Section Three - Artifact 6

Artifact #6: Assessing Student Math Learning
Artifact #6 is the Assessing Student Math Learning assignment completed by the
candidate focusing on a re-engagement lesson for a topic in mathematics. In this assignment, the
candidate created a learning segment on a geometry topic in mathematics, and then created a
formal assessment. The candidate was then required to create a re-engagement lesson for
struggling students. Including this artifact showcases several competencies as a professional
educator such as planning, instruction, assessment, learner accommodations, and culturally
responsive teaching. This artifact provides evidence of the candidate’s knowledge of
mathematical content and ability to apply the content in a learning segment. This artifact makes
connections with several educational standards, which are listed in detail below.
InTASC Standards
Standard #4: Content Knowledge: The teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teachers and creates learning experiences that make
the discipline accessible and meaningful for learners to assure mastery of the conent.
Standard #5: Application of Content: The teacher understands how to connect concepts and use
differing perspectives to engage learners in critically thinking, creativity, and collaborative
problem solving related to authentic local and global issues.
Standard #6: Assessment: The teacher understands and uses multiple methods of assessment to
engage learners in their growth, to monitor learner progress, and to guide the teacher’s and
learner’s decision making.
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 1: Medaille College graduates know the subject matter in their certification
area(s)
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 Code of Ethics for Teachers

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic
potential of each students: 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 environments

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.
NYS Common Core Learning Standards
CCLS: Math: 1.G.1 – Distinguish between defining attributes (e.g., triangles are closed and
three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw
shapes to possess defining attributes.
CCLS: Math: 1.G.2 – Compose two-dimensional shapes (rectangles, squares, trapezoids,
triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular
prisms, right circular cones, and right circular cylinders) to create a composite shape, and
compose new shapes from the composite shape. (Students do not need to learn formal names
such as “right rectangular prism”).
CEC Standards
Standard #1: Maintaining challenging expectations for individuals with exceptionalities to

develop the highest possible learning outcomes and quality of life potential in ways that respect
their dignity, culture, language, and background.
Artifact: Below is the artifact document for the Assessing Student Math Learning assignment.
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Section Three - Artifact 6

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Artifact #6: Assessing Student Math Learning

Artifact #6 is the Assessing Student Math Learning assignment completed by the

struggling students. Including this artifact showcases several competencies as a professional

educator such as planning, instruction, assessment, learner accommodations, and culturally

responsive teaching. This artifact provides evidence of the candidate’s knowledge of

NYS Code of Ethics for Teachers

Principle 2: Educators create, support, and maintain challenging learning environments

NYS Common Core Learning Standards

Standard #1: Maintaining challenging expectations for individuals with exceptionalities to

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