Edu693 Section3 Rosariamicks

Section Three: Teacher Candidate Artifacts
Introduction
In section three I will be providing concrete evidence that supports the fact that I have learned
and utilized the skills I have developed within the MSED education. These artifacts support my
claim that upon graduation I will be prepared to teach, both in class and through an online portal,
at the elementary level. The artifacts that are provided in this section will highlight my abilities
in the areas of planning, instruction, assessment, content knowledge, literacy skills, technology
integration, and professional development. As I showcase my abilities through these artifacts, I
will also be providing evidence of my knowledge in subject matter, pedagogical knowledge, best
teaching practices, professional dispositions, and attitude that are essential to becoming a
professional in the field of education. Included in my artifacts will be a Guided Reading Lesson
Plan, Math Learning Segment, Pecha Kucha Presentation, Annotated Bibliography, IEP
Analysis, DASA Certificate, Child Abuse Workshop Certificate, Google classroom, and Weebly
Website.
Artifacts & Rationales
Artifact #1: Guided Reading lesson plan
The guided reading lesson plan will permit students to become independent readers by
building reading fluency through daily practice, using decoding strategies to read unfamiliar
words, and understand what is being read by answering comprehension questions based on the 5
W’s (who, what, where, when and why). The guided reading lesson plan artifact embodies the
following competencies, curriculum standards, and ethics.
Intasc Standards
The Learner and Learning

Teaching begins with the learner. To ensure that each student learns new knowledge and skills,
teachers must understand that learning and developmental patterns vary among individuals, that
learners bring unique individual differences to the learning process, and that learners need
supportive and safe learning environments to thrive. Effective teachers have high expectations
for each and every learner and implement developmentally appropriate, challenging learning
experiences within a variety of learning environments that help all learners meet high standards
and reach their full potential. Teachers do this by combining a base of professional knowledge,
including an understanding of how cognitive, linguistic, social, emotional, and physical
development occurs, with the recognition that learners are individuals who bring differing
personal and family backgrounds, skills, abilities, perspectives, talents and interests. Teachers
collaborate with learners, colleagues, school leaders, families, members of the learners’
communities, and community organizations to better understand their students and maximize
their learning. Teachers promote learners’ acceptance of responsibility for their own learning and
collaborate with them to ensure the effective design and implementation of both self-directed and
collaborative learning.
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.
Content
Teachers must have a deep and flexible understanding of their content areas and be able to draw
upon content knowledge as they work with learners to access information, apply knowledge in
real world settings, and address meaningful issues to assure learner mastery of the content.
Today’s teachers make content knowledge accessible to learners by using multiple means of
communication, including digital media and information technology. They integrate cross-
disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help
learners use content to propose solutions, forge new understandings, solve problems, and
imagine possibilities. Finally, teachers make content knowledge relevant to learners by
connecting it to local, state, national, and global issues.
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
the discipline accessible and meaningful for learners to assure mastery of the content.
Instructional Practice
Effective instructional practice requires that teachers understand and integrate assessment,
planning, and instructional strategies in coordinated and engaging ways. Beginning with their
end or goal, teachers first identify student learning objectives and content standards and align
assessments to those objectives. Teachers understand how to design, implement and interpret
results from a range of formative and summative assessments. This knowledge is integrated into
instructional practice so that teachers have access to information that can be used to provide
immediate feedback to reinforce student learning and to modify instruction. Planning focuses on
using a variety of appropriate and targeted instructional strategies to address diverse ways of
learning, to incorporate new technologies to maximize and individualize learning, and to allow
learners to take charge of their own learning and do it in creative ways.

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.
TEAC/CAEP Claims
Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.
NYS Ethics
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.

Ontario Ethics
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.
Common Core Learning Standards for (Math, ELA, & Social Studies)
R.L. 1.1.11. Make connections between self, text, and the world around them (text media, social
interaction)
R.L.K.7. With prompting and support, describe the relationship between illustrations and the text
in which they appear (eg. What person, place, thing, or idea in the text an illustration depicts)
Ontario Ministry of Education Curriculum Expectations (students from Canada)
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
2.3 identify some text features and explain how they help readers understand texts (e.g., table of
contents, index, chart, illustrations, pictures, diagrams, icons)
ILA (for literacy)
Element 5.4: Candidates use a variety of classroom configurations (i.e., whole class, small group,
and individual) to differentiate instruction.
- Use various practices to differentiate instruction (e.g., cooperative learning, literature circles,
partner work, and research/investigation groups).

Medaille College Department of Education
Lesson Plan
Teacher Candidate’s Name: Rosaria Micks Date: 10-25-2020
Context for Learning (edTPA)
Where is the school where you are teaching located? City: ___X___ Suburb: _______ Town:_______ Rural: ______
Grade level: __1___ Number of students in the class: ___19____ Number of students in guided reading group: __6__
Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs Students
IEP – ADHD 1 1. Fidget chair for guided reading group.
2. Standing desk and/or floor pillow for independent
reading/work.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Lesson ______ of a ______ Day Learning Segment
Subject and Lesson Topic: Reading Comprehension: Reading skills/word work
Grade Level: 1 Lesson Duration: 30-45 min
Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The Central Focus of this lesson is comprehension of text using strategies such as decoding, connecting, and visualizing.
Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
The students in this guided reading group are semi-advanced emergent readers who fluctuate between beginner and early reader.
1. Semi-advanced emergent reader who fluctuates between beginner/early reader

2. Emergent Reader
a. student will be able to read from left to right
b. student will recognize a few high frequency words
c. student will use meaning/language in simple text
3. Early Reader
a. student uses information from the pictures as added information while reading print
b. student reads without pointing and uses knowledge of repetition patterns
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
The students in this Guided Reading Group are grouped together because they are all similarly skilled. We will use these skills throughout the lesson.
Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
When we were outside for a nature walk a student notices an ant hill with many ants surrounding it. They were carrying food items that were a lot larger
than them. The students were all interested in the ants.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
In our anticipatory set, we will have students draw a picture of what they saw outside on our nature walk when we spotted an ant hill and ants. Then we
will do a Think-Pair-Share to go over what we remember.
Curriculum Standards
R.L. 1.1.11. Make connections between self, text, and the world around them (text media, social interaction)
R.L.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (eg. What person, place, thing, or
idea in the text an illustration depicts)
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
2.3 identify some text features and explain how they help readers understand texts (e.g., table of contents, index, chart, illustrations, pictures, diagrams,
icons)
Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that identify Using formal and/or informal assessment tools, how will If applicable, explain how you will adapt assessments
what students will be able to do by the end of the lesson you evaluate and document your students’ progress on to allow students with specific needs to demonstrate
and are aligned to the standards identified above. each of the objectives? their learning.
(edTPA Task 1, Prompt 5b)
At the end of this lesson, the student will be able to “What is the direction?” worksheet
list four directions of travel with 100% accuracy by
looking at the illustrations accompanying the text.
(up, down, around, over)
At the end of this lesson, the student will be able to Pair with elbow partner and use chrome books to
compile a list of 2 interesting facts about ants with find 2 other interesting facts about ants. Share
100% accuracy. with the group. (Think-Pair-Write-Share)
At the end of this lesson, the students will be able In their journal provided they will write 2-3
to write a 2-3 sentence journal about an experience sentences. The sentences will be looked at for
or memory they have with ants with 80% accuracy. proper punctuation of a sentence as well as
context.
Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Express I will work with the students in expressing their facts and experiences in
Looking at your standards and objectives, correct way by listening to them and helping them form proper
choose the one Bloom’s word that best sentences.
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary Up During pre-reading, I will picture walk the book with the students and
Key words and phrases students need to be Down point out the directions in which ants travel and where they travel to. I
able to understand and use Around will read them to the students, we will point in the direction they could
Over travel together, and then we will practice reading the words together.
Home
Syntax “What is the direction?” worksheet I will read directions to the students while having them read the
Describe ways in which students will organize directions to themselves. We will also start the worksheet together.
language (symbols, words, phrases) to
convey meaning.
Discourse Think, Pair, Share on 2 interesting I will make sure that the students have access and are connected on
How members of a discipline talk, write, and facts about ants. their chrome books. I will then provide thought provoking questions to
participate in knowledge construction and guide their fact research.
communicate their understanding of the
concepts
Instructional Process Accommodations and/or Modifications and/or
Supports
Anticipatory Set/Motivator • ADHD student can work at the
standing desk or on his fidget chair.
In our anticipatory set, we will have students draw a picture of what they saw outside on our nature walk
when we spotted an ant hill and ants. Then we will do a Think-Pair-Share to go over what we remember.
Instructional Procedures
1.Pass out The Ants Go Home to the students. Picture walk the book. Point out the words ‘up, down,
around, over, home’ in the book. Ask if they know what the words are and what they mean. Have them
point in the direction of the words. Then have the group practice it together.
2. Ask the students, what they know about ants.
4. Have the students ‘whisper read’ the book. While they are reading, pay close attention to at least a
couple of students and do running records on their skill set.
5. Have a discussion about the book about things they liked about the book.
6. Hand on the “What is the direction” worksheet and read over the directions with them.
5. Ask some though provoking questions to start their thinking on fact they may want to look up. (“How
much weight can an ant carry?” “how many ants live in an ant hill?)
7. Give chrome books to the students in pairs and have them look up two interesting facts about ants.
Have them Think/Pair/Share with the group.
8. Ask the students, “if they have any memories about ants in ways that they travel?”
9. Hand out their journals and ask them to write 2-3 sentences about their memories of ants (for students
that have the memories) or something they learned (for the students that don’t)
10. When they have completed their journal ask them to read the sentences and correct the spelling and
punctuation if needed.
Closure
Ask students to draw a picture to match their journal writing and place it in their “done work” bin.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-board
images.
✓ The Ants Go Home by Joanne LeBlanc-Haley. Level B

✓ Pencil
✓ “What is the direction” worksheet
✓ Chrome book
✓ Journal
✓ Crayons
Draw a line from the picture direction to the matching word.
Around
Up
Over
Down
Artifact #2: Math Learning Segment
The math learning segment will teach students patterning at a grade 1 level. Students will
be introduced to patterning, different types of patterns, how to extend and label patterns, and how
to create their own patterns. This is a part of the grade one math curriculum for Ontario and Pre-
K curriculum for NYS. At the end of the learning segment student will understand what patterns
are, how to label them, and how to extend them. The math learning segment artifact embodies
the following competencies, curriculum standards, and ethics.
Intasc Standards
The Learner and Learning: Teaching begins with the learner. To ensure that each student learns
new knowledge and skills, teachers must understand that learning and developmental patterns
vary among individuals, that learners bring unique individual differences to the learning process,
and that learners need supportive and safe learning environments to thrive. Effective teachers
have high expectations for each and every learner and implement developmentally appropriate,
challenging learning experiences within a variety of learning environments that help all learners
meet high standards and reach their full potential. Teachers do this by combining a base of
professional knowledge, including an understanding of how cognitive, linguistic, social,
emotional, and physical development occurs, with the recognition that learners are individuals
who bring differing personal and family backgrounds, skills, abilities, perspectives, talents and
interests. Teachers collaborate with learners, colleagues, school leaders, families, members of the
learners’ communities, and community organizations to better understand their students and
maximize their learning. Teachers promote learners’ acceptance of responsibility for their own
learning and collaborate with them to ensure the effective design and implementation of both
self-directed and collaborative learning.

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
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.
Instructional Practice
Effective instructional practice requires that teachers understand and integrate assessment,
planning, and instructional strategies in coordinated and engaging ways. Beginning with their
end or goal, teachers first identify student learning objectives and content standards and align
assessments to those objectives. Teachers understand how to design, implement and interpret
results from a range of formative and summative assessments. This knowledge is integrated into
instructional practice so that teachers have access to information that can be used to provide
immediate feedback to reinforce student learning and to modify instruction. Planning focuses on
using a variety of appropriate and targeted instructional strategies to address diverse ways of
learning, to incorporate new technologies to maximize and individualize learning, and to allow
learners to take charge of their own learning and do it in creative ways.
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.
TEAC/CAEP Claims
NYS Ethics
Principle 1: Educators nurture the intellectual, physical, emotional, social and civic potential of
every 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 environment 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 Ethics
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.
Common Core Learning Standards for (Math, ELA, & Social Studies)
PK.OA - Operations & Algebraic Thinking
Understand simple patterns.
2. Duplicate and extend (eg., What comes next?) simple patterns using concrete objects.
Ontario Ministry of Education Curriculum Expectations (students from Canada)
C1.2 create and translate patterns using movements, sounds, objects, shapes, letters, and
numbers.
C1.3 determine pattern rules and use them to extend patterns, make and justify predictions, and
identify missing elements in patterns.

Assessing Student Math Learning Format
Student Name: _Rosaria Micks_______________________ Date:_02/04/2021________

Elementary Math Topic: Patterning Grade Level : 1
1. Background Information:
A. Students:
There are 17 students in the classroom, 10 boys and 7 girls ranging in ages 6-7 years old. Within the
class we have 2 ELL students, 1 student diagnosed with ADHD.
The student in the class that is in the class with a diagnosis of ADHD is in the process of receiving an
IEP. For this specific student there are many accommodations and modifications put in place. He has a
seat that is next to the teacher to complete work at and a desk to complete preferred activities with that
is located with his peers. He receives one on one support for his modified work tasks and simplified
instruction. Instructions may have to be repeated and reinforcements in place to help him stay on task.
After completing work tasks, he is given a designated amount of time with a preferred activity. This
student also has a safety plan and a PBIP (Positive behavior intervention plan) already in place. This
student works solely one on one with the educational assistant for all work that is required of him.
The 2 students within the classroom are ELL students and the primary languages spoken are Chinese
and Russian. These students require extra assistance when reading and comprehending what is being
asked of them. The also receive extra support with a resource teacher to work on their reading and
language skills and are fully engaged in math with no additional support needed.
15 students speak English as their primary language. 16 of out students are from middle socio-
economic status families where both parents are present and work full-time. 1 student comes from a
lower income, single parent home that is in subsidized housing. This child is often with his
grandmother after school.
B. School (Demographics):
The school is in the heart of the neighborhood of Applewood in Mississauga within the Peel District
School board. The major intersection is Dixie Rd. and Bloor St. It is a public school that offers a
regional French immersion program. The school is surrounded by residential areas both middle-class as
well as government/subsidized housing. Students K-5 attend this school. Majority of the school
population first language is English, however there are still quite a few students under registered as
ELL. There are 615 students that attend this school and 49 teachers.
A. Classroom Environment:
There are 17 students in this classroom, the classroom teacher, and one support staff. This is a general
education classroom where French, phys. Ed, health, drama, music, and dance are taught by other
teachers. The support staff is an educational assistant is for support of the student that has a diagnosis
of ADHD. There is also another resource teacher that enters the classroom to work with the 2 ELL
students in the class. The classroom environment is very busy with a lot of pictures and stimuli on the
walls. There is representation of diversity and cultural differences within the visuals that are visible.
The classroom expectations are set out by the teacher and agreed upon by the students within the
classroom. The students are aware of the rules and consequence within the classroom and what is
expected of them.
The teacher often plays music during the students work time which is after the lesson has been
presented. This creates a calm and stimulating environment. Due to COVID-19 students are greeted as
the enter the classroom and asked to be seated at their individual desks which are all front facing to the
board. There is a worktable next to the teacher’s desk to provide extra help to the students that need it.
Girls and boys are spread out with the seating arrangement trying to place students with varying
abilities and skills near each other.
There is a small corner that is the ‘calming corner’ which has a variety of books as well as audio books
available for the students when they need some quiet time or when they have completed all their work.
2. Standards (Common Core and Ontario, if applicable):
Ontario Standards
C1 Patterns and Relationships

C1.2 create and translate patterns using movements, sounds, objects, shapes, letters, and numbers.
C1.3 determine pattern rules and use them to extend patterns, make and justify predictions, and identify
missing elements in patterns.
(Ontario Ministry of Education, 2020).
New York Standards
PK.OA - Operations & Algebraic Thinking

Understand simple patterns.
2. Duplicate and extend (eg., What comes next?) simple patterns using concrete objects.
(New York State Education Department, 2019, p.9)
3. Overview of Instructional Steps:
Students will be able to identify, describe, and extend geometric patterns. They will be able to use a
variety of manipulatives such as beads, snap cubes, pom poms, and blocks to learn the concepts of
patterning. This will be accomplished over the course of 3 lessons starting with learning what a pattern
is and creating one with the teacher, identifying patterns involving one attribute, and for the third
lesson label the pattens and represent them in different ways (geometrically).
Lesson 1 will begin by engaging the children on the carpet with a pattern of clapping. Students will
join in on the ABA clap and then an AABB pattern clap. Once the students have engaged in the clap, I
will ask them if they notice anything about the clapping. What is different, what is the same. Once this
is discussed the teacher will ask the students if they know that that is called. Students will be scaffolded
to come to the answer of “pattern”. Teacher will than ask “do you know of any other patterns?” and
allow the children to contribute to the conversation with their ideas. Next, the teacher will take out
manipulatives and build patterns on the carpet with students, having students engage by choosing the
color of the first item and move forward creating a pattern (red, blue, red, blue) (red, green, blue, red,
green, blue) (red, red, blue, red, red, blue). When the students understand what a pattern is provide
students with worksheet A and have them finish the patterns by circling the shape that would come
next.
Students will than sum up the carpet time with a YouTube video -
https://www.youtube.com/watch?v=Jl7EwPp6HQ0
Worksheet A
Lesson 2 the teacher will start off by introducing a pattern worksheet B. This sheet will be reviewed to
see if the student understood what they learned in the previous lesson by filling in the shape missing.
Worksheet B
Students will than review the patterns on the worksheet and notice that all the patterns on the
worksheet are ABA patterns. The teacher will than ask the students if they think there are other
patterns that could be made. Brainstorm with the students the ABC, AABB pattern terminology and
use manipulatives to visually show these patterns, having students help with picking the colors and
which one comes next in the pattern. From this lesson students should be able to identify and labelling
ABA, ABC, AABB patterns. Worksheet C will than be given from students to label patterns.
Worksheet C
Lesson 3 will start by reviewing what a pattern is, how can we identify patterns and different ways to
represent patterns. Students will share what they learned about patterns and tricks they must recognize
patterns. Teacher will ask students if they have notices patterns in their environment. Worksheet D will
be given out with the colored manipulatives given on the sheet so that students can make patterns being
hands on and then draw them on the paper using pencil crayons or crayons. Students will then be asked
to label the pattern they made.
Worksheet D
4. Strategies, Techniques and Activities:
Introduction of patterning will include music and videos mentioned within the overview of
instructional steps. This gets the students excited, engaged, and interactive. They will be asked thought
provoking questions which will allow them to make connections with the world around them. The
discussion allows for students to show the previous knowledge they have on patterns and patterning. In
the introduction to patterning the teacher will also know where the students stand in terms of what they
already know about pattering, what they understand about patterning, what needs further explanation,
and who has no to limited knowledge about patterning. The video about patterning is an age-
appropriate grade level video that extends the explanation of patterning with Sesame Street characters.
Another strategy used within the lessons are manipulatives. I provide manipulatives for the students
when both working together in a group as well as when they are to complete independent work. This
allows for tangible items to be manipulated by the students. This allows for the hands-on learners to
learn with their strengths and type of learning. Manipulatives also keep students active and engages by
being able to make mistakes and correct themselves by moving around the manipulative of their choice
to create patterns.
The different style of work sheets that are provided are age appropriate for the grade 1 students. They
are visually appealing and require a small amount of work but show a great amount of understanding.
They will challenge students that are at different levels of understanding and provide the
documentation of understanding upon completion. Highlighting the different types of patterns when
teaching will help students become familiar with the terminology used within the patterning unit.
5. Formal Assessment (Attach)

Along with the 4 worksheets students will be asked to complete the attached worksheet as a formal
assessment. I will be using the worksheets to assess the students understanding of patterns, their ability
to extend patterns, and their ability to identify and label patterns.
Worksheet
6. Re-engagement Plans:
Students who receive 2 or more wrong answers on the formal assignment will receive a small group
lesson and support from the classroom teacher. Further explanation of patterning, demonstration and
visuals shown with manipulatives, until the students are in full understanding of identifying, creating,
and extending patterns. Additional worksheets and/or YouTube videos will be provided for extra
practice and to master the patterning standards that are set out to reach. Once they have received
adequate help and a better understanding another formal assessment will be done.
Artifact #3: Pecha Kucha Presentation
The Pecha Kucha presentation is a format that uses 20 slides featuring 20 seconds of
audio per slide to educate listeners on a specific topic. The slides move automatically while the
presenter talks relating the content to the visual that is shown. The Pecha Kucha presentation I
created was on Bipolar Disorder. The presentation addressed six major components which were
as follows: definition of specific disability, learning and behavioral characteristics relevant to
teachers, educational approach suggestions for teachers, education placement suggestions with
rationale, picture book that may be utilized within the classroom to introduce and educate
students on bipolar disorder, and website suggestions for parents and co- teachers. The Pecha
Kucha Presentation artifact embodies the following professional and curriculum standards.
Intasc Standards
The Learner and Learning
Teaching begins with the learner. To ensure that each student learns new knowledge and skills,
teachers must understand that learning and developmental patterns vary among individuals, that
learners bring unique individual differences to the learning process, and that learners need
supportive and safe learning environments to thrive. Effective teachers have high expectations
for each and every learner and implement developmentally appropriate, challenging learning
experiences within a variety of learning environments that help all learners meet high standards
and reach their full potential. Teachers do this by combining a base of professional knowledge,
including an understanding of how cognitive, linguistic, social, emotional, and physical
development occurs, with the recognition that learners are individuals who bring differing
personal and family backgrounds, skills, abilities, perspectives, talents and interests. Teachers
collaborate with learners, colleagues, school leaders, families, members of the learners’
communities, and community organizations to better understand their students and maximize
their learning. Teachers promote learners’ acceptance of responsibility for their own learning and
collaborate with them to ensure the effective design and implementation of both self-directed and
collaborative learning.
TEAC/CAEP Claims
Claim 3: Medaille College graduates are caring educators.
NYS Ethics
Principle 6: Educators advance an intellectual and ethical foundation of the learning community.
Educators promote the inclusion of all students and all needs within the classroom and school
community. By educating our students on different needs it allows for integration,
understanding, and acceptance. They understand that all students are different and there are
many needs. This will instill compassion and empathy within one another to create a successful
learning environment for all. By creating material that can help educate other staff, parents, and
community members as well as resources to seek assistance is is create a society that is aware of
disorders and diagnosis.
Principle 3: Educators commit to their own learning in order to develop their practice.
By committing to their own learning to further develop understanding allows for a more
inclusive, accepting, and caring educator. The subject matter, planning techniques, and students
learning can all be touched upon within development research, presentations, and modules. In
order to promote student learning, educators need to engage in different methods of
development.
Ontario Ethics
Care
The ethical standard of Care includes compassion, acceptance, interest and insight for
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.
ISTE (for technology)

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.
Educators:
1c Stay current with research that supports improved student learning outcomes, including
findings from the learning sciences.

Artifact #4: Annotated Bibliography
The importance of an annotated bibliography is to critically evaluate an article,
describing the content and the focus of the article, the sources usefulness to the research you are
conducting, and evaluating its method, conclusions, and/or reliability. It is important that as
educators we are not only providing curriculum content, but we are able to practice proper
research methods in providing the most up to date research and effectiveness of articles which
support our research. The annotated bibliography showcases my research abilities in deciphering
the relevance of an article, breaking down the content and focus, as well as evaluate the methods,
conclusions, and reliability. The annotated bibliography artifact portrays the following
professional and curriculum standards.
Intasc Standards
Professional Responsibility
Creating and supporting safe, productive learning environments that result in learners achieving
at the highest levels is a teacher’s primary responsibility. To do this well, teachers must engage
in meaningful and intensive professional learning and self-renewal by regularly examining
practice through ongoing study, self-reflection, and collaboration. A cycle of continuous self-
improvement is enhanced by leadership, collegial support, and collaboration. Active engagement
in professional learning and collaboration results in the discovery and implementation of better
practice for the purpose of improved teaching and learning. Teachers also contribute to
improving instructional practices that meet learners’ needs and accomplish their school’s mission
and goals. Teachers benefit from and participate in collaboration with learners, families,
colleagues, other school professionals, and community members. Teachers demonstrate

leadership by modeling ethical behavior, contributing to positive changes in practice, and
advancing their profession.
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.
TEAC/CAEP Claims
CAEP Standard
Standard 1. Content and Pedagogical Knowledge : The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their disciplines 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.
NYS Ethics
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 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 Ethics
Care
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.
Analyst
Educators understand and use data to drive their instruction and support students in achieving
their learning goals. Educators:

7c Use assessment data to guide progress and communicate with student, parents, and education
stakeholders to build student self-direction.

Module 4 – Annotated Bibliography Assignment
Rosaria Micks
Medaille College
ECI-510
Craig Centrie, Ph.D.
June 26, 2020

Annotated Bibliography Assignment
Article Reference
Rodrigo, C., & Tabuenca, B. (2020). Learning ecologies in online students with disabilities.
Comunicar: Media Education Research Journal, 28(62), 53-64. https://eric-ed-
gov.ezproxy.medaille.edu/contentdelivery/servlet/ERICServlet?accno=EJ1239129
Objective/Purpose
With education more so relying on technology in and out of the classroom, the authors
looked to examine the accessibility, support, and ecologies of Learning Content Management
Systems (LCMS) for students with disabilities. The authors aim to provide a efficient and easy
way to learn which would promote independence and help teachers understand where their
students with disabilities need help in navigating online learning systems for their best possible
success. Although, recent reports refute the fact that people with disabilities are large users of
new technologies, and mobile devices in particular (Vodafone Spain Foundation, 2013;
Zubillaga-delRío & Alba-Pastor, 2013; Gutiérrez & Martorell, 2011). Luckin (2008) designed
the Ecology of Resources (EoR) model to cover the need to consider a broader spectrum of
learning resources beyond the student’s desktop. Through this model we see existing tools and
new ways in which these known tools can provide new ways of assisting the students. This paper
aims to prove that there is a specific environment needed, for example organization of resources
and activated in a sequence manner, for the best possible success of the student with disabilities.
The EoR model, which this paper highlights, touches upon creating this specific environment by
breaking it down into the environment (usual learning area), the tools and people (added to the
usual environment that help with student learning), knowledge and skills (what and how much a
student is interested in learning), and the barriers or filters (anything preventing or blocking the
student from learning).
The working hypothesis is that, according to the Universal Learning Design paradigm
(Meyer & Rose, 2000), e-Learning environments must provide a variety of multi-format
resources in the form of accessible collections (Rodrigo & Tabuenca, 2020, pg 55). Rodrigo &
Tabuenca (2020) stated:
Specifically, the objective of this study is to answer the following research questions:
• RQ1: Which learning ecologies can be identified in online students with disabilities?
And more specifically, what barriers does this group encounter, and what tools do they rely on?
A related work study is carried out to represent the ecologies in the EoR model (Luckin, 2010)
• RQ2: How to assess whether the support tools provided in online environments are
sufficient and suitable for students with disabilities to learn. The results of a study are presented
in which students with certified disabilities evaluate these tools. Furthermore, the creation of
ecologies is confirmed. (p. 55)
Target Population/Participant Number
This study included 161 students out of 7,397 with recognized disabilities to evaluate the
accessibility characteristics of the CadenaCampus system. Rodrigo & Tabuenca (2020) stated
aspects such as the assessment of the effect on gender learning and age that have been included
as tasks for future work have been omitted from this study (p.62). The student agreed to
participate by accepting an informed consent form. “The participants in this study were people
with recognized disabilities (assigned to the student attention services department for students
with disabilities at the university), with an average age of 46.2 years old (SD=11.06), 51.37%
being men” (Rodrigo & Tabuenca, 2020, p. 59). Rodrigo & Tabuenca (2020) stated that the most
frequent disabilities are reduced manipulation and strength (EPI), limited cognitive ability
(EMI), limited vision (EVI), and limited hearing ability (EHI). A large part of the respondents
was studying (43.84%), but many others were working as employees (36.99%), were pensioners
(30.82%), or unemployed (17.12%) (p. 59).
Research Method
This was a quantitative research study which was focused on experimental research. The
participants were required to interact with the Technology Acceptance Model (TAM) as a
reference to explore how users accept and use technology (Davis, Bagozzi, & Warshaw, 1989).
This tool is effective in predicting the acceptance of systems by users (Robles-Gómez & al.,
2015). This study proposes to explore improvements in accessibility that influence the
willingness to use a specific technological system. In this case, the system is a repository of e-
learning audio-visual resources at UNED (CadenaCampus) (Rodrigo & Tabuenca, 2020, p. 58).
A self-developed questionnaire was shared with the participants via a link to an accessible online
platform. “The wording of the questions (ease of reading and being understood) was reviewed
and contrasted by three university academics, experts in the areas of psychology, sociology and
technological accessibility. Two technicians with motor and mental disabilities respectively, and
an external collaborator with poor vision participated in the writing (Rodrigo & Tabuenca, 2020,
p. 59). A TAW tool which is a web accessibility test automatically validated the accessibility to
the online questionnaire. The online questionnaire also was manually validated by a collaborator
associated with this research group who was blind.
Article Summary
He authors conducted this study to explore improvements in accessibility that influence
the willingness to use a specific technological system. In this case, the system is a repository of
e-learning audio-visual resources at UNED (CadenaCampus) (Rodrigo & Tabuenca, 2020, p.
58). CadenaCampus allows live broadcasting from the university’s videoconference classrooms.
There are more than 700 classrooms equipped with video-conference studios. The authors were
interested in identifying which learning ecologies students with disabilities use, assessing the
accessibility of the resources provided by the CadenaCampus system. They aimed on focusing
on two key characteristics: 1) The accessibility of the content search engine; 2) The accessibility
of the audio-visual content player (Rodrigo & Tabuenca, 2020, p. 58). Rodrigo & Tabuenca
(2020) stated that this work contributes to scientific literature with two key aspects: 1) It
identifies which barriers these students encounter, and which tools they use to create learning
ecologies adapted to their impairments; 2) It also presents the results from a case study in which
161 students with recognized disabilities evaluate the efficiency and ease of use of an online
learning environment in higher education studies (p. 53).
Results/Outcomes
The work presented in this paper highlights the need to provide multimedia elements with
subtitles, text transcriptions, and the option to be downloadable and editable so that the student
can adapt them to their needs and learning style (Rodrigo & Tabuenca, 2020, p. 53). By
presenting an evaluation study of an online learning environment and its support tools shows the
results of the study from the perspective of 161 students with certified disabilities (Rodrigo &
Tabuenca, 2020, p. 57).
The first question researched was “which learning ecologies can be identified in online
students with disabilities?” The results addressed learning ecologies to each disability. Within
the aim of that to clearly identify the needs that need to be considered when creating learning
contents and structuring them into the LCMS. The question asked a specific question of “what
barriers does this group encounter, and what tools do they rely on?” The results show that the
“barriers are mainly access to audio and video content (e.g. voices and sounds) when reproducers
are not equipped to play subtitles or do not provide volume controls” (Rodrigo & Tabuenca,
2020, p. 56). Another barrier presented was “enriched text without the option to adjust the text
size, and colors of the subtitles, and web applications that do not allow multimodal interaction
(e.g. only with a mouse, without a voice option)” (Rodrigo & Tabuenca, 2020, p. 56). The
students within this study relied on tools such as transcripts and subtitles of audio content,
including audio-only content and multimedia audio tracks, media players that display subtitles
and provide options to adjust the text size and subtitle colors, options to stop, pause and adjust
the volume of audio content (regardless of system volume), and high quality audio with the
lowest possible background noise.
The second research question addressed within this study was “How to assess whether
the support tools provided in online environments are sufficient and suitable for students with
disabilities to learn. The results of a study are presented in which students with certified
disabilities evaluate these tools. Furthermore, the creation of ecologies is confirmed”. The results
confirm that the system being studied includes all the elements raised by Luckin (2010) as
necessary to satisfy an accessible and quality learning environment (Rodrigo & Tabuenca, 2020,
p. 61).
To bring these these two research questions together the main tools and the access barriers
are summarized together. Audio – visual recordings is one of the main parts of e-learning
environments. Audio- visual recordings were a common theme among all ecologies (EHI, EVI,
EPI, EMI and EAD). The assessment that 161 students completed has been good in terms of
accessibility, quality, and usefulness of the recordings. Textual transcripts as they are considered
essential and not only for students with hearing problems (EVI) but also as an assistive for
students and “85% of the participants confirm this assertion” (Rodrigo & Tabuenca, 2020, p. 61).
Textual enrichment of audio-visual elements through transcriptions and subtitles supports
students with both hearing and visual impairment (EHI and EVI). Participants rated transcripts
higher than subtitles because the transcripts were word for word exactly what the teacher had
said. Downloading material allowed students to customize the contents it also allowed the access
to their study material in any sequence without the access to the Internet. This tool is key since
53% of the students had reduced handling capacity (EPI), and 21% had some visual limitation
(EVI) (Rodrigo & Tabuenca, 2020, p. 61). The results of the LCMS show that downloading
videos was the support tool they found in an easier and more accessible way (M=3.87), followed
by audio download (M=4.56), downloading transcripts, and finally the subtitles (Rodrigo &
Tabuenca, 2020, p. 61).
Finally, educators and designers of educational content should have an overview of how
students with disabilities can use a computer and what technological tools facilitate the
construction of learning ecologies according to their limitations (Rodrigo & Tabuenca, 2020, p.
53).
Classroom Application
This article is important in the field of education because educators rely on technology
with in and out of the classroom. Students with disabilities are also integrated into the
mainstream classrooms and require modifications. It is important to make sure that the
technology that is assigned to students is available and easy to use for all students not just the
typical developing students. This article proves what is needed for the best possible success for
children with specific disabilities and what technology they find easier in order to maintain
independence over their learning.
Educators should be promoting independence with not only the typical developing
children but for children with disabilities, by being aware of technologies that are available that
make it easier to foster independence for the students with whatever disability is identified it
allows that student to be apart of the classroom community the same as any other student and
builds their independence for their own learning. Taking into consideration the results of this
study is minor to the positive effects they carry for the students that would benefit from them.
The results of this study could be applied within the classroom setting by examining all
the technology apps provided to the students in making sure that the recommendations for
children with disabilities are present. If there is a student with a specific disability provide the
recommendations that correlate with that disability to make sure the promotion of independence
and easy learning is taking place. Educators are to scaffold students learning and enhancing their
learning independence throughout the years so that students can access their work and self-study.
This independence should be fostered the same way through any student within the classroom,
regardless of their learning levels.

Artifact #5: IEP Analysis
The IEP analysis is a document that breaks down what an IEP is, who needs an IEP, the
step in creating an IEP, and what should be in an IEP. The purpose of this assignment was to
review an example IEP and dissect the details. The importance of the IEP analysis was to not
only familiarize myself with what an IEP was and looks like, but to be able to add and take away
important content within it. It is important that in entering a classroom, educators are aware of
the process, importance, and information that goes into an IEP. It is also critical that educators
are aware of who may need or qualify for an IEP. The demand for IEP has heightened over the
years due to inclusion of all students. With that being said it is critical that as a prepared educator
entering the field I showcase my ability to create, dissect, and add to an IEP, therefore instilling
my knowledge and professional judgement to have the students best interest in mind for a safe
and successful learning environment and goals. IEP analysis artifact showcases the following
Intasc Standards
The Learner and Learning: Teaching begins with the learner. To ensure that each student learns
new knowledge and skills, teachers must understand that learning and developmental patterns
vary among individuals, that learners bring unique individual differences to the learning process,
and that learners need supportive and safe learning environments to thrive. Effective teachers
have high expectations for each and every learner and implement developmentally appropriate,
challenging learning experiences within a variety of learning environments that help all learners
meet high standards and reach their full potential. Teachers do this by combining a base of
professional knowledge, including an understanding of how cognitive, linguistic, social,
emotional, and physical development occurs, with the recognition that learners are individuals
who bring differing personal and family backgrounds, skills, abilities, perspectives, talents and
interests. Teachers collaborate with learners, colleagues, school leaders, families, members of the
learners’ communities, and community organizations to better understand their students and
maximize their learning. Teachers promote learners’ acceptance of responsibility for their own
learning and collaborate with them to ensure the effective design and implementation of both
self-directed and collaborative learning.
Standard #3: Learning Environments: The teacher works with others to create environments that
Content: Teachers must have a deep and flexible understanding of their content areas and be able
to draw upon content knowledge as they work with learners to access information, apply
knowledge in real world settings, and address meaningful issues to assure learner mastery of the
content. Today’s teachers make content knowledge accessible to learners by using multiple
means of communication, including digital media and information technology. They integrate
cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to
help learners use content to propose solutions, forge new understandings, solve problems, and
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.
TEAC/CAEP Claims
CAEP Standard
Standard 1. Content and Pedagogical Knowledge : The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their disciplines 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.
NYS Ethics
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.
Ontario Ethics
CARE: The ethical standard of Care includes compassion, acceptance, interest and insight for
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.

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.
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.

IEP Analysis
Rosaria Micks
ESP600 - Foundations of Special Education
Crystal Elias
November 30, 2020
Medaille College
An IEP, formally known as an individual education plan, is a document created for a
specific student. The purpose of an IEP is to provide a plan that meets the students’ current needs
and to create goals beyond the current skills they possess. An IEP ensures that the student is set
up to be successful within the education system. The IEP is created with the teachers, support
personnel, and parents to guarantee that the goals for the child are all met and agreed upon.
Together the team comes to an understanding of what the student can and cannot do, this is
essential to the IEP process, and work together to meet the needs of the student and the wide
range of supports they will need to reach the agreed upon goals for the school year.
An IEP will always contain essential components such as; student identification and
background information, current level of performance, consensus on the students abilities and
needs, student-specific outcomes or goals, performance objectives, teaching methods, materials,
and strategies, the names of the team members who will implement the IEP goals and objectives,
where it will be implemented, and plans/timelines for evaluation.
For this assignment we will be reviewing an IEP written for John Green.
When it comes to John’s PLEPs it is clear to understand his levels of knowledge and
development in subject and skill areas. These include activities of daily living, level of
intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and
information, and learning style. This section gives us a descriptive and overall view of what John
is capable of and where he sits currently in his progress, learning, and understanding. John can
learn grade level material and complete assignment with ease. He is motivated to work hard
which is a great start. In reading John is at grade level reading, they discuss strengths and
weaknesses in this area which allows us to get an overall view of where he stands in his reading
development and allows us to build goals to further extend his knowledge in this area. In the
mathematics section he appears to demonstrate 2nd grade level mathematics operation skills. He
struggles with his processing speed and problem solving. According to his testing he is in the
average percentile which allows us to see that he is on track and needs to keep practicing which
will improve the areas in which he struggles. John has strong spelling skills although he requires
reminders to use appropriate size, spacing, and letter formation. John seems strong in the writing
area. He again like reading struggles with the comprehension portion. The goals of his PLEP are
consistent with the academic skills that he struggles with.
I believe that the classroom/program accommodations and/or modifications align with the
needs of John. I think that they all play a crucial role in maintaining his grade level
understanding and allow him to further his knowledge and understanding. The modifications are
not too much easier than the grade level work he is completing rather allowing more time to be
able to complete the given work. Allowing for space outside the classroom to focus on the work
without distraction is also key for John’s learning.
When it comes to the services that John receives it seems that most of the services are
special class allocations for reading, math, and language arts. Every other day, John will work
with a reading specialist in a small group setting (3:1). This is in an alternative learning space
outside of his classroom. This service is provided to improve his reading fluency and accuracy.
Every 2 days John will go to an alternative learning space to work with the AIS math teacher to
build upon his math skills and help and instruct on the math concepts being taught in his
classroom to keep him at grade level, again this would be in a small group (3:1). John will be
given a 1:1 support during writing every week. This is to ensure that he is moving along in the
language arts at the same level as his peers.

John’s annual goals that are set out are realistic to his needs and understanding. They
promote further knowledge as well as align with building on the skills and struggles he currently
has. However, the goals are measured weekly which I do not feel that the goals must be looked at
weekly. I think this is a short amount of time to allow him to progress in such a wide range goal.
The goals are written annually yet to be measured weekly. If there were smaller goals that would
ultimately reach to an end goal at the end of the year, then I believe the goals would be measured
in a shorter period. With annual goals you would hope that by the end of the school year the
student would have reached the goal. Obtaining observational proof could be done weekly and
the gal could be measured monthly as a way to stay on track to the overall goal or possibly to see
if the goal was already obtained therefore the IEP would need updating on the goal that is set out
for him.
Evidence-based educational and/or behavioral strategies are strategies that are beneficial
to both the student and the teacher. Getting to know the students’ IEP, the students strengths and
weaknesses prior to the student entering your class is a great start to make sure you are
understanding the needs of what is required to help support the further learning of the student. If
you have any questions and concerns you can get into contact with the people that created the
IEP report for further explanation of the goals and skills. this ties into engaging in collaborative
planning and teaching. With the supports that John will receive it is imperative that all support
teachers and classroom teacher are on the same page. Implementing universal design for learning
is also a great strategy for inclusiveness. Supporting important life skills for the student within
the classroom and implementing strategies to build these skills would be beneficial for John as
well. The IEP states that he enjoys working with his peers in small groups. John requires an
education environment with academic, social emotional/behavioral intervention. I think teaching

John strategies for positive behavior and replacing negative behavior or self-doubt with an
already known skill should be included within the IEP.
After reviewing John Green’s IEP it is clear to see the effort that has been put in to not
only giving you an overall view of his strengths and weaknesses but where they want to see John
by the end of the school year. I think that it is important to give a well-rounded look at what the
student is all about. I learned a lot of new strategies for different goals based on the review of
John’s IEP. Being able to look at John’s IEP under a microscope and deciding whether the goals,
strategies, and services as well suited was hard because I do not know the student personally. It
is hard to look at just written evidence although John’s IEP is very detailed. Relating John’s IEP
to students that I have helped create IEP for was a bonus for me as I am familiar with the process
of creating an IEP and what it entails. I feel that the research for strategies and what goals would
work for the student based on the grade level curriculum is present in making sure that all the
goals coincide with the curriculum. Reviewing and analyzing an IEP with a fine-tooth comb is
much harder when you do not actually know the child. All you can do is reading the IEP, and
draw conclusions based on the fact of the IEP.

Artifact #6: DASA Certificate
New York State's Dignity for All Students Act (The Dignity Act) seeks to provide the
State's public elementary and secondary school students with a safe and supportive environment
free from discrimination, intimidation, taunting, harassment, and bullying on school property, a
school bus and/or at a school function (NYSED.gov). To achieve this certificate, I had to read
through the DASA thoroughly and complete a test where you have to receive a passing mark of
85%. The DASA helped me better understand how to deal with harassment, bullying, and
discrimination, the data behind bullying and discrimination, as well as what harassment,
bullying, and discrimination is. I received a certificate once I completed the test. This certificate
places the responsibility of following through with the information I learned within my
classroom, practicing what I learned, and preventing such behavior from happening within my
classroom, school, and community. The DASA certificate artifact embodies the following
Intasc Standards
TEAC/CAEP Claims
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
NYS Ethics

confidentiality.
Ontario Ethics
Care
Respect
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.
Integrity
responsibilities.
Artifact #7: SAVE and Child Abuse Workshop Certificate
The Save and Child Abuse workshop is a two-hour course that is mandatory for all
professionals who work in schools within New York State. The course consisted of modules and
quizzes with a final test. Even though this course is mandatory within Ney York State and I will
be teaching in Ontario I found this course extremely enlightening and beneficial. The safety of
our students is one of the most important responsibilities we have. This course instills the
importance of our students’ safety as the rise of violence in schools is growing. Through this
course I learned about violence prevention skills and techniques that can be used. The course
describes, in detail, all forms of child abuse and explains that this abuse can affect children of all
socioeconomic levels. The workshop describes the steps a professional educator must take in
reporting a case where abuse is suspected. The SAVE and Child Abuse workshops artifact
exemplifies the following professional and curriculum standards.
Intasc Standards
TEAC/CAEP Claims
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
NYS Ethics

confidentiality.
Ontario Ethics
Care
Respect
Trust
Integrity
responsibilities.
Artifact #8: Google Classroom
The Google Classroom artifact I felt was the most important artifacts to include as it was
used as the online platform to conduct most classrooms due to the Covid-19 Pandemic. My
Google Classroom is set up for a grade 5 class
(https://classroom.google.com/c/MTEzMjE2MDQ5OTkz). As a part of this assignment, we were
to interview a teacher that is currently teaching. We were to find out pros and cons of the online
platform as well as things the teachers struggled to figure out and what part about the online
platform that they really enjoyed. After conducting the interview, we were to develop our own
Google Classroom, complete with two remote lessons (one ELA read aloud, one subject of our
choice. We were required to add a welcome message, content, work/evaluations, and activities to
make the classroom engaging. Having to skills to be able to adapt the classroom into an online
portal is a skill that is both necessary and important. Providing engaging lessons in a Google
Classroom is very different from teaching in person, so providing all the necessary materials,
activities, and assessments is key to the success of the classroom and the students learning
objectives. The Google Classroom artifact epitomizes the following professional and curriculum
standards.
Intasc Standards
Content
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.
TEAC/CAEP Claims
NYS Ethics
confidentiality.
Ontario Ethics
Care
Respect
Trust
Integrity
responsibilities.
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. Educators:
1b Pursue professional interests by creating and actively participating in local and global
learning networks.
Leader
Educators seek out opportunities for leadership to support student empowerment and success and
to improve teaching and learning. Educators:
2a Shape, advance and accelerate a shared vision for empowered learning with technology by
engaging with education stakeholders.
2b Advocate for equitable access to educational technology, digital content and learning
opportunities to meet the diverse needs of all students.
2c Model for colleagues the identification, exploration, evaluation, curation and adoption of new
digital resources and tools for learning.
Citizen
Educators inspire students to positively contribute to and responsibly participate in the digital
world. Educators:
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.
Designer
Educators design authentic, learner-driven activities and environments that recognize and
accommodate learner variability. Educators:

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.
5c Explore and apply instructional design principles to create innovative digital learning
environments that engage and support learning.

Artifact #9: Weebly Website
The last artifact I felt was important to included is my Weebly Website
(https://ramclass.weebly.com/). This website is Ms. Micks’ Grade 5 Class. It is a mock website
in which we were instructed to create a digital and online learning environment. This website
will showcase my integration of technology in the students’ everyday lives, adaption to
technology, differentiated instruction through the following criteria for the assignment; Teacher
Welcome Message Announcement, Google Form Interest Survey, Cyber Safety/Digital
Citizenship, QR Code, Screen Capture Direct Instruction Video Lesson, Smore Flyer, Symbaloo,
Virtual Field Trips, Padlet, and contact information. Class websites are a best teaching practice
as well as a communication tool for teachers, student’s and parents. They are becoming more
popular within school boards/districts. Having to create this website provided me with intel on
new technological ways to interact with students in an online platform. It taught me the skills to
carry out building an engaging and interactive website for students. The Weebly website artifact
symbolizes the following professional and curriculum standards.
Intasc Standards
Content
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.

TEAC/CAEP Claims
NYS Ethics
confidentiality.
Ontario Ethics
Care
Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honor 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.
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.
Integrity
Honesty, reliability, and moral action are embodied in the ethical standard of Integrity. Continual
responsibilities.
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. Educators:
1b Pursue professional interests by creating and actively participating in local and global
learning networks.
Leader
Educators seek out opportunities for leadership to support student empowerment and success and
to improve teaching and learning. Educators:
2a Shape, advance and accelerate a shared vision for empowered learning with technology by
engaging with education stakeholders.
2b Advocate for equitable access to educational technology, digital content and learning
opportunities to meet the diverse needs of all students.
2c Model for colleagues the identification, exploration, evaluation, curation and adoption of new
digital resources and tools for learning.
Citizen
Educators inspire students to positively contribute to and responsibly participate in the digital
world. Educators:
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.
Designer
Educators design authentic, learner-driven activities and environments that recognize and
accommodate learner variability. Educators:

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.
5c Explore and apply instructional design principles to create innovative digital learning
environments that engage and support learning.

Connection to Theory
Throughout our MSED courses we have studied many different theorists, all which help
us not only understand best practices for educators but the true meaning behind the theories that
have created so much influence in the field. Studying the different theorist, we have been able to
connect with theories which drive us to be the best educators that we can be upon enter the field.
Building our philosophy of education and which theories support our reasoning to our beliefs. In
section three I have complied a brief portion of artifacts that support my abilities and give you a
well-rounded look at what I am capable of as a student and future educator.
Planning: This involves developing the necessary knowledge, skills, and abilities of developing
plans for teaching and learning. This requires multiple considerations including, but not limited to,
knowledge of the learners, subject matter, objectives, standards, motivation strategies, classroom
management, and other elements. Planning can be at a unit or lesson levels. Planning is part of the
processes of instruction where effective teachers’ caring characteristics is manifested. Caring
teachers plan instructions with due considerations to the conditions and needs of the learners.
The artifacts that I present that support my abilities to plan are as following, Guided
Reading Lesson, Math Learning Segment, Google Classroom, and Weebly Website. The reason
we plan out lessons, units, online platforms is not only to maintain a direction in which we want
the learning to take place but to make sure the outcomes of the learning take place. The act of
planning is supported by many theorists. Within the planning process we are setting goals, carrying
out the plan, assessing for understanding which is supported by Marzano who believes that
effective teachers are teachers who set goals and check for understanding. The works of Lev
Vygotsky, Piaget, and Dewey are all important theories which suggest the way a child learns.
Through planning we can incorporate these theories so that all our students learn in a manner that
works for them. Garners theory on multiple intelligence also touches upon planning for
intelligences and offers insight on the variation approach, choice approach, and the bridge
approach to planning.
Instruction: This involves the best teaching practices, skills, and strategies that a teacher uses to
carry out the art of teaching and helps students learn to their potentials. Respect, positive rapport,
classroom management, and teaching effectiveness are included in this area.
The way in which an educator instructs has a huge difference on the engagement and
learning of the students within their class. The artifacts that I believe support instruction are Guided
Reading Lesson, Math Learning Segment, IEP Analysis, Google Classroom, and the Weebly
Website. Using different forms of learning platforms in an engaging way creates differentiated
learning, instills best teaching practices, builds a positive rapport with our students, and shows my
teaching effectiveness in being versatile in my instruction. Classroom management happens when
there is a plan that is carried out through instruction. When it comes to instruction there are many
theorists that suggest the best instruction methods, Jean Piaget, B.F Skinner, Jerome Bruner, Lev
Vygotsky, no one set theory works best. I believe that combining different aspects of the theories
and referencing them when you need to make for a much more successful instruction. Bloom’s
Taxonomy is another theory-based approach to instruction which I feel it is the most well-rounded
approach to instruction for student and teachers.
Assessment: Assessment is an important part of teaching and learning. Assessment provides
feedback on the progress of the learners toward the instructional objectives. An effective teacher
is well versed in the multiple ways of the methods and strategies of assessment. Developing the
knowledge and skills of developing and using relevant assessment is one of the marks of an
effective teacher. Your competency objective can focus on developing assessment competency.
The artifacts that support assessment within my portfolio as the Guided Reading Lesson
Plan and Math learning Segment. They both showcase multiple ways of assessment which relates
to Bloom’s theory and the Bloom Taxonomy. It is important that as educators we are not always
relying on end of the unit testing or quizzes as the only means of assessment. Formal assessments
evaluate student performance and understanding through standardized tests whereas summative
assessments are qualitative data (conversations, completed work, explanations, and creations). It
is important to utilize both assessment strategies to get an overall assessment of the students’
knowledge.
Technology: An effective teacher knows the basics and the application of integrating educational
technology into the planning and implementation of a lesson. Your objectives of the technology
competency can be based on developing the knowledge and skills of the utilization of educational
technology in teaching and learning.
Having access to technology within the classroom is newer to the field of education.
Having access to YouTube to help engage students, explain lessons further, or even to reiterate the
information again in a different way is now at an educator finger tips. During Covid-19, educators
had access to create online learning platforms for their students which engaged them and taught
them in a whole different way. The artifacts that I have included that showcase my ability to
connect, teach, and engage through technology are the Math Learning Segment, Google
Classroom, and Weebly Website. Behaviorism, Cognitivism, Constructivism and Multiple
Intelligence theories of learning are extensively connected to the utilization and implementation
of education technology in the classroom. Seeing the effects of adding or teaching with technology
adds a different approach to teaching and learning to provide students with another outlet to learn
and explore.
Learner Accommodation: This area of competency involves developing the knowledge, skills,
and values required to be able to teach students in inclusive or general education settings with
special needs. How will you as the teacher adapt and make accommodations to meet the needs of
diverse learners (e.g. ELL, students with learning delays, special needs, gifted, remedial, IEPS’s,
etc).
Learner accommodations have become a major key in support students within the
classroom. Accommodations can be made for any student within our classroom. Accommodations
are not altering the curriculum but providing ways for our students to learn best. The artifacts that
I have included which support my competencies in developing accommodations for my students
would be the Guided Reading Lesson Plan, Math Learning Segment, and the IEP analysis.
Accommodations closely fits with Garner’s theory on adapting instruction to multiple
intelligences. Learning our students and their needs and way of learning shows that not only the
passion I have as an educator but the care I have for my students and building positive relationships
with them and their learning.

Conclusion
In this section you saw nine of my artifacts which I deem to be important in showcasing
my professionalism as an educator, my adaptability within multiple platforms of learning, my
attention to detail through analysis, my creativity in planning engaging lessons, and my
dedication to professional development as an educator. The artifacts that emphasize these skills
are as following; Guided Reading Lesson Plan, Math Learning Segment, Pecha Kucha
Presentation, Annotated Bibliography, IEP Analysis, DASA Certificate, Child Abuse Workshop
Certificate, Google Classroom, and Weebly Website. As the assignments and certificates
provided shows what I have learnt in the areas of planning, instruction, assessment, content
knowledge, literacy skills, as well as professional development, dispositions, and technology
integration. The following section, section four, I will highlight how my artifacts connect to
curriculum and professional standards for educators.

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Section Three: Teacher Candidate Artifacts

integration, and professional development. As I showcase my abilities through these artifacts, I

Artifacts & Rationales

Artifact #1: Guided Reading lesson plan

following competencies, curriculum standards, and ethics.

The Learner and Learning

including an understanding of how cognitive, linguistic, social, emotional, and physical

active engagement in learning, and self-motivation.

imagine possibilities. Finally, teachers make content knowledge relevant to learners by

connecting it to local, state, national, and global issues.

learners to take charge of their own learning and do it in creative ways.

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

effective pedagogy and best teaching practices.

analyze, synthesize, evaluate and communicate information effectively.

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

Ontario Ministry of Education Curriculum Expectations (students from Canada)

experience, to other familiar texts, and to the world around them

contents, index, chart, illustrations, pictures, diagrams, icons)

ILA (for literacy)

and individual) to differentiate instruction.

partner work, and research/investigation groups).

Teacher Candidate’s Name: Rosaria Micks Date: 10-25-2020

Context for Learning (edTPA)

Students with IEPs/504 Plans

Students with Other Learning Needs

Subject and Lesson Topic: Reading Comprehension: Reading skills/word work

Grade Level: 1 Lesson Duration: 30-45 min

Central Focus of the Learning Segment

Knowing Your Learners

1. Semi-advanced emergent reader who fluctuates between beginner/early reader

Using Student Assets

Objectives Assessment Modifications to Assessments

Academic Language Demands Instructional Supports

✓ The Ants Go Home by Joanne LeBlanc-Haley. Level B

the following competencies, curriculum standards, and ethics.

professional knowledge, including an understanding of how cognitive, linguistic, social,

self-directed and collaborative learning.

developmentally appropriate and challenging learning experiences.

learner to meet high standards.

active engagement in learning, and self-motivation.

imagine possibilities. Finally, teachers make content knowledge relevant to learners by

connecting it to local, state, national, and global issues.

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

problem solving related to authentic local and global issues.

learners to take charge of their own learning and do it in creative ways.

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

synthesize, evaluate and communicate information effectively.

upon and monitor their own learning.

freedom, democracy and the environment.

PK.OA - Operations & Algebraic Thinking

Understand simple patterns.

Ontario Ministry of Education Curriculum Expectations (students from Canada)

identify missing elements in patterns.

Student Name: _Rosaria Micks_______________________ Date:_02/04/2021________

2. Standards (Common Core and Ontario, if applicable):

C1 Patterns and Relationships

(Ontario Ministry of Education, 2020).

New York Standards

PK.OA - Operations & Algebraic Thinking

(New York State Education Department, 2019, p.9)

3. Overview of Instructional Steps:

4. Strategies, Techniques and Activities:

5. Formal Assessment (Attach)