Artifact #9: Special Education Certificates

My ninth artifact I included are two certificates. I received these certificates while in Foundations of
Special Education at Medaille College. The first part of the training covered Violence Prevention and
Intervention. The second part of the training covered Identification and Reporting of Child Abuse and
Maltreatment. In schools today, a lot of students do start their day without a proper breakfast, or live as a
victim of violence in their home. As educators it is crucial that we stand up, and do everything that we can to
assist these students who are potentially at risk or are in danger.
Why did you include this artifact?
The reason I included this artifact is because this training gave me further knowledge than what I already
had on Violence Prevention and Intervention, and Identification and Reporting of Child Abuse and
Maltreatment. It is a topic of discussion I had in my Early Childhood Education Program. For this course, I
have a better feel of the signs that a student could be living in a negative situation. I know now how to
properly handle individual circumstances, and to remember to keep the students needs a top priority. If I feel
I need to tell someone, for example the principal of the school, then it is my duty to report, and make sure
that all of my students are safe while in my care.
How does this artifact show evidence that you are prepared for a career in education?
This artifact shows evidence that I am prepared for a career in education because this training gave me a
further understanding of how to assist in the best way possible on the topics of violence, child abuse and
maltreatment. These topics are very important in the field of education. Not all beginning teachers have the
opportunity to receive this training. These are very serious scenarios that could happen to any student at any
time. It is important to have programs like this in place for all educators to know how to act, and when to
act. If we do nothing to assist students who are living in danger than we are as much to blame for the
violence, abuse and maltreatment to continue.

What curriculum and professional standards were used?

InTASC: Interstate Teacher Assessment and Support Consortium

Standard #9 - Professional Learning and Ethical Practice: The teacher engages in ongoing professional
learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices
and actions on others (learners, families, other professionals, and the community), and adapts practice to
meet the needs of each learner.
(a) The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to
provide all learners with engaging curriculum and learning experiences based on local and state
standards.
(b) The teacher engages in meaningful and appropriate professional learning experiences aligned with
his/her own needs and the needs of the learners, school, and system.
(m) The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture,
gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on
expectations for and relationships with learners and their families.
(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current
education policy and research as sources of analysis and reflection to improve practice.
New York State Code of Ethics for Educators
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.
Ontario College of Teachers
The Standards of Practice for the Teaching Profession

ProfessionalKnowledge
Members strive to be current in their professional knowledge and recognize its relationship to practice. They
understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational
research and related policies and legislation to inform professional judgment in practice.
OngoingProfessionalLearning
Members recognize that a commitment to ongoing professional learning is integral to effective practice and
to student learning. Professional practice and self- directed learning are informed by experience, research,
collaboration and knowledge.
The Ethical Standards for the Teaching Profession
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 honor 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.