Section Three: Teacher Candidate Artifacts

Introduction

The purpose of section three is to provide the evidence showing that I am well on my

way to mastering the instructional competencies outlines in section one of this portfolio. These

competencies include planning and delivering instruction and assessments to students,

effectively using technology, accommodating and differentiating for individual students,

professional standards, professional development, classroom management, and integrating

diversity and cultural responsiveness into the classroom. For each artifact that I have selected,

there will be: a brief introduction and description, which will explain what the artifact is; a

rationale, which will explain the inclusion of the artifact in the portfolio, connect it to standards,

and relate relevant pedagogical theories; and a copy of the artifact itself. At the end of the section

will be a conclusion to summarize the contents of this section.

The eight artifacts that I have included in this section are my educational survey, a

smart board presentation, a lesson segment in geography, a math lesson, a welcome letter for

parents and students, a Pecha Kucha presentation, a design and model for classroom

management, and a certification for Dignity for all Students Act (DASA) training completion. As

I outline each artifact on the following pages, I will connect each of them explicitly to a variety

of curriculum and professional standards including New York State P-12 Common Core, New

York State Learning Standards, New York State Code of Ethics for Educators, InTASC, ISTE,

CEC, the DOE Claims, and ILA standards. Throughout the detailed rationale, I will connect

each of these standards to the artifacts where relevant, building a connection between the

pedagogical influences I outlined in sections one and two and the specific artifacts that I have

selected to present in this portfolio.

Artifacts & Rationales

Artifact #1: Educational Action Research Survey - Bullying.

Rationale.

My first artifact is a survey that I created and delivered to students in grades 4 within the

city of Brantford, Ontario. The focus of this survey was to determine the relevance of bullying

issues of daily student life, and to assess the accessibility and effectiveness of available resources

for students experiencing bullying. The survey asked students about their experiences with

multiple kinds of bullying in school, their comfort in using available support resources, and their

ideas for new or different solutions. This is an important issue to keep abreast of in all schools

because when students are facing extreme bullying, they no longer feel safe in the school

environment. As per Maslow’s Hierarchy of Needs, students must have the basic needs of food

and safety met before they can mentally be prepared to learn optimally.

I have selected to include this artifact in the portfolio for several reasons. First, it is a

demonstration of my ability to create, conduct, and administer educational surveys, analyze data,

and propose solutions to important community problems that affect all schools. Using an action

research framework, I will be able to employ these skills to research and resolve issues that arise

in my classroom and my school community during future career. Second, it shows that I am

aware of common issues that affect a school community, not just within my isolated classroom.

Being able to identify problems within the greater school community, then take a leadership role

in resolving them alongside the community is a key part of being a leader and role model as an

educator. Lastly, in the action plan section of the data analysis one can see my emphasis on

community education and family involvement. Involving the home is integral in a holistic

approach to student education, whether the topic be academic in nature or socioemotional.

 InTASC Standards.

Standard #3 Learning Environments: The teacher works with others to create

environments that support individual and collaborative learning, and that encourage positive

social interaction, active engagement in learning, and self-motivation.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership

roles and opportunities to take responsibility for student learning, to collaborate with learners,

families, colleagues, other school professionals, and community members to ensure learner

growth, and to advance the profession.

NYS Code of Ethics Standards for Educators.

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. Educators promote growth in all students through the integration of

intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and

worth of each individual. Educators help students to value their own identity, learn more about

their cultural heritage, and practice social and civic responsibilities. They help students to reflect

on their own learning and connect it to their life experience. They engage students in activities

that encourage diverse approaches and solutions to issues, while providing a range of ways for

students to demonstrate their abilities and learning. They foster the development of students who

can analyze, synthesize, evaluate and communicate information effectively.

Principle 4: Educators collaborate with colleagues and other professionals in the interest

of student learning. Educators encourage and support their colleagues to build and maintain high

standards. They participate in decisions regarding curriculum, instruction and assessment

designs, and they share responsibility for the governance of schools. They cooperate with

community agencies in using resources and building comprehensive services in support of

students. Educators respect fellow professionals and believe that all have the right to teach and

learn in a professional and supportive environment. They participate in the preparation and

induction of new educators and in professional development for all staff.

Principle 5: Educators collaborate with parents and community, building trust and

respecting confidentiality. Educators partner with parents and other members of the community

to enhance school programs and to promote student learning. They also recognize how cultural

and linguistic heritage, gender, family and community shape experience and learning. Educators

respect the private nature of the special knowledge they have about students and their families

and use that knowledge only in the students' best interests. They advocate for fair opportunity for

all children.

DOE Claims.

Claim 3: Medaille College graduates are caring educators.

ISTE Standards for Teachers and/or Students.

Student Standard 2: Students recognize the rights, responsibilities and opportunities of

living, learning and working in an interconnected digital world, and they act and model in ways

that are safe, legal and ethical.

Educator Standard 2: Educators seek out opportunities for leadership to support student

empowerment and success and to improve teaching and learning.

Educator Standard 3: Educators inspire students to positively contribute to and

responsibly participate in the digital world.

Educator Standard 7: Educators understand and use data to drive their instruction and

support students in achieving their learning goals.

CEC Standards.
 Standard 6: Using evidence, instructional data, research, and professional knowledge to

inform practice.

Standard 7: Protecting and supporting the physical and psychological safety of

individuals with exceptionalities.

Artifact #2: Smart Board Presentation – Nouns and Verbs.

Rationale.

The second artifact that I have included is a Smart Board presentation on the topic of

Nouns and Verbs. This presentation was designed for early elementary students. I have included

this artifact because it relates to the teaching competencies of Instructional Planning, Curriculum

Standards, and Technology use. Though other artifacts demonstrate my ability to use technology

in varying capacities, this artifact demonstrates my skills in technology use directly relating to

lesson instruction and delivery. Smart Boards are omnipresent in classrooms today. They can be

a great resource for instructors, because they allow so much diversity to be included in a typical

lecture presentation. Gardner’s theory of multiple intelligences states that each student has a

unique intelligence profile. students excel at different ways of processing information (MI Oasis,

n.d.). If educators can present information in multiple ways, it allows students to interact with the

content in a variety of ways, including those which they most easily understand. For example,

smart boards allow for the inclusion of writing, audio/video segments, student interaction, and

games into a lesson lecture. That said, an educator must be comfortable with the technology and

software to fully utilize a Smart Board to its full potential. This artifact should show that I am

well on my way. Throughout the slides there are videos, reveal activities, matching activities,

and a racing game that can be used as an informal assessment. By considering Gardner’s theory
of Multiple Intelligences and artfully using the Smart Notebook software, we can prepare better

lessons for our students.

INTASC Standards.

Standard #2: Learning Differences The teacher uses understanding of individual

differences and diverse cultures and communities to ensure inclusive learning environments that

enable each learner to meet high standards.

Standard #4: Content Knowledge The teacher understands the central concepts, tools of

inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that

make these aspects of the discipline accessible and meaningful for learners to assure mastery of

the content.

NYS Code of Ethics Standards for Educators.

Principle 2: Educators create, support, and maintain challenging learning environments

for all. Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

NYS P-12 Common Core Learning Standards.

 CCSS.ELA-LITERACY.L.3.1. a. Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking. Explain the function of nouns, pronouns,

verbs, adjectives, and adverbs in general and their functions in particular sentences.

DOE Claims.

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices.

ISTE Standards for Teachers and/or Students.

Educator Standard 5: Educators design authentic, learner-driven activities and

environments that recognize and accommodate learner variability.

ILA Professional Standards.

Standard 2: Curriculum Instruction. Candidates use foundational knowledge to critique

and implement literacy curricula to meet the needs of all learners and to design, implement, and

evaluate evidence-based literacy instruction for all learners.

Artifact #3: Geography Lesson Segment Title.

Rationale.

The third artifact that I am including in this portfolio is a lesson segment for a social

studies topic on physiographic regions of Canada. I have selected to include this segment as an

artifact because I feel it is a good representation of the kinds of lessons and activities that I

expect to plan during my career. These lessons incorporate discrete vocabulary and content

instruction, cooperative group work and exploration, questioning and anticipatory sets, online

research, product differentiation, and an assessment rubric. The class that this lesson was
designed for included an IEP student. Accommodations and differentiation required for this

student is included throughout the plans and materials. For example, all the font is at least size

14, and it is all compatible with the assistive technology. In addition, as this is a lesson segment,

it demonstrates my ability to plan instruction beyond that of a single lesson. As Maxim identifies

(2018), there are multiple levels to instructional planning that an educator must always consider.

These are long-term (curriculum), medium term (units/segments), and short term (single

lessons). Like links in a chain, all levels are connected. They influence each other and must

always be considered together when planning instruction. This lesson segment reflects my ability

to connect the second and third, the medium- and short-term planning, as each of the three

individual lesson plans builds to a greater understanding of the segment topic.

I have included this artifact because it relates to the teaching competencies of

Instructional Planning, Curriculum Standards, Assessment, and Learner Accommodations.

INTASC Standards.

Standard #2: Learning Differences The teacher uses understanding of individual

differences and diverse cultures and communities to ensure inclusive learning environments that

enable each learner to meet high standards.

Standard #4: Content Knowledge The teacher understands the central concepts, tools of

inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that

make these aspects of the discipline accessible and meaningful for learners to assure mastery of

the content.

Standard #6: Assessment The teacher understands and uses multiple methods of

assessment to engage learners in their own growth, to monitor learner progress, and to guide the

teacher’s and learner’s decision making.

 Standard #7: Planning for Instruction The teacher plans instruction that supports every

student in meeting rigorous learning goals by drawing upon knowledge of content areas,

curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the

community context.

Standard #8: Instructional Strategies The teacher understands and uses a variety of

instructional strategies to encourage learners to develop deep understanding of content areas and

their connections, and to build skills to apply knowledge in meaningful ways.

NYS Code of Ethics Standards for Educators.

Principle 2: Educators create, support, and maintain challenging learning environments

for all. Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

NYS P-12 Common Core Learning Standards.

CCSS.ELA-LITERACY.RI.3.1. Ask and answer questions to demonstrate understanding of

a text, referring explicitly to the text as the basis for answers.

 CCSS.ELA-LITERACY.RI.3.7. Use information gained from illustrations (e.g., maps,

photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when,

why, and how key events occur).

NYS Learning Standards.

Social Studies Standard 3: Students will use a variety of intellectual skills to demonstrate

understanding of the geography of the interdependent world in which we live—local, national,

and global—including the distribution of people, places, and environments over the Earth’s

surface.

DOE Claims.

Claim 1: Medaille College graduates know the subject matter in their certification

area(s).

ISTE Standards for Teachers and/or Students.

Student Standard 1: Students leverage technology to take an active role in choosing,

achieving and demonstrating competency in their learning goals, informed by the learning

sciences.

Student Standard 6: Students communicate clearly and express themselves creatively for

a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to

their goals.

Educator Standard 5: Educators design authentic, learner-driven activities and

environments that recognize and accommodate learner variability.

Educator Standard 6: Educators facilitate learning with technology to support student

achievement of the ISTE Standards for Students.

 ILA Professional Standards.

Standard 2: Curriculum and Instruction. Candidates use foundational knowledge to

critique and implement literacy curricula to meet the needs of all learners and to design,

implement, and evaluate evidence-based literacy instruction for all learners.

Standard 3: Assessment and Evaluation. Candidates understand, select, and use valid,

reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy

achievement; inform instruction and evaluate interventions; participate in professional learning

experiences; explain assessment results and advocate for appropriate literacy practices to

relevant stakeholders.

CEC Standards.

Standard 1: Maintaining challenging expectations for individuals with exceptionalities to

develop the highest possible learning outcomes and quality of life potential in ways that respect

their dignity, culture, language, and background.

Standard 3: Promoting meaningful and inclusive participation of individuals with

exceptionalities in their schools and communities.

Artifact #4: Math Lesson Plan – Discovering Pi.

Rationale.

The fourth artifact that I have selected to include is an exploratory math lesson about the

constant value of pi. The purpose of this constructivist lesson is to help students gain an

understanding of what pi represents, instead of just memorizing the number. I have selected to

include this lesson plan in addition to the ones used for artifact three because I feel it differs in an
important way and connects to different competencies. In math instruction, the focus is so often

on how instead of why. This, I believe, leads to a shallow understanding of the language of math

in many students, which may cause barriers for them as they try to build on these fundamental

skills later in their education. I enjoy constructivist lessons like this because it places the

educator in the position of a facilitator as opposed to a dispenser of knowledge. While it is

important to conclude exploratory lessons with the completed, correct information, educators can

do so by taking evidence from the student investigations, rather than simply sharing information.

I have included this artifact because it relates to the teaching competencies of Instructional

Planning, Curriculum Standards, and Instruction Delivery.

InTASC Standards.

Standard #1: Learner Development The teacher understands how learners grow and

develop, recognizing that patterns of learning and development vary individually within and

across the cognitive, linguistic, social, emotional, and physical areas, and designs and

implements developmentally appropriate and challenging learning experiences.

Standard #4: Content Knowledge The teacher understands the central concepts, tools of

inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that

make these aspects of the discipline accessible and meaningful for learners to assure mastery of

the content.

Standard #5: Application of Content The teacher understands how to connect concepts

and use differing perspectives to engage learners in critical thinking, creativity, and collaborative

problem solving related to authentic local and global issues.

Standard #7: Planning for Instruction The teacher plans instruction that supports every

student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the

community context.

Standard #8: Instructional Strategies The teacher understands and uses a variety of

instructional strategies to encourage learners to develop deep understanding of content areas and

their connections, and to build skills to apply knowledge in meaningful ways.

NYS Code of Ethics Standards for Educators.

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. Educators promote growth in all students through the integration of

intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and

worth of each individual. Educators help students to value their own identity, learn more about

their cultural heritage, and practice social and civic responsibilities. They help students to reflect

on their own learning and connect it to their life experience. They engage students in activities

that encourage diverse approaches and solutions to issues, while providing a range of ways for

students to demonstrate their abilities and learning. They foster the development of students who

can analyze, synthesize, evaluate and communicate information effectively.

Principle 2: Educators create, support, and maintain challenging learning environments

for all. Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

NYS P-12 Common Core Learning Standards.

CCSS.Math.7. G.4. Know the formulas for the area and circumference of a circle and use

them to solve problems; give an informal derivation of the relationship between the

circumference and area of a circle.

DOE Claims.

Claim 1: Medaille College graduates know the subject matter in their certification

area(s).

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices.

ISTE Standards for Teachers and/or Students.

Student Standard 3: Students critically curate a variety of resources using digital tools to

construct knowledge, produce creative artifacts and make meaningful learning experiences for

themselves and others.

Student Standard 5: Students develop and employ strategies for understanding and

solving problems in ways that leverage the power of technological methods to develop and test

solutions.

Educator Standard 5: Educators design authentic, learner-driven activities and

environments that recognize and accommodate learner variability.

Artifact #5: Welcome Letters for Parents & Students.

Rationale.
 The fifth artifact that I have chosen to include in this portfolio is a sample welcome letter

that I would send home to students and parents before they enter their first day of school in my

classroom. I have selected this artifact because it reflects my understanding of the importance of

family connection to a complete student education. By contacting parents before the first day of

school, an educator is creating a welcoming environment, providing opportunity for families to

tell you about their students before they join you, ensuring that families know what they need to

be prepared for school, and introducing yourself as a more complete person than simply the

stranger who teaches their child. As Marzano pointed out (2003), classroom management begins

before students enter the classroom. Proactively creating a welcoming environment, inviting

parents to contact you through desired methods, and seeking to learn more about your students

will enable you to make deeper personal connections with students, tailor materials to their

interests, capabilities, and lead more meaningful lessons.

I have selected this artifact because it relates to the teacher competencies of Planning,

Culturally Responsive & Diversity Teaching, Classroom Management, and Community

Collaboration.

InTASC Standards.

Standard #3: Learning Environments The teacher works with others to create

environments that support individual and collaborative learning, and that encourage positive

social interaction, active engagement in learning, and self-motivation.

Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership

roles and opportunities to take responsibility for student learning, to collaborate with learners,

families, colleagues, other school professionals, and community members to ensure learner

growth, and to advance the profession.

 NYS Code of Ethics Standards for Educators.

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. Educators promote growth in all students through the integration of

intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and

worth of each individual. Educators help students to value their own identity, learn more about

their cultural heritage, and practice social and civic responsibilities. They help students to reflect

on their own learning and connect it to their life experience. They engage students in activities

that encourage diverse approaches and solutions to issues, while providing a range of ways for

students to demonstrate their abilities and learning. They foster the development of students who

can analyze, synthesize, evaluate and communicate information effectively.

Principle 5: Educators collaborate with parents and community, building trust and

respecting confidentiality. Educators partner with parents and other members of the community

to enhance school programs and to promote student learning. They also recognize how cultural

and linguistic heritage, gender, family and community shape experience and learning. Educators

respect the private nature of the special knowledge they have about students and their families

and use that knowledge only in the students' best interests. They advocate for fair opportunity for

all children.

DOE Claims.

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

ISTE Standards for Teachers and/or Students.

 Educator Standard 3: Educators inspire students to positively contribute to and

responsibly participate in the world.

Educator Standard 4: Educators dedicate time to collaborate with both colleagues and

students to improve practice, discover and share resources and ideas, and solve problems.

ILA Professional Standards.

Standard 4: Diversity and Equity. Candidates demonstrate knowledge of research,

relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and

provide opportunities for understanding all forms of diversity as central to students' identities;

create classrooms and schools that are inclusive and affirming; advocate for equity at school,

district, and community levels.

Standard 5: Learners and the Literacy Environment. Candidates meet the developmental

needs of all learners and collaborate with school personnel to use a variety of print and digital

materials to engage and motivate all learners; integrate digital technologies in appropriate, safe,

and effective ways; foster a positive climate that supports a literacy-rich learning environment.

CEC Standards.

Standard 3: Promoting meaningful and inclusive participation of individuals with

exceptionalities in their schools and communities.

Standard 5: Developing relationships with families based on mutual respect and actively

involving families and individuals with exceptionalities in educational decision making.

Artifact #6: Pecha Kucha – Deafness and Hearing Loss.

Rationale.
 The sixth artifact that I have selected to include is a Pecha Kucha presentation about a

student exceptionality that educators may encounter in their classrooms. The Pecha Kucha

presentation format is a short presentation that includes twenty slides each accompanied by an

audio clip of twenty seconds. This presentation was designed for fellow educators as the

audience. It explains a background of the exceptionality of Deafness, alongside common

accommodations students may need or ways to better integrate them into your daily classroom

activities. In our future careers we will all encounter many classrooms with varying

exceptionalities within them. It is our job as educators to continue our personal learning about

student exceptionalities and to ever increase our toolbox of methods to lead inclusive,

differentiated lessons and classrooms. The Dignity for All Students Act (DASA) has legislated

tolerance, inclusion in a least restricted environment, and a harassment free education for all

students in relation to their race, weight, national origin(s), ethnic group(s), religion, religious

practices, mental or physical abilities, sexual orientation, gender identity, and sex (New York

State Education Department, 2019). To effectively uphold this legislation, we must collaborate

amongst ourselves as practitioners to share information about exceptionalities and continue our

personal, lifelong education.

I have selected this artifact because it relates to the Teacher Competencies of Learner

Accommodation, Diversity Teaching, Classroom Management, Professional Collaboration, and

Professional Development.

InTASC Standards.

Standard #2: Learning Differences. The teacher uses understanding of individual

differences and diverse cultures and communities to ensure inclusive learning environments that

enable each learner to meet high standards.

 Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing

professional learning and uses evidence to continually evaluate his/her practice, particularly the

effects of his/her choices and actions on others (learners, families, other professionals, and the

community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership

roles and opportunities to take responsibility for student learning, to collaborate with learners,

families, colleagues, other school professionals, and community members to ensure learner

growth, and to advance the profession.

NYS Code of Ethics Standards for Educators.

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. Educators promote growth in all students through the integration of

intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and

worth of each individual. Educators help students to value their own identity, learn more about

their cultural heritage, and practice social and civic responsibilities. They help students to reflect

on their own learning and connect it to their life experience. They engage students in activities

that encourage diverse approaches and solutions to issues, while providing a range of ways for

students to demonstrate their abilities and learning. They foster the development of students who

can analyze, synthesize, evaluate and communicate information effectively.

Principle 3: Educators commit to their own learning in order to develop their practice.

Educators recognize that professional knowledge and development are the foundations of their

practice. They know their subject matter, and they understand how students learn. Educators

respect the reciprocal nature of learning between educators and students. They engage in a

variety of individual and collaborative learning experiences essential to develop professionally

and to promote student learning. They draw on and contribute to various forms of educational

research to improve their own practice.

Principle 4: Educators collaborate with colleagues and other professionals in the interest

of student learning. Educators encourage and support their colleagues to build and maintain high

standards. They participate in decisions regarding curriculum, instruction and assessment

designs, and they share responsibility for the governance of schools. They cooperate with

community agencies in using resources and building comprehensive services in support of

students. Educators respect fellow professionals and believe that all have the right to teach and

learn in a professional and supportive environment. They participate in the preparation and

induction of new educators and in professional development for all staff.

Principle 6: Educators advance the intellectual and ethical foundation of the learning

community. Educators recognize the obligations of the trust placed in them. They share the

responsibility for understanding what is known, pursuing further knowledge, contributing to the

generation of knowledge, and translating knowledge into comprehensible forms. They help

students understand that knowledge is often complex and sometimes paradoxical. Educators are

confidantes, mentors and advocates for their students' growth and development. As models for

youth and the public, they embody intellectual honesty, diplomacy, tact and fairness.

DOE Claims.

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices.

ISTE Standards for Teachers and/or Students.

 Educator Standard 1: Educators continually improve their practice by learning from and

with others and exploring proven and promising practices that leverage technology to improve

student learning.

Educator Standard 2: Educators seek out opportunities for leadership to support student

empowerment and success and to improve teaching and learning.

Educator Standard 4: Educators dedicate time to collaborate with both colleagues and

students to improve practice, discover and share resources and ideas, and solve problems.

ILA Professional Standards.

Standard 4: Diversity. Candidates demonstrate knowledge of research, relevant theories,

pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for

understanding all forms of diversity as central to students' identities; create classrooms and

schools that are inclusive and affirming; advocate for equity at school, district, and community

levels.

Standard 6: Professional Learning and Leadership. Candidates recognize the importance

of, participate in, and facilitate ongoing professional learning as part of career-long leadership

roles and responsibilities.

CEC Standards.

Standard 6: Using evidence, instructional data, research, and professional knowledge to

inform practice.

Standard 9: Practicing within the professional ethics, standards, and policies of CEC;

upholding laws, regulations, and policies that influence professional practice; and advocating

improvements in the laws, regulations, and policies.

 Standard 12: Participating in the growth and dissemination of professional knowledge

and skills.

Artifact #7: Classroom Management Design.

Rationale.

The seventh artifact that I have included in this portfolio is my ideal classroom design,

classroom management plan and considerations. In reality, there will always be obvious features

of the actual room I’d be teaching in which would affect this idealized plan. That said, I feel that

considering these ideas before encountering said reality is an important part in mentally

preparing to consider the right ideals, approaches, and management methods once an actual

classroom is received. In sections one and two I highlight how my personal approach to

education is heavily influenced by my own personal journey with curiosity and life-long

learning. This is reflected in my classroom management and design. As one can see in the video,

I purposefully designate multiple areas of the room as locations for students to be able to explore

their own curiosity and desire to learn. I also designed the layout of the room with transitions and

lines of sight in mind, to best exemplify Withitness (Marzano, 2003), and a smooth, safe flow to

the daily activities.

I have selected this artifact because it relates to the teacher competencies of Technology,

Learner Accommodation, and Classroom Management.

InTASC Standards.

Standard #1: Learner Development The teacher understands how learners grow and

develop, recognizing that patterns of learning and development vary individually within and

across the cognitive, linguistic, social, emotional, and physical areas, and designs and

implements developmentally appropriate and challenging learning experiences.

 Standard #3: Learning Environments The teacher works with others to create

environments that support individual and collaborative learning, and that encourage positive

social interaction, active engagement in learning, and self-motivation.

NYS Code of Ethics Standards for Educators.

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. Educators promote growth in all students through the integration of

intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and

worth of each individual. Educators help students to value their own identity, learn more about

their cultural heritage, and practice social and civic responsibilities. They help students to reflect

on their own learning and connect it to their life experience. They engage students in activities

that encourage diverse approaches and solutions to issues, while providing a range of ways for

students to demonstrate their abilities and learning. They foster the development of students who

can analyze, synthesize, evaluate and communicate information effectively.

Principle 2: Educators create, support, and maintain challenging learning environments

for all. Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

 DOE Claims.

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

ISTE Standards for Teachers and/or Students.

Student Standard 3: Students critically curate a variety of resources using digital tools to

construct knowledge, produce creative artifacts and make meaningful learning experiences for

themselves and others.

Student Standard 4: Students use a variety of technologies within a design process to

identify and solve problems by creating new, useful or imaginative solutions.

Educator Standard 2: Educators seek out opportunities for leadership to support student

empowerment and success and to improve teaching and learning.

Educator Standard 6: Educators facilitate learning with technology to support student

achievement of the ISTE Standards for Students. Educators:

ILA Professional Standards.

Standard 4: Diversity and Equity. Candidates demonstrate knowledge of research,

relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and

provide opportunities for understanding all forms of diversity as central to students' identities;

create classrooms and schools that are inclusive and affirming; advocate for equity at school,

district, and community levels.

Standard 5: Literacy Environment. Candidates meet the developmental needs of all

learners and collaborate with school personnel to use a variety of print and digital materials to
engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective

ways; foster a positive climate that supports a literacy-rich learning environment.

Artifact #8: DASA Certification.

Rationale.

My eighth and final artifact is my completion certificate for the Dignity for All Students

Act training. This training, required for all licensed educators in New York State, looks at

legislation and prevention of harassment, bullying, and discrimination for all students enrolled in

public schools. Similar to my first artifact, many of the issues that face students and school

communities daily are extraneous to academic instruction. It is important to not only be

cognizant of these issues and how they may affect your students, but to also be trained and

prepared to act as a leader and role model in preventing such harm when you can. Upon

completing this DASA training, I feel better prepared to be a positive leader and role model in

the school environment. I am apprised of my legal obligations as an educator and mandated

reporter. This certification is one among many that I have/will obtain in my teacher preparation

and ongoing professional career. Continuing my education as a professional is important to

maintaining my status as an up-to-date, reflective teacher whom employs best practice in her

daily instructions.

I have selected this artifact because it relates to the teacher competencies of Professional

Development and Culturally Responsive Teaching and Diversity.

InTASC Standards.

Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing

professional learning and uses evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families, other professionals, and the

community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership

roles and opportunities to take responsibility for student learning, to collaborate with learners,

families, colleagues, other school professionals, and community members to ensure learner

growth, and to advance the profession.

NYS Code of Ethics Standards for Educators.

Principle 3: Educators commit to their own learning in order to develop their practice.

Educators recognize that professional knowledge and development are the foundations of their

practice. They know their subject matter, and they understand how students learn. Educators

respect the reciprocal nature of learning between educators and students. They engage in a

variety of individual and collaborative learning experiences essential to develop professionally

and to promote student learning. They draw on and contribute to various forms of educational

research to improve their own practice.

DOE Claims.

Claim 3: Medaille College graduates are caring educators.

ISTE Standards for Teachers and/or Students.

Educator Standard 1: Educators continually improve their practice by learning from and

with others and exploring proven and promising practices that leverage technology to improve

student learning.

ILA Professional Standards.

Standard 4: Diversity and Equity. Candidates demonstrate knowledge of research,

relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and
provide opportunities for understanding all forms of diversity as central to students' identities;

create classrooms and schools that are inclusive and affirming; advocate for equity at school,

district, and community levels.

Standard 6: Professional Learning and Leadership. Candidates recognize the importance

of, participate in, and facilitate ongoing professional learning as part of career-long leadership

roles and responsibilities.

CEC Standards.

Standard 8: Neither engaging in nor tolerating any practice that harms individuals with

exceptionalities.

Standard 9: Practicing within the professional ethics, standards, and policies of CEC;

upholding laws, regulations, and policies that influence professional practice; and advocating

improvements in the laws, regulations, and policies.

Standard 10: Advocating for professional conditions and resources that will improve

learning outcomes of individuals with exceptionalities.

Standard 11: Engaging in the improvement of the profession through active participation

in professional organizations.

Conclusion

Throughout section three, Teacher Candidate Artifacts, I have presented a selection of

eight artifacts that displayed my current progress on my journey to becoming a professional

educator. These eight artifacts were an Educational Action Research Survey on Bullying, a Smart

Board Presentation on Nouns and Verbs, a Geography Lesson Segment, a Math Lesson on

Exploring Pi, Welcome Letters for Parents & Students, a Pecha Kucha on Deafness and Hearing

Loss, my Classroom Management Design, and a DASA Training Certificate.

 These artifacts collectively demonstrate my progress towards mastery of the variety of

professional competencies associated to teaching. As is seen throughout the artifacts, I value

reflection, research and continued learning, professional development, lesson instruction and

assessment, classroom management and mental set, community and professional collaboration,

and fostering a welcoming, supportive school environment as important aspects of being an

effective educator.

Throughout this section I have aligned these artifacts with educational and professional

standards. In the next section, Section Four: Alignment to Curriculum & Professional Standards,

I will expand on each of these standards and present a table that outlines all the connections

between the standards and my selected artifacts.