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Section three: Teacher Candidate Artifacts

Introduction

The following section of my portfolio displays artifacts I have created over the course of

the M.S Ed Elementary program at Medaille College. The artifacts showcase my ability to plan,

asses, and provide instruction successfully to students in a manner that is engaging and promotes

equity throughout the classroom.

As a teacher, it is crucial to utilize professional standards throughout the profession of an

educator. The following standards will be discussed and utilized within each artifact; INTASC

Standards, NYS Code of Ethics Standards for Educators, NYS P-12 Common Core Learning

Standards, NYS Learning Standards, DOE Claims and CAEP Standards, ISTE Standards for

Teachers and/or Students, ILA International Literacy Association Professional Standards, CEC

Standards, Ontario Curriculum Standards, and Ontario Teacher Ethical Standards.

Connecting these standards to the following artifacts is essential in implementing the

necessary tools, skills, and abilities a teacher candidate must require in order to be a successful

educator. More specifically, the following artifacts will showcase how I will implement

professional standards for ELL students and engage and support all learning levels/styles as well

as all exceptionalities.

The following nine artifacts demonstrate how I have connected my knowledge, skills, and

abilities throughout the course of the M.S Ed Elementary program. As a result, I have created

professional artifacts that demonstrate my passion, creativity, knowledge, and determination to

create a curriculum that is culturally responsive, promotes equity, and respects all learning

levels/styles and supports all children regardless of exceptionalities.

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The following artifacts will showcase, to you the reader, my preparedness to teach in the

elementary classroom. More specifically, the following artifacts demonstrate how I have

implemented and incorporated learning styles/levels of all students through various lessons,

learning segments, and assignments and how they connect to my best teaching practices,

theories, theorists/experts in the field of education as well as their connections to the curriculum

and professional standards. The artifacts I have chosen for this section of my portfolio project

will demonstrate my teaching through a variety of courses such as literacy, math, and science

and how I will weave multiple subjects through a range of courses. In addition, I will display

how I will organize my curriculum in a manner that promotes equity for all students regardless of

learning level/style, or exceptionalities. To conclude, the following artifacts will showcase my

teaching effectiveness, ability, and readiness to be a caring educator.

The following artifacts include a Weebly website; key components of my Weebly

website include classroom rules, an interactive PowerPoint on cyber safety, a lesson and

SMART notebook activity on numbers and counting, an interactive Padlet activity about the life

cycle of a frog, virtual fieldtrips, and additional resources for both parents and students.

Additional artifacts include a Pecha Kucha presentation surrounding the topic of blindness, a

culturally responsive teaching activity, my Dignity for All Students (DASA) certification, a math

learning segment, a literature study, a literature lesson plan, a science learning segment, and a

grade one google classroom.

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Artifacts & Rationales

Artifact #1: Weebly Website

Overview

The first artifact I have included is my Weebly Website

(https://msgloushersclassroom.weebly.com/) that displays a variety of materials I feel are

important to include on a classroom website. More specifically, the website demonstrates my

knowledge of technology as well as my creativity and ability in implementing a website for a

grade one classroom that is all inclusive and engaging. Key components of my Weebly website

include classroom rules, an interactive PowerPoint on cyber safety, a lesson and SMART

notebook activity on numbers and counting, an interactive Padlet activity about the life cycle of a

frog, virtual fieldtrips, and additional resources for both parents and students. The components of

my Weebly website demonstrate how I will instruct, engage, and plan for my students in a

manner that promotes equity through the implementation of technology in addition to involving

parents in their child’s learning.

As noted by technology expert, Kathy Schrock, implementing technology throughout the

classroom is incredibly important for technology sets up students to be successful in a society

where technology it utilized and constantly changing (“Kathy Schrock,” n.d.).

Connections to Standards

INTASC Standards

Progression for Standard #4: Content Knowledge

Standard four of the INTASC standards apply to this artifact because as an educator I

have utilized my knowledge of technology and implemented it throughout my Weebly website to

provide both students and parents with resources as well as interactive and engaging lessons and
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activities. As an educator I believe implementing technology throughout a student’s learning

experience is very important and plays a key role within our society.

Progression for Standard # 10: Leadership and Collaboration

Standard 10 of the INTASC standards apply to this artifact through the use of the Weebly

website because parents are encouraged to take part in their child’s learning experience. For

instance, in the Cyber Safety presentation, parents are also provided with additional information

regarding cyber safety. Additional resources are also embedded in the website for both students

and parents.

NYS Code of Ethics Standards for Educators

Principle 6: Educators advance the intellectual and ethical foundation of the learning

community.

Principle six of the NYS Code of Ethics Standards for Educators applies to this artifact

because as an educator it is my responsibility to also understand what is known, to pursue further

knowledge, and to contribute to the generation of knowledge. This can be seen throughout the

Cyber Safety presentation in my Weebly website; throughout this presentation I have provide my

students with the necessary tools they need in order to understand what is cyber safety, what it

looks like, and how to be cyber safe. In order to demonstrate and implement cyber safety

successfully, as an educator I too must hold myself accountable to understand the content of my

cyber safety presentation as well as pursue this knowledge and implement it throughout my daily

activities.

DOE Claims & CAEP Standards

Standard 1: Content and Pedagogical Knowledge

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1.5 Providers ensure that candidates model and apply technology standards as they

design, implement and assess learning experiences to engage students and improve learning; and

enrich professional practice.

Standard one of the DOE Claims and CAEP Standards applies to myself as an educator

through the creation of my Weebly website because I have implemented learning experience that

will engage my students and improve their learning. This can be seen through my Numbers and

Counting lesson where I utilize technology to continue an on-ground classroom lesson where

students are provided with a background information during class time and have the opportunity

to review the lesson online in an engaging, visual format. Once students have reviewed this

lesson from our class website, students will have the knowledge they need to continue working

on this activity the following day in their on-ground classroom. This is an example of improving

learning for students for they are provided with a variety of tools to support a range of learning

styles and levels.

ISTE Standards for Teachers and/or Students

Standard 3: Citizen – Educators inspire students to positively contribute to and

responsibly participate in the digital world.

3c: Educators mentor students in safe, legal, and ethical practices with digital tools and the

protection of intellectual rights and property.

Standard three of the ISTE Standards for Teachers applies to this artifact because my

Weebly website displays how I will keep my students safe when working online. This is done

through the cyber safety presentation where we discuss what it means to have a digital footprint.

In addition, parents are also provided with resources on how they too can keep their children safe

online.
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CEC Standards

Standard 2: Understanding and Addressing Each Individual’s Developmental and

Learning Needs.

2.1 Candidates apply understanding of human growth and development to create

developmentally appropriate and meaningful learning experiences that address individualized

strengths and needs of students with exceptionalities.

Standard two of the CEC Standards applies to this artifact because through my Weebly

website I provide material that is accessible and addresses all of my students’ specific strengths

and needs. For instance, I have provided resources for virtual fieldtrips for my students. By doing

so, all students have the opportunity to visit these places located all over the world.

Ontario Teacher Ethical Standards

Ethic standard: Respect

The ethic standard of respect under the Ontario Teacher Ethical Standards is seen

throughout my Weebly website. For instance, students are encouraged to engage in the process

of creating the classroom rules. This is done on my website by creating an interactive Padlet

where students can type, post a video, or a picture regarding what they believe our classroom

rules should entail. As well, the presentation on cyber safety provides students with the tools

they need to understand how to use technology respectfully for themselves and how to respect

their peers as well when working with technology.

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Artifact # 2: Pecha Kucha Presentation

Overview

The second artifact I have included in my Portfolio is my Pecha Kucha presentation

(https://screencast-o-matic.com/watch/cYXXeYMAIS). My Pecha Kucha is a presentation

surrounding the topic of blindness. I have included this artifact in my Portfolio because it

demonstrates a creative way in which I can implement technology into my classroom. In

addition, implementing this variation of a presentation provides students with the opportunity to

demonstrate their understanding of knowledge through ways that are different to the traditional

presentation. More specifically, providing knowledge for students through a Pecha Kucha can

help students learn according to their specific learning styles. Pecha Kucha presentations are very

visual and support students who demonstrate a variety of learning styles and multiple

intelligences including, but not limited to, visual-spatial intelligence and linguistic-verbal

intelligence.

According to Howard Gardner there are multiple intelligences that each individual

possess, however each individual is unique and uses certain types of intelligences over others

(“Multiple Intelligences,” 2013). Gardner’s theory of multiple intelligences helps educators

understand that students possess various learning styles. Through the implementation of Pecha

Kucha presentations, as an educator I am able to support my students various learning styles and

develop my students’ comprehension of what it means to be all inclusive.

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Connections to Standards

INTASC Standards

Progression for Standard #1: Learner Development

Standard one of the INTASC standards applies to this artifact because as an educator I

understand how student learning grows and develops and that not all students possess the same

learning styles. Designing a Pecha Kucha presentation to develop my students’ knowledge on the

topic of blindness demonstrates my awareness of my students varying learning styles. In

addition, I am providing material for my students in a way that challenges their learning

experience.

NYS Code of Ethics Standards for Educators

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

for all.

As an educator I am applying my professional knowledge through the implementation of

this artifact to encourage and promote student learning. In order to create the Pecha Kucha

presentation I must understand and utilize a variety of strategies in order to implement this form

of presentation successfully. In addition, providing this form of presentation for my students

challenged their learning by exploring a different way of learning. Students are given the

opportunity to learn about a topic that they may be unfamiliar with and that promotes equity

within the classroom. By using a Pecha Kucha presentation to implement this knowledge for my

students, I am demonstrating personal creativity and acknowledging that not all students use the

same learning styles. I am encouraging my students to challenge their creativity through an

enriching learning experience that encourages equity in a classroom environment.

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DOE Claims & CAEP Standards

Standard 1: Content and Pedagogical Knowledge

1.2 Providers ensure that candidates use research and evidence to develop an

understanding of the teaching profession and use both to measure their P-12 students’ progress

and their own professional practice.

Standard one of the DOE Claims and CAEP Standards applies to myself as an educator

through the creation of my Pecha Kucha presentation because it demonstrates how my own

research and development of understanding surrounding Pecha Kucha’s and the topic of

blindness help myself as an educator measure my students comprehension of the material

provided to them in a manner that promotes students develop and understanding of the topic of

blindness in an engaging way that is inclusive and recognizes that not all students utilize the

same learning styles.

ISTE Standards for Teachers and/or Students

ISTE Standards for Students

Standard 3: Knowledge Constructor – Students critically curate a variety of resources

using digital tools to construct knowledge, produce creative artifacts and make meaningful

learning experiences for themselves and others.

Standard three of the ISTE Standards for Students applies to this artifact because students

are provided with a digital tool that allows them to demonstrate their knowledge in a creative

manner that encourages students to find resources and make meaningful connections through

their learning for themselves to share with their peers.

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The Pecha Kucha presentation is a great way for students to further their knowledge on a specific

topic in addition to demonstrating their creativity in a manner that respects a variety of learning

styles.

ISTE Standards for Teachers

Standard 6: Facilitator – Educators facilitate learning with technology to support student

achievement of the ISTE Standards for Students.

6d. Model and nurture creativity and creative expression to communicate ideas,

knowledge, or connections.

Standard six of the ISTE Standards for Teachers applies to this artifact because the Pecha

Kucha presentation is a way for students to express their creativity and to communicate their

ideas that is different than standard presentations. By providing this form of presenting, my

students will explore their personal learning styles that demonstrate their knowledge and display

how they make connections.

CEC Standards

Standard 2: Understanding and addressing each individual’s developmental and learning

needs.

Standard two of the CEC Standards applies to this artifact because the Pecha Kucha

presentation provides students with exceptionalities the opportunity to engage in the curriculum

through the use of technology in a manner that promotes and encourages equity within the

classroom. More specifically, if students have a difficult time writing/spelling, students can

create a presentation in the form of a Pecha Kucha where text is not involved in the presentation

and is replaced with visuals.

Ontario Teacher Ethical Standards

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Ethic Standard: Care

The ethic standard of care under the Ontario Teacher Ethical Standards is seen

throughout this artifact because students are provided with the opportunity to demonstrate their

knowledge in a manner that allows all students to express their creativity and comprehension of

the curriculum regardless of exceptionalities or learning styles. Furthermore, by providing this

option for my students to demonstrate their knowledge, I am also demonstrating my commitment

to student learning as well as their well-being through the use of my professional judgment and

demonstrating my compassion and empathy in practice.

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Artifact #3: Culturally Responsive Teaching (CRT) Activity

Overview

The third artifact I have included is my Culturally Responsive Teaching (CRT) Activity.

The inclusion of my CRT activity for my Portfolio is very important for it demonstrates how I

will implement a lesson into my classroom that is engaging, interactive, meets the learning levels

and styles of all students, and promotes and encourages equity in my classroom regardless of

ethnicity, race, gender, sexual orientation, exceptionality, culture, and/or religious beliefs and

values.

The following artifact demonstrates how I will implement a lesson in my classroom that

is culturally responsive. More specifically, the CRT activity demonstrates how I will implement

an activity where students see themselves throughout the curriculum by including students’

exceptionalities and cultural diversities throughout class material. For instance, students will

learn about the different languages spoken by their classmates and engage in an interactive,

culturally responsive read along that incorporates CRT and DASA strategies in order to provide

an enriching, all inclusive, diverse learning experience for all students.

A key theorist utilized throughout my CRT activity is John Dewey. Dewey believed that

as educators, we must provide students with a curriculum that students can relate to and connect

with throughout their personal lives (“Only a Teacher,” n.d.). This is demonstrated in the

following artifact for I hold a discussion with students regarding the different languages spoken

within the classroom, in addition to implementing a read a long where students can see their

cultural backgrounds throughout the book. As a result, students are able to connect their personal

lives to the curriculum.

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Connections to Standards

INTASC Standards

Progression for Standard 2: Learning Differences

Standard two of the INTASC standards apply to this artifact because as an educator I take

the time to learn and understand the individual differences, cultures, and religious beliefs and

values of my students and implement what I have learned about my students and implement it

within my curriculum to ensure an inclusive learning environment that promotes an enriching

educational experience for all learners regardless of ethnicity, race, gender, sexual orientation,

exceptionality, culture, and/or religious beliefs and values.

NYS Code of Ethics Standards for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student.

Principle one of the NYS Code of Ethics Standards for Educators aligns with the

following artifact because as an educator I am aiding my students to value their own identity by

providing them with activities that showcase their own identity and background experiences and

values throughout the curriculum. As a result, students are provided with a wide range of ways

for them to demonstrate their knowledge and abilities throughout their learning.

NYS P-12 Common Core Learning Standards

Speaking and Listening Standards – Grade 1 students: Participate in collaborative

conversations with diverse partners about grade 1 topics and texts with peers and adults in small

and larger groups.

1.d: Seek to understand and communicate with individuals from different cultural

backgrounds.
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The NYS P-12 Common Core Learning Standards, Speaking and Listening Standards for

grade 1 are seen throughout artifact three because the CRT activity’s purpose is to implement

culturally responsive teaching by having students from different cultural backgrounds collaborate

in different groups so that students become exposed to different cultural backgrounds, languages,

values, and beliefs. An example of this demonstrated in my CRT activity is when we have a

group discussion about the different languages spoken by our classmates in our classroom. As

well, as an educator I created small groups where students are grouped with classmates they are

typically unaccustomed to working with. As a result, students learn more about their peers and

are exposed to an enriching environment that encourages cultural diversity and exploration.

DOE Claims & CAEP Standards

Standard 1: Content and Pedagogical Knowledge

1.2 Providers ensure that candidates use research and evidence to develop an

understanding of the teaching profession and use both to measure their P-12 students’ progress

and their own professional practice.

Standard one of the DOE Claims and CAEP Standards applies to myself as an educator

through the creation of my CRT activity because as an educator I have researched the

background of my students so that I can implement a curriculum that allows my students to

connect and see themselves through their learning experience. As a result, students are provided

with an open and safe learning space and will gain a greater sense of self as well as an enriching

learning experience that promotes equity and acceptance.

ISTE Standards for Teachers and/or Students

ISTE Standards for Teachers

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Standard 5: Designer – Educators design authentic, learner-driven activities and

environments that recognize and accommodate learner variability.

5b. Design authentic learning activities that align with content area standards and use

digital tools and resources to maximize active, deep learning.

Standard five of the ISTE Standards for Teachers applies to this artifact because through

my CRT activity I have created culturally responsive activities where students are able to

connect and engage with their peers through both similarities and differences students share. For

example, during an interactive activity students are asked to share with their peers a game that is

common in their culture (Sepak Takraw). During this activity as the educator I allow my students

to become the facilitators where they teach their fellow peers sepak takraw. At this point I guide

my students to use this interactive activity to connect it with our math lesson.

CEC Standards

Standard 2: Understanding and Addressing Each Individual’s Developmental and

Learning Needs.

2.2 Candidates use their knowledge and understanding of diverse factors that influence

development and learning, including differences related to families, languages, cultures, and

communities, and individual differences, including exceptionalities, to plan and implement

learning experiences and environments.

Standard two of the CEC Standards applies to this artifact because as an educator I have

taken into consideration all of my students’ personal backgrounds and implemented them

through various engaging and interactive activities and experiences where students develop an

understanding and acceptance for others in addition to developing a greater acceptance for
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themselves through the ability to connect on a personal level throughout the curriculum

provided.

Ontario Curriculum Standards

Standard 2: Speaking to Communicate

Interactive Strategies: 2.2 – demonstrate an understanding of appropriate speaking

behaviour in a few different situations, including paired sharing and small- and large group

discussions.

Standard two of the Ontario Curriculum Standards applies to the following artifact for

students are provided with multiple opportunities to speak with their pears and practice

responding and contributing to conversations. For instance, as an educator I provide students

with the opportunity to openly discuss the different languages that are spoken in our class. This

provides students with the opportunity to wait respectively for their turn to speak, pose

appropriate questions that pertain to the topic, and provide the opportunity to share their thoughts

in a manner that respects all class members.

Ontario Teacher Ethical Standards

Ethic Standard: Respect

The ethic standard of respect from the Ontario Teacher Ethical Standards applies to my

artifact because as an educator I have implemented various lessons and activities in a manner

that respects cultural values of my students. This can be seen throughout my CRT activity as I

implemented culturally responsive teaching throughout my lesson. Furthermore, students are

able to connect to the curriculum for I have researched my students’ backgrounds and

implemented them throughout the curriculum. This provides students with the opportunity to
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gain self-confidence as well as learn about their peers in an environment that promotes equity in

an open and safe learning environment.

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Cultural Responsive Teaching Activity

Sheena M. Glousher

Department of Education, Medaille College

ECI-535: Culturally Responsive Pedagogy: Shaping Culturally Inclusive Classrooms

Professor Tim Hartigan

August 11, 2020

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Cultural Responsive Teaching Learning Activity

Culturally responsive teaching allows students to see themselves in the curriculum by

including students’ exceptionalities and cultural diversities throughout class material. Therefore,

students can relate to the curriculum they are learning and experience a greater interest in class

lessons. As a result, students may experience an increase in self-esteem, a sense of self-worth,

and a sense of community and belonging among their peers and school community.

The following is a learning activity for grade one students that connects culturally

responsive teaching strategies into a classroom enriched with diversity. Within the learning

activity I will implement CRT and DASA strategies to create an enriching, all inclusive, diverse

learning experience for all students.

Numbers and Counting: Math Lesson

Numbers and counting is a great lesson for a class enriched with diversity for it provides

opportunity for inclusion of all exceptionalities and cultural diversity. Firstly, children will be

introduced to numbers and counting as a form of review from the previous year. I will recruit

three students to help me conduct the first activity; one of these students is reading above a grade

one level, while the other two students are reading at the grade one level. By doing so I am

providing students with the opportunity to gain more responsibility and develop a sense of

purpose and allowing students to have some control over implementing the curriculum.

Read Along Video: Visual Lesson

For the read along video activity the three students will lead the read along for the class. I

will introduce what we will be doing for this part of the lesson and then I will let the three

students present the read along video as they choose. By doing so I am implementing student-

controlled classroom discourse where students are given the chance to control a portion of the
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lesson. By playing the role as the mediator and students taking the role as teacher, I am providing

students with the opportunity to gain a sense of purpose and control. This also provides me with

the opportunity to stand back and view how my students communicate with their peers. It is

important to note that although I am the mediator, I will guide the students as the instructor

wherever necessary in order to encourage deeper critical thinking.

The book I have chosen for the students to present is called, “My Granny Went to

Market: A Round-the-World Counting Rhyme,” by: Stella Blackstone and Christopher Corr.

This book is rich with diversity and provides an interactive, around-the-world experience for the

class where Granny travels and collects a number of souvenirs. By choosing a book that is

culturally diverse allows for culturally mediated instruction within my lesson. More specifically,

diverse ways of understanding and knowing material from the lesson is being represented in such

a way that promotes differing cultural perspectives and as a result, allowing inclusion of

knowledge that may be applicable to students in the classroom.

It is important to note that I chose my read along in the form of a video for specific

reasons. By implementing a video read aloud, I am providing a lesson plan that is inclusive to all

exceptionalities and cultural diversity in my class. I am providing a way of learning which is

engaging, that may help students stay focused on the lesson, and possibly make lessons easier to

comprehend.

Outdoor Exploration

After the read along is complete; we will discuss the different items Granny collected on

her trip around the world. Students will then be informed of the second part of our number and

counting lesson where we will explore the school grounds so that children can explore freely in a

safe space. Students will be asked to collect their own special “souvenirs” that we will use for a
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numbers and counting objects activity. These materials include small stones, twigs, leaves, and

wood chips. By incorporating this activity into my lesson, I will be encouraging my students to

move around freely for exploration.

Interactive Activity: Sepak Takraw

Once the children have finished collecting their materials at exploration time, we will

gather as a group to discuss what we have collected. At this time I will explain to the class that

numbers and counting can be seen everywhere. We will discuss examples of where we have used

counting and numbers in our everyday lives and even with the objects students have collected. I

will then lead the conversation to explain how numbers and counting can also be seen through

games and fun activities. This is where I will inform the class that two students, Yasser and

Jamil, will be teaching the class how to play sepak takraw. Yasser and Jamil will lead the class in

a fun activity where they explain what sepak takraw is as well as demonstrate how to play. I will

ask the class if they think they can keep count of how many times Yasser and Jamil can kick the

ball to each other over the net. I will then allow the two students to lead the class in the activity.

I chose to incorporate both Yasser and Jamil into my activity lesson because this

provides students with the opportunity to socialize with their classmates and teach their peers a

fun and engaging activity that they can build connections over. As a result I am improving

student engagement, creating connections, and reshaping the curriculum by being culturally

responsive to my students’ cultural backgrounds.

Body Moving Activity

At this point in the lesson we will return to class and meet at the carpet. I will

then introduce a fun, active video that children can dance to if they so choose. The song is called,

“Counting to 100,” by: Jack Hartmann. Once the video is over, I would then start a conversation
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by asking the class what other ways we can count. As children converse, I will ask students if

anyone knows how to count to ten in a different language and if they would like to share. To

further encourage my students to share and embrace their first language in my classroom, I will

have already explored the various languages my students may speak at home with their families

or in their communities. I would then create a short visual presentation of different languages

where we can count to ten and I would ask by a show of hands if anyone recognizes some of

these languages. If so, students are free to participate in sharing how to count to ten in another

language they speak. By incorporating this activity into the lesson I am including cultural

sensitivity into my curriculum; I have done so by conducting my own personal research of my

students’ cultural backgrounds. Even if they do not speak a different language than English, I

feel it is important for children to explore their cultural roots and acknowledge the cultural

differences of others. As a result of this activity I am representing my students’ culture in the

classroom in such a way that translates it into instructional practice.

Small Group Activities

As the children guide their own lesson through exploring how to count to ten through

different languages, I will ask for any volunteers who would like to help set up stations with

materials collected during outdoor exploration. Students’ materials will be added to additional

items I will have distributed for the purpose of the next lesson; numbers and counting with

objects.

By conducting an activity where smaller groups are formed creates an informal learning

environment for all students that embrace student control. Students will be divided into eight

groups of four students per table top. Groups will be purposely created to encourage children to

engage and work with students they normally do not work with. By doing this, I am giving
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students the opportunity to engage and make connections with other students as well as increase

the development of academic language.

An additional station I would include would involve a sensory activity where each child

at this station will have a small cookie tray with play-sand. Children are asked to practice

drawing numbers with their fingers in the sand. Number sheets would be provided so that

students can copy the numbers in the sand. Other materials at stations would include using

counting cubes and Lego.

The lesson plan for numbers and counting reflects the diversity of learners in my

classroom for it includes students’ exceptionalities and their diverse cultural backgrounds into

the curriculum. Throughout my lesson plan, children are given the opportunity to take control

over parts of the lesson where they lead the activity. As well, students are provided with the

opportunity to learn in smaller groups; this allows students to gain a voice where they often may

not feel confident enough to voice their opinion in front of the class. Providing students with

exceptionalities an opportunity to learn in a smaller group may allow students to experience a

decrease in sensory overload and an increase in focus on the activity at hand. Smaller groups

would encourage learning while also lowering student’s anxiety and increasing self-confidence

and encouraging discourse between other students they normally may not actively participate

with in larger group scenarios. Thus, by implementing this activity among my culturally and

exceptionally diverse classroom, children will learn an important introductory lesson to numbers

and counting that allows students to play an important role within the implementation of the

curriculum and feel a sense of belonging within the curriculum and the classroom.

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Artifact #4: DASA Certification

Overview

The fourth artifact I have included in my Portfolio is my DASA certification. The Dignity

for All Students Act (DASA) is a training workshop that trains educators in the following areas;

bullying, harassment, intervention in schools, and discrimination prevention (“DASA Training,”

2020). I have included this artifact in my portfolio because it plays a very important role in my

position as an educator. More specifically it demonstrates my knowledge and understanding in

critical areas to educate myself and also my co-workers and students.

By receiving this certification I am acknowledging that it is my duty as an educator to

educate myself, co-workers, and future students in the prevention and awareness of bullying,

harassment, and discrimination prevention by implementing interventions throughout schools

and the community throughout my career as an educator.

By obtaining my DASA Certification I have learned how to implement my training

through my classroom as an educator. More specifically, I will develop class awareness and an

understanding through the implementation of Culturally Responsive Classroom Management

(CRCM). According to NYS Steinhardt, CRCM is an approach to teaching where educators

utilize students’ personal experiences, backgrounds, learning styles, and prior knowledge

throughout the implementation of school curriculum (2008). As an educator I will recognize my

own biases and connect what I have learned through my DASA Certification and connect what I

have learned to my own students’ personal experiences, backgrounds, learning styles, and prior

knowledge so that they will be able to experience a personal connection and understanding in the

importance of prevention and awareness of bullying, harassment, and discrimination prevention

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regardless of their own personal learning styles, experiences, cultural backgrounds,

exceptionalities, and prior knowledge.

Connections to Standards

INTASC Standards

Progression for Standard #9: Professional Learning and Ethical Practice

Standard nine of the INTASC Standards applies to the following artifact because as an

educator receiving the DASA certification has taught me the importance of continuously

engaging in professional learning opportunities. By doing so, I will continue to evolve as an

educator throughout my career in addition to furthering my personal knowledge and

understanding of important information that must be first understood as an educator and then

implemented throughout my classroom to provide my students with an enriching learning

experience that promotes equity as well as an open and safe learning environment for all

students. As a result, the DASA certification is one of many stepping stones of professional

development I will take throughout my career as an educator to provide an open learning

experience for all students regardless of ethnicity, culture, background, gender, sexual

orientation, learning styles/abilities, and exceptionalities.

NYS Code of Ethics Standards for Educators

Principle 3: Educators commit to their own learning in order to develop their practice

Principle three of the NYS Code of Ethics Standards for Educators applies to my artifact

because as an educator I recognize the importance of developing my professional knowledge.

Throughout my career as an educator I will continue to engage in professional development

experiences because I understand and respect the importance of continuously learning for myself

and how it will create an enriching learning experience for both myself and my students.
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Through my professional development, specifically by obtaining my DASA certification, I will

be able to draw on my own personal and learning experiences that will develop my own

professional knowledge as an educator and also promote student learning in the process.

DOE Claims & CAEP Standards

Standard 2: Clinical Partnerships and Practice

The provider ensures that effective partnerships and high-quality clinical practice are

central to preparation so that candidates develop the knowledge, skills, and professional

dispositions necessary to demonstrate positive impact on all P-12 students’ learning and

development.

Standard two of the DOE Claims and CAEP Standards apply to the following artifact

because as an educator I demonstrate how I will seek out support throughout my community and

with various partners and high-quality clinical educators that will impact my professional

development in addition to student development and learning. The DASA certification is an

example of how I will seek out professional development that will prepare and expand my

knowledge in order to implement culturally responsive classroom management.

ISTE Standards for Teachers and /or Students

Standard 2: Leader – Educators seek out opportunities for leadership to support student

empowerment and success and to improve teaching and learning.

Standard two for the ISTE Standards for Teachers applies to the following artifact

because it demonstrates how as an educator I am seeking out additional information in order to

expand my professional development and knowledge. As a result, I am demonstrating how I will

advocate for additional support and information that will support not only learning opportunities

for my students, but for myself as well, in order to meet the diverse needs of all students.
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CEC Standards

Standard 1: Engaging in Professional Learning and Practice within Ethical Guidelines

Standard one of the CEC Standards applies to the following artifact for it demonstrates

my passion and strong belief in providing a classroom environment that encourages equity

among all students. More specifically, my DASA certification is an example of how I will

continuously reflect on myself as an educator and how I will implement professional learning

activities throughout my curriculum that advocates for individuals with exceptionalities and

addresses important topics such as bullying, harassment, intervention in schools, and

discrimination prevention.

Ontario Teacher Ethical Standards

Ethic Standard: Integrity

The ethic standard of integrity from the Ontario Teacher Ethical Standards applies to the

following artifact because as an educator I believe it is my responsibility and moral action to

continuously reflect on myself as an educator and seek out professional development that will

better me as an educator and as a result will reflect throughout my curriculum and develop my

students knowledge and understanding of important topics. The DASA certification is an

example of how I will continue to exercise my personal integrity as well as my commitment to

my responsibilities as a professional for myself and for my students so that they receive an

enriching education.
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[Back to Table of Contents]

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Artifact # 5: Math Learning Segment

Overview

The fifth artifact I have included in my portfolio is a math learning segment I have

created for a grade two classroom. The following artifact is important for me to include in my

portfolio for it demonstrates my ability as an educator to create a learning segment that promotes

equity within the classroom. More specifically, the following learning segment showcases my

ability to provide a curriculum that meets the needs of all students that incorporates activities for

all learning styles/levels, exceptionalities, and background knowledge and experience.

In my classroom I have a total of 22 students; two students in my class have an IEP and

three are English Language Learners (ELL). Throughout my learning segment I have created a

learning environment where all students’ background knowledge will be stimulated prior to the

introduction of my lessons. In order to do so, I have created the following learning segment to

teach students important concepts in math by providing students with a review from their

previous school year. In addition, I have implemented engaging videos and activities for both

whole group and small group activities.

As an educator it is important that I stimulate and utilize my students’ background

knowledge by connecting their previous knowledge and experiences to the curriculum. In

addition, it is also important as the educator to demonstrate the material as a whole group where

students are provided with material and activities that are engaging and interest the students.

During whole group learning students are encouraged to interact with the class through various

examples provided to the entire class. By doing so, this allows the students to understand what is

expected of them for the upcoming lessons.

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Throughout my learning segment I demonstrate the importance of providing lessons that

are engaging and interactive through whole group and small group activities. Students are also

encouraged to think-pair-share throughout my learning segment. To conclude the learning

segment, students are asked to come together again as a whole group to discuss and reflect on the

various activities provided.

As an educator it is crucial to provide a learning experience that implements equity

within my classroom. The following artifact displays how I will attain equity in the classroom for

all of my students by providing students with an IEP as well as my ELL students with

accommodations that will allow all students to succeed. In addition, all class materials

accommodate all students learning styles and levels. For example, throughout my lesson I

provide my students with various manipulatives to support students various learning styles. As

noted by Howard Gardner, children have a wide range of intelligences (“Multiple Intelligences,”

n.d.), therefore by providing my students with various tools for learning (visual textile, written,

audio) as an educator I am supporting all learning styles and needs. Lastly, students requiring

additional support will have one-on-one-time with me in addition to work sheets that pertain to

their individual learning level. Additional worksheets will also be provided for further

opportunities to practice the material throughout the learning segment.

Connections to Standards

INTASC Standards

Progression for Standard 1: Learner Development

Standard one of the INTASC Standards applies to the following artifact because as an

educator I recognize that students’ development and patterns of learning vary per individual.

Therefore to meet the needs of all of my students I have provided my students with a wide
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variety of material within my learning segment that meet the needs of various learning

styles/levels and exceptionalities and accommodate all students. As a result, I have created

learning material that provide all students with a challenging learning experience that is

appropriate to their individual learning levels, styles, and needs.

NYS Code of Ethics Standards for Educators

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

for all.

Principle two of the NYS Code of Ethics Standards for Educators applies to the following

artifact for my learning segment demonstrates how as an educator I will provide my students

with a challenging learning environment regardless of their learning styles/levels,

exceptionalities. For instance, within my learning segment I provide my students with various

learning levels of lesson materials.

Firstly, I will assess my students understanding through both whole group and small

group activities. Once I gain an understanding of my students’ levels of learning I will provide

students with activities that pertain to their individual learning levels that fit each students’ zone

of proximal development. According to theorist Lev Vygotsky, when a student is in an

appropriate zone of proximal development and provided with assistance, students will be able to

succeed within their task and will therefore be given the necessary tools to succeed (Cheery,

2020).

To conclude, the following learning segment showcases how, as an educator, I will

implement Vygostky’s theory of zone of proximal development throughout my teaching. The

following learning segment demonstrates this through the implementation of additional support
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for students in order to provide them with an appropriate and challenging learning environment

that pertains to their individual needs.

NYS P-12 Common Core Learning Standards

Represent and solve problems involving addition and subtraction

2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word

problems involving situations of adding to, taking from, putting together, taking apart, and

comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol

for the unknown number to represent the problem.

Standard 2.OA.1 from the NYS P-12 Common Core Learning Standards applies to the

following artifact because it follows the standards in relation to my learning segment lessons.

More specifically, the assessment for my learning segment encourages students to solve addition

and subtraction problems through the use of a number line in addition to various manipulatives.

Standard 2.OA.1 connects with my artifact because it showcase how I have implemented the

standard into an engaging and interactive learning segment where students learn how to solve

word problems through review, videos, examples, whole and small group activities, various

manipulatives, and activities that are modified and accommodate every students individual

learning style, level, and exceptionalities.

NYS Learning Standards

Number and Operations in Base Ten

NY-2.NBT – 5. Fluently add and subtract within 100 using strategies based on place

value, properties of operations, and /or the relationship between addition and subtraction.

Standard NY-2.NBT of the NYS Learning Standards applies to the artifact because the

following learning segment demonstrates how as an educator I will provide my students with the
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tools and knowledge they need in order to strategize and solve for adding and subtracting. For

example, throughout the lesson I provide a variety of manipulatives, such as unifix cubes and

counting chips. In addition, triggering students’ background knowledge in addition to reviewing

key concepts/terms and providing whole group and small group examples and activities provides

my students with the tools they need in order to reach their goal of fluently adding and

subtracting within 100 by the end of the learning segment. Lastly, students who need additional

support will be provided with the tools they need order to succeed at their individual learning

level.

DOE Claims and CAEP Standards

Standard 1.5 – Providers ensure that candidates model and apply technology standards as

they design, implement and assess learning experiences to engage students and improve learning;

and enrich professional practice.

Standard 1.5 of the DOE Claims and CAEP Standards applies to the artifact because as

an educator I have implemented various technology tools throughout my learning segment. This

can be seen through the use of videos, lessons implemented from the SMART Board, and by

providing students technology accommodations wherever necessary.

By doing so, I have created an artifact that showcases my ability as an educator to plan a

learning segment that engages students and promotes equity and as a result, provides an

enriching learning experience for all students.

ISTE Standards for Teachers and/or Students

Teacher Standard 5: Designer – Educators design authentic, learner-driven activities and

environments that recognize and accommodate learner variability.

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Standard five of the ISTE Standards for Teachers applies to the artifact because the

learning segment demonstrates how, as an educator, I have implemented creative and enriching

learning activities that are adapted and accommodate learning experiences for each student. For

example, during my final assessment I have created stations with a variety of manipulatives in

addition to providing worksheets for students that are tailored to their own levels of learning. By

doing so, I am providing all students the opportunity to succeed and attain their specific learning

level goals.

Providing students various manipulatives such as life size number lines, and counters,

provides students with the opportunity to utilize their individual learning styles throughout the

learning segment.

Student Standard 6: Creative Communicator – Students communicate clearly and express

themselves creatively for a variety of purposes using the platforms, tools, styles, formats and

digital media appropriate to their goals.

Student Standard, Creative Communicator, applies to the artifact because as an educator I

have provided my students with the opportunity to discuss their ideas by implementing visuals,

manipulatives, and small group work throughout my artifact. As a result, students are provided

with the opportunity to express themselves creatively and also through their own individual

learning styles.

CEC Standards

Standard 2: Understanding and Addressing Each Individual’s Developmental and

Learning Needs.

Standard two of the CEC Standards applies to the following artifact because my learning

segment showcases in detail how I will create a learning experience that addresses all learning
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styles, levels, and exceptionalities. I will be able to successfully demonstrate this, as seen in my

learning segment, by understanding that not all children grow up with the same background

knowledge and personal experiences. Since I am aware of this, I have created a learning segment

that reviews key concepts and accommodates various learning needs. For example: I provide

additional technology accommodations for translation as well as visuals throughout the

classroom to support my ELL students. As well, as an educator, I will trigger my student’s

background knowledge by looking back at what they have learned from the previous year and

implementing the information into my review lesson.

Ontario Curriculum Standards

Standard 4: Build relationships and communicate effectively

Communicating – express and understand mathematical thinking, and engage in mathematical

arguments using everyday language, language resources as necessary, appropriate mathematical

terminology, a variety of representations, and mathematical conventions.

Standard four of the Ontario Curriculum Standards applies to the following artifact

because I have provided my students with the terminology they need in order to gain a deep

understanding of the mathematical concepts in my learning segment. As a result, students are

provided with the tools they need in order to discuss, as a whole group and in small groups, how

they found the solution to their math problems through the use of key terms that are posted on

our classroom wall. Key terms are always available for students to support student independence

and learning.

Ontario Teacher Ethical Standards

Ethic Standard: Care

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The Ethic Standard of care from the Ontario Teacher Ethical Standards applies to the

following artifact for the learning segment showcases my acceptance for all students as well as

my interest for developing students’ potential. More specifically, this is demonstrated by how I

accommodate ELL students by posting additional visuals around the classroom with terms in

both English and Arabic. Through my learning segment I also discuss how I will support a

variety of learning levels; this will be done by observing students throughout their small group

activities. As a result, I will be able to supply students with assessments that support their level

of learning. As well, I will also supply students with additional activities where further practice

is required.
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[Back to Table of Contents]

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Artifact #6: Literature Study

Overview

The sixth artifact I have included in my portfolio is a literature study. The literature study

was designed for a grade six classroom. The following artifact is important for me to include in

my portfolio for it showcases my ability to connect with my students and provide them with

reading material that is engaging, promotes equity, and provides reading material that can be

tailored to the individual needs of all students.

The books I have chosen for my literature study share a similar theme where the main

character of each book is unique in their own personal way. I chose these books on purpose for it

provides students with the opportunity to experience the life of someone else with an

abnormality and a learning disability.

The literature study follows a schedule and displays for students which pages to focus on

every week. The schedule also provides students with questions to reflect on while reading the

chapter that we will then discuss and reflect through small group discussions. The questions I

have provided will encourage students to take a further look at the characters in the book and

gain a deeper knowledge of key vocabulary words and ideas.

A theory that can be seen throughout my literacy study is the theory of collaborative

learning. The idea of collaborative learning is a very important component of my literacy study

and stems from sociocultural theory (“Collaborative Learning Theory,” n.d.). More specifically,

according to theorist Lev Vygotsky, when students collaborate and participate in group

discussions, student’s gain a further understanding and deepen critical thinking skills at the

individual level (Cherry, 2019). In order to provide a learning environment where all students

have the opportunity to collaborate, students will be place in groups that vary in learning abilities
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and exceptionalities. As a result, students will develop skills and experience the opportunity to

carry out various roles through small group discussions where a wide range of personal opinions

will be explored, valued, and respected.

Connections to Standards

INTASC Standards

Progression for Standard #5: Application of Content - The teacher understands how to

connect concepts and use differing perspectives to engage learners in critical thinking, creativity,

and collaborative problem solving related to authentic local and global issues.

Standard five of the INTASC Standards applies to the following artifact for my literary

study involves small group discussions surrounding the topic of exceptionalities and physical

abnormalities. Through the literature study students will be able to further their communication

skills through meaningful discussion opportunities. Students will explore and experience deeper

understanding and connections from text-to-self, text-to-text, and text-to-world.

NYS Code of Ethics Standards for Educators

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

for all.

Principle two from the NYS Code of Ethics Standards for Educators applies to the

following artifact because the literature study demonstrates a learning environment that

challenges students to think critically and reflect on what they have learned and connect it to

their own life experiences. Students are able to demonstrate their abilities and learning through

whole and small group discussions. By doing so, students are encouraged to reflect and play an

active role in their learning experience.

NYS P-12 Common Core Learning Standards

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CSS Standards: Speaking and Listening

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’

ideas and expressing their own clearly.

The CSS Standards, Speaking and listening from the NYS P-12 Common Core Learning

Standards, applies to the following artifact for as an educator I have created a literature study

where students are provided with multiple opportunities to collaborate in both small and whole

group discussions. Students are provided with guided questions to support and deepen personal

reflection surrounding important topics, allowing students to collaborate and build on group

ideas. Both small and whole group reflection of the text are supported in an open, diverse

environment that promotes equity, and respect for students and their peers.

NYS Learning Standards

Comprehension and Collaboration

6SL1d: Consider the ideas expressed and demonstrate understanding of multiple

perspectives through reflection and paraphrasing.

The NYS Learning Standard 6SL1d – Comprehension and Collaboration applies to the

following artifact for in my literature study students are provided with the opportunity to express

their personal ideas and reflect upon the various perspectives of their peers through opportunities

of small group reflection. Students will have the opportunity to collaborate and discuss various

interpretations and opinions of the text through multiple small and whole group discussions.

DOE Claims and CAEP Standards

Standard 1: Content and Pedagogical Knowledge

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Standard 1.4: Providers ensure that candidates demonstrate skills and commitment that

afford all P-12 students access to rigorous college and career-ready standards.

Standard one of the DOE Claims and CAEP Standards applies to the following artifact

for as an educator I have created a literature study that allows students to develop the tools they

need to demonstrate understanding of context of the text and how it connects text-to-text, text-to-

self, and text-to-world. As a result, students are provided with the opportunity to hone in on their

skills in text comprehension and how to make deep connections, collaborate, and reflect on text

through small and whole group discussions with their peers.

ISTE Standards for Teachers and/or Students

Teacher Standard #3: Citizen – Educators inspire students to positively contribute to and

responsibly participate in the digital world.

Standard three of the ISTE Standards for Teachers connects with the following artifact

for students are exposed to literature that is educational and encourages students’ to reflect on

how the text relates to self and the world. As well, students are provided with multiple

opportunities to collaborate with students in small group discussions where students are

encouraged to think critically and make deep connections and reflect on the main topics of the

books. As a result, I have provided a learning experience where students will have the

opportunity to view another individual’s life different than their own and gain insight into the

differences others may experience throughout their daily lives.

Therefore, through my literature study, as an educator I am providing students with the

opportunity to learn and develop the skills they need in order to positively contribute and be

responsible participants during both face-to-face and digital class discussions; the development
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of these tools will follow them throughout their educational experience and as a respectful and

valued member of society.

Student Standard #6 – Creative

6c: Students communicate complex ideas clearly and effectively by creating or using a

variety of digital objects such as visualizations, models or simulations.

Standard 6c connects with the following artifact because throughout group discussions

students are encouraged to be creative through their responses to the weekly reflection questions.

By doing so, students are provided with the opportunity to express their thoughts and ideas in a

manner that best suits their personal learning style(s).

ILA International Literacy Association Professional Standards

Standard 4: Candidates create and engage their students in literacy practices that develop

awareness, understanding, respect, and a valuing of differences in our society.

Standard four of the ILA International Literacy Association Professional Standards

connects with the following artifact because I specifically chose literature that touches on

learning disabilities and physical abnormalities. By using these books in my literature study as an

educator I am developing my students’ awareness, understanding, and respect in valuing

differences within our society.

CEC Standards

Standard 2: Understanding and Addressing Each Individual’s Developmental and

Learning Needs.

Standard 2.1: Candidates apply understanding of human growth and development to

create developmentally appropriate and meaningful learning experiences that address

individualized strengths and needs of students with exceptionalities. 

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Standard two of the CEC Standards connects to the following artifact because as an

educator I have created a literacy study that will further develop students’ understanding and

develop a wider perspective of individuals with various exceptionalities and differences. This

will be done by creating developmentally appropriate and meaningful learning experiences by

creating reflection questions for both small and whole group discussions.

Ontario Curriculum Standards

Standard 1: Listening to Understand

1.2. Active Listening Strategies: demonstrate an understanding of appropriate listening

behaviour by adapting active listening strategies to suit a variety of situations, including work in

groups.

1.4. Demonstrating Understanding: demonstrate an understanding of the information and

ideas in increasingly complex oral texts in a variety of ways.

1.6. Extending Understanding: extend understanding of oral texts by connecting,

comparing, and contrasting the ideas and information in them to their own knowledge,

experience, and insights; to other texts, including print and visual texts; and to the world around

them.

Standards 1.2, 1.4, and 1.6 of the Ontario Curriculum Standards connects with the

following artifact for students will be provided with multiple opportunities to develop and

strengthen appropriate listening behaviour during both small and whole group discussions. As

well, through small group activities, students will gain learning experiences that will further

develop their abilities to connect, compare, and contrast information and complex ideas through

text-to-text, text-to-self, and text-to-world reflection.

Ontario Teacher Ethical Standards

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Ethical Standards of Care & Integrity

Ethical standards of care and integrity from the Ontario Teacher Ethical Standards

connect to the following artifact because as an educator I have created a literacy study that

reflects my personal compassion, acceptance, and interest for further developing students’

potential. I have accomplished this through the following artifact for I have created a literacy

study that touches on topics that promote equity not only within the classroom, but through a

societal lens for my students as well. As a result, students will gain a deep understanding and

develop their understanding and acceptance for diverse individuals within our society.
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Sheena Glousher

Literature Study

Book Choice #1
Wonder by R.J. Palacio
Summary:
August Pullman is not an ordinary ten-year-old kid. Sure, he's a huge Star Wars fan, he loves his
dog, and he's got a pretty good sense of humor. But August was born with a craniofacial
abnormality, a genetic defect that caused his facial features to be severely deformed. His life has
never been "normal."
Despite his differences, August and his parents decide to transition him from home school to
private school now that he's entering fifth grade. It's the start of middle school, they reason, so
everyone will be new. But August has to deal with so much more than just being new. Will he
make friends? Will he decide to stay at the school? And can the people around him learn to see
past his appearance?
This brilliant, sensitive story, narrated not only by August, but also by his older sister, his
classmates, and other kids in his life, takes an insightful look at how one person's differences can
affect the lives of so many others.
(Summary from https://shop.scholastic.com/teachers-ecommerce/teacher/books/wonder-
9780375869020.html)

Guided Reading Level: V

Why I liked the book:

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I liked this book because I enjoy reading stories that deal with difficult problems. I enjoy being
able to view the way a character sees the world and imagine what it must be like to deal with
their own personal struggles. I also really liked how the book was
written in different parts and narrated by different characters in the
book. This allows the reader to not ‘judge a book by its cover’ by
seeing the different perspectives of various characters throughout the
story.

Book Choice # 2

Mockingbird by Kathryn Erkskine

Summary:
Caitlin is a bright fifth grader and a gifted artist. She also has Asperger's syndrome, and lives in a
world of her own. Her brother, Devon, was the one who always helped her get by. But a middle-
school shooting took his life. Now she has only her widowed father to rely on, and he has
problems - and grief - of his own. Can a wise school counselor help Caitlin reach out to a world
she's never understood? With Devon gone, will she have the courage to live fully on her own?
Caitlin's thought processes, including her own unique brand of logic, are the star of this
breathtakingly original novel about the differences that make us who we are. (Summary from
https://shop.scholastic.com/teachers-ecommerce/teacher/books/mockingbird-
9780545307253.html)

Both “Mockingbird” and “Wonder” tell the stories of two different people struggling to be
accepted and seen as an equal part of their school community. Although their lives are very
different and each character deals with their own personal difficulties and struggles, each story
shows how difficult it can be to gain acceptance from others when you are deemed “different.”
Through these stories we learn that when people are open to understanding the unfamiliar, we
can begin to realize that we are all not so different after all.

Guided Reading Level: W

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Why I liked the book:

I enjoy reading books that allow me to see how others may view and experience the world and
how others deal with difficult issues throughout their own personal lives.
I especially enjoyed how this book was written in first person. The narrator, Caitlin, gave readers
an inside look into the life of a young girl with Asperger’s syndrome. I found this to be
incredibly interesting because individuals with Asperger’s syndrome often see the world
differently in comparison to the majority of society. I find people often do not realize how the
things they say and do can be interpreted very differently to different people. With that said, I
feel this is a great book and that all students should read this book when they are at the
appropriate reading and maturity level.

Literature Study Schedule for Mockingbird

Meeting Date Chapters of Focus Questions to Think About

Monday, 1-5  How do we know that Caitlin isn’t

November 2nd dealing with the loss of her brother?
What are some of the behaviors she
exhibits that confirm how she’s
feeling?
 What does it mean to take
something literally? Provide
examples from your own life when
this has happened to you.

Friday, November 6-10  Throughout the text, Caitlin reminds

6th herself to “Look At The Person.”
Why do you think this is difficult
for her? Why do you think it is
important that each word in this
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phrase is capitalized?
 Why does Caitlin dislike recess and
how do you think recess makes her
feel? What is one thing in your life
that gives you the “Recess feel?”

Tuesday,  Caitlin says that … “Black and

November 10th 11-14 white is easier to understand. All
that color is too confusing (p .79).”
What does Caitlin mean when she
says this?
 Imagine you are Caitlin and you are
unable to recognize other people’s
emotions. How do you think this
would affect you? How would it
affect others?

Friday, November 15-18  When Caitlin has recess with the

13th younger grades, she meets a boy
named Michael. How do we know
Michael is important to Caitlin?
 When Caitlin has reading buddies,
Michael is paired up with Josh.
Why is Caitlin threatened by
Michael’s friendship with Josh?
How do you think this friendship
may help Josh?

Tuesday, 19 – 22  Why does Caitlin trust Mrs. Brook

November 17th and not many other adults she
encounters at school? What does
Mrs. Brook’s absence from school
mean to Caitlin?
 When Caitlin overhears her father
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on the phone with his sister, Caitlin

says, “I try not to listen to Dad
because I’ve had all the empathy I
can take right now. Empathy can
make you feel really sad (p. 128).”
What does Caitlin’s remark tell us
about her level of understanding for
empathy?

Friday, November 23 – 28  Have you ever wanted to do

20th something right now and been told
“No”? How did you deal with the
situation? Why do you think it is
difficult for Caitlin to grasp the idea
of “Not right now”?
 Why is Caitlin insistent that her and
her father finish Devon’s Chest?
What happens during the course of
finishing the chest and how does it
affect both Caitlin and her father?

Tuesday, 29 – 32  Throughout the novel, Caitlin tries

th
November 24 to understand the meaning of
closure. What have you learned
from Caitlin about closure? What
does closure mean to you?
 What does Caitlin mean when she
says “Putting Our Life Back
Together”? What connection does
this have with Devon’s chest?

Friday, November 33 – 36  What does Caitlin mean by “Warm

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27th and glowy”? Describe a time in

your life where you felt “Warm and
glowy.”
 How does Caitlin know that she
finally understands empathy?
Describe a time in your life where
you showed empathy toward
someone.

Monday, 37 - 39  Do you think Caitlin is ready to use

November 30th color in her drawings? Why do you
think Caitlin preferred everything in
black and white?
 How has Caitlin matured by dealing
with the loss of her brother? What
has she learned? How has Caitlin
helped others deal with this loss by
dealing with it herself?
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[Back to Table of Contents]

Artifact #7: Literature Lesson Plan

Overview

The seventh artifact I have included in my portfolio is a grade one literature lesson plan.

The following artifact is important for me to include in my portfolio for it demonstrates my

ability as an educator to create a lesson plan that promotes equity within the classroom. More

specifically, the following artifact showcases my ability to build a lesson surrounding the grade

one standards and curriculum that meet the needs of all students and incorporates activities for

all learning styles/levels, exceptionalities, and background knowledge and experience.

In my classroom I have a total of 19 students where one student has an IEP and one child

is an English Language Learner (ELL) student. Throughout my lesson plan I have created a

learning environment where all students’ background knowledge will be stimulated prior to the

introduction of my lessons. Furthermore, the following lesson develops student comprehension

and a deep understanding of the fundamentals in reading and writing. In addition, the following

artifact provides students with a strong foundation and understanding for key concepts when

introducing reading and writing to children at an early age (for instance, recognizing digraphs).

Students are introduced to reading and writing through a lesson plan that is engaging, interactive,
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and utilizes students’ background knowledge and interests to implement a lesson that is rich in

learning experiences and promotes equity within the classroom.

As an educator it is crucial to provide a learning experience that implements equity

within my classroom. The following literature lesson plan displays how I will attain equity in the

classroom for all of my students by providing students with accommodations that will allow all

children to succeed. In addition, I have created a lesson plan where all class materials

accommodate all learning styles and levels. As noted by Gardner, children possess varied

intelligences (“Multiple Intelligences,” n.d.). Therefore, by providing my students with various

tools for learning (visuals, small group activities, and manipulatives) as an educator I am

supporting all learning styles, levels, and needs.

Connections to Standards

INTASC Standards

Standard #1: Learner Development - The teacher understands how learners grow and

develop, recognizing that patterns of learning and development vary individually within and

across the cognitive, linguistic, social, emotional, and physical areas, and designs and

implements developmentally appropriate and challenging learning experiences.

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.

Standard #4: Content Knowledge - The teacher understands the central concepts, tools of

inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that

make these aspects of the discipline accessible and meaningful for learners to assure mastery of

the content.
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Standard one, two, and four of the INTASC Standards connect to the following artifact

because as an educator I have created a literature lesson plan that promotes equity and recognizes

that not all students are at the same level of learning and use various learning styles. As an

educator I have developed a lesson plan that insures inclusivity for all students. For example, I

have provided accommodations for my ELL student and also my student that has an IEP so that

they can attain the same quality learning experience as their peers; this has been done, for

example, through technology accommodations, fidget toys, and alternative learning spaces in the

classroom. Furthermore, the following artifact demonstrates how all students will receive a

learning experience that is mindful of all students’ background knowledge and personal

experiences and provides students with an appropriate learning environment where students are

provided with the tools they need in order to fully master the content of the lesson.

NYS Code of Ethics Standards for Educators

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

for all.

Principle 3: Educators commit to their own learning in order to develop their practice.

Principle two and three of the NYS Code of Ethics Standards for Educators applies to the

following artifact because in order to create a lesson plan that is challenging for all students

regardless of their learning style, level, and exceptionalities I must learn about my students and

have a deep understanding of writing and reading fundamentals in order to create a lesson plan

that is rich with learning opportunities that provide all students with the opportunity to receive an

equitable learning experience. For instance, as an educator I created a learning experience for all

students by understanding and acknowledging all students necessary accommodations and

requirements to be successful throughout the following lesson plan. I have done so by providing
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additional support wherever necessary; more specifically, I implemented various small and

whole group activities, visual and textile supports as well as digital supports.

NYS P-12 Common Core Learning Standards

Speaking and Listening

Standard 1: Participate in collaborative conversations with diverse partners about grade 1

topics and texts with peers and adults in small and larger groups.

Language Standards

Standard 1: Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

Standard one, speaking and listening and language standards from the NYS P-12

Common Core Learning Standards apply to the following artifact for I have created a lesson plan

that encourages students to participate in both small and whole group conversation within our

diverse classroom. As well, students are provided with various attempts to demonstrate the

convention of grammar usage when writing and speaking within small group and whole group

activities, and assessments implemented throughout the literature lesson plan.

NYS Learning Standards

Comprehension and Collaboration

1SL1c: Ask questions to clear up any confusion about topics and texts under discussion.

Vocabulary Acquisition and Use

1L4: Determine or clarify the meaning of unknown and multiple-meaning words and

phrases, choosing flexibly from an array of strategies.

Standards 1SL1c and 1L4 from the NYS Learning Standards apply to the following

artifact because as an educator I have created a lesson plan that allows students to pose questions
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regarding the topic and text through small and whole group discussion. By providing a variety of

options for discussion I am allowing all students to feel comfortable in asking questions whether

they prefer open discussion with small groups or whole group discussion.

During small group discussions I will be circling the classroom so that I can learn where

students have questions and concerns regarding the lesson material. In addition students are also

provided with a variety of tools to determine the meaning of unknown words (for example).

During my lesson we will create and utilize a word wall; throughout the activities students are

encouraged to refer back to the word wall when support is needed in identifying words/phrases.

By utilizing this tool, students are developing their independence and self-confidence.

DOE Claims & CAEP Standards

Standard 1: Content and Pedagogical Knowledge - The provider ensures that candidates

develop a deep understanding of the critical concepts and principles of their discipline and, by

completion, are able to use discipline-specific practices flexibly to advance the learning of all

students toward attainment of college- and career-readiness standards.

Standard 2: Clinical Partnerships and Practice - The provider ensures that effective

partnerships and high-quality clinical practice are central to preparation so that candidates

develop the knowledge, skills, and professional dispositions necessary to demonstrate positive

impact on all P-12 students’ learning and development.

Standards one and two of the DOE Claims and CAEP Standards apply to the following

artifact because as an educator I have created a lesson plan by preparing and collaborating with

previous teachers of current students in order to trigger student background knowledge and

previous experiences (for instance, I have learned that student’s took weekly nature walks during

their previous school year). As a result, I am preparing students to develop their skills and
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knowledge by triggering their background knowledge in addition to providing students with a

deep understanding of critical reading and writing concepts and principles through a variety of

manipulatives (for example, videos) and both small and whole group activities.

ISTE Standards for Teaching and/or Students

ISTE Standards for Teaching

Standard 5: Designer – Educators design authentic, learner-driven activities and

environments that recognize and accommodate learner variability.

ISTE Standards for Students

Standard 6a: Creative – Students choose the appropriate platforms and tools for meeting

the desired objectives of their creation or communication.

Standard five for teachers and standard 6a for students from the ISTE Standards for

Teaching and/or Students apply to the following artifact because as an educator I have created a

literature lesson plan that is specifically created to accommodate all learners and their abilities.

More specifically, this has been done by providing students with the technology

accommodations in addition to providing a word wall with visuals to support the native language

of all students. As a result, students are provided with a lesson that is learner-driven and provides

students the opportunity to choose the appropriate tools they need in order to obtain a quality

educational experience.

ILA International Literacy Association Professional Standards

Standard 3: Assessment and Evaluation - Candidates use a variety of assessment tools

and practices to plan and evaluate effective reading and writing instruction.
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Standard 5: Literate Environment - Candidates create a literate environment that fosters

reading and writing by integrating foundational knowledge, instructional practices, approaches

and methods, curriculum materials, and the appropriate use of assessments.

Standards three and five of the ILA Standards applies to the following artifact for the

lesson plan I have created utilizes a variety of assessment practices (various mini activities both

as a whole group and in small groups) that allow me as an educator to effectively evaluate my

students reading and writing skills. More specifically, I have tailored the activities within my

lesson plan to the learning styles and levels of all students.

In addition, the following artifact connects to standard five, literate environment, for I

have implemented a variety of reading and writing materials throughout my lesson that teaches

students the fundamentals necessary to successfully comprehend and complete activities

throughout the lesson. More specifically, I have utilized students’ background knowledge,

provided videos, and activities that allow students to demonstrate their knowledge of various

fundamentals and concepts in reading and writing (for example, creating proper sentences with

appropriate grammar use and practicing picture matching with proper definition).

CEC Standards

Standard 1: Engaging in Professional Learning and Practice within Ethical Guidelines -

Candidates practice within ethical and legal guidelines; advocate for improved outcomes for

individuals with exceptionalities and their families while considering their social, cultural, and

linguistic diversity; and engage in ongoing self-reflection to design and implement professional

learning activities. 

Standard 2: Understanding and Addressing Each Individual’s Developmental and

Learning Needs - Candidates use their understanding of human growth and development, the
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multiple influences on development, individual differences, diversity, including exceptionalities,

and families and communities to plan and implement inclusive learning environments and

experiences that provide individuals with exceptionalities high quality learning experiences

reflective of each individual’s strengths and needs.  

Standard 4: Using Assessment to Understand the Learner and the Learning Environment

for Data-Based Decision Making - Candidates assesses students’ learning, behavior, and the

classroom environment in order to evaluate and support classroom and school-based problem-

solving systems of intervention and instruction. Candidates evaluate students to determine their

strengths and needs, contribute to students’ eligibility determination, communicate students’

progress, inform short and long-term instructional planning, and make ongoing adjustments to

instruction using technology as appropriate.  

Standards one, two, and four of the CEC Standards apply to the following artifact for as

an educator I have created a literacy learning lesson that accommodates all students regardless of

learning style, level, or exceptionalities. In order to create a curriculum that provides a quality

learning experience for all students I have used my own background knowledge and experience

as well as assessed students through small group lessons and activities where I have been able to

assess where students require additional support and how I can provide students with these

supports (for example, provide additional questions for practice, provide visuals and videos

throughout the lesson, make sure all students have access to technology support and terminology

in native language, and access to word wall).

Ontario Curriculum Standards

Standard 1: Reading for Meaning

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Extending Understanding – 1.6: extend understanding of texts by connecting the ideas in

them to their own knowledge and experience, to other familiar texts, and to the world around

them.

Standard 2: Understanding Form and Style

Text Features – 2.3: identify some text features (e.g., illustrations, symbols, photographs,

title, page number, table of contents) and explain how they help readers understand texts

Standard 2: Speaking to Communicate

Visual Aids – 2.7: use one or more appropriate visual aids (e.g., pictures, photographs,

props, puppets, masks) to support or enhance oral presentations.

Standards 1.6, 2.3, and 2.7 from the Ontario Curriculum Standards apply to the following

artifact for as an educator I have taken information and experiences my students have

encountered from their previous school year and built a lesson surrounding the knowledge they

have gained. As a result, I have incorporated these experiences through a variety of activities and

assessments.

In addition, the following artifact demonstrates how as an educator I have incorporated

images and videos to enhance all students’ experience in learning and how I will relate these

visuals to the text and activities in a manner that allows students to practice identifying specific

text features. For example, one of our small group activities is to identify major text features

(capital letters, punctuation, etc.); students have been provided with various visuals and

examples that will support student learning and participation in various lessons.

Ontario Teacher Ethical Standards

Ethic Standard: Care

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The ethic standard of care from the Ontario Teacher Ethical Standards applies to the

following artifact because as an educator I have implemented a lesson plan that incorporates the

interests of all students. In addition, I have incorporated all accommodations students’ require to

experience a quality learning experience that supports their specific needs, learning style and

level.

As an educator I demonstrate this through the following artifact by providing technology

accommodations, different learning stations in the classroom, as well as both whole group and

small group activities. By providing a variety of learning accommodations and options for my

students I am demonstrating as an educator my passion and empathy in providing an educational

experience that promotes equity for all students.

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[Back to Table of Contents]

Artifact #8: Science Learning Segment – Insect Inquiry

Overview

The eighth artifact I have included in my portfolio is a grade one Science learning

segment introducing the topic of insect inquiry: connecting animal life cycles and knowledge to

the world. The following artifact is important for me to include in my portfolio for it

demonstrates my ability as an educator to create a learning segment that implements grade one

science standards and curriculum expectations surrounding the life cycle of a butterfly while also

promoting equity within the classroom. More specifically, the following artifact showcases my

ability to build a lesson surrounding the grade one science standards and curriculum in a manner

that is interactive, engaging, and meets the needs of all students learning styles/levels, and

exceptionalities.

In my classroom I have a total of 20 students where two students require an IEP; one

student is diagnosed with ADHD and one student has a visual impairment. Our grade one class

also includes an English Language Learner (ELL) student; the child speaks Arabic as their native

language. Throughout my learning segment I have created a learning environment where all

students’ background knowledge will be stimulated prior to the introduction of my lessons.

Furthermore, the following lesson develops student comprehension and a deep understanding

regarding the life cycle of insects through visuals, and both small and whole group discussions

and activities involving reading and writing (for example, small group activities such as think-

pair-share-write). The following artifact provides students with a strong foundation and

understanding for key concepts surrounding the topic of insects and their life cycle. More
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specifically, students are introduced to reading and writing in a manner that is engaging,

interactive, and utilizes students’ background knowledge and interests to implement a learning

segment that is rich in learning experiences and promotes equity within the classroom.

As an educator it is crucial to provide a learning experience that implements equity

within my classroom. The following Science learning segment display how I will attain equity in

the classroom for all of my students by providing students with accommodations that will allow

all children to succeed. In order to do so, I will be utilizing technology throughout my lessons

and classroom environment.

As noted by Kathy Schrock emerging technology into the classroom and implementing

technology creatively in our teaching as educators through assessment classroom activities and

lessons is very important for student growth (“Kathy Schrock,” n.d.). Furthermore, Schrock

believes it is very important to emerge technology into the classroom and throughout school

curriculum for technology continues to play a major role in our society (Schrock, 2018).

As an educator, it is crucial to provide my students with the tools they need in order to

succeed in our ever changing world. By emerging technology within the curriculum, I am

teaching students how to use technology to strengthen their knowledge and skills in accordance

with their own abilities and learning style(s), promote classroom equity, and provide the

necessary tools students will need to prepare them as successful young adults.

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.

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Standard two of the INTASC Standards apply to the following artifact because as an

educator I understand that all of my students learn at different levels and use different styles of

learning. In addition, in order to implement a learning segment that provides all students with the

opportunity to obtain an enriching learning experience, it is noted in the following artifact that I

provide students with accommodations wherever necessary. For instance, students will be given

extra time to complete their reading and worksheets if necessary, in addition to technology

support.

Standard 3: Learning Environments - The teacher works with others to create

environments that support individual and collaborative learning and that encourage positive

social interaction, active engagement in learning, and self-motivation.

Standard three of the INTASC Standards applies to the following artifact because as an

educator I have created a learning segment that provides students with the opportunity to work

both as a whole group as well as in small groups. By doing so, I am encouraging students to

collaborate and be active and engaged students within their learning experience. As well,

students are provided with a variety of learning environments so that they can gain experience

and develop social skills within both whole and small group learning experiences.

Standard #4: Content knowledge - The teacher understands the central concepts, tools of

inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that

make these aspects of the discipline accessible and meaningful for learners to assure mastery of

the content.

Standard four of the INTASC Standards applies to the following artifact because as an

educator I have created a learning experience that is built off of the experiences and background

knowledge of the students. In order to create a meaningful learning experience that triggers my
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students’ background knowledge and experiences, as an educator I must understand specific

concepts students have explored within the following year. As a result, I have created a learning

segment that is accessible and meaningful to all learners.

NYS Code of Ethics Standards for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student.

Principle one of the NYS Code of Ethics Standards for Educators applies to the following

artifact for as an educator, I must reflect on my own learning of materials necessary for the

following learning segment and connect the material to my own personal life experiences as well

as the experiences of my students. As a result, I have created a learning segment that engages

students in a variety of ways so that students can express their personal background and

experiences throughout their learning and demonstrate their abilities and learning in a variety of

learning experiences.

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

for all.

Principle two of the NYS Code of Ethics Standards for Educators applies to the following

artifact because as an educator I have implemented my professional knowledge throughout my

learning segment in order to provide a variety of opportunities for all students to develop their

learning. By doing so, I utilized my knowledge of the curriculum and provided a range of

strategies and assessments to address student differences.

Principle 3: Educators commit to their own learning in order to develop their practice.

Principle three of the NYS Code of Ethics Standards for Educators applies to the

following artifact for as an educator I know my students and recognize that not all of my students
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learn the same. As an educator I have engaged in professional learning where I have developed

my personal knowledge and skills in order to support the learning of all students. For instance, I

have researched what my students have previously learned regarding animal life cycles and

which insects my students show specific interest in. As a result, I have learned that many of my

students explored a variety of insects during weekly nature walks from the previous school year.

NYS P-12 Common Core Learning Standards

Integration of Knowledge and Ideas:

Standard 7: Use the illustrations and details in a text to describe its key ideas.

Standard seven of the NYS P-12 Common Core Learning Standards applies to the

following artifact for as an educator I have provided students with text and illustrations that

describe the key ideas of the learning segment. By doing so, I will support all students learning

styles and levels for I have provided students with a variety of supports (for example, visuals) in

addition to utilizing traditional text for describing key ideas throughout the learning segment.

Range of Reading and Level of Test Complexity

Responding to Literature

Standard 11: Students will make connections between self, text, and the world around

them (text, media, and social interaction).

Standard 11 of the NYS P-12 Common Core Learning Standards applies to the following

artifact for I have created a science learning segment that meets the requirements of the

curriculum by learning about my students’ interests in addition to triggering my student’s

background knowledge and experiences. As a result, students are able to make connections

between self, text, and the world around them. For instance, students will be able to find
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connections between self and text for I have utilized students’ personal experiences and

knowledge from weekly nature walks during the previous school year.

NYS Learning Standards

Integration of Knowledge and Ideas:

1R9: Make connections between self and text (texts and other people/world).

Print Concepts:

1RF1: Demonstrate understanding of the organization and basic features of print.

1RF1a: Recognize the distinguishing features of a sentence (e.g., first word,

capitalization, ending punctuation).

Standard 1R9: Integration of Knowledge and Ideas, and standards 1RF1, and 1RF1a,

Print Concepts, from the NYS Learning Standards apply to the following artifact because as an

educator I have created a science learning segment where students are able to make connections

between self, text, and the world. In addition, students are provided with the knowledge, skills,

and learning opportunities to demonstrate their understanding and recognition of basic features

of print as well as the ability to distinguish between features of a sentence (for example,

capitalization and ending punctuation).

DOE Claims & CAEP Standards

Standard 1: Content and Pedagogical Knowledge - The provider ensures that candidates

develop a deep understanding of the critical concepts and principles of their discipline and, by

completion, are able to use discipline-specific practices flexibly to advance the learning of all

students toward attainment of college- and career-readiness standards.

Standard one of the DOE Claims and CAEP Standards applies to the following artifact

because as an educator I have created a learning environment that will develop and provide my
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students with a deep understanding of critical concepts necessary for reading and writing as well

as for meeting the requirements of the science curriculum. In addition, students’ learning is

supported and advanced by triggering student background knowledge and personal experiences.

ISTE Standards for Teachers and/or Students

ISTE Standards for Teachers

Standard 2: Leader – Educators seek out opportunities for leadership to support student

empowerment and success and to improve teaching and learning.

The following standard of the ISTE Standards for Teachers applies to the following

artifact because as an educator I have further encouraged learning development of my students

by providing my students with opportunity to lead and experience student empowerment. For

instance, I have encouraged the development of student learning and empowerment by

supporting all students’ personal needs, learning styles and levels that promote equity within the

classroom and a learning environment that encourages student development through an enriching

learning experience.

ISTE Standards for Students

Standard 1: Empowered Leaner – Students leverage technology to take an active role in

choosing, achieving, and demonstrating competency in their learning goals, informed by the

learning sciences.

Standard one of the ISTE Standards for students applies to the following artifact for as an

educator I have provided my students with the necessary technology supports needed in order to

provide students with a learning environment that promotes equity in the classroom.

ILA International Literacy Association Professional Standards

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Standard 2.1: Curriculum and Instruction - Implement the curriculum based on students;

prior knowledge, world experiences, and interests.

Standard 3.1: Assessment and Evaluation - Candidates understand types of assessments

and their purposes, strengths, and limitations.

Standard 5.1: Literate Environment - Candidates design the physical environment to

optimize students’ use of traditional print, digital, and online resources in reading and writing

instruction.

Standards 2.1, 3.1, and 5.1 of the ILA International Literacy Association Professional

Standards apply to the following artifact for as an educator I have created a science learning

segment based on students’ prior knowledge, interests and world experiences (for instance taking

what students learned last year and implementing it throughout my learning segment). In

addition, as an educator I understand my students’ needs and the support they need by

administering various assessments that support all student learning levels and styles and allow

students to demonstrate their deep understanding of the curriculum. This is done by providing

students with a variety of supports and resources beyond the use of traditional print.

CEC Standards

Standard 2: Understanding and Addressing Each Individual’s Developmental and

Learning Needs

Standard two of the CEC Standards applies to the following artifact for as an educator I

have utilized my understanding of student growth and development as well as the diversity and

exceptionalities of my students in order to develop a learning experience that promotes equity

and enriches the learning experience of all students. As a result, students are provided with high

quality learning that reflects students’ needs and strengths.

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Ontario Curriculum Standards

Reading for Meaning - Extending Understanding 1.6

Applying Knowledge of Language Conventions and Presenting Written Work Effectively

- Punctuation 3.4:

Standards 1.6, 1.3, and 3.4 of the Ontario Curriculum Standards apply to the following

artifact for as an educator I have extended student understanding of the curriculum by connecting

ideas and concepts to student knowledge and experiences, to familiar texts, and to the world

around them. In addition, as an educator I have created a learning segment that develops student

comprehension of punctuation to encourage students to further develop communication skills.

More specifically, the following science learning segment focuses on developing students’ use of

capital letters, and sentence end marks.

Ontario Teacher Ethical Standards

Ethic Standard of Care

Ethic Standard of Integrity

The ethic standard of care and integrity of the Ontario Teacher Ethical Standards applies

to the following artifact for it demonstrates my acceptance, interest, and compassion for student

learning by providing students with the opportunity to develop to their fullest potential. In

addition, the following artifact demonstrates how, as an educator, I will continuously reflect on

my professionalism and responsibilities to provide the tools all students need in order to

experience an enriching learning environment that promotes equity.

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[Back to Table of Contents]

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Artifact # 9: Google Classroom

Overview

The ninth artifact I have included in my portfolio is my Google Classroom

(https://classroom.google.com/c/MTEzMjA5MDAzOTM5?cjc=b7g2mev). The following

artifact displays a variety of materials I feel are important to include in a grade one google

classroom. More specifically, the classroom demonstrates my knowledge of technology as well

as my creativity and ability in the creation of a virtual classroom that is all inclusive and

engaging. Key components of my google classroom include an introduction to my first grade

class as well as a variety of assignments, assessments, and interactive activities in English and

Science that are available to both students and parents. The components of my google classroom

demonstrate how I will instruct, engage, and plan for my students in a manner that promotes

equity through the implementation of technology in addition to involving parents in their child’s

learning.

As noted by technology expert, Kathy Schrock, implementing technology throughout the

classroom is incredibly important for all students (“Kathy Schrock,” n.d.). Involving technology

throughout school curriculum allows students to explore and create connections they would not

experience without the use of technology (“Kathy Schrock,” n.d.). In addition, as this past year

has proven, teaching students how to use technology appropriately, safely, and respectively is

crucial for technology continues to play an important role within our society. Similar to society,

technology is ever-changing.

As mentioned previously within my portfolio, emerging technology within the school

curriculum provides educators with the opportunity to teach students how to use technology in a

manner that will strengthen their knowledge and skills in accordance with their own abilities and
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learning style(s) in addition to providing the necessary tools students will need to prepare them

as successful young adults.

Connections to Standards

INTASC Standards

Standard 6: Assessment

Standard 9: Professional Learning and Ethical Practice

Standards six and nine of the INTASC Standards apply to the following artifact because

as an educator, I understand that not all of my students use the same learning styles, require

additional support, and at different learning levels. As a result, I have created multiple methods

of assessment to engage all learners in their own growth and to monitor student progress that will

guide student decision making. In addition, as an educator I continuously engage in professional

learning to continuously evaluate and improve my practice. As a result, I continuously adapt my

teaching practice to meet the needs of all students.

NYS Code of Ethics Standards for Educators

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

for all.

Principle 3: Educators commit to their own learning in order to develop their practice.

Principle two and three of the NYS Code of Ethics Standards for Educators applies to the

following artifact for as an educator I have created a challenging learning environment for all

students in addition to expanding my own knowledge in order to further develop and deepen the

knowledge of all students.

DOE Claims & CAEP Standards

Standard 1: Content and Pedagogical Knowledge

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Standard one of the DOE Claims and CAEP Standards apply to the following artifact for

as the educator, I have created a google classroom that develops a deep understanding of the

critical concepts and principles of the grade once curriculum. As an educator I am able to

advance the learning of all students through an enriching learning experience that promotes

equity throughout the classroom as well as through online learning.

ISTE Standards for Teachers and/or Students

Standards for Teachers

Standard 1: Learner

Standard 3: Citizen

Standard one and three of the ISTE Standards for Teachers applies to the following

artifact for as an educator I have developed and improved my own comprehension and use for

technology that will in turn improve student learning. As well, I have created a google classroom

where students learn how to positively contribute and responsibly participate in the digital world.

Standards for Students

Standard 1: Empowered Learner

Standard one of the ISTE Standards for Students applies to the following artifact for as an

educator I have created a google classroom that provides students the opportunity to use

technology in a manner that allows students to choose, achieve, and demonstrate competency

throughout students’ learning.

CEC Standards

Standard 2.1

Standard 2.1 of the CEC Standards applies to the following artifact for it demonstrates

how, as an educator I apply my own understanding of human growth and development in order
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to create a developmentally appropriate and meaningful learning experience that addresses

strengths of students with exceptionalities.

Ontario Teacher Ethical Standards

Ethical standards of respect and trust

The Ethical standard of respect and trust of the Ontario Teacher Ethical Standards apply

to the following artifact for as an educator I model throughout my google classroom, for students

and parents, respect for cultural values and confidentiality. In addition, throughout my google

classroom I demonstrate fairness, openness and honestly by utilizing a digital platform that

teaches students respect through the use of technology amongst students, colleagues, parents, and

guardians.
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Conclusion

The artifacts listed above demonstrate my ability as an educator to connect my

knowledge, skills, and professional development in order to implement creative artifacts that

showcase my ability to plan learning segments and lesson plans in various subjects, specifically

literacy, science, and math through the course of the M.S Ed Elementary program. In addition,

the artifacts showcased in the following portfolio project demonstrate my ability as an educator

to provide students with an enriching learning experience that utilizes technology, research and

professional development in order to provide students with a quality education that promotes

equity throughout the classroom and curriculum. The professional artifacts display my passion,

creativity, knowledge, and determination to create a curriculum that is culturally responsive,

promotes equity, and respects all learning levels/styles and supports all children regardless of

exceptionalities.

In the following portfolio project I have included a Weebly website that showcases key

classroom rules, an interactive PowerPoint on cyber safety, a lesson and SMART notebook

activity on numbers and counting, an interactive Padlet activity about the life cycle of a frog,

virtual fieldtrips, and additional resources for both parents and students. Additional artifacts

include a Pecha Kucha presentation surrounding the topic of blindness, a culturally responsive

teaching activity, my Dignity for All Students (DASA) certification, a math learning segment, a

literature study, a literature lesson plan, a science learning segment, and a grade one google

classroom.

By showcasing these artifacts I demonstrate how I will implement and incorporate

learning styles/levels of all students through various lessons, learning segments, and

assignments. As an educator I have demonstrated how I will link my best teaching practices,
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theories, theorists/experts in the field of education to the artifacts in addition to the curriculum

and professional standards.

To conclude, the artifacts provided within the following portfolio project showcase my

teaching effectiveness, ability, and readiness to be a caring and compassionate educator.

In the next section I will demonstrate, to you the reader, how I have connected my artifacts to the

curriculum and professional standards for educators.