ALIGNMENT MAP

ISTE Certification
Updated June, 2022

ISTE CERTIFICATION
ALIGNMENT MAP

Note that the foundational expectation is that artifacts meet the ISTE Standards for Educators, which is to say, your
artifacts should reflect strong pedagogy and professionalism that makes thoughtful use of technology or digital resources.

Portfolio submitter (Please provide name, title, and a brief description of your primary role and responsibilities.
Additionally, if you serve in a position other than classroom teacher, describe who your “students” are within the
context of your artifact):

Link to artifacts folder/space: Artifacts Youtube Playlist

Link to reflection document/artifact: Reflection

Artifact(s) Links Contextualization of Artifact &

ISTE Description of Implementation
Criteria Please use naming
Standard convention Please provide 1 unique contextualization per each criterion.
“LastName_Artifact#”

1. The educator reflects Does not count Reflection

on his/her application of against 9-14
the ISTE standards and artifacts. Please
goals for using them in introduce yourself
the future. in reflection.
1. Learner 2. Set professional Diaz- In Artifact 1, I identified two professional learning goals.
learning goals. Schweitzer_Artifact1 The first goal was implementing the lesson using a new
presentation platform called Canva. The second goal
was to allow students to use several credible resources
to conduct their research for the project. These goals
were met through a series of six lessons in a 5th-grade
social studies class where students created a
presentation of the US involvement in WWII. This
criterion is highlighted in the video from 0:00 to

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2:01.
3. Actively participate in Diaz- In Artifact 2, I demonstrate that I am an active
a local or global digital Schweitzer_Artifact2 participant in two Professional Learning Networks
network. (PLN). The first one is through my school for Dual
Language Immersion (DLI) teachers which meet once a
month to discuss new technology resources and look at
student reports and the second PLN is ISTE Digital
Equity through my Twitter account. My goal was to learn
about digital tools that I can use with my DLI students
and network with other DLI teachers in the district. My
second goal was to learn more about digital equity
throughout the US and how it affects our students'
engagement and learning. I contributed to both through
Zoom meetings and for the Twitter PLN I interacted by
contributing to the discussion by responding to others'
posts. Additionally, I created a PLN network through a
Facebook group called "Teaching Tips" where I share
teaching tips regarding technology tools, self-care, and
classroom management with teachers on Facebook.
4. Report changes Diaz- In Artifact 3, I share research articles I used to support
made to teaching Schweitzer_Artifact3 my capstone project titled "How to Videos for
practice based on Technology Tools." My interest in creating how-to
timely, research-based videos for technology tools comes from the lack of
best practices. professional development teachers receive when
implementing new tech tools in their classrooms.
Teachers feel hesitant to use them without much
knowledge of how it works and feel the pressure
schools put on them to implement these tech tools in
their classroom right away. To support my project I
analyzed a series of articles that encompassed the
hesitations, the emotional restraints, and the benefits of

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professional development over new tech tools for

teachers. Providing how-to videos helps new and
returning teachers quickly brush up or learn how to use
a technology tool that will benefit their students'
engagement and learning.
2. Leader 5. Promote a shared Diaz- In Artifact 13, I created an infographic of a shared vision
vision. Schweitzer_Artifact1 for empowering learning with technology that I shared
3 with my colleagues at E. Rivers Elementary School in
one of our monthly meetings and emailed it to the
Atlanta Public School's district IT department because
we do not have a technology plan in place. After looking
at peer-reviewed journals I felt this district needed a
push to create a vision where technology is used to
support teaching and learning. This shared vision
highlights the importance of equitable access and
accessibility to technology for all students and it drives
us to re-evaluate some of the technology tools we
currently use to ensure these tools are what is best for
our students to enhance their learning in the classroom.
6. Advocate for Diaz- In Artifact 4, I share my "Robotics Club" Grant Proposal
equitable access. Schweitzer_Artifact4 as evidence of my ability to advocate for enriching
opportunities for 4th and 5th-grade students to spark or
continue their interest in STEAM. Atlanta Public Schools
(APS) students, teachers, and families are very
supportive of afterschool initiatives that engage and
enhance students learning, therefore they host an
annual Technology & Innovation Competition for 3-12
grade students to participate in. APS provides students
with devices therefore we can alleviate some of the
grant cost and focus on the equipment necessary to
bring about a Robotics Club to E. Rivers Elementary. To

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promote STEAM education in our school, I developed a

grant to purchase coding and robotics equipment
for the Robotics Club, and in the grant, I outline the
importance of this club and its intended outcome
for students’ learning opportunities.
7. Model new resources Diaz- In Artifact 5, I review a post of my blog that demonstrates
or tools. Schweitzer_Artifact5 my ability to identify, explore, review, and create mobile
learning tools that teachers and students can use to
enhance their learning. I included an evaluation
instrument I developed to assess the new digital
resources and tools for learning. My blog post
demonstrates my ability to purposefully connect digital
tools through instructional activities for students and
teachers to benefit from. I created instructional resources
for the new digital tools (Canva, Lucidchart, Nearpod,
Screencastify) and implemented them in my classroom to
show teachers how effective they are. I also used the
digital tools in my classroom and had the kids mirror what
I did with these tools to navigate how to use them for
classwork or projects.
3. Citizen 8. Implement learning Diaz- In Artifact 6, I share a series of mini-lessons on digital
experiences for Schweitzer_Artifact6 citizenship I created for my 5th-grade students,
students to be providing evidence of inspiring my students to
empathetic and socially participate positively and safely in the digital world. The
responsible. structure of the "Changes Start with You" mini-lesson
shows students that it is their social responsibility to be
safe online and know to identify right from wrong to
promote responsible social behavior. In the next lesson,
"Cyberbullying is Not Cool" I review the basics of
cyberbullying and we look at a real-life article about a
person who harmed themselves due to cyber bullies. I

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wanted the students to learn to be empathetic before

they post something on the digital world that can harm
others and they will later regret. Criterion 8 is
highlighted in this video from 0:00 to 2:58.
9. Promote student Diaz- In Artifact 7, I share a digital citizenship lesson that I
behaviors that Schweitzer_Artifact7 implemented with my 5th-grade students titled "Is it
encourage curiosity as Legit or Not." This lesson promotes my students to
they critically critically evaluate online resources through the
identify/examine online Currency, Reliability, Authority, Accuracy, and Purpose
resources. (CRAAP) method. The lesson’s structure and selected
materials foster students’ digital literacy and media
fluency as they evaluate the accuracy and authenticity
of online resources. Additionally, it is an ongoing lesson
as it goes into other aspects of digital literacy such as
paraphrasing, copyrighting, and citations.
10. Mentor students in Diaz- In Artifact 6, I share a series of mini-lessons on digital
safe, ethical and legal Schweitzer_Artifact6 citizenship I created for my 5th grade students,
use, including providing evidence of inspiring my students to
intellectual property. participate positively and safely in the digital world. The
"What is Plagiarism" mini-lesson helps students review
or learn what plagiarism is and the possible
consequences of plagiarism in the real world. The
students were able to identify plagiarism in different
scenarios and practiced creating in-text citations to
avoid plagiarism. In the "Going Beyond Google" lesson
the students practiced answering a series of 5 questions
to note if a source online is credible or not which will
help them in the future to not waste too much time
figuring out if the source they chose is credible.
Criterion 10 is highlighted in this video from 2:59-
5:52.

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11. Model responsible Diaz- In Artifact 6, I share a series of mini-lessons on digital

use, including protection Schweitzer_Artifact6 citizenship I created for my 5th-grade students,
of digital identity and providing evidence of inspiring my students to
personal data. participate positively and safely in the digital world. The
"Protecting your Digital Identity" focused on showing
students ways to keep their digital identity safe at home
and at school. The other lesson "File Sharing: Legal or
Illegal" demonstrated what is the difference between
legal and illegal file sharing and what is privacy. The
students learned of safe ways to share or download files
with others. For both lessons we created a poster to
display in our classroom, the first one was about ways
to protect your digital identity at home and at school and
the second poster was about legal and illegal file-
sharing options. These digital lessons served as a
reminder to practice being safe online even when you
think no one is watching. Criterion 11 is highlighted in
this video from 5:53 to 8:46.
4. 12. Collaborate with Diaz- In Artifact 8, I share an engaged learning project I
another educator. Schweitzer_Artifact8 created with my 5th-grade students and collaborated
Collaborator with high school students titled "Water Consumption &
Water Waste." Through D2L/Brightspace I was able to
collaborate with colleagues and discuss my engaged
learning project ideas with colleagues to gain their
feedback. In posting the ideas and drafts of our
engaged learning project I was able to apply my
colleagues' feedback from the discussion posts to the
project itself and make adjustments as necessary. Their
support and help guided us to create an engaged
learning project that students can enjoy and continue
doing throughout the years. Criterion 12 is highlighted
in the video from 0:00-2:59.

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13. Co-learn with Diaz- In Artifact 1, I choose the digital tool Canva to co-learn
students about a new Schweitzer_Artifact1 with my students. I created the project outline through
digital tool. Canva for students to reference as they begin the
project and gave them a brief introduction to how Canva
works. Students then began working on Canva and
liked the many premade templates that were available
to them so they were easily editable. Overall, the
students and I enjoyed using Canva and will use them
in further projects and as an instructional tool. This
criterion is highlighted in the video from 2:05-4:57.
14. Facilitate students’ Diaz- In Artifact 8, I share an engaged learning project I
virtual meetings with Schweitzer_Artifact8 created with my 5th-grade students and collaborated with
experts or students. high school students titled "Water Consumption & Water
Waste." In this project, students collected data on their
water consumption for a week on Google Forms. At the
culmination of the week, they were able to see their
peers and the high school students' data to notice any
similarities and differences. The data was then put
together on a line plot to notice additional trends in
students' water consumption. Lastly, they were able to
provide feedback to each other through Google Sites.
Criterion 14 is highlighted in this video from 3:03-
5:23.
15. Demonstrate Diaz- In Artifact 8, I share an engaged learning project I
effective communication Schweitzer_Artifact8 created with my 5th-grade students and collaborated with
with all students’ high school students titled "Water Consumption & Water
supporters. Waste" where students share their findings with one
another and provide each other with feedback and
suggestions. I communicated with students, parents, and
colleagues through email and through Google Sites. At
the culmination of the project students provided the

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teachers with feedback over the project and what they

learned through trends they noticed. Parents had access
to this Google Site so they can see their student's work
and the feedback they received for ways to waste less
water. Criterion 15 is highlighted in this video from
5:24-6:54.
5. Designer 16. Accommodate Diaz- In Artifact 9, I share a personalized learning math unit I
learner differences. Schweitzer_Artifact9 developed for my 5th-grade students over decimals.
The components of my lesson provide evidence of my
ability to create, adapt, and execute a personalized
learning experience for my students throughout our
math unit to ensure each student is meeting their goals.
After the introduction of the mini-lesson, I can check on
Nearpod for student understanding to be able to
personalize their learning as I create the small groups
and assign the work on Dreambox for the skills the
students need. Additionally, I can do this through exit
tickets and check-in on Google Classroom where only
the child sees it. Criterion 16 is highlighted in this
video from 0:00-2:31.
17. Align to content area Diaz- In Artifact 8, I share an engaged learning project I
standards. Schweitzer_Artifact8 created with my 5th-grade students and collaborated
with high school students titled "Water Consumption &
Water Waste." This authentic project aligns with the
Georgia 5th grade math standards collecting data and
graphing information and Algebra II math standards
evaluating reports based on data. They also align with
the Georgia health standards in 5th and 12th grade
promoting good health and disease prevention. As part
of the project, students used several digital tools such
as Google Sites, Google Forms, and Google Sheets to

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log their information, create a platform for all to see, and

provide the teachers with feedback on the project.
Criterion 17 is highlighted in this video from 6:55-
8:34.
18. Design a digital Diaz- In Artifact 10, I share the online module I developed for
learning environment. Schweitzer_Artifact10 my 5th grade ELA class on informational writing. A key
component of my online learning module is Google Sites
where students can access the information for the weekly
modules along with the tasks and hyperlinks to their
assignments which promotes students to self-engage
through goal setting following the pacing guide outlined in
the module for assignments and collaborating with others
students to gain knowledge on the context. Additionally,
using Google Classroom and outlining the assignments
with due dates helps the students stay on track. Google
Classroom is a great source for me to provide feedback
on assignments or discussion forums to the students and
the students can respond to each other on the discussion
forums or collaborative assignments. Each module
begins and ends with opportunities for student-to-student
interactions, including synchronous virtual sessions,
collaborative tasks, online breakout rooms, discussion
forums, and student-to-teacher interactions in the weekly
check-ins and feedback opportunities on their
assessments.
6. Facilitator 19. Facilitate and guide Diaz- In Artifact 9, I share a personalized learning math unit I
learning as students Schweitzer_Artifact9 developed for my 5th-grade students over decimals. The
take ownership of their students created 2 weekly goals for their own
learning goals. personalized learning and had to write a reflection at the
end of the week to see if they met their goals and take it
home to show to their parents. The following week they

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would check in with me, so I know what skillsets they

need to work on and accommodate them in small groups
and through Dreambox the personalized learning digital
platform. Additionally, the students write their weekly
goals on a sticky note to place it on our goal chart so they
see it every day they come to the classroom and work
towards their goals. Criterion 19 is highlighted in this
video from 2:32-3:46.
20. Manage the use of Diaz- In Artifact 11, I share the creative computing project I
technology for learning Schweitzer_Artifact1 developed and implemented with the 5th-grade
in a nontraditional 1 students. Students worked individually to create digital
classroom setting. storytelling using Scratch over one of the 5th-grade
science standards they learned that year. We practiced
creating a Scratch project together, so the students can
get an idea of how to code and we went over the rubric
together so the students know what was expected of
them in the Scratch project. Additionally, I went over the
project guidelines, how to solve our troubleshooting
problems, and how we would provide feedback which is
evidence of my ability to manage the use of technology
for learning in a non-traditional classroom setting.
Criterion 20 is highlighted in this video from 0:00-
2:22.
21. Create opportunities Diaz- In Artifact 11, I share the creative computing project I
for students to use a Schweitzer_Artifact1 developed and implemented with my 5th-grade
design process and/or 1 students. My example of a Scratch done with the
computational thinking. students and student work samples of their Scratch
Project provides evidence of my ability to create
opportunities for students to use a design process
and/or computational thinking. Students used the
Creative Learning Spiral design process and

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computational thinking techniques to create their own

digital storytelling of a standard they learned in science
class in 5th grade. Criterion 21 is highlighted in this
video from 2:24-4:42.
22. Model and nurture Diaz- In Artifact 11, I share the creative computing project I
creativity. Schweitzer_Artifact1 developed and implemented with my 5th-grade students
1 as evidence of my ability to model and nurture creativity
in a technology-rich classroom. When introducing the
project I showed the students my own Creative Learning
Spiral design I did for my class to show them the
importance of taking risks, experimenting, and learning
from my mistakes to improve upon my own learning. I
wanted to create a safe space for my students to
experiment and take their own risks as they created
their Scratch Project over one standard they learned in
science class over the year. The relationship I develop
and foster with my students throughout the project
shows my capacity to model and nurture creativity in my
classroom. Criterion 22 is highlighted in this video
from 4:45-7:44.
7. Analyst 23. Provide alternative Diaz- In Artifact 9, I share a personalized learning math unit I
ways for students to Schweitzer_Artifact9 developed for my 5th-grade students over decimals.
show competency. Students were able to show their competency through
the Nearpod lessons, Dreambox, and Formative. All of
these are digital platforms that I used in my weekly
check-ins to show students their progress. If students
needed to redo the lesson I could reassign it to them on
the digital platforms and have them try it again. For the
summative assessments, students could complete it in
one of three ways: they could take it in Formative, they
could take it in paper/pencil format, or they could take it

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as a series of questions through Nearpod. Criterion 23

is highlighted in this video from 3:49-5:45.
24. Use assessment Diaz- In Artifact 12, I share a technology-based formative and
data to inform and guide Schweitzer_Artifact1 summative assessment I designed, implemented, and
instruction based on 2 analyzed in my 5th-grade math classroom to guide and
individual student personalize instructional planning. The formative
needs. Module 2 Unit in math comprised of order of operations
with whole numbers and based on the assessment I
was able to reflect and pin down the concepts I needed
to remediate and reteach in small group rotations. The
summative assessment was the mid-module test that
comprised of the order of operations of whole numbers
and doing all four math operations with decimals which I
was able to look at the overall data, subgroup data, and
look at the frequently missed questions to guide my
instruction based on individual student needs. Criterion
24 is highlighted in the video from 0:00-2:49.
25. Provide Diaz- In Artifact 12, I share a technology-based formative and
opportunities for Schweitzer_Artifact1 summative assessment I designed, implemented, and
students to reflect on 2 analyzed in my 5th-grade math classroom to guide and
their own learning data. personalize instructional planning. After administering
the summative assessment via Formative, I shared the
results with the students and parents. Students had the
opportunity to review and reflect on their learning data
and ask questions based on the feedback I provided
them in their summative assessment. Students looked
at the most missed questions and did a reflection
activity where they explained their reasoning and found
the answer to the question that was most missed by
using their notebooks as a resource. Criterion 25 is
highlighted in the video from 2:51-4:31.

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