and provides students with confidence. Technology also allows

for communication to families through apps, websites, or an online classroom environment, this

allows for a better school-community relationship.

The Learner

The age range that I would like to work with is 8 to 10-year-olds, being grade 3 or 4. I

would like to work with this age group as I feel it is the most impressionable age where children

really come into their own. Students at this age are independent in terms of their self-care, they

tend to enjoy school, their teachers, and sharing stories about their lives to their class. At this age

students are concerned with fairness and sometimes need assistance working through problems

they may see as an injustice, but they are able to express themselves and work through

challenges with a trusted adult and their peers. I think it is important as educators to help students

develop these skills, especially in these grades.

Generally, at this age, students are now reading to learn versus learning to read. They are

beginning to make connections, predictions, and inferences that go beyond the text. Being able to

be a part of them applying what they know from previous years and extending it would be so

rewarding.
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Assessment

Assessment, along with its feedback are vital to a student’s learning. Assessment is what

informs and guides educators instruction and delivery of the curriculum. I believe that it is

important to have a balance of both formative and summative assessments that are reflective of

the students interests and learning styles in each class. When assessing, my goal as an educator is

to use all teaching moments which include, instructional time, independent seatwork, small

group instruction, social interactions, and one-to-one when evaluating each student’s growth and

overall progress.

When looking at assessments for students who have accommodations, I believe it is

important to incorporate their needs when considering the type of assessment. This may mean

that that assessment may need to be provided to them through the use of technology and/or other

materials. In hand with that, I also believe it is important to consider students with modifications

and ensure that the IEP is being followed so that students are able to achieve the goals that have

been laid out for them.

Classroom Management

When it comes to classroom management, I believe in being firm but fair. Harry Wong

spoke about how the first few minutes with your students is what ultimately leads to the success

or failure of a teacher. Setting those expectations of the students is important so they know what

you expect of them and what they can expect from you. Laying out the procedures for students is

an effective way so that students can rehearse them so that they eventually become a routine.

This allows for a classroom to run smoothly and to alleviate as much uncertainty as you can with

the students.
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I believe in encouraging in the development of respect and empathy for one’s self and

others. I think it is important to model, promote, and maintain positive relationships in the

classroom to promote positive classroom behaviours. The expectations that I have for my

students will ultimately influence them the most in their overall achievement in both the

classroom and in their lives. By treating students as though they are already what they can be, I

can help them be capable of becoming what they will be.

The Teacher

Developing and maintaining positive relationships with students and their families is a

very important role of the teacher. Creating partnerships with students and their families allows

for valued working relationships. Having open communication is important because students

spend the majority of their day with you and they need to know that you are someone they can

trust and rely on. Creating an environment where all students belong and feel they are

appreciated and valued is extremely important to me. I want to engage and assist students in

educational activities that maximize their learning and provide them with valuable tools so they

can acquire skills, develop new abilities, and feel confident contributing to the classroom

environment. I want to ensure that I provide a learning environment that recognizes and

capitalizes on teachable moments, where students’ voices and opinions are welcomed and

encouraged. I want to display strong leadership which contributes to each student’s success. A

teacher needs to be trained and well-rehearsed in differentiated instruction, universal design for

learning, special education, and culturally responsive teaching. All of these allows a teacher to

accommodate the learning styles, modalities, and abilities of all students. Being knowledgeable

about child development, showing empathy and compassion for all learners, establishes an
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inclusive environment. It is important to acknowledge and engage students on a daily basis, to

create a positive classroom environment and to make learning fun and enjoyable for all.

Resume

Introduction

Attached below is my resume that presents an outline of my educational background,

qualifications, and work experience. My resume showcases my dedication to building upon my

knowledge and experience in the field of education and highlights my journey thus far.
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Kristina Mitchell
9 Ailsa Pl Unit 64, London, Ontario, N5Z 4Z6 Telephone: (519) 281-4153

Demonstrated Skills and Abilities:

• Ability to manage multiple tasks and provide crisis intervention

• Excellent organizational skills
• Effectively implement applied behavior analysis strategies
• Proven ability to work as an integral member of a team
• Comprehensive documentation skills
• High level of maturity, integrity, and interpersonal skills

Education and Training:

Bachelor of Arts Sept 2014 - Dec 2017

Major: Psychology Minor: Sociology
University of Manitoba Winnipeg Manitoba

Developmental Services Worker Diploma Sept 2005 – April 2007

Fanshawe College London Ontario

Behaviour Management Systems Oct 2018 - 2019

London District Catholic School Board London Ontario

Boardmaker and Google Read and Write June 2018

Bridges Canada London Ontario

safeTALK March 2014

London District Catholic School Board London Ontario

ASD and ABA Workshop Series Sept 2009

Thames Valley Children’s Centre London Ontario

Related Experience:

July 2007 – March 2009

On Call Child and Youth Assistant July 2012 – March 2013
Child and Parent Resource Institute London Ontario

• Followed and implemented Individual Crisis Management Plans

• Worked in developmental, mental health and dual diagnosis streams
• Assisted with personal care
• Supervised and provided the children/adolescence with indoor/outdoor activities
• Able to perform counselling and/or de-escalation strategies when needed
• Worked on Crisis team with client with severe self-injurious behaviours
• Completed recordings/documentation such as data, census, communication notes, and daily
recordings of functional behaviour both electronically and written
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Kristina Mitchell
9 Ailsa Pl Unit 64, London, Ontario, N5Z 4Z6 Telephone: (519) 281-4153

November 2007 - Present

Educational Assistant

London District Catholic School Board London Ontario

• Participated in a pilot project within the board for Behaviour Management Support Team
• Progressive Discipline Committee Team member
• Recipient of Coaching to Inclusion 2016
• Experience utilizing assistive technology computer software
• Implementation of the Hawaii Early Learning Profile (HELP) curriculum to aid in support with
students with developmental disabilities
• Document and analyze antecedent, behaviour and consequence (ABC’S) and present data
collection
• Support several high needs elementary students along the behavioural, developmental, mental,
and/or dual diagnosis spectrum
• Assist with planning and implementing behaviour and/or safe physical intervention plans
• Provide counselling, programming, and de-escalation strategies with students with
exceptionalities
• Work effectively and collaboratively as a student services team member

March 2008 – June 2009

Temporary Educational Assistant
Thames Valley District School Board London Ontario

• Worked in classrooms with children with behavioural needs

• Worked with students along the developmental, mental, and/or dual diagnosis spectrum
• Followed a variety of schedules within different schools where I was flexible and followed
routines
• Assisted with toileting individuals

Support Worker April 2006 – November 2007

Forward House of London London Ontario

• Worked with adults with developmental disabilities

• Assisted with daily living skills, prepared meals, and administered medications
• Took part in person-centered planning process as a collaborative team member
• Accompanied and provided support in the community

***References available upon request***

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Conclusion

In Section Two of my MSED Elementary Portfolio Project, I provided a comprehensive

outline of my educational and work experiences that have led me to this path today. I am looking

forward to expanding on my qualifications as a classroom teacher as I complete my Master of

Science in Education: Elementary. In the next section, I will be displaying exemplars of my

knowledge, skills, and growth thus far in the program. I will show this through my artifacts such

as lesson plans, learning segments, Power Point presentations, assessment tools, educational

qualifications, technology skills, and more.

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