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Emma Moody
Professional Portfolio
About Me
Hello, my name is Emma Moody and I am a recent graduate of Kutztown University, where I earned my degree in Elementary Education PreK–4. Throughout my academic career, I maintained a 4.0 GPA and graduated at the top of my class, demonstrating my commitment to excellence and passion for education. Here you will find thoughtfully designed, engaging lessons aligned with INTASC Standards, created to support students of all learning styles and abilities. I believe in fostering a positive, inclusive, and hands-on learning environment where every child feels empowered to grow academically, socially, and emotionally. I am excited to bring my energy, leadership, and dedication into the classroom to inspire students to set meaningful goals and achieve their full potential.
Contact Me:
484-529-3482
egmoody04@gmail.com
Rationale
Purpose:
This portfolio has been developed to showcase key documents from my studies in Elementary Education at Kutztown University, along with my credentials, experiences, and qualifications as I pursue a career in teaching.
Contents:
Welcome Page
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Rationale
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Philosophy of Education
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Professional Documents
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Clearances
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Resume
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Transcripts
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References
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Certification
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INTASC Standards with aligned teaching experiences
Philosophy of Education
My Philosophy:
My philosophy of education is grounded in teaching the whole child by supporting each student’s social, emotional, physical, academic, and spiritual development. I believe effective teaching begins with strong leadership in the classroom, as the teacher sets the tone through example, consistency, and character. I am committed to a student-centered approach that creates a safe, engaging, and respectful learning environment where all students feel valued and supported.
Positive reinforcement is central to my philosophy because it builds confidence, strengthens relationships, and encourages growth. I also believe physical movement is essential to student success, as children learn best when they are active, engaged, and given opportunities to connect mind and body through meaningful movement and regular outdoor play.
In all that I do, I strive to lead with communication, enthusiasm, organization, compassion, and collaboration, while reflecting the 7 C’s that guide my practice: Communication, Critical Thinking, Creativity, Collaboration, Character, Compassion, and Consistency.
INTASC Standard Aligned Lessons
Standard 1: Learner Development
Here, the students are learning about missing addends. We are practicing the ten's frame strategy as a group to find the missing addends in our practice equations. By visually modeling the strategy, it ensures that all students are grasping the content.
Standard 2: Learning Differences
Above is an accommodation menu that I designed to reflect the accommodations that students with disabilities could and should be receiving in school. These accommodations ensure that a student with a disability can have equal access to their education. They were developed to individualize support and foster independence and self advocacy.
Standard 3: Learning Environments
Above are detailed descriptions of how I would design a positive classroom environment that supports the learning needs of every student. Every page shows a different aspect of the positive, safe classroom community that I will develop.
Standard 4: Content Knowledge
Attached is a research paper in which I studied the connection between student learning and positive learning environments. I found that the classroom environment plays a critical role in student's overall success and all teachers should be prepared to teach the
"whole child."
Standard 5: Application of Content
In this unit, I have designed engaging activities that allow students to interact with the concept of time in a way that supports their critical and creative thinking. Throughout these activities students are collaboratively problem solving to tell time.
Standard 6: Assessment
Above you will find authentic summative and formative assessments that reflect the growth of student learners over the course of the Telling Time Unit. Attached also is a small group lesson that I taught during Pro-sem, which formatively assessed students on their ability to verbally blend and spell three letter consonant blends.
Standard 7: Planning for Instruction
Attached are the timeline and concept map from the long-range plan that I designed to teach students how to tell time to the hour and the half hour. Also included is a shared writing lesson I taught in Pro-sem, in which students learned how to write a friendly letter to their teacher.
Standard 8: Instructional Strategies
Here students are participating in an interactive lesson about bunny hutches. This lesson includes STEM and ELA instructional standards. Students participated in a Turn and Talk about what a bunny might need to live. Then they wrote about the bunny's needs in their home. They also drew what their bunny hutch would look like. Students then chose what materials they would use to design their bunny hutch. Every student received their own bunny to care for. This interactive activity brought the abstract concept of habitats to life, and the students really enjoyed being able to build and play as they learned about animals and their homes.
Here students are participating in an interactive lesson about bunny hutches. This lesson includes STEM and ELA instructional standards. Students participated in a Turn and Talk about what a bunny might need to live. Then they wrote about the bunny's needs in their home. They also drew what their bunny hutch would look like. Students then chose what materials they would use to design their bunny hutch. Every student received their own bunny to care for.
Standard 9: Professional Learning and Ethical Practice
Above are certificates from both the Kappa Delta Pi honors society as well as the Kutztown Children’s Literature Conference. Last year, I became a member of KDP and was officially initiated this spring. For the past 2 years, I have attended the Children's Literature Conference. Each year has helped me grow as an educator and as a reader. Additionally, I have attached multiple reflections from my time at St. Ignatius School, which represent the growth I have made in student teaching and as an overall educator.
Standard 10: Leadership and Collaboration
Here you will find proof of parent communication that includes a letter that was sent home to families, in which I greeted the families and explained the roles and responsibilities I will take on as their child' s student teacher. Also attached is a class dojo message that I sent out to all parents explaining how I will be practicing communicating with parents through glow notes. I outlined what glow notes are, why they are being sent home, and when to expect them. I have also included class examples of glow notes that were sent home. All of these artifacts have helped me maintain a strong connection with students and their families and have allowed for deeper conversation and collaboration during my student teaching experience.
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