Artifact #8: CARE presentation.

My eighth and final artifact that I am including in the portfolio is the Cultural Awareness

Resource for Educators (CARE) presentation that I completed about China. While researching

for this presentation I found and learned so much information about China’s country, history, and

culture. I think there are many unfair stereotypes that exist about the Chinese culture and it was

very beneficial to educate myself about the basis of where these stereotypes come from, which

have some truth to them, and which are completely untrue. Each year when I get a new group of

students I will do my part to learn about the various cultural backgrounds that will be present and

I will ensure that both my physical classroom and teaching reflect the diversity of my students.

By learning about the students’ backgrounds, I will also be able to communicate more effectively

with families and avoid misunderstandings. It is also important to keep in mind that just because

a family has a certain cultural background, does not mean that they necessarily follow all or any

of those customs or traditions, so forming a relationship and getting to know the actual family is

crucial.

Connection to standards.

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 #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 #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 #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 #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 for Educators standards.

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 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.

Ontario Ethical Teacher standards.

The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members

honour human dignity, emotional wellness and cognitive development. In their professional
practice, they model respect for spiritual and cultural values, social justice, confidentiality,

freedom, democracy and the environment.

The ethical standard of Trust embodies fairness, openness and honesty. Members'

professional relationships with students, colleagues, parents, guardians and the public are based

on trust.

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.

Conclusion

After sharing my eight artifacts- the ELED assessment and instruction plan, an ELA

lesson plan, an ELA unit plan, a Pecha Kucha presentation, an IEP analysis, my DASA

certification, a math trail, and a CARE presentation- this concludes section three of the portfolio.

By discussing the importance of these artifacts I have shown my readiness for becoming a

professional teacher as well as for planning, instruction, assessment, technology, learner

accommodation, culturally responsive teaching, classroom management, and professional

collaboration, as well as knowledge of curriculum and professional standards. The next section

of the portfolio covers alignment to curriculum and professional standards, in which I will define

each of the standard sets that I referenced and in chart form show the connections between each

of my artifacts and the standard sets.