Teaching Portfolio: Learn More About Me!

My Story

Hello! Thanks for taking the time to view my portfolio! My name is Candice. I am excited about the opportunity to grow in my career as an English teacher! Born and raised in New Jersey, I discovered a passion for teaching both from the effective teachers I had and my love of language. I believe in having a classroom that displays equity. Students should be given multiple opportunities to show what they know. I have a strong eye for detail and can thrive independently as well as in a team environment. You are invited to explore more information about my skills, background, and teaching philosophies. 

Professional History

Learning Community Charter School

(January 2022-present)

Student Teacher (TIPP)

• To keep students on task

• To work in small groups on writing and phonics

• To work one on one with students

• Executing lessons that promote critical thinking and whole group discussion.

North Star Academy

(August 2021-January 2022)

Teacher Aide

• Keep students on task

• Support their emotional needs

• Ensure that assignments are completed

Kiddie Academy

(June 2021-August 2021)

Lead Teacher

• Engage and interact with children through activities

• Keep parents posted about their child's day through the Tadpoles application

• Collaborate with teachers on lesson plans

Education

Bayonne High School

(September 2011-June 2015)

• High School Diploma
• High honor roll

New Jersey City University

(January 2016-May 2023)

• Bachelor's degree
• Clinical Practice 
• Classroom Management Courses
• Lesson Planning Courses
• 3.2 GPA 

Skills

• Teamwork
• Time Management
• Problem-Solving
• Detail Oriented
• Google Classroom, Google Drive, Microsoft Word

Belief Statements

Quote: "Nothing is impossible, the word itself says 'I'm possible'!"

Physical activities need to be incorporated into my lessons. This is important to me because it can be especially difficult to do for ELA classrooms. What this would look like in my classroom is that students would have different opportunities to engage with reading and writing. My lessons would go further than just reading a novel as a class. When my supervisor came during CPI we were reading Hatchet. Students were assessed with their creation of a character bio for Brian. Then we had a gallery walk where students peer-reviewed their classmates' bios using a checklist. This is very important to me because if students are just sitting all day they are more likely to zone out. Following the theory of Constructivism or hands-on learning is a better use of their time because students are becoming active participants in their learning within their environment. 

    My classroom will display equity. This is important to me because I believe students should be given multiple opportunities to show what they know. As a teacher, I want my students to have their lightbulb moments. I don't want anyone to feel like they are too stupid to understand. Therefore, I want to give students second and third chances to correct assessments. Equity is more important to me than equality because equity recognizes that students need that differentiation. No two students learn exactly the same. 

    It is important that I teach in a way that fosters students' social and emotional growth. One of the biggest satisfactions about my job is the relationships I have created with my kids. Social-emotional learning is important no matter what age you teach. I teach sixth grade where kids are still trying to figure out who they are. Part of their identity includes developing that moral compass. While teachers do spend most of their day teaching their subject, they may spend time teaching students right from wrong. Students are going to need assistance learning how to handle unfamiliar situations. I believe students should appreciate what they are taught. However, I believe that students need to have confidence first that their educators are there to support them and help them grow into decent human beings foremost. 

Lesson Samples and Assessments

Lesson 1

Title of Lesson: Kennings

Central Focus: The focus of the lesson is for students to have an understanding of figurative language and use it in their hero's boast.  

Objective: Students will be able to demonstrate their understanding of a kenning.

 Content standards (e.g., CCSS, NJSLS): RL.6.4, RL.6.6

Academic Language Demands Language Function: Students will analyze figurative language in Beowulf's boast.

Academic Language Support: Students will assess how many words are needed to make up a kenning, 

Procedure Beginning of the Lesson : Class will begin with students seeing objects placed on their desks. They will have to create a kenning for that object. 

Middle of the Lesson: Students will make a connection to the lesson by creating an original kenning about themselves as well as one family member. 

Conclusion of the Lesson: Students will analyze the figurative language being used in Beowulf's boast. They will begin their graphic organizers and create their own boast for their chosen hero. 

Formative assessment (informal): Do Now's will assess their understanding of a kenning.  

Summative assessment (formal): Students will present their boasts to the class. 

  Academic Research Theories/frameworks that inform the lesson: Differentiated Learning, Physical modality

Instructional strategies and learning tasks that support diverse student needs: Students are given choice to follow along digitally or with physical copy. 

Instructional resources and materials used to engage students in learning: Handouts, Smartboard, objects, index cards

Knowledge of Content Anticipated difficulties/common misconceptions : Some may need clarification what the language means in Beowulf

Modifications/Accommodations : Students with IEPs will be able to verbalize their boast rather than typing out the entire writing.

Lesson 2

Title of Lesson: The Hero's Journey

Central Focus: The focus of the lesson is for students to determine what qualities a person needs to be considered a hero. 

Objectives: Students will be able to understand what qualities are needed to be a hero

Content Standards: RL6.3, W6.4, SL6.1

Language Functions: Define characteristics of a hero 

Academic Language Support: Students will determine the journey the protagonist Hannah took in the Devil's Arithmetic. 

Beginning of Lesson: Anticipation guide that will asses students' understanding of heroic traits in their personal heroes. 

Middle of Lesson: Watch a Youtube video about Joseph Conrad's steps of the Hero's Journey

End of Lesson: Students work in small groups to complete Hannah's journey

Formative assessment (informal): Anticipation guide will assess their understanding of traits that make up a hero. 

Summative assessment (formal): Research completed on their chosen hero assesses their understanding of the hero's journey.

Academic Research Theories/frameworks that inform the lesson: Differentiated Instruction, Real-World Connections

Instructional strategies and learning tasks that support diverse student needs: Collaborative Learning, Visual Learning, Utilization of Technology

Resources and materials: Youtube and handouts

Knowledge of Content Anticipated difficulties/common misconceptions: Students may not fully understand each step of Hero's Journey. May need assistance in figuring out which event from the novel fits each category. 

Modifications/Accommodations: Having students help each other map out Hannah's journey