Section Three: Teacher Candidate Artifacts

Introduction

This section of my portfolio highlights eight artifacts that I believe best demonstrate my capabilities as a

prepared teacher. The contents that I have included in this section are, first, my guided reading lesson plan

which is created for a grade 1 classroom. This artifact demonstrates my ability to create meaningful lessons and

assignments for students that are relevant to their reading level and abilities. I have also included my Weebly

Website as my second artifact. This website shows my ability to make connections with both parents and

students virtually. As well, it also demonstrates my ability to use technology effectively to better assist my

students and their families. The third artifact that I have chosen to include in my Science Fieldtrip Proposal.

This proposal demonstrates my ability to connect curriculum to real life experiences that are both engaging and

educational. The fourth artifact I have chosen to include is a Classroom Management Plan that I created for a

grade two class. This plan includes a welcome letter, survey for parents, and list of classroom expectations. The

fifth artifact I have included is my Literacy Learning Segment, this plan demonstrates that I am able to plan

accordingly for multiple lessons at a time that are meaningful and engaging for students. My sixth artifact is a

Survey Assignment. This assignment includes graphs, a summary, a survey, and a letter explaining the survey.

This assignment demonstrates my capabilities to research, administer and evaluate work that I have created. The

seventh artifact is the Cyber Safety Presentation that I created to teach both parents and students about interest

safety. It includes resources for parents to access at home, as well as interactive videos for the students to watch.

The final artifact that I have chosen to include is my DASA (Dignity for All Students Act) certification. This

certification prepared me to help students that are being bullied/ harassed at school and in the classroom.

Throughout this section of my portfolio, I will explain what these artifacts are in greater detail while connecting

each one to curriculum and professional standards.

Artifacts & Rationales

Artifact #1: Guided Reading Lesson Plan.

Overview.
 This artifact demonstrates my ability to create a meaningful lesson for a guided reading group. Within

this lesson, I have chosen a book that connects with the student’s prior knowledge and experiences. I did this as

a way to engage them in the lesson and encourage them to make connections between out of classroom

experiences and our lessons. This lesson also accommodates/ contains modifications for my students with

disabilities. These modifications and accommodations take into consideration the students IEP. This artifact

demonstrates my preparedness to teach in the field of education because it shows that I am able to plan

engaging and meaningful lessons for my students. More specifically, within the assignments that I have created,

I considered the different learning styles/ needs of my students. I included pictures for my visual learners, cut

and paste activities for my hands-on learners, and an ordinal activity for my logical learners. Creating a lesson

that supports different learning styles was done so in accordance with David Kolb and his theory of learning as

a four-stage cycle (Lehman, 2020, para.3). To allow students to share their different methods of learning, I

have included Think-Pair-Shares. I also chose to do this so that students could work on their communication

skills and so that I could get an idea of if they were understanding the concept.

INSTAC Standards.

My Guided Reading Lesson Plan connects to the following INSTAC Standards

Standard #2: Learning Differences

2(a) The teacher designs, adapts, and delivers instruction to address each student’s diverse learning

strengths and needs and creates opportunities for students to demonstrate their learning in different ways.

2(f) The teacher accesses resources, supports, and specialized assistance and services to meet particular

learning differences or needs.

2(n) The teacher makes learners feel valued and helps them learn to value each other.

Standard #3: Learning

3(d) The teacher manages the learning environment to actively and equitably engage learners by

organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
 3(i) The teacher understands the relationship between motivation and engagement and knows how to

design learning experiences using strategies that build learner self-direction and ownership of learning.

New York Code of Ethics for Teachers.

Principles 1 and 2 are applied in my Guided Reading Lesson Plan:

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

student. Educators promote growth in all students through the integration of intellectual, physical, emotional,

social and civic learning. They respect the inherent dignity and worth of each individual. Educators help

students to value their own identity, learn more about their cultural heritage, and practice social and civic

responsibilities. They help students to reflect on their own learning and connect it to their life experience. They

engage students in activities that encourage diverse approaches and solutions to issues, while providing a range

of ways for students to demonstrate their abilities and learning. They foster the development of students who

can analyze, synthesize, evaluate and communicate information effectively.

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

Educators apply their professional knowledge to promote student learning. They know the curriculum and

utilize a range of strategies and assessments to address differences. Educators develop and implement programs

based upon a strong understanding of human development and learning theory. They support a challenging

learning environment. They advocate for necessary resources to teach to higher levels of learning. They

establish and maintain clear standards of behavior and civility. Educators are role models, displaying the habits

of mind and work necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning individuals who

reflect upon and monitor their own learning.

NYS P-12 Common Core Learning Standards.

This lesson plan follows the following NYS Common Core Learning Standards for English Language

Arts:
 5. Describe the overall structure of a story, including describing how the beginning introduces the story

and the ending concludes the action

11. Make connections between self, text and the world around them (text, media, social interaction).

NYS Learning Standards.

This lesson plan is designed to target the following NYS Learning Standards for English Language Arts:

2R1: Develop and answer questions to demonstrate an understanding of key ideas and details in a text.

2R3: In literary texts, describe how characters respond to major events and challenges. (RL) In informational

texts, describe the connections between ideas, concepts, or a series of events.

2R9: Make connections between self and text (texts and other people/ world).

DOE Claims and CAEP Standards.

This lesson plan adheres to the following DOE Claims:

Claim 1: Medaille College Graduates know the subject matter in their certification area(s)

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

teaching practices

Claim 3: Medaille College graduates are caring educators

This lesson plan adheres to the following CAEP Standards:

Standard 1: Content and Pedagogical Knowledge

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression

level(s) in the following categories: the learner and learning; content; instructional practice; and

professional responsibility.

Ontario Teacher Ethical Standards.

This lesson plan incorporates the standard of Care.

 Claim 1: Medaille College graduates are caring educators. Through each of the assignments I have

created for this lesson, and the instructional procedures created for my lesson, I demonstrate a care for my

students’ success. This lesson was designed to ensure student success.

International Literacy Association Professional Standards.

Standard 1: Foundational Knowledge

1.2 Understand the role of professional judgement and practical knowledge for improving all students’ reading development

and achievement

Standard 2: Curriculum and Instruction

2.1 Use foundational knowledge to design or implement an integrated, comprehensive, and balanced

curriculum

Council for Exceptional Children

The following Standard is fulfilled in my Guided Reading Lesson Plan as I have created

accommodations and modifications that will benefit my students and their educational needs.

1.1 Systematically individualize instructional variables to maximize the learning outcomes of

individuals with exceptionalities.

Ontario Curriculum Standards.

This lesson plan follows the following Ontario Curriculum Standards:

1.4 Demonstrate an understanding of a text by retelling the story or restating information from the text

with the inclusion of a few interesting details.

1.7 Identify the main idea and some additional elements of text
 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Chloe Fedy-Williton Date: October 25, 2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: _______ Town: ___×____ Rural: ______

Grade level: ___2_____ Number of students in the class: ____24____ Number of Students in Guided Reading Group: ____6____

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction
in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP
Classifications/Needs Students Goals
ü Student requires headphones for silent reading
IEP- ADHD 1 ü Student requires a fidget chair during guided reading
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
ü Student will sit on the left side of the teacher during group
Deaf in left ear 1 activities

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

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 Lesson __1____ of a ___5__ Day Learning Segment

Subject and Lesson Topic: Reading Comprehension: Reading Skills and Word Work

Grade Level: 2 Lesson Duration: 40-50 Minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The Central Focus of this lesson is comprehension of a text using strategies such as decoding, connecting and visualizing.

Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

The students in this reading group are mid to high level grade two readers.
They are able to:
1. Use a range of strategies to construct meaning
2. Understand the structure of a story
3. Read fluently
4. Identify the purpose of the story using

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

The students in this guided reading group are similarly skilled. We will use these skills throughout the lesson.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Some of the students understand the stages that a pumpkin goes through to grow from our visit to the pumpkin patch. Additionally, most of the
students have already familiarized themselves with the process of growing a pumpkin from our science class, where each student planted seed.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

In our anticipatory set, students will draw a picture of a pumpkin and jot down ideas of the stages they can remember a pumpkin goes through
when developing. We will then break into a Think-Pair-Share where students will talk with each other about this process and what they remember.

Curriculum Standards

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2R1: Develop and answer questions to demonstrate an understanding of key ideas and details in a text
2R3: In informational texts, describe the connections between ideas, concepts, or a series of events.
2R9: Make connections between self and text (texts and other people/world)
1.4: Demonstrate understanding of a text by retelling the story or restating information from the text with the inclusion of a few interesting details
1.7: Identify the main idea and some additional elements of texts (e.g. procedure: goal, materials)

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
At the end of this lesson, students will be able to Worksheet “Working with Words” Since the students are working
define the words used to identify the growth of a homogeneously, they do not require
pumpkin through the story 100% modifications for this assessment.
At the end of this lesson, students will be able to Worksheet “Stages of a Pumpkin” Since the students are working
demonstrate their understanding of the process a homogeneously, they do not require
pumpkin goes through as it develops using both modifications for this assessment.
images and words. They will be required to use
the words from the previous activity.

At the end of this lesson, students will be asked Worksheet “Pumpkin Story” Since the students are working
to write one sentence for each stage about the homogeneously, they do not require
process and create a ‘story’ modifications for this assessment.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Order 1. I will work with the students to ensure that they have a
Looking at your standards and objectives, general understanding of the content before we begin the
choose the one Bloom’s word that best worksheets
describes the active learning essential for 2. I will go through the process with students using “first, then,
students to develop understanding of next, finally”
concepts within your lesson.
3. I will work with the students on the “Working with Words”
sheet so that they can show me that they comprehend the
steps before progressing with the rest of the tasks

Vocabulary Seedling 1. I will work with the students to identify these vocabulary
Key words and phrases students need to be Sprawl words as we are reading
able to understand and use

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 2. As a group, we will define each of the words and how they
relate to the story and its meaning
Syntax Ordinal numbers to sequence the 1. I will write a prompt on chart paper with the words, first,
Describe ways in which students will events in the story then, next, and finally to help students start their sentences
organize language (symbols, words,
phrases) to convey meaning.
Discourse Using Think-Pair-Share the “Stages 1. I will split the group into pairs and will listen in to make sure
How members of a discipline talk, write, of a Pumpkin” worksheet that they are on track with the task.
and participate in knowledge construction
and communicate their understanding of
the concepts
Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator ü The student with hearing
impairment can move to the hallway
1. In our anticipatory set, students will draw a picture of a pumpkin and jot down ideas of the with a partner to work in a quiet
stages they can remember a pumpkin goes through when developing/ growing. environment.
2. We will then break into a Think-Pair-Share where students will talk with each other about
this process and what they remember.

Instructional Procedures ü The 504 student will be offered

1. Begin by asking the students to identify any words that they may have found difficult to headphones while the students are
read/understand in the story. During this discussion, identify the word “seedling” on page 9, asked to whisper read; they will also
and the word “sprawl” on page 13, and work with the students to identify the meaning of the be provided their fidget chair
words and how they relate to the text.
2. Ask students to whisper read the story “From Seed to Pumpkin”. During this time, listen in to
each student to ensure that they are reading each word properly by assessing their cuing
strategies such as looking at the picture, rand e-reading the sentence to ensure it makes
sense.
3. After the students have completed the story, and identified these words, they will then be
asked to share their thoughts on the story. I will ask the following questions to begin the
conversation; What did you learn from this story? Was there anything that surprised you? Do
you think you can explain to me all the steps that a pumpkin goes through as it grows? We
will discuss first and then following this final question, I will begin the activities.
4. Students will be given the “Working with Words” activity sheet. This will be used as a way for
students to familiarize themselves with the words used to define the stages of a pumpkin’s
growth. This will be the first step in assisting the students in understanding the story.

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 Students will be provided with a worksheet that has the words listed in the incorrect order
and will complete this independently. They will cut out the words and arrange them in order
from the first step to the last step. We will then come together as a group to ensure that all
students have the words in the correct order.
5. Students will then be provided with the “Stages of a Pumpkin” worksheet with a picture of
each stage on the page. They will be asked to write the name of the stage that the pumpkin is
in using the words they have practiced with in the previous activity. Once complete, we will –
complete a Think-Pair-Share so that I can listen to each student identify the stage and what is
happening in the picture.
6. I will also ask students how the picture helped them to identify what stage the pumpkin was
in. I will also ask if the previous activity helped them to understand what step had to go first,
second, etc.
7. Students will then complete the “Pumpkin Story” worksheet, which asks them to write one
sentence about each stage of the pumpkin growing process, and then draw a picture of a
pumpkin. Ask them to use their memories from the pumpkin story and their visit to the
pumpkin patch to draw the picture.
8. Once they have completed this activity, I will ask them to share individually with myself and
the rest of our group the sentences that they have written. I will also ask them to describe
their picture and how it relates to the words.
9. Once all of them have completed the activities, they will place their work in their ELA folders
and head back to their desks.

Closure

Ask students to tell me the most interesting stage of the pumpkin’s growth was, and why.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

ü Story: “Seed to Pumpkin” by Wendy Pfeffer

ü Pencil
ü Worksheet “Working with Words”
ü Worksheet “Stages of a Pumpkin”
ü Worksheet “My Pumpkin”

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Working with Words

Please cut out the words below and put them in order!

Plant Pumpkin

Green Pumpkin Seed

Pumpkin Flower Sprout

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 Stages of a Pumpkin
Name: __________ Date:_____________

Picture Process

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 Pumpkin Story

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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Artifact #2: Weebly Website

Overview.

This artifact represents my organization skills as I have created a website that is easy to navigate for

parents and students. In an article titled Theories and Research in Educational Technology and Distance

Learning Instruction through Blackboard it states that “Some scholars suggest that multimedia courseware

designers should consider using effective text and visual materials to maximize the learning through textual and

visual media…” (Ouyang, etal., 2014, p. 166). This knowledge is significant when examining my artifact as I

have ensured that my website utilizes both textual and visual components to aid my students.

In regard to the structure of my website, each significant section is titled, and appropriate material is

placed accordingly. Within my website, I have included several different technology tools that create interactive

learning environments for my students. Some of these technology tools include QR codes, Padlet, Symbaloo,

videos, and virtual fieldtrips. In addition, I have also created forums for students to email me confirming their

participation in an assignment, or to ask any questions that they may have. This website demonstrates my ability

to successfully use technology in my classroom and with my students.

New York Code of Ethics for Teachers.

My Weebly Website supports Principle 5 from the New York Code of Ethics. This principle states:

Principle 5: Educators collaborate with parents and community, building trust and respecting

confidentiality. Educators partner with parents and other members of the community to enhance school

programs and to promote student learning. They also recognize how cultural and linguistic heritage,

gender, family and community shape experience and learning. Educators respect the private nature of

the special knowledge they have about students and their families and use that knowledge only in the

students' best interests. They advocate for fair opportunity for all children.

DOE Claims
 My website adheres to Claim 3. This is seen through my organization of content so that students are able

to access it. Furthermore, this website contains a “getting to know you section” so that I can learn about my

students before we enter class on the first day.

Claim 3: Medaille College graduates are caring educators.

The following CAEP Standard can be applied to my Weebly Website:

Standard 1: Content and Pedagogical Knowledge

1.5 Providers ensure that candidate’s model and apply technology standards as they design, implement

and assess learning experiences to engage students and improve learning; and enrich professional practice.

ISTE Standards for Teachers and/or Students.

My website adheres to the educator standard of designer. I have created a visually appealing, and

information website for my students using graphics, interactive tools and forms.

5C Explore and apply instructional design principles to create innovative digital learning environments

that engage and support learning.

Ontario Teacher Ethical Standards.

My website adheres to the ethical standard of Care. I demonstrate care for my students by creating

content that is not only educational, but also enjoyable for them to learn. I have also included inspirational/

motivational statements on the cover of my website to create a caring and welcoming environment.

Care: The ethical standard of Care includes compassion, acceptance, interest and insight for developing

students' potential. Members express their commitment to students' well-being and learning through positive

influence, professional judgment and empathy in practice.

 Artifact #3: Science Fieldtrip Proposal

Overview.

My Science Fieldtrip Proposal that takes students to the Owen Sound Mill Dam is a fun and interactive way for

students to become engaged in their learning and to see what we are learning in class, in real life. This idea

follows the constructivist theory of active learning. In an article titled Authentic Learning (Simulations, Lab,

Field), it explains that “Authentic Learning is rooted in constructivist theory, which says that actively engaging

with problems and materials constitutes the best way to learn” (Galindo, nd, para.3). The students are able to

actively participate in their learning during this field trip by applying their knowledge from class.

With the location of our field trip being right in the city, it also provides the students to learn more about

the fantastic opportunities that are in our city. Furthermore, this artifact demonstrates my ability to create a fun

and educational field trip for students that connects with what we are learning, and the Ontario curriculum.

INSTAC Standards.

The Science Fieldtrip Proposal that I created adheres to Standard 3(b): Learning environments. This

standard follows the idea that, 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.

3(b) The teacher develops learning experiences that engage learners in collaborative and self-directed

learning and that extend learner interaction with ideas and people locally and globally

NYS Code of Ethics for Teachers.

My Science Fieldtrip to the Owen Sound Mill Dam follows Principle 5: Educators collaborate

with parents and community, building trust and respecting confidentiality. This fieldtrip requires

collaboration between myself, and members of the community to ensure that it can be done, and be a

positive learning experience for my students to partake in.

DOE Claims and CAEP Standards.

 This fieldtrip adheres to Claim 1. In order for me to plan this field trip, I needed to ensure that it

connects to what the students are learning in a way that is meaningful, fun and engaging. Doing so fulfills claim

1 of the Department of Education

Claim 1: Medaille College Graduates know the subject matter

Ontario Curriculum Standards.

This trip correlates to expectation 3, Understanding Basic Concepts, the specific standard is: 3.3 identify

ways in which animals are helpful to, and ways in which they meet the needs of, living things, including

humans, to explain why humans should protect animals and the places where they live (e.g., bats control

mosquito populations; birds and wildlife provide pleasurable viewing experiences; the buffalo provided some

Aboriginal people with everything they needed to survive: food, shelter, clothing, tools, ornamentation, and

weapons; horses can be used for labour; cats and dogs provide companionship for humans; animals, including

humans, disperse plant seeds)

Ontario Teacher Ethical Standards.

The ethical standard that this fieldtrip adheres to is trust. The ethical standard of Trust embodies

fairness, openness and honesty. Members' professional relationships with students, colleagues, parents,

guardians and the public are based on trust. This standard is met for this artifact because I am being trusted that

I am making a good choice for my students and their education by taking them to the Mill Dam to expand their

learning.
 Science Field Trip
Grade: 2

Where are you going?

Owen Sound Mill Dam

How will you get there?

School Bus

How will you pay for the field trip?

I will put in a request to our principal to access money from STEM program funds at the school level to support
the cost of bussing.

Objective/purpose of the field trip:

Students will be provided the opportunity to view Salmon swimming up the fish ladder at the Mill Dam. The
purpose of this trip to experience this natural part of the salmon’s life cycle and their amazing will to swim up
the ladder. Students will recognize the importance of preserving them and protecting their environment.

Why did you choose this field trip?

I chose this field trip to teach students about the importance of protecting our animals as a way of protecting our
environment. I believe this is a fun and interactive way for students to learn about this topic because they can
observe the fish in their natural environment. Furthermore, this was the first Mil Dam built in Ontario. This
information provides an excellent discussion for us to have while we are at the Dam.

Does this go along with a unit you are studying:

Yes, this does go along with the unit we are studying. We are currently working on the unit, “Understanding
Life Systems Growth and Changes in Animals”. In this unit, students are learning about how humans and
animals impact the environment. This field trip will help to expand their knowledge and understanding of this
unit as they will be able to see part of the life cycle of a Salmon.

Do you have things for the kids to look for or questions they need to answer?
Students will need to observe how Salmon try to get up the ladder. While observing, they will be asked
reflective questions about their experience. I am not going to give them a formal assessment to complete while
we are there because I want them to be fully immersed in the experience. Once we get back to the classroom,
students will complete an assignment about their experience.

What do you envision:

For this field trip, I envision the students having an enjoyable time watching the Salmon in their natural
environment. I imagine that students will be engaged with watching the different ways in which the Salmon
attempt to get up the ladder, and that they will ask questions about the process. I also envision the students
asking a lot of questions about the process; which is another reason why I have chosen to wait until we arrive
back at school to ask/ answer questions.

Additional Information:
1) Curriculum Standard: identify ways in which animals are helpful to, and ways in which they meet the
needs of, living things, including humans, to explain why humans should protect animals and the places
where they live (e.g., bats control mosquito populations; birds and wildlife provide pleasurable viewing
experiences; the buffalo provided some Aboriginal people with everything they needed to survive: food,
shelter, clothing, tools, ornamentation, and weapons; horses can be used for labour; cats and dogs
provide companionship for humans; animals, including humans, disperse plant seeds)

2) Links to Websites that Provide More Information on the Subject

a. https://www.visitgrey.ca/business/owen-sound-mill-dam
b. https://www.owensoundtourism.ca/en/explore/about-the-salmon.aspx
 Artifact #4: Classroom Management Plan

Overview.

My Classroom Management Plan was designed for a grade two classroom. It includes a welcome letter

to families, a meet the teacher sheet, a virtues word search, an interactive classroom rules activity, and a parent

questionnaire. Each aspect of the Classroom Management Plan is designed so that parents and students can take

in active role in shaping our classroom environment. This plan is connected to the learning theory of

Connectivism, which believes that “people learn and grow when they form connections” (WGU, 2020, para.12).

I designed this to be sent out before the first day of classes so that, students and parents can have a discussion

about what their child can expect during their first day with me.

INSTAC Standards.

The INSTAC Standard that my Classroom Management Plan meets is Standard #3: Learning

Environments. This standard follows the idea that 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. This is applied in my plan through each resource that I have created as they are

all meant to be an interactive way for parents and students to familiarize themselves with their new classroom

environment and new classroom teacher. The specific standard followed is:

3(a) The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of

openness, mutual respect, support, and inquiry.

New York Code of Ethics for Teachers.

The principles that my Classroom Management Plan follow are Principle 1, which claims that educators

nurture the intellectual, physical, emotional, social and civic potential of each student. As well, it follows

Principle 5, which claims educators collaborate with parents and community, building trust and respecting

confidentiality.
 DOE Claims

The DOE Claim that is represented in this plan is Claim 3 which states that Medaille College Graduates

are caring educators. This is demonstrated in this plan because I have made an effort to get to know my students

using a parent questionnaire. Additionally, I took the time to make sure that what I am sending to parents

provides sufficient information about my expectations and is engaging for students.

Ontario Teacher Ethical Standards.

The ethical standards that my plan follows are Respect and Trust. These Standards are met because I

have created this plan as a way to introduce my students to our classroom and build a rapport even before we

meet in person.

Respect is classified as: Intrinsic to the ethical standard of Respect are trust and fair-mindedness.

Members honour human dignity, emotional wellness and cognitive development. In their professional practice,

they model respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy and the

environment.

Trust is classified as: The ethical standard of Trust embodies fairness, openness and honesty. Members'

professional relationships with students, colleagues, parents, guardians and the public are based on trust.
Dear Students and Parents August 31, 2020

My name is Ms. Williton, and I’m excited to announce that your child will be in my 3rd
grade class this year! I can’t wait to meet you and your child at Meet the Teacher Night on
September 9th, 2020. You may bring in your student’s school supplies then, or they can bring
them in on the first day of school on September 14th,2020. You can find the school supply list
below. I have also attached a “Meet the Teacher” page, a virtues wordsearch, a classroom
expectations colouring sheet, and a survey to complete for the first day of school!
I am looking forward to an exciting school year! We’re going to learn new concepts,
create exciting projects, and get to know new community members. I have a lot of really fun
activities planned for us, and I can’t wait to start our learning adventure together!
I am so thrilled to see you soon! Until then, please don’t hesitate to contact me if you
have any questions or concerns about the upcoming year.
Sincerely,
Ms. Williton
[email protected]
226-668-2611
Check out my Meet the Teacher Page!

Backpack
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Firs he Te Pencils
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0
Getting to Know Your Child:

Q: What activities does your child enjoy?

A: __________________________________________

Q: Does your child have any allergies/ sensitivities I should be aware

of?

A: __________________________________________

Q: What languages are spoken at home?

A: ______________________________________________

Q: Is there anything else that I should know about your child?

A: _________________________________________________

School Related Activities:

Q: Does your child have access to technology (iPad, computer etc.)?

A: ________________________________

Q: What is your child’s favourite subject?

A: ____________________________________________
Q: Are there any specific goals you have for your child this year?

A: ______________________________________________

Contact Information:

How and when is it best for me to contact you?

Phone: ____________________
Email: ______________________
TIME: Morning Afternoon

Thank you for taking the time to complete this survey! I

want to give your child the best learning experience
possible, and this is a great way for me to get to know more
about them, and you! If you have any questions before the
start of the year, please do not hesitate to contact me at
[email protected].
 Artifact #5: Literacy Learning Segment

Overview.

I created my Literacy Learning Segment for a grade three class; the focus is working with the 5 W’s.

When I created this Learning Segment, I wanted to ensure that I was teaching them progressively as to not

overwhelm them with all of the information at once. In doing so, I could ensure that students fully understood

the function of each one before moving on to the next. I have ensured that the activities that I created for them

also progress to become more difficult as they understand the concept.

The implication for learning that I utilized throughout this Learning Segment is collaborative learning,

which falls under the theory of social constructivism. My lessons and activities include and encourage group

work so that students can work with each other to develop understanding. Furthermore, this opportunity allows

students to develop their leadership and organization skills, both of which will benefit them in this lesson and

the future (Collaborative Learning Theory, n.d, para.2)

INSTAC Standards.

The INSTAC Standard that is met in this learning segment is Standard 1: Learner Development. The

specific standard that is met is:

1(a) The teacher regularly assesses individual and group performance in order to design and modify

instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and

physical) and scaffolds the next level of development.

Additionally, Standard 3: Learning Environments. The specific standard that is met is:

3(d) The teacher manages the learning environment to actively and equitably engage learners by

organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

New York Code of Ethics for Teachers.

This artifact meets Principle 2: Educators nurture the intellect, physical, emotional, social and civic

potential of each student. This is achieved in my Lesson Segment through creating accommodations/
modifications for my students with IEP’s to ensure their success and differentiating learning so that all of my

students can reach their greatest potential.

NYS P-12 Common Core Learning Standards.

The following NYS Common Core Learning Standards apply to my Guided Reading Lesson Plan:

3. Write narratives to develop real or imagined experiences or events using effective technique,

descriptive details, and clear event sequence.

3a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that

unfolds naturally

3b. Use dialogue and descriptors of actions, thoughts, and feelings to develop experiences and events or

show the response of characters to situations.

3c. Use temporal words and phrases to signal event order

3d. Provide a sense of closure.

4. With guidance and support from adults, produce writing in which the development and organization

are appropriate to task and purpose

NYS Learning Standards.

The following learning standards are met through my Learning Segment:

3W3: Write narratives to develop real or imagined experiences or events using effective techniques,

descriptive details, and clear event sequences

3W3a: Establish a situation and introduce a narrator and/or character

3W3b: Use descriptions of actions, thoughts, and feelings to develop experiences and events or show the

response of characters to situations

3W3c: Use temporal words and phrases to signal event order

3W3d: Provide a conclusion

DOE Claims and CAEP Standards.

The following DOE Claims apply to my Learning Segment

 Claim 1: Medaille College graduates know the subject matter in their certification area (s)

I have demonstrated my knowledge of the subject matter by creating a lesson that adheres to NYS P-12

Common Core Standards, NYS Standards and Ontario Standards

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

best teaching practices.

My Learning Segment demonstrates my ability to meet the needs of diverse learning by creating

accommodations/modifications for IEP students.

Claim 3: Medaille College graduates are caring educators.

My Learning Segment demonstrates that I am a caring educator because I have created a lesson that is

both fun and educational for my students.

The following CAEP Standards apply to this Learning Segment:

Standard 1. Content and Pedagogical Knowledge

1.3 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

practices.

Standard 3: Candidate Quality, Recruitment and Practice

3.1 The provider presents plans and goals to recruit and support completion of high-quality candidates

from a broad range of backgrounds and diverse populations to accomplish their mission. The admitted

pool of candidates reflects the diversity of America’s P-12 students. The provider demonstrates efforts

to know and address community, state, national, regional, or local needs for hard-to-staff schools and

shortage fields, currently, STEM, English-language learning, and students with disabilities.

Ontario Teacher Ethical Standards.

The Ethical Standards that apply to this Learning Segment are:

Care: The ethical standard of Care includes compassion, acceptance, interest and insight for developing

students' potential. Members express their commitment to students' well-being and learning through positive

influence, professional judgment and empathy in practice.

 Integrity: Honesty, reliability and moral action are embodied in the ethical standard of Integrity.

Continual reflection assists members in exercising integrity in their professional commitments and

responsibilities.

International Literacy Association Professional Standards.

The following ILA Standards are met in my Learning Segment:

Standard 2: Curriculum and Instruction

2.1 Use foundational knowledge to design or implement an integrated, comprehensive and balanced

curriculum

2.2 Use appropriate and varied instructional approaches, including those that develop word recognition,

language comprehension, strategic knowledge, and reading-writing connections

Standard 5: Literate Environment

5.4 Use a variety of classroom configurations (i.e., whole class, small group, and individual

CEC Standards.

The following Council for Exceptional Standards apply to this Learning Segment:

1.1 Systematically individualize instructional variables to maximize the learning outcomes of

individuals with exceptionalities

1.4 Create safe, effective and culturally responsive learning environments which contribute to

fulfillment of needs, stimulation of learning, and realization of positive self-concepts

Ontario Curriculum Standards.

The following Ontario Standards are met in my Lesson Learning Segment:

1.2 Generate ideas about a potential topic, using a variety of strategies and resources

1.4 Sort ideas and information for their writing in a variety of ways

1.5 Identify and order main ideas and supporting details into units that could be used to develop a short, simple

paragraph using graphic organizers

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

Medaille College Department of Education

Learning Segment Prompts

Teacher Candidate’s Name: Chloe Fedy-Williton Date: December 6, 2020

Subject/ Grade Level: ELA/Grade 3 Learning Segment Topic: Short Story Writing

State your central focus and explain how your plans build on each other to help students make connections throughout the
learning segment. (edTPA Task 1, Prompt 1)
The central focus of this lesson is to utilize specific elements of narrative and have students create a graphic organizer for their own
short story. The elements that they will be working with include the definitions/meanings of the terms character, setting, main idea,
problem/challenge and plot development. They have been identified as the “5 W’s.

My lesson plans build on each other because I will be preparing my students throughout the five-day learning segment to write a short
story. The first day I will introduce my students to the 5 W’s and how they function in a story setting, they will work in small groups
with me to identify the 5 W’s in short stories. On the second day of the learning segment, students will work with me to practice starting
sentences and identifying which of the 5 W’s the sentence starter belongs with. On the third day of the lesson is when the students will
complete a lesson on editing for spelling and grammar. On the fourth day, students will complete the lesson I have provided, which
involves identifying the 5 W’s, working with sentence starters, and creating a graphic organizer/ outline for their short story. On the
fifth day, students will create a rough draft of their story and participate in a group editing workshop.
Create an assessment plan that will describe how you will use multiple forms of assessments that will provide direct evidence
to monitor your students’ progress toward meeting the central focus of the learning segment. (edTPA Task 1, Prompt 5a)
I will test my student’s knowledge using several different methods. For the first and seconds lesson, I will assess my students using
comprehension questions as a formative assessment. I will do this to monitor how the class is doing to know if I need to take the lessons
slower, or if I am able to move forward. Both of these lessons introduce new topics for student’s and I want to see how they progress as a
whole before I break them into smaller groups. For the third and fourth lesson, I will use formative and summative assessment by providing
the students with a lesson and a chance to put their new skill to practice. I will once again use comprehension questions as formative
assessment and will provide my students with three different worksheets so that they are able to practice skills they learned previously in the
week and put them to practice. On the fifth day, students will put their knowledge to practice and will create a rough draft of their story, I will
provide the students a peer editing session so they can work with each other and I can understand their comprehension based off of the
discussions they are having.
Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their
learning. Consider the variety of learners in your class who may require different strategies/support (e.g. students with IEPs
or 504 plans, English language learners, struggling or underperforming students or those with gaps in knowledge, and/or
gifted students). (edTPA Task 1, Prompt 5b)

F18
I have four students in my class that have an IEP. In order to accommodate these students, I will provide them with a quiet space to complete
the comprehension questions with a partner, and a fill in the blank version of the graphic organizer for them to complete. As well, I will
provide students with accessible formats for them to access the text that we will be using in our lesson.

I have one ELL student in my classroom. In order to accommodate for this student, I will provide them with closed captioning in their first
language while we watch videos so that they are able to listen in English, and read in a language familiar to them. I will also provide them with
text to speech technology for writing activities, as well as a quiet place to complete this work.
Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals,
and/or groups of students with specific learning needs. (edTPA Task 1, Prompt 3b)
I believe that my instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of
students with specific learning needs because this lesson can be very easily accommodated/modified to meet the needs of all my
students. I can add images or extra instructions to my worksheets, share the documents through students, and I used clear concise
language that is easy to translate and understand. Additionally, I will use technology, classroom whiteboards and wordh
Support your instructional strategies through theory and/or research. (edTPA Task 1, Prompt 3)
The two instruction strategies that I use most throughout my lesson are direct and interactive instruction. Both methods have different
benefits and I believe that they both work effectively in my lesson plan as they allow me to reach out to my students in different ways.
The first method is direct instruction. Cannon Beach Academy claims that direct instruction allows teachers to implement direct
instruction have a strong understanding of the strengths and challenges of their students. This is because progress can be made at the
student’s pace. Interactive instruction is said to be beneficial because of the student to student interaction. The website turning
technologies notes that students have a better understanding of the subject and a better grasp on the correct answer.
Direct Instruction Resource: https://www.thecannonbeachacademy.org/news/2018/1/24/5-reasons-why-direct-instruction-might-
be-the-best-teaching-method-for-your-
student#:~:text=Direct%20Instruction%20allows%20students%20to,students%20with%20their%20particular%20challenges.
Interactive Instruction Resource: https://www.turningtechnologies.com/news-and-events/tips/what-is-interactive-learning/

Describe anticipated common misconceptions students might have within your central focus and how you will address them.
(edTPA Task 1, Prompt 3c)
Misconceptions that students might have with my central focus could be regarding using sentence starters. Students might be confused
as to how these are used and related to the 5 W’s rules. I will address this problem on the third day by combining the first and second
lessons and providing students with worksheets that encourage them to use the two concepts together.

F18
 Artifact #6: Survey Assignment
Overview

For my Survey Assessment, I chose to research how parents, and teachers felt about the changes that

were made to the Ontario Curriculum in 2020. For this assignment, I created an introductory letter to let

participants know who I am, and what the target question of the survey was. I then administered a 15-question

survey that collected both qualitative and quantitative data. I had 10 participants partake in my survey and used

this information for my findings. I then compiled my findings in 3 different graphics and did a write up of the

information that I found. I chose to include this artifact as it represents my ability to create, administer, and

analyze information; all of which are important for a teacher to do. In regard to theories that this assignment

relates to, this assignment is structured according to Bloom’s taxonomy. I began by creating a survey with

relevant questions, I then evaluated and analyzed the results from the survey, and finally, I had to understand

the material to make relevant conclusions (Armstrong, 2010, para.1).

New York Code of Ethics for Teachers.

The Learning Segment adheres to the following Principles in the New York Code of Ethics for

Teachers:

Principle 4: Educators collaborate with colleagues and other professionals in the interest of student

learning. Educators encourage and support their colleagues to build and maintain high standards. They

participate in decisions regarding curriculum, instruction and assessment designs, and they share responsibility

for the governance of schools. They cooperate with community agencies in using resources and building

comprehensive services in support of students. Educators respect fellow professionals and believe that all have

the right to teach and learn in a professional and supportive environment. They participate in the preparation

and induction of new educators and in professional development for all staff.

Principle 5: Educators collaborate with parents and community, building trust and respecting

responsibility. Educators partner with parents and other members of the community to enhance school programs

and to promote student learning. They also recognize how cultural and linguistic heritage, gender, family and

community shape experience and learning. Educators respect the private nature of the special knowledge they
have about students and their families and use that knowledge only in the students' best interests. They advocate

for fair opportunity for all children.

DOE Claims and CAEP Standards.

The following DOE Claim is represented throughout my Survey Assignment:

Claim 1: Medaille College graduates know the subject matter in their certification area (s)

This is demonstrated in this assignment because I am working with the new Ontario Curriculum, which

familiarized me with what I will be teaching as a Primary/Junior teacher.

The following CAEP Standard is met in my Survey Assignment:

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.

Ontario Teacher Ethical Standards.

The Ethical Standard that is met in this lesson plan is:

Trust: The ethical standard of trust embodies fairness, openness, and honesty. Members’ professional

relationships with students, colleagues, parents, guardians and the public are based on trust.

ISTE Standards for Teachers and/or Students.

The following Standards apply to teachers:

Analyst: Educators understand and use data to drive their instruction and support students in achieving

their learning goals. This applies to my Learning Segment because I will use the data from my survey to assist

me when I am creating and administering lessons and assignments. Specifically, I will refer to the information

regarding parent assistance and student success.

Design, Implement, Administer & Analyze a Survey Assignment

Chloe Fedy-Williton

ECI510 Action Research

Dr. Craig Centrie

Dear Participant,
My name is Chloe Fedy-Williton and I am a teacher’s college candidate at Medaille College. I
have created this survey in order to collect information regarding the mathematics’ curriculum
in the elementary classroom, with a focus on grades one to six. I am assessing the effect that it
will have on children as well as parents. Specifically, the survey questions aim to question the
new curriculum that was set in place by the Government of Ontario June of 2020. For those
not familiar with the new curriculum, it is aimed to focus on fundamental math concepts and
skills; coding; financial literacy concepts and using current and practical examples.
The target audience for this survey is parents of students in grades one to eight, as well as
elementary school teachers, and pre-service teachers. Participation in this survey is voluntary,
and all responses will be kept confidential. Should you choose to participate in this survey, and
would like more information on the new curriculum, please visit the Ontario Ministry of
Education website at http://www.edu.gov.on.ca/eng/curriculum/elementary/math.html.
Please do not hesitate to contact me should you have any questions.
Sincerely,
Chloe Fedy-Williton
 Ontario’s New Math Curriculum Survey
Please select one answer for each of the following questions
I am a… Parent / Teacher / Pre-Service Teacher (please highlight)

Questions Strongly Disagree Neutral Agree Strongly

Disagree Agree
1 2 3 4 5
Do you believe that the new
curriculum will improve students
mathematical understanding?
Do you think that the new curriculum
addresses relevant and
realistic subjects?
Do you believe that adding coding to
the curriculum is appropriate for this
age group?
Parents will be able to assist their
child better because the new
curriculum is more realistic than
before
Do you think that the new
curriculum will prepare students
for the ‘real world’?
Students will feel more successful
with the new concepts
Do you believe that memorization of
numbers will help students better
improve their math skills?
Do you believe students will be more
successful with the new curriculum?
After the implementation of this new
curriculum, do you believe
standardized testing such as the
EQAO should be used as an
evaluation of students?
During the pandemic, do you believe
that now is an appropriate time to
implement this new curriculum?
 Ontario’s New Math Curriculum Survey
Please answer the following questions regarding the new curriculum.

1. One of the most prominent reasons that the Ministry of Education

wishes to change the curriculum is due to students not meeting the
provincial standard. Do you believe that the changes being made will
help improve test scores? Why or why not?

2. As a teacher or parent, do you think that the new curriculum will

benefit your child/ students?

3. Do you believe anything else should be added to the new

curriculum? If so, what is it?

4. What do you believe will be the most beneficial for students with the
new curriculum?

Qualitative and Quantitative Data Results:

Quantitative Data:
1. Do you believe that the new curriculum will improve students
mathematical understanding?
a. Results: 3, 4, 5, 4, 4, 3, 4, 4, 3, 3
 2. Do you think that the new curriculum addresses relevant and
realistic subjects?
a. Results: 3, 4, 5, 5, 5, 3, 4, 3, 4

3. Do you believe that adding coding to the curriculum is appropriate

for this age group?
a. Results: 4, 4, 4, 5, 2, 2, 4, 4, 5, 3

4. Parents will be able to assist their child better because the new
curriculum is more realistic than before.
a. Results: 3, 4, 4, 3, 3, 3, 4, 3, 3, 5

5. Do you think that the new curriculum will prepare students for the
‘real world’?
a. Results: 3, 4, 4, 5, 5, 3, 4, 4, 3, 3

6. Students will feel more successful with the new concepts

a. Results: 3, 4, 3, 4, 3, 3, 3, 3, 4, 4,

7. Do you believe that memorization of numbers will help students

better improve their math skills?
a. Results: 4, 5, 2, 2, 4, 4, 3, 2, 3, 2
8. Do you believe students will be more successful with the new
curriculum?
a. Results: 3, 5, 3, 4, 3, 2, 3, 4, 5, 5

9. After the implementation of this new curriculum, do you believe

standardized testing such as the EQAO should be used as an
evaluation of students?
a. Results: 1, 5, 1, 4, 2, 2, 3, 1, 2, 2

10. During the pandemic, do you believe that now is an appropriate time
to implement this new curriculum?
a. Results: 1, 5, 1, 4, 2, 2, 3, 1, 1, 5

Qualitative Data:
1. One of the most prominent reasons that the Ministry of Education
wishes to change the curriculum is due to students not meeting the
provincial standard. Do you believe that the changes being made will
help improve test scores? Why or why not?
 a. For this section, there was an even divide between yes and no.
Those who said yes believe that the focus is more relevant. Those
who said no believe that the way math is taught needs to be
changed, not the curriculum.

2. As a teacher or parent, do you think that the new curriculum will

benefit your child/ students?
a. For this section, majority of participants do believe that it will
benefit because it is more relevant, and parents will be able to
help their children more. Those who said no do not think that all
learning styles will be able to understand the new concepts.

3. Do you believe anything else should be added to the new

curriculum? If so, what is it?
a. Those who answered yes to this question believe the following
should be added: examples of expectation, financial literacy, and
an introduction to taxes
4. What do you believe will be the most beneficial for students with the
new curriculum?
a. Majority of participants agree that the ‘real-life’ aspect of the
curriculum will be what is most beneficial. Other responses were
the attention to social emotional learning, memorization of times
tables, ability to differentiate different types of learning, and the
problem-solving method.

Graphic Organizer:
Summary of Graphic Organizer
The conclusions that I have drawn from my data collection is that majority of

those that participated in my survey, (which ranged from teachers, to parents) believe

that the new curriculum will be beneficial for students. The two most popular reasons

for why they believe this are: parents will be better able to understand the concepts due

to their relevance to the real world, and the fact that students will be taught to

memorize important information, such as multiplication tables, so that they can

improve upon their mental math. Furthermore, I concluded that almost all of the

participants agree that standardized testing such as the EQAO should not be used as a

form of assessment once the new curriculum is implemented.

 The plan of action that I will take based on the data that I have collected is to

make sure that as a teacher I do not just understand the material that I am teaching, but

that I am able to teach it in ways that are accessible for all of my students. This means

that I will ensure that all of my assessment materials are accessible for all types of

learning styles (visual, tactile, kinesthetic). This was one of the comments that was made

on the survey, and I believe that it is an extremely important part of a child being

successful within their learning. In addition, I also plan to supply parents with resources

necessary in order to make sure their child succeeds. Although the new material is more

realistic, I believe it is still important to do this so that they are fully equipped to assist

their children.

Plan for Improvement

At this time, I do not believe I can include my plan for improvement in this topic

area because it has not yet been implemented within the school system. What I will

suggest, however, is that teachers at the elementary level that work within the same

school meet often to discuss different strategies that they use within their classroom. In

doing so, they can discuss what works within their classrooms, as well as what does not

work. Due to the fact that the curriculum has been changed so drastically, it will be

important for teachers to meet often and to act as a support system for one another,

especially considering the time in which the new curriculum is being

implemented. Teachers may have to move all of their lessons to an online format and
having to create new lesson plans as well as teach remotely will present itself with

challenges.

I am looking forward to seeing how the new curriculum works within the

classroom. I hope that both teachers and students find success with the changes and

that the result will be positive on both ends.

 Artifact #7: Cyber Safety Presentation

Overview.

I created the Cyber Safety Presentation for students and parents to teach them about safe

use of the internet. Technology is being integrated into the classroom from as early as

kindergarten. My goal of this presentation is to help students learn about the dangers of the

internet, and what information is and is not acceptable to post. In this presentation, I have

included a video, infographic and other images to keep students engage to information concise.

Utilizing different methods to approach this subject is in accordance with Sensory Theory, which

believes that “…learning occurs when the senses of sight, hearing, touch, smell and taste are

stimulated” (Gravells, et.al., 2014, p.93). I chose to include this presentation as an artifact

because it demonstrates my ability to create engaging and meaningful information on subjects of

importance.

INSTAC Standards.

This artifact adheres to Standard 3: Learning Environments. The specific standards that it

meets are:

3(g) The teacher promotes responsible learner use of interactive technologies to extend

the possibilities for learning locally and globally

3(m) The teacher knows how to use technologies and how to guide learners to apply them

in appropriate, safe, and effective ways.

New York Code of Ethics for Teachers.

The Ethical Principles that are met in my Cyber Safety Presentation are:

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

potential of each student. Educators promote growth in all students through the integration of
intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and

worth of each individual. Educators help students to value their own identity, learn more about

their cultural heritage, and practice social and civic responsibilities. They help students to reflect

on their own learning and connect it to their life experience. They engage students in activities

that encourage diverse approaches and solutions to issues, while providing a range of ways for

students to demonstrate their abilities and learning. They foster the development of students who

can analyze, synthesize, evaluate and communicate information effectively.

Principle 5: Educators collaborate with parents and community, building trust and

respecting responsibility. Educators partner with parents and other members of the community to

enhance school programs and to promote student learning. They also recognize how cultural and

linguistic heritage, gender, family and community shape experience and learning. Educators

respect the private nature of the special knowledge they have about students and their families

and use that knowledge only in the students' best interests. They advocate for fair opportunity for

all children.

DOE Claims and CAEP Standards.

My Cyber Safety Presentation follows the following DOE Claim:

Claim 3: Medaille College graduates are caring educators.

This is demonstrated in my presentation because it is created to ensure the safety of all of

my students when they are using technology not only in the classroom, but at home as well.

Ontario Teacher Ethical Standards.

The Ethical Standards that are met in this artifact are:

 Care: The ethical standard of Care includes compassion, acceptance, interest and insight

for developing students' potential. Members express their commitment to students' well-being

and learning through positive influence, professional judgment and empathy in practice.

Trust: The ethical standard of trust embodies fairness, openness, and honesty. Members’

professional relationships with students, colleagues, parents, guardians and the public are based

on trust.

ISTE Standards for Teachers and/or Students.

The ISTE Standard that is met for educators is:

Citizen: Educators inspire students to positively contribute to and responsibly participate

in the digital world.

3c Mentor students in safe, legal and ethical practices with digital tools and the protection

of intellectual rights and property

3d Model and promote management of personal data and digital identity and protect

student data privacy

 Digit al
Cit izenship &
Cyber Safet y
Keeping your self safe

Keeping Your self Safe on the Inter net

Who do You Share Your Details With? This video teaches us why it is important to
protect ourselves on the internet!

Watch me!
What is Digital Citizenship?
This infographic teaches us all about digital citizenship, and
what it involves

Cyber bullying
Cyberbullying takes place through social media and/or text ing. When someone is
bullied online, they might be sent mean comments, photos, or their information
might be shared.

If you notice that someone is someone is being cyberbullied, here are some ways
YOU can help!
Digital Footpr int
This informat ive video from t he ISTE website demonstrat es t he importance of
understanding what happens to our information once we post/ share it online

Your child’s safet y is your number one

priority. Here are some tips on how to
help keep them safe on the internet

1) Connect with them. Set rules for

Par ent websites/outlets they can and
cannot visit
Resour ces 2) Be proactive. Teach your children
about red flags on the internet,
and what they should avoid
3) Talk about it! Ask them questions,
and keep the conversat ion going.
 Artifact #8: DASA Certification

Overview.

I chose to include my Dignity for All Students Act (DASA) certification in my portfolio

because it demonstrates my willingness to partake in continuous education. My willingness to

partake in additional courses is beneficial for my students because I will be able to assist them

the best way possible.

This artifact connects with the theory of Behaviourism from John Watson. This theory

states that it “…is a theory of learning which states all behaviors are learned through interaction

with the environment through a process called conditioning” (McLeod, 2020, para.1). Creating a

positive, and safe learning environment for my students will reflect in their attitudes and

behaviours between other students in our classroom.

INSTAC Standards

The INSTAC Standard that is met in this artifact is:

Standard 3: Learning Environments

3(f) The teacher communicates verbally and nonverbally in ways that demonstrate

respect for and responsiveness to the cultural backgrounds and differing perspectives learners

bring to the learning environment.

New York Code of Ethics for Teachers.

The Ethical Principles met in my DASA Certification are:

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

potential of each student. Educators promote growth in all students through the integration of

intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and

worth of each individual. Educators help students to value their own identity, learn more about
their cultural heritage, and practice social and civic responsibilities. They help students to reflect

on their own learning and connect it to their life experience. They engage students in activities

that encourage diverse approaches and solutions to issues, while providing a range of ways for

students to demonstrate their abilities and learning. They foster the development of students who

can analyze, synthesize, evaluate and communicate information effectively.

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

Educators recognize that professional knowledge and development are the foundations of their

practice. They know their subject matter, and they understand how students learn. Educators

respect the reciprocal nature of learning between educators and students. They engage in a

variety of individual and collaborative learning experiences essential to develop professionally

and to promote student learning. They draw on and contribute to various forms of educational

research to improve their own practice.

DOE Claims and CAEP Standards.

The DOE Claim that is met in my DASA certification is:

Claim 3: Medaille College graduates are caring educators.

This is met through my DASA Certification because it is a certification designed to work

with teachers to create a safe and welcoming learning environment for all students.

CEC Standards.

The CEC Standard that is fulfilled in this artifact is:

1.4 Create safe, effective and culturally responsive learning environments which

contribute to fulfillment of needs, stimulation of learning, and realization of positive self-

concepts

Ontario Ethical Standards.

 Care: The ethical standard of Care includes compassion, acceptance, interest and insight

for developing students' potential. Members express their commitment to students' well-being

and learning through positive influence, professional judgment and empathy in practice.

Respect: Intrinsic to the ethical standard of Respect are trust and fair-mindedness.

Members honour human dignity, emotional wellness and cognitive development. In their

professional practice, they model respect for spiritual and cultural values, social justice,

confidentiality, freedom, democracy and the environment.

Trust: The ethical standard of trust embodies fairness, openness, and honesty. Members’

professional relationships with students, colleagues, parents, guardians and the public are based

on trust.

Integrity: Honesty, reliability and moral action are embodied in the ethical standard

of Integrity. Continual reflection assists members in exercising integrity in their professional

commitments and responsibilities.

Conclusion

This section included eight artifacts that demonstrate my well-roundedness as a teacher

candidate. Each of the eight artifacts that I chose to include were selected because they

demonstrate the unique, caring and competent future educator that I am. Through the

presentation of each artifact, I demonstrated the standards that applied. In doing so, this

represents my understanding of the expectations of teachers in both New York State and Ontario.

My Guided Reading Lesson Plan and Literacy Learning Segment reflect on my

knowledge of curriculum and creating lessons/ assignments that will benefit the needs of all of

my students. My Classroom Management Plan, Cyber Safety Presentation and Weebly Website

all demonstrate my organization skills as well as my ability to connect with parents and students.

My Science Fieldtrip Proposal is an example of my ability to connect curriculum with fun,

engaging and educational out of classroom experiences. My DASA certification demonstrates

the care that I have for my students and their well-being, as well as my drive to continuously

further my education. Finally, my Survey Assignment shows that I can create, administer and

analyze information to benefit my students.

In Section Four of my portfolio, I will be describing each of the standards above in great

detail, while also providing a summary each of the artifacts that relate to the standard.

Furthermore, I will also be creating a chart that summarizes the standards above.