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    The document discusses DASA (Dignity for All Students Act) certification, which recognizes that educators must provide a safe, discrimination-free learning environment for all students. It requires educators to be trained in recognizing and addressing bullying behaviors. The certification ensures educators can meet diverse student needs, advocate for differences, and create a caring environment where all students feel safe and accepted. Connections are made to standards focusing on diverse learners, cultural understanding, and student well-being.

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    The document discusses DASA (Dignity for All Students Act) certification, which recognizes that educators must provide a safe, discrimination-free learning environment for all students. It requires educators to be trained in recognizing and addressing bullying behaviors. The certification ensures educators can meet diverse student needs, advocate for differences, and create a caring environment where all students feel safe and accepted. Connections are made to standards focusing on diverse learners, cultural understanding, and student well-being.

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    The document discusses DASA (Dignity for All Students Act) certification, which recognizes that educators must provide a safe, discrimination-free learning environment for all students. It requires educators to be trained in recognizing and addressing bullying behaviors. The certification ensures educators can meet diverse student needs, advocate for differences, and create a caring environment where all students feel safe and accepted. Connections are made to standards focusing on diverse learners, cultural understanding, and student well-being.

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    42 views4 pages

    Artifcat 3

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    api-417454902
    The document discusses DASA (Dignity for All Students Act) certification, which recognizes that educators must provide a safe, discrimination-free learning environment for all students. It requires educators to be trained in recognizing and addressing bullying behaviors. The certification ensures educators can meet diverse student needs, advocate for differences, and create a caring environment where all students feel safe and accepted. Connections are made to standards focusing on diverse learners, cultural understanding, and student well-being.

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    Artifact #3: Dignity for all Students (DASA) Certification

    DASA is a New York State legislation that was established to provide students with a

    safe learning environment free from discrimination and harassment. It enforces a strict and zero

    tolerance policy against student discrimination, harassment, bullying, intimation, and taunting. I

    am including my DASA certificate in this Elementary Education Portfolio because it recognizes

    that I am aware of the seriousness and prevalence of behaviors such as bullying and harassment

    occurring in today’s schools. In addition, the DASA certification has taught me how to

    recognize, act upon, and follow up with bullying type behaviors as it is my duty and

    responsibility as an educator. Students from Medaille’s Masters of Science in Education Program

    are required to complete the DASA training as a supplemental part of a course entitled Culturally

    Responsive Teaching. This is important because with the growing diversity among children in

    today’s schools, educators must be aware of not only how to meet the needs of such a diverse

    group of students when it comes to planning and implementing curriculum, but also being able to

    advocate for students and their differences and adopt a pedagogical philosophy of each

    belonging. Creating an affective caring environment is crucial in helping children to feel safe and

    excepted. If children do not feel safe then their learning can be jeopardized along with other

    possible serious repercussions. Therefore, being trained in DASA has made me feel competent in

    the areas of culturally responsive teaching, planning, instruction, and learner accommodation.

    Connections to Standards

    INTASC Standards

    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.

    2(h) The teacher understands students with exceptional needs, including those associated

    with disabilities and giftedness, and knows how to use strategies and resources to address these

    needs.

    2(i) The teacher knows about second language acquisition processes and knows how to

    incorporate instructional strategies and resources to support language acquisition.

    2(j) The teacher understands that learners bring assets for learning based on their

    individual experiences, abilities, talents, prior learning, and peer and social group interactions, as

    well as language, culture, family, and community values.

    2(k) The teacher knows how to access information about the values of diverse cultures

    and communities and how to incorporate learners’ experiences, cultures, and community

    resources into instruction.

    NYS Code of Ethics for Educators

    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

    The Ontario Ethical Teacher Standards

    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.

    TEAC/CAEP Claims 1-3

    Claim 2: Medaille College graduates meet the needs of diverse learners through effective

    pedagogy and best teaching practices

    Claim 3: Medaille College graduates are caring educators.

    NYS P-12 Common Core Learning Standards

    N/A

    NYS Learning Standards

    N/A

    ISTE Standards

    N/A

    ILA Professional Standards

    N/A

    CEC Standards

    N/A

    Ontario Curriculum Standards

    N/A

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