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:

Link to reflection document/artifact:

Artifact(s) Links Contextualization of Artifact &

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

1. The educator reflects Does not count Curd Personal 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 Contextualization: In Artifact 1, I have set professional
learning goals. learning goals that allowed me to explore and apply
pedagogical approaches to teaching. One goal I set was
to use technology and reflect on the effectiveness of the
tools and technology used. Another goal I set was to keep
my students engaged during the learning standards
through technology. My students were given a statistics
Curd_Artifact1 project that allowed for many technology uses, including

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QR codes, calculators, and different forms of technology

tools used to represent their findings. After implementing
the lesson I was able to reflect on the effectiveness of the
technology tools in my classroom. This criterion is
highlighted in the video from 0:18 to 3:00.
3. Actively participate in a Contextualization: In Artifact 2, I pursued professional
local or global digital interests through professional learning networks (PLNs)
network. both locally and globally. The PLNs included Rambler
Rookies, the high school math department, a Google
Classroom PLN for Algebra 2 teachers, and social media
platforms. I actively participated in the Google Classroom
PLN and I have led blended meetings for the Algebra 2
teachers; I pursued professional interests by creating an
Algebra 2 Google Classroom. While leading the Algebra 2
PLN I introduced the teachers to Google Classroom and
created an online resource for us to collaborate; the
resource also benefits the students by providing them
with resources for the class. I also actively participated in
social media platforms such as Twitter and Facebook by
participating in discussion posts and group messages.
Curd_Artifact2 This criterion is highlighted in the video from 0:17 to 3:12.
4. Report changes made Contextualization: In Artifact 3, I will demonstrate how
to teaching practice staying current with research has changed my teaching
based on timely, practices to support improved student learning outcomes.
research-based best I have also signed up to stay current with research by
practices. joining email groups, Twitter, and Facebook Groups. The
research also includes findings from the learning sciences
and is based on research-based best practices. I used to
teach using only paper and pencil, but then I read a
research article, Develop a New Model to Measure the
Curd_Artifact3 Blended Learning Environments Through Students’

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Cognitive Presence and Critical Thinking Skills by

Alismaiel (2022), about students having an online
repository and keeping students engaged through
blended learning, so now I use Google Classroom in my
class and allow students to view and submit assignments
using technology. All of which have helped to improve
instructional practices in my classroom. This criterion is
highlighted in the video from 0:13 to 3:12.
​
​Reference:
Alismaiel, O. A. (2022). Develop a new model to measure
the blended learning environments through students'
cognitive presence and critical thinking skills. International
Journal of Emerging Technologies in Learning. 17(12),
150-169. https://doi.org/10.3991/ijet.v17i12.30141
2. Leader 5. Promote a shared Contextualization: In Artifact​​13, I was responsible for
vision. Curd_Artifact13 promoting a shared vision by shaping, advancing, and
accelerating the shared vision. The purpose of the shared
vision was to empower learning with technology by
engaging with education stakeholders. The stakeholders
for the shared vision included parents, teachers, an
academic coach, and administrative staff throughout the
Walker County School District. To achieve the shared
vision I researched how to achieve learning outcomes
and empower learning using technology; a survey was
distributed to the stakeholders and all of the information
was complied. An infographic was created and distributed
summarizing the findings to ensure students are ready for
the future, can communicate, are empowered learners,
and can use interactive learning tools. This criterion is
highlighted in the video from 0:38 to 3:30.

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6. Advocate for equitable Contextualization: In Artifact 4, I was responsible for

access. Curd_Artifact4 advocating for equitable access to educational
technology, digital content, and learning opportunities to
meet the diverse needs of all students. I wrote a grant
proposal to integrate technology into my classroom for my
Algebra 2 students; the grant proposal was for TI-83
Calculators. This project demonstrates how to provide
equitable access to technology for all students regardless
of their status, specifically their socioeconomic status.
This artifact shows how the grant was developed to
advocate for students to acquire the TI-83 Calculators
that will provide equitable access for the students and
help to close the digital divide. The grant was submitted to
stakeholders for review for possible future submission.
This criterion is highlighted in the video from 0:08 to 3:08.
7. Model new resources Contextualization: In Artifact 5, I was responsible for
or tools. Curd_Artifact5 identifying, exploring, evaluating, curating, and adopting
new digital resources and tools for learning. During ITEC
7430 (Digital Tools for Learning), I was responsible for
sharing new digital resources with colleagues and fellow
classmates. I shared many digital resources through my
blog posts and modeled how to utilize the tools in the
classroom and provided instructions on how to utilize the
tools. There will be follow-up surveys no more than a
week after a digital tool is implemented to gain feedback
from both the students and the co-teachers. This artifact
demonstrates the implementation and evaluation of the
new digital tools/resources and how the tools were used
and shared. This criterion is highlighted in the video from
0:29 to 3:29.

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3. Citizen 8. Implement learning Contextualization: In Artifact 6, I was responsible for

experiences for students Curd_Artifact6
to be empathetic and
socially responsible.
9. Promote student
behaviors that encourage Curd_Artifact7
curiosity as they critically
identify/examine online
resources.
10. Mentor students in
safe, ethical and legal Curd_Artifact6
implementing a learning experience for students to make
them empathetic and socially responsible. There were
two mini-lessons developed under the category of social
responsibility and empathy for my homeroom students.
One lesson was titled Stopping to Reflect Before Posting
and the other lesson was titled Negative Conversation vs.
Respectful Conversation with a Difference of Opinion.
The artifact showcases how I guided my students by
relating experiences for my students to make positive,
socially responsible contributions, and exhibit empathetic
behavior online. This criterion is highlighted in the video
from 0:10 to 2:56.
Contextualization: In Artifact 7, I was responsible for
promoting student behaviors that encourage curiosity as
they examine online resources. I established a learning
culture for Algebra II students that promoted curiosity and
critical examination of online resources and fostered
digital literacy and media fluency. This was accomplished
through an Evaluating Online Resources Plan with a
lesson titled “Can the website/online resource be trusted;
is it safe or unsafe?” with an emphasis on digital literacy.
The students were introduced to vocabulary via Quizlet,
reviewed a couple of YouTube videos about identifying if
a website is safe, participated in a class discussion,
reviewed the USC Library website for credible sources,
and completed a lesson reflection. This criterion is
highlighted in the video from 0:10 to 3:10.
Contextualization: In Artifact 6, I was responsible for
guiding my students in the safe, ethical, and legal use of
technology and digital tools; including intellectual

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use, including intellectual
property.
11. Model responsible
use, including protection Curd_Artifact6
of digital identity and
personal data.
4. 12. Collaborate with
another educator.
Collaborator
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property. Mini-lessons were developed under the category
of Online Safety, Ethical and Legal Use of Technology for
my homeroom students. The mini-lessons also include
the protection of intellectual rights and property. One
mini-lesson was developed titled Cell Phones in the
Classroom and one titled Facebook Privacy. This artifact
showcases how I guided my students by relating
experiences for my students to utilize online safety,
ethical, and legal uses of technology. This criterion is
highlighted in the video from 2:57 to 5:32.
Contextualization: In Artifact 6, I was responsible for
modeling the responsible use and protection of digital
identity and personal data. Mini-lessons were developed
under the categories of Digital Identity and Data Privacy
for my homeroom students. One mini-lesson was titled
Social Media Impressions and the other was titled
Tracking Your Digital Footprint. This artifact showcases
how I guided my students by relating experiences for my
students and managing their digital identity and protecting
their data privacy. This criterion is highlighted in the video
from 5:33 to 8:13.
Contextualization: In Artifact 8, I demonstrate how I
Curd_Artifact8 collaborated with colleagues to create authentic learning
experiences using technology to learn about water
consumption and usage. In ITEC 7400 (Teaching,
Technology, and Student Engagement), I was responsible
for implementing an Engaged Learning Project. Through
discussions during online sessions, a colleague and
myself chose to collaborate on this project. By working
together we were able to design and implement an
authentic and meaningful learning experience using
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technology for 5th-grade, 11th-grade, and 12th-grade

13. Co-learn with students
about a new digital tool. Curd_Artifact1
14. Facilitate students’
virtual meetings with Curd_Artifact8
experts or students.
students. This criterion is highlighted in the video from
0:14 to 2:42.
Contextualization: In Artifact 1, I co-learned a new digital
tool with my students, the tool was new to myself and my
students. The tool we co-learned was Canva and used
the tool for resume writing. One of the challenges I
experienced was creating a Canva Classroom and
learning how to use the program together. Another
challenge we had to overcome was learning to log in and
use our Canva accounts. We also had successes that
included learning a new digital tool, using the tool for job
applications, and learning a tool that we could continue to
use in the future. This criterion is highlighted in the video
from 3:00 to 5:55.
Contextualization: In Artifact 8, I was responsible for
facilitating students’ virtual meetings with other students
and this was done with 5th-grade students in Mrs.
Alexsandra Diaz’s classroom and 11th and 12th-grade
students in my classroom. Collaborative tools to expand
students’ authentic real-world learning experiences were
used by engaging with experts, teams, and students,
locally and globally. Students viewed a video by Balsher
Singh Sidhu on YouTube and they were introduced to
Greta Thunberg, a Swedish Activist, as the opening for
the Engaged Learning Project. They then collaborated
with Mrs. Diaz’s 5th class through the facilitation of
myself and Mrs. Diaz. This criterion is highlighted in the
video from 2:43 to 4:54.

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15. Demonstrate effective Contextualization: In Artifact 8, I demonstrate how I

communication with all Curd_Artifact8 understood the importance of effectively communicating
students’ supporters. with students, parents, and colleagues. The Engaged
Learning Project has an emphasis on cultural
competency by allowing students to explore not only their
own water consumption/usage but explore the use of
other students in a different part of Georgia and they then
explored the consumption/usage of other countries.
Cultural competency was specifically achieved because
Mrs. Alexsandra Diaz has a classroom that is taught in
both Spanish and English, this provided a language
barrier that needed to be overcome for the students in
my classroom. The Engaged Learning Project was
completed by collaborating with Mrs. Alexsandra Diaz’s
5th-grade class. The findings were shared on a Google
Site which could be viewed by the students, parents,
colleagues, and other stakeholders. This criterion is
highlighted in the video from 4:55 to 6:54.
5. Designer 16. Accommodate learner Contextualization: In Artifact 9, I was responsible for
differences. Curd_Artifact9 accommodating learner differences through the use of
technology with high school students in Algebra 2. This
was accomplished through creating, adapting, and
personalizing learning experiences that foster
independent learning and accommodate learner
differences and needs. The artifact showcases how I
have designed my classroom for learning by using
technology to fit individual consumption. The
Personalized Learning Plan includes pictures, audio,
video, contrasting colors, and clarifying vocabulary where
necessary. This criterion is highlighted in the video from
0:15 to 3:19.

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17. Align to content area Contextualization: In Artifact 8, I was responsible for

standards. Curd_Artifact8 aligning the Engaged Learning Project to content area
standards and designing authentic learning activities
using digital tools and resources. All of these were
technology-rich and provided the students with active,
deep learning experiences for the students. The Engaged
Learning Project was aligned to the ISTE Student
Standards, Georgia Algebra II/Advanced Algebra
Standards, High School Health Standards, 5th-grade
Math Standards, and 5th-Grade Health Standards. The
project itself demonstrates the students’ water
consumption/usage and compared the findings between
students in 5th grade and high school students. This
criterion is highlighted in the video from 6:54 to 10:12.
18. Design a digital Contextualization: In Artifact 10, I was responsible for
learning environment. designing a digital learning environment for my students.
To achieve this goal, I had to explore and apply
instructional design principles to create innovative digital
learning environments for my students that support
engagement and support learning. I designed an online
learning experience using Canva to create a website for
students in Algebra II for a statistics module. Instructional
design principles were used, feedback was received, and
learners were given guidance to create innovative digital
learning environments. The module utilizes digital tools
including Canva, Forms, Docs, and Slides. This criterion
Curd_Artifact10 is highlighted in the video from 0:17 to 3:08.
6. Facilitator 19. Facilitate and guide Contextualization: In Artifact 9, I was responsible for
learning as students take Curd_Artifact9 facilitating and guiding learning for my Algebra II students
to take ownership of their learning goals in both

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ownership of their independent and group settings. This artifact provides

learning goals. evidence of personalized learning through the
development of a Personalized Learning Plan. This was
accomplished through the development of a statistics
lesson which allowed the students to have a voice and
choice in demonstrating and evaluating their competency
of the standards. The students were responsible for
developing, tracking, developing strategies to achieve
goals, and reflecting on those goals. This criterion is
highlighted in the video from 3:19 to 6:14.
20. Manage the use of Contextualization: In Artifact 11, I was responsible for
technology for learning in Curd_Artifact11 managing the use of technology for learning in a
a nontraditional non-traditional classroom setting. This was done through
classroom setting. the creation of the Creative Computing Project in ITEC
7485 (Creating with Emerging Technologies). The
Creative Computing Project included students in my
homeroom classroom and a documentary called The
Social Dilemma. While implementing the project the entire
documentary was viewed and the students created a
reflective project to complete the project. The artifact
displays how I kept learners engaged and on task during
the lesson, as well as outlining rules, guidelines, and
parameters, regarding the use of technology. This
criterion is highlighted in the video from 0:09 to 2:33.
21. Create opportunities Contextualization: In Artifact 11, I was responsible for
for students to use a Curd_Artifact11 creating learning opportunities for my students to use the
design process and/or design process by challenging the students to be
computational thinking. innovative and solve problems through the use of the
Creative Computing Project developed in ITEC 7485
(Creating with Emerging Technologies). The design

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process that I used included the topics ask/define,

understand, reflect, plan, and create. This was achieved
by asking the students in my homeroom class to
ask/define questions during an introduction, understand
and reflect while viewing The Social Dilemma
Documentary, and finally plan and create while reflecting
on the Creative Computing Project. This criterion is
highlighted in the video from 2:34 to 5:40.
22. Model and nurture Curd_Artifact11 Contextualization: In Artifact 11, I was responsible for
creativity. modeling and nurturing creativity for my students. This
was done for students in my homeroom class at
LaFayette High School. The students were encouraged to
use creative expression to communicate ideas,
knowledge, or connections. The artifact shows where I
provided the students with an example reflection for the
students. However, the students were given a voice and
choice to nurture their creativity to showcase their
reflections to an authentic audience. This criterion is
highlighted in the video from 5:41 to 7:59.
7. Analyst 23. Provide alternative Curd_Artifact9 Contextualization: In Artifact 9, I was responsible for
ways for students to show providing alternative ways for Algebra II students to show
competency. competency and reflect on their learning standards
through the use of technology. The artifact displays how
the students were given voice and choice using many
different forms of digital tools. The students were given
options such as podcasts, Canva, Loom, Google
Platforms, and so many more digital tools to show
competency and reflect on their learning. I designed and
implemented projects that would allow my students the
opportunity to showcase their learning using technology.
This criterion is highlighted in the video from 6:14 to 8:44.

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24. Use assessment data Curd_Artifact12
to inform and guide
instruction based on
individual student needs.
25. Provide opportunities Curd_Artifact12
for students to reflect on
their own learning data.
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Contextualization: ​In Artifact 12, I was responsible for
using assessment data to inform and guide instruction for
students in Algebra II. This was accomplished through the
use of technology to design and implement a variety of
formative and summative assessments that
accommodate learner needs, provide timely feedback,
and inform instruction. ITEC 7305 (Data Analysis and
School Improvement), allowed me to perform a
Summative Assessment Analysis that was used to
analyze my instructional practices and analyze student
learning. The data analyzed 72 students in Algebra II, 20
of those students are special education students, the 72
students were split into 3 classes, 2 of which have
co-teachers. The artifact demonstrates how I made
adjustments to my instruction based on the data that was
collected and analyzed. This criterion is highlighted in the
video from 0:13 to 2:34.
Contextualization: In Artifact 12, I was responsible for
using assessment data to guide progress and
communicated with students, parents, and education
stakeholders to guide student self-direction. The data was
shared with students in Algebra II, their parents, and other
stakeholders via PowerSchool and Google Classroom.
The students were given a self-assessment to reflect on
their learning using a Google Form. Through the
self-assessment, the students were able to determine if
they would like to revise their work, adjust their learning
goals, or set new personal learning goals. This criterion is
highlighted in the video from 2:34 to 5:32.
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