Section Three: Teacher Candidate Artifacts

Introduction

Section three: Teacher Candidate Artifacts will showcase and demonstrate my abilities as

a teacher candidate through various curricular courses and projects. The teacher artifacts

demonstrate my abilities to conduct successful inquiry-based learning, reading, and writing

assessments, and a sight into diverse certifications of upholding a high standard for student

learning. Additionally, these teacher artifacts specifically highlight my best teaching practices

and ability to implement technology, maintain a high standard of learning for all students, and

the awareness to accommodate when necessary. Although refined over time, these artifacts have

been a progressive continuation throughout my educational journey at Medaille College. Each

artifact identified will be followed by an in-depth description and rationale which connects to

theorists and theories, standards, and my philosophy of teaching. As mentioned in section two,

my philosophy of teaching is fostered by my practical experiences in the classroom alongside

theorists, theories, and teachers. 

Artifacts and Rationale 

Artifact #1: DASA (Dignity for All Students Act) Certification

DASA (Dignity for All Students Act) workshop is an innovative legislation required by

the New York State that commits to a safe, bullying and harassment free, indiscriminate

environment for all students. Additionally, DASA provides educators the opportunity to

intervene on early signs of bullying, harassment, and discrimination. Its purpose is to promote

and prevent any such conduct that does not agree with educational missions, philosophies, and
policy. Although DASA is in effort and alliance with Buffalo public schools, the dignity act is a

powerful and encouraging act that should be implemented in all schools, districts, and

classrooms. No student should be subjected to discrimination based on race, religion, ethnic

group, or disability. Additionally, students should be inclined to a safe working environment free

of bullying, cyberbullying, and harassment by one that promotes civility and acceptance. 

Moreover, The Dignity for All Students Act certification demonstrates my ability to

prevent such occurrences but also adheres to school policies and my philosophical views.

Classroom management is not something that simply stops when the teacher gets involved with a

student acting out, disrupting, or not paying attention. Classroom management is a commitment

to upholding a safe environment for all students, free of harassment, bullying and discrimination.

I believe the acceptance of all students begins with the teacher accepting all students. I am fully

aware of the range of experiences students will undergo but because of completing the DASA

workshop, I was granted additional techniques, early sign warnings and prevention methods.

This training has not only enhanced my awareness of several issues but also signifies my ability

to be supportive to students, prior to and after, reinforce my commitment to a safe environment

and interact with all students on a personal level. Below you will find educational standards that

align with my artifact and rationale.  

Connection to Standards

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 #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.

9(e) The teacher reflects on his/her personal biases and accesses resources to deepen his/her

own understanding of cultural, ethnic, gender, and learning differences to build stronger

relationships and create more relevant learning experiences.

9(o) The teacher understands the expectations of the profession including codes of ethics,

professional standards of practice, and relevant law and policy.

New York State Code of Ethics 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.

Ontario Teacher Ethical Standards

Standard #1: Care

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.

Standard #2: Respect

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.

Standard #3: Trust

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.

Standard #4: Integrity

Honesty, reliability, and moral action are embodied in the ethical standard of Integrity.

Continual reflection assists members in exercising integrity in their professional commitments

and responsibilities.
Artifact #2: Training in School Violence Prevention and Intervention & Identification and

Reporting of Child Abuse and Malnourishment Certifications

In accordance with the New York State, each certification is required to be completed by

the teacher candidate to demonstrate their willingness to pursue an educational career. Each

certification ensures the safety and well-being of all students will be upheld by the teacher,

school, and administration. It is important to know the steps to take if or when you are faced with

a situation of abuse, malnourishment, or violence. Not only is the safety of our students a part of

our integral role as an educator but also as a humane citizen of the world. Schonfeld (2006)

explains that on the school level, crime statistics are often misrepresented due to lack of candor.

This is due to the jeopardization of one’s image or career, political pressures, and the avoidance

of embarrassment (p. 170). Moreover, the importance of reporting such matters was a significant

portion of the certifications. The importance of reporting immediate signs of violence, abuse and

malnourishment will potentially save the students life from endangerment. 

As a future educator, it is important to know the proper procedures when filing a report

but also the willingness to do so. Choosing these certifications as an artifact was to exhibit my

ability and willingness to file a report but moreover, doing the right thing by intervening,

protecting, and saving a child's life. The safety of our students goes beyond the classroom and as

a future teaching candidate, I will ensure the high values I have ingrained in myself will be put

into practice if such a situation does arise. Below you will find educational standards that align

with my artifact and rationale.

Connection to Standards  

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.

9(o) The teacher understands the expectations of the profession including codes of ethics,

professional standards of practice, and relevant law and policy.

New York State Code of Ethics for Educators 

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.

Ontario Teacher Ethical Standards

Standard #4: Integrity

Honesty, reliability, and moral action are embodied in the ethical standard of Integrity.

Continual reflection assists members in exercising integrity in their professional commitments

and responsibilities.

Artifact #3: Pecha Kucha Presentation

 Pecha Kucha translated from Japanese is “chit-chat” and is an auditory style presentation

that delivers the message in a straightforward approach. It consists of twenty slides with a single

picture, no words involved, with an audio voice recording for twenty seconds per slide.

Essentially, each slide is described by the voice of the presenter to avoid any rambling or

distraction but to also keep control of the audience’s attentiveness. My Pecha Kucha presentation

is an educational yet enlightening display of the disability “deafness”. The topic of discussion is

not only explained but I conduct an examination of the needs and struggles of the student,

possible assistive services, and the responsibilities as a teacher with a student with disabilities.

Deafness means a hearing impairment so severe that the linguistic process affects the child’s

educational performance. Moreover, this artifact demonstrates my ability to maintain focus but

also highlighting my ability to elaborate on data while delivering the important details of the

topic. At the same time, this artifact illustrates my comfortability, awareness, and skills using

technology. The integration of technology in the modern classroom should be to no surprise but

as a teacher candidate, I am aware of the challenges ahead but also willing to use my knowledge

and skills to develop the next generation into 21st century citizens. However, and more

importantly, this artifact indicates my understanding of planning, assessing, and teaching a

student with disabilities. As a teacher candidate, I am aware I must be competent in varying

degrees and must ensure a high standard of learning and commitment to all students. The Pecha

Kucha presentation indicates my commitment to planning, accommodations, knowledge of

assistive technology and the disability while maintaining a high standard of learning. Below you

will find educational standards that align with my artifact and rationale.

Connection to Standards 

New York Code of Ethics for Teachers 

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.

International Society for Teacher Education

Standard #1: Learner 

Educators continually improve their practice by learning from and with others and

exploring proven and promising practices that leverage technology to improve student

learning. 

(1C). Stay current with research that supports improved student learning outcomes, including

findings from the learning sciences.

Standard #2: Leader 

Educators seek out opportunities for leadership to support student empowerment

and success and to improve teaching and learning. 

(2B). Advocate for equitable access to educational technology, digital content and learning

opportunities to meet the diverse needs of all students.

International Literacy Association Professional Standards

Diversity Standard 4.1 

Candidates recognize, understand, and value the forms of diversity that exist in society

and their importance in learning to read and write.

Diversity Standard 4.2 

Candidates use a literacy curriculum and engage in instructional practices that

positively impact students’ knowledge, beliefs, and engagement with the features of diversity.

Artifact #4: ELED Assessment and Instructional Plan

The ELED Assessment and Instructional Plan is a variety of assessment tools used to

determine the strengths and weaknesses of a student regarding literacy. This package was

designed, prepared, and executed in partnership with the parents, me, and the student. The ELED

package consisted of four types of assessment including: an interest inventory, high frequency

word assessment, Donald Bear’s spelling inventory, and a running record. The ELED assessment

and instructional plan allowed me to express my vision and creativity but also highlight my

practical experience analyzing, evaluating, preparing, and identifying. The analysis and

evaluations purpose were to develop differentiated instruction for the student, as well as,

showcase the strengths and weaknesses to determine the next steps to take for maintaining a high

standard of learning. Preparing and completing the assessment package was to identify the areas

of concern to parents, teacher, and student. After interpreting the data, I was able to identify the

reading level of the student, the area of spelling the student needs to improve i.e., long, or short

vowels, their interests in reading and necessary instructional strategies. The ELED assessment

and instructional plan is a practical tool exemplifying my capabilities as a teacher candidate.

Below you will find educational standards that align with my artifact and rationale.
Connection to Standards 

INTASC Standards 

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. 

6(k) The teacher understands the range of types and multiple purposes of assessment and how to

design, adapt, or select appropriate assessments to address specific learning goals and

individual differences, and to minimize sources of bias.

6(l) The teacher knows how to analyze assessment data to understand patterns and gaps in

learning, to guide planning and instruction, and to provide meaningful feedback to all learners.

P-12 Common Core Standards Connections - Engage NY 

Reading Standards: Foundational Skills (K-5)

These standards are directed toward fostering students’ understanding and working knowledge

of concepts of print, the alphabetic principle, and other basic conventions of the English writing

system. These foundational skills are not an end in and of themselves; rather, they are necessary

and important components of an effective, comprehensive reading program designed to develop

proficient readers with the capacity to comprehend texts across a range of types and disciplines.

Instruction should be differentiated: good readers will need much less practice with these

concepts than struggling readers will. The point is to teach students what they need to learn and

not what they already know—to discern when particular children or activities warrant more or

less attention. 

DOE Claims & CAEP Standards

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.

Artifact #5: edTPA Literacy Lesson Plans

As part of the New York State curriculum, each teacher candidate is mandated to

complete the edTPA. It is a performance-based program which emphasizes the development of

my skills, knowledge, and preparation to teach on day one. Moreover, the edTPA lesson plans

demonstrate my readiness to teach through lesson plans, support student learning and engage

with students in a real classroom setting. There were a total of three lesson plans to be taught in a

three-day period. My objective was to teach students how to infer while reading a text but also

model in instruction and scaffold during collaborative and independent work so students would

actively progress within the three days. For these lessons, it was imperative the students had read

up to chapter two but additional time to catch up was to be issued if necessary. While doing so,

time is of the essence and to meet standards, provide concise direction, maintain classroom

behaviour, it was essential I remained focused, empathetic, and determined. Furthermore, and

more importantly, the edTPA lesson plans signify my readiness to teach in a professional setting

but also my commitment to accommodate when necessary, my preparational skills and discipline

to uphold standards. Below you will find educational standards that align with my artifact and

rationale.

Connection to Standards

INTASC 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.

4(a) The teacher effectively uses multiple representations and explanations that capture key

ideas in the discipline, guide learners through learning progressions, and promote each

learner’s achievement of content standards.

4(m) The teacher knows how to integrate culturally relevant content to build on learners’

background knowledge.

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. 

6(f) The teacher models and structures processes that guide learners in examining their own

thinking and learning as well as the performance of others.

6(j) The teacher understands the differences between formative and summative applications of

assessment and knows how and when to use each.

6(r) The teacher takes responsibility for aligning instruction and assessment with learning goals.

DOE Claims & CAEP Standards

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.

Claim 3: Medaille College graduates are caring educators.

International Literacy Association Professional Standards 

Standard #2: Curriculum and Instruction

Candidates use instructional approaches, materials, and an integrated, comprehensive,

balanced curriculum to support student learning in reading and writing.

2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and

balanced curriculum.

2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print,

digital, and online resources.

Artifact #6: Class and Socioeconomic Status PowerPoint Presentation

Class and socioeconomic status are two important, yet under examined and overlooked

concepts in teaching. Both concepts share influence on a student's learning capabilities and are

detrimental if you are not willing to consider and alter your own bias, prejudice, and stereotypes.

As a teacher candidate, I fully acknowledge my teacher competencies and the requirements to

support student learning, achievement, and master the skill of believing in student potential. My

class and socioeconomic status presentation shed light on the restrictions of a student and family

living in poverty, the disadvantages and struggles, and the overall impact the two concepts hold

on students. For example, some consequences of living in the lower class are mental health

challenges, educational inequalities, and a higher chance of domestic violence in the household.

Under these circumstances, the child’s odds are at a high risk of becoming a product of their

environment. My socioeconomic and class presentation expresses my understanding, unbiased,

and just reasoning behind believing in all students. Yet, also my ability to work with a student

one on one, mentor and inspire, and my readiness to assist in aiding and offering help and
services if necessary. Below you will find educational standards that align with my artifact and

rationale.

Connection to Standards

CAEP Standards 

Standard #1: Content and Pedagogical Knowledge The provider ensures that candidates

develop a deep understanding of the critical concepts and principles of their discipline and,

by completion, are able to use discipline-specific practices flexibly to advance the learning

of all students toward attainment of college- and career-readiness standards.

International Literacy Association Professional Standards 

Standard #4: Diversity

Candidates create and engage their students in literacy practices that develop awareness,

understanding, respect, and a valuing of differences in our society.

4.1. Candidates recognize, understand, and value the forms of diversity that exist in society and

their importance in learning to read and write.

  4.3. Candidates develop and implement strategies to advocate for equity.

International Society for Teacher Education

Standard #5: Designer

Educators design authentic, learner-driven activities and environments that recognize and

accommodate learner variability. 

5a. Use technology to create, adapt and personalize learning experiences that foster

independent learning and accommodate learner differences and needs.

5b. Design authentic learning activities that align with content area standards and use digital

tools and resources to maximize active, deep learning.

Artifact #7: Guided Reading Lesson Plan

The prowess to enhance my students’ abilities in the five pillars of reading (phonemic

awareness, fluency, comprehension, vocabulary, and phonics) should be practiced by all teachers

as a mastery skill. The guided reading lesson plan examines how to instruct and commence a

guided reading lesson but also support and accommodate students with disabilities. Again, the

purpose of a guided reading lesson is to help the students develop greater control over their

reading process but also assist, model, and scaffold as they read through the text. The guided

reading lesson plan, although not legitimately instructed, highlights some necessary qualities of a

teacher candidate. My guided reading lesson plan showcases my readiness to accommodate and

support my students with individualized Education Plans (IEP), the commitment to developing

foundational skills in the 5 pillars of reading and my comfortability with teaching in small

groups. Additionally, as McLead (2007) mentions, cultural tools are passed on through

collaborative learning which involves groups of peers working together to accomplish a common

goal or learning new skills. Thus, this artifact is an important constituent to becoming an

effective teacher. Below you will find educational standards that align with my artifact and

rationale.

Connection to Standards

International Literacy Association Professional Standards 

Standard #1: Foundational Knowledge

Education Support Personnel Candidates understand the theoretical and evidence-based

foundations of reading and writing processes and instruction.

1.1: Understand major theories and empirical research that describe the cognitive, linguistic,

motivational, and sociocultural foundations of reading and writing development, processes, and

components, including word recognition, language comprehension, strategic knowledge, and

reading–writing connections.

1.2: Understand the historically shared knowledge of the profession and changes over time in

the perceptions of reading and writing development, processes, and components.

1.3: Understand the role of professional judgment and practical knowledge for improving all

students' reading development and achievement.

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.

Claim 3: Medaille College graduates are caring educators.

Ontario Ministry of Education Elementary Standards 

Grade 3: Oral Communication

Active Listening Strategies: 1.2 demonstrate an understanding of appropriate listening

behaviour by using active listening strategies in order to contribute meaningfully and work

constructively in groups (e.g., demonstrate an understanding of when to speak, when to listen,

and how much to say; make connections between personal experiences and the contributions of

other group members; ask relevant questions to clarify information and ideas)

Analysing Texts: 1.7 identify and explain the importance of significant ideas and information in

oral texts (e.g., rank information in order of importance; compare key aspects of two oral texts
using a Venn diagram; represent the main elements of an oral text on a web organizer or story

map)

Grade 3: Reading 

Extending Understanding: 1.6 extend understanding of texts by connecting the ideas in them to

their own knowledge and experience, to other familiar texts, and to the world around them.

Analysing Texts: 1.7 identify specific elements of texts and explain how they contribute to the

meaning of the texts (e.g., narrative: setting, characters, plot, theme; explanation of a

procedure: procedure to be explained, sequence of steps). 

Artifact #8: Weebly Website 

The construction, development, and completion of a Weebly website serves as a

functional, practical, and diverse set of technological skills a teacher in the 21st century should

possess. As the world of education transitions into a tech-savvy and research-based classroom, so

should the teacher develop the necessary skills like media and technology literacy, flexibility,

and critical thinking (Stauffer, 2020). As mentioned in Stauffer (2020) the four C’s (critical

thinking, creativity, collaboration, communication) are the most important skills an educator

should have in the field of education in the 21st century. Weebly is a free website builder with

simple and customizable features. More importantly, the construction of a Weebly website

develops the four C’s in unique ways for both a teacher and student. The construction of a

Weebly website demonstrates transferable skills I possess as a teacher candidate but also my

ability to extend knowledge to transition students in becoming 21st century citizens. Literacy

itself has changed from reading and writing to understanding media and technology, gadgets and
programs and discovering the powerful tools that govern our society. Below you will find

educational standards that align with my artifact and rationale.

Connection to Standards

CAEP Standards

Standard #1: Content and Pedagogical Knowledge The provider ensures that candidates

develop a deep understanding of the critical concepts and principles of their discipline and,

by completion, are able to use discipline-specific practices flexibly to advance the learning

of all students toward attainment of college- and career-readiness standards.

1.5 Providers ensure that candidates model and apply technology standards as they design,

implement and assess learning experiences to engage students and improve learning; and enrich

professional practice.

International Society for Teacher Education

Standard #3: Citizen

Educators inspire students to positively contribute to and responsibly participate in the

digital world. 

3a. Create experiences for learners to make positive, socially responsible contributions and

exhibit empathetic behavior online that build relationships and community.

3b. Establish a learning culture that promotes curiosity and critical examination of online

resources and fosters digital literacy and media fluency.

3c. Mentor students in safe, legal and ethical practices with digital tools and the protection of

intellectual rights and property.

3d. Model and promote management of personal data and digital identity and protect student

data privacy.
 INTASC Standards 

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.

5(e) The teacher develops learners’ communication skills in disciplinary and interdisciplinary

contexts by creating meaningful opportunities to employ a variety of forms of communication

that address varied audiences and purposes

5(o) The teacher understands creative thinking processes and how to engage learners in

producing original work.

5(s) The teacher values flexible learning environments that encourage learner exploration,

discovery, and expression across content areas.