ALIGNMENT MAP

ISTE CERTIFICATION
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ISTE Certification
Updated June, 2022

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):

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Link to artifacts folder/space:

Link to reflection document/artifact: Briana Norwood's Reflection

Artifact(s) Links Contextualization of Artifact &

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

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 In Artifact 1, I set two professional learning goals that
learning goals. explored pedagogical approaches using instructional
technology to meet the needs of the learners in my
classroom. These goals were met in a two day lesson
focusing on how rocks are formed. Students used
research from Nearpod and Get Epic to go through the
writing process of an informational essay that aligned with
Norwood_Artifact1 Georgia Milestones assessment. Students also applied

their knowledge on rocks to develop a better

understanding of word problems and become designers
of their own game using Blooket. Criterion 2 is highlighted
in the video from 0:00 to 2:54.

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3. Actively participate in a In artifact 2, I pursued interests in professional learning

local or global digital networks by actively participating in both Twitter and
network. Facebook local and global learning networks. My Twitter
account was created so that I could provide teacher tips
and comic relief for educators and engage and retweet
others who are a part of the professional learning
network. On Facebook, the three local professional
learning networks I participate in were: "Teachers of
Atlanta", "Teacher Tech", and "Coalition for a Safe
DCSD", to keep engaged in what is happening locally
amongst the different school districts in the surrounding
Atlanta areas. "3rd Grade Rocks" is a global network that
I am a part of to educate myself on what other teachers
are doing with third grade curriculum around the world.
Norwood_Artifact2 Criterion 3 is highlighted in the video from 0:00 to 2:35.
4. Report changes made In artifact 3, I stay current with research that supports
to teaching practice improved student learning outcomes by researching
based on timely, articles that relate to social emotional learning. Once
research-based best researching, I realized the impact SEL has on multiple
practices. domains in education. Teaching at a STEM certified
school, I have to stay current with research that impacts
my instruction. I used to only complete PBL's in science,
but I learned from "Promoting social and emotional
learning competencies in science, technology,
engineering, and mathematics project-based
mathematics classrooms" by Yi Jung Lee is that PBM's
(project-based mathematics) can encourage student
Norwood_Artifact3 engagement which

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enhances SEL. Combining both types of project-based

learning across all subjects will help students better deal
with coping skills and collaboration with peers. Applying
this to STEM will help students develop a deeper
understanding of a topic and gain a better understanding
of themselves through a newfound confidence. This
criterion is highlighted at 00:01-02:54.
2. Leader 5. Promote a shared Norwood_Artifact13 In artifact 13, I shaped, advanced, and accelerated a
vision. shared vision for empowered learning with technology by
engaging with education stakeholders through a Google
Form. To formulate a shared vision, I analyzed the
feedback collected from individuals at my school and
within my district who are a part of technology integration.
For my instructional practices, I offered students a choice
in how they complete assignments and based on
feedback from other stakeholders, providing students a
choice in which technology program to use, empowers
learning. Artificial Intelligence is becoming more popular
in culture everyday and some stakeholders would like to
see DCSD incorporate it into their technology plan. This
criterion is highlighted at 00:00-03:44.

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6. Advocate for equitable Norwood_Artifact4 In artifact 4, I advocated for equitable access to

access. educational technology, digital content and learning
opportunities by writing a grant proposal for Reflex Math.
The majority of the student population at Ashford Park
Elementary are high performers, however student's
growth each year in math does not match the growth
achieved in ELA. As a third grade teacher, mastery of all
four basic facts is not evident at the beginning of the
school year for students with learning disabilities, ELL
learners, or learners who perform below grade level.

Being that these students are now subject to statewide

testing, in addition to learning a new skill: fractions,
fluency in math is needed to be successful to master
grade-level standards. To meet the diverse needs of all
students, I explored Reflex Math for basic facts fluency
as that is an area of growth needed for grades 1-5 and
proposed it to Mathematics Manipulatives and Materials
Opportunity Grant. This criterion is highlighted from
00:01-02:26.

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7. Model new resources Norwood_Artifact5 In artifact 5, I modeled for colleagues the identification,
or tools. exploration, evaluation, curation and adoption of new
digital resources by creating a digital evaluation tool and
posting it on my blog post. The four tools were evaluated
and shared were: Nearpod, ZOOM, Google Docs, and
Scratch Jr. These tools were introduced to the staff at
Ashford Park Elementary through collaborative planning
and vertical meetings. I demonstrated to teachers how to
use these tools and to utilize the Google Form to
determine if the tools are suitable for their classroom.
This criterion is highlighted at 00:00-03:41.
3. Citizen 8. Implement learning Norwood_Artifact6 In artifact 6, I created two lessons that created
experiences for students experiences for learners to make positive, socially
to be empathetic and responsible contributions and exhibit empathetic behavior
socially responsible. online that builds relationships and community.
Mini-lesson 5 focused on students displaying empathetic
behavior through knowing how to promote positive
feedback and discussion online. Mini-lesson 6 focused on
students knowing what information is ok to share online
while understanding that it is not safe to share personal
information online. My artifact demonstrates how I guided

my students to be socially responsible while exhibiting

empathetic behavior online. This criterion is highlighted at
00:00-02:52.

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9. Promote student Norwood_Artfact7 In artifact 7, the goal was to foster digital literacy and
behaviors that encourage media fluency by understanding what reliable and
curiosity as they critically unreliable information is when researching. Third grade
identify/examine online students had to write a research/informational essay
resources. based off of their examination of online resources. This
established a learning culture that promotes positivity as
students had to understand and utilize a rating scale on
types of resources and take responsibility for which one
to include in their essay. Students then went through the
writing process in which they peer-reviewed their essay
with a partner before conferencing with the teacher. This
criterion is highlighted at 00:01-02:24.
10. Mentor students in Norwood_Artifact6 In article 6, I created two lessons where I mentored
safe, ethical and legal students with digital tools. In mini-lesson 3, students used
use, including intellectual safe, ethical and legal practice by citing information from
property. a text/passage to ensure that they were not plagiarizing
information they researched. In mini-lesson 4, I modeled
to students which websites were credible so that when
working independently, their intellectual rights were
protected. This criterion is highlighted at 02:53-06:19.
11. Model responsible Norwood_Artifact6 In artifact 6, I created two lessons that modeled
use, including protection responsible use while using the internet. In mini-lesson 1,
of digital identity and students learned how to protect their digital identity by not
personal data. sharing their login information for the Chromebook and
digital platforms they use daily. In min-lesson 2, students
learned about the dangers behind creating accounts
without the permission of an adult. This criterion is
highlighted at 00:00-03:16.

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4. 12. Collaborate with Norwood_Artfact8 For artifact 8, I partnered with the STEM teacher and
another educator. media specialist to create authentic learning experiences
Collaborator that leverage technology. Each week during our grade
level's collaborative planning, the STEM teacher sat with
the third grade level team to see what genre of writing or
grammar skill was focused on for the week to incorporate
it in the STEM Gems/Gents program and within the
science curriculum. Communication with the media
specialist happened so that she could include STEM
highlights in the weekly news. During the last school news
program of the month, the media specialist adds the
Scratch story to the program for the entire school to see.
The criterion is highlighted in 00:00-1:47.
13. Co-learn with Norwood_Artifact1 In artifact 1, I collaborated with my students to discover a
students about a new new digital resource, Blooket. I created an account
digital tool. through Google, then I had set up a game that I
discovered using the platform so that both the students
and I were familiar site. After displaying the "create a
Blooket" page on on the flat panel for the entire class, we
could co-planned how to design the game, troubleshoot
technology issues and decided which comprehension
questions to include based off a book the entire class
read. After creating the game, students tested out each
others games to make sure there were no glitches in how
the game was designed. Criterion 13 is highlighted in the
video from 2:55 to 5:58.

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14. Facilitate students’ Norwood_Artfact8 In artifact 8, I used collaborative tools to expand

virtual meetings with students' authentic, real-world learning experiences by
experts or students. having them create and share their Scratch stories to the
school community. Through Ashford Park Elementary's
STEM

Gems program, participants were trained to code by the

teachers of that program. Using Scratch, students had to
apply their coding skills by creating a story. Students
downloaded and shared their Scratch codes with other
students in the program, teachers, and the school's
media specialist. Each month, one student was selected
to participate in Scratch of the week on our schools news
program, EAGLE News. Students then engaged with
experts locally and physically through The STEM
department within the county, STEM recertification team
for the state, and Youtube through the EAGLE News.
This criterion is highlighted at 01:48-3:44.

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15. Demonstrate effective Norwood_Artfact8 In artifact 8, students, parents and colleagues interacted
communication with all with each other as co-collaborators through weekly
students’ supporters. communication in the classroom and through
newsletters. Each week, there were STEM Gems
reminders that went home in Thursday packets and a
digital Principal's Post including information happening
around the school. To demonstrate cultural competency,
students were told to write their stories based off of
topics they covered in social studies. While working on
their stories and coding skills in Scratch, STEM Gems
teachers monitored their progress and had open
discussions about challenges they have connecting their
stories to Scratch. This criterion is highlighted at 03:45-
05:32.
5. Designer 16. Accommodate Norwood_Artifact9 In artifact 9, I used technology to create, adapt and
learner differences. personalize learning experiences that fostered
independent learning by guiding students to learn and
present in a style they feel most comfortable with.

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Through monitoring students' work ethics and checking in

17. Align to content area Norwood_Artfact8
standards.
with students, I was able to provide questions stems to
help students develop ideas and keep them on track. To
accommodate the learner's differences and needs,
students are able to choose how they want to research
and present a project assigned in each subject. Offering
students a range of representation through the Universal
Design for Learning (UDL) approach like: visuals,
models, audio, and videos allowed them to participate in
a personalized learning experience. This criterion is
highlighted at 00:06-02:18.
In artifact 8, authentic learning activities that aligned with
content area standards were done with the use of the
digital tool, Scratch. Students were challenged to create a
realistic story on a topic they covered in social studies.
Students in grades 1-2 had the option to create a one-
step word problem, while students in 3-5 had the option
to create a two-step word problem. These two types of
coding experiences maximized active, deep learning.
This criterion is highlighted at 05:33-07:39.

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18. Design a digital In artifact 10, I explored and applied instructional design
learning environment. principles that created innovative digital learning
environments in mathematics. Students were provided
three different environments that engaged and supported
learning: MyMath, Clever and Canvas. In addition, active
communication through Class Dojo, School Messenger
and Padlet kept both parents and students aware of what
was being covered for the week. Through the syllabus,
every stakeholder was aware of the weekly instructional
Norwood_Artifact10 design. This criterion is highlighted at 0:01-2:51.

6. Facilitator 19. Facilitate and guide Norwood_Artifact9 In artifact 9, I fostered a culture where students took
learning as students take ownership of their learning goals by allowing them to
ownership of their create their own academic and collaboration goals at
learning goals. least twice a school year or two times each semester.
Students who need additional meetings to revise their
goals are noted in their personalized learning plans
(PLPs). In both independent and group settings, students
were able to track their progress throughout the year in
their interactive notebook (INB). This criterion is
highlighted at 02:14-04:23.

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20. Manage the use of Norwood_Artifact11 In artifact 11, how I managed the use of technology and
technology for learning in student learning strategies in digital platforms was
a nontraditional through a shared Google Drive folder and Scratch Jr.
classroom setting. Expectations for technology use were discussed and
understood by each student as them and their parents are
required to sign a technology usage waiver. Being that my
school has a 1:1 technology ratio, students were also
expected to come prepared with charged devices. After
creating a quick link access to Scratch Jr. in Google,
students were guided to reach out to their peers for
troubleshooting errors or help with downloading their
Scratch codes and uploading them in the Google Drive.
This criterion is highlighted at 00:05-02:34.
21. Create opportunities Norwood_Artifact11 In artifact 11, I created learning opportunities that
for students to use a challenged students to use a design process by having
design process and/or them create a story that could be depicted through
computational thinking. Scratch about the journey of a European explorer during
exploration. When writing a narrative story, students had
to brainstorm in the interactive notebook the story
elements, including dialogue between the explorer and

another person that was conveyed through coding. This

displayed computational skills that were innovating and
solved problems. Students were provided a rubric on the
requirements of their Scratch story which included: the
writing process, coding, characters/sprites, background,
and spelling/grammar errors. This criterion is highlighted
at 02:35-04:41.

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22. Model and nurture Norwood_Artifact11 In artifact 11, I modeled creativity by going through the
creativity. writing process myself as a teacher before creating my
own Scratch story. I nurtured creativity and creative
expression to communicate ideas, knowledge, and
connections by allowing them to create their narrative
story of what a European explorer experienced on their
journey and design or create their own sprites and
backgrounds. Although students were taught the basics of
coding with Scratch, many explored other coding features
like sounds and importing different backgrounds and
sprites from the internet into their story. After reviewing
peers' Scratch stories through the shared Google Drive
folder, students were allowed to post positive feedback for
their peers on Padlet. This criterion is highlighted at
04:42-07:51.
7. Analyst 23. Provide alternative Norwood_Artifact9 In artifact 9, I provided alternative ways for students to
ways for students to show demonstrate competency by having them write across
competency. the curriculum using the 4 C's (critical thinking,
collaboration, communication, and creativity). Students
reflected on their learning using the technology platforms:
Flip, Storybird, STEMscopes, and Canva. Writing is a
challenge for third graders and getting them to
acknowledge it in all subjects outside of ELA is important.
Students' goal was to demonstrate mastery in narrative

and informational/explanatory writing in social studies and

science and be able to write a two-step word problem in
math. This criterion is highlighted at 04:24-06:33.

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24. Use assessment data Norwood_Artifact12
to inform and guide
instruction based on
individual student needs.
25. Provide opportunities Norwood_Artifact12
for students to reflect on
their own learning data.
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In artifact 12, I used technology to design and implement
a variety of formative and summative assessments by
creating a test on Illuminate that included both multiple
choice questions and constructed responses. This
platform allowed me to select questions that aligned to
the standards covered in unit four of third grade in DCSD.
To accommodate learner needs, I provided the
opportunity for students to retest and averaged out their
scores for their final grade. I realized that with me
teaching two different classes, one class was getting
more instruction than the other. Adjustments that I made
with my instruction was making sure that every student
understands the standard and what is expected from
them for each question by providing them instant
feedback and pulling them into small groups more
consistently. This criterion is highlighted at 00:01-04:13.
In artifact 12, I used the assessment data to guide
progress and communicate with students by sharing their
results anonymously to the class as a lesson. With
administration, the results were accessible on the
Illuminate platform. Communication with parents and
education stakeholders were shared through Infinite
Campus and weekly newsletters. To build student self-
direction, the class participated in a poll using Illuminate
that hid their name to only display their responses to the
commonly missed questions/standards. Students had an
open discussion with their peers on justifying the correct
answer and which constructed
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responses were strong or weak. Afterwards, the teacher

reviewed the correct answers with the students. The
students realized that rereading questions was something
they lacked when taking their assessment, which led to
them not double checking their responses, causing them
to miss questions they had mastered during small group
rotations. This criterion is highlighted at 04:16-08:01.

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