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Artifact #5: ELED Assessment Assignment.

The fifth artifact that I am going to be showcasing is my ELED Assessment assignment.

This assignment shows my ability to effectively assess as student through multiple reading and

writing assessments. The assessments that I use in my artifact are widely used in school boards

today to find out what level students are at. The assessments that I use in this artifact are a

reading survey inventory, a concepts of print assessment, high frequency word assessment,

elementary spelling inventory, and running records. Each assessment played an important role in

the instructional plan that I created for my student. I found that my student needed instruction in

vocabulary and comprehension. The importance of taking the time to do these assessments with

my students is a matter of how much I want them to succeed. Without these necessary

assessments, I won’t create a proper instructional plan, both for the student and for the class.

These assessments will help be decide where I need to start and if I need to do a review before

starting something new with them.

Connections to Standards

INTASC Standards

The INTASC Standards are a set of standards that help support new teachers to teach

effectively for college readiness. This artifact is connected with standard #1 on learner

development, standard #6 on assessment, standard #7 on planning for instruction, and standard

#8 on instructional strategies. Standard #1 focuses on the ability for a teacher to understand how

learners grow and develop, recognizing that patterns of learning and development vary

individually. In this artifact I show my ability to recognize the patterns in the students’ work that

need development and I create an instructional plan accordingly. This plan will help the student
grow to be better reader and writer. Standard #6 focuses on how the teacher understands and uses

multiple methods of assessment to engage learners in their own growth, to monitor learning

progress and to guide the teacher’s and learner’s decision making. In this artifact I show this by

having the students take multiple assessments with me to see where she needs to the most help.

These assessments help me see where my student needs help and what level she is currently at to

decide how to move forward. Standard #7 is how the teacher plans instruction that supports

every student in meeting rigorous learning goals. In this artifact I show this by my ability to use

research to plan an instructional plan based on the scores of her assessments. I plan according to

her needs, rather than just following the curriculum. Standard #8 is that the teacher understands

and uses a variety of instructional strategies to encourage learners to develop deep understanding

of content areas and their connections, and to build skills to apply knowledge in meaningful

ways. In my artifact I show this by my ability to create an instructional plan that is fun, different,

and engaging. This plan will help the student grow in the area that is specific to her. If I have a

group of students in the same area, I create small group lessons instead of individual lessons.

NYS Code of Ethics Standards for Educators

Principle 1 is that educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. In this artifact I show this by taking the time to assess my student and

take the time to create an instructional plan to suit her needs. This will help her feel confident in

herself and in her work, when she knows that there is a way to improve her work. Principle 2 is

that educators create, support, and maintain challenging learning environments for all. This

means that the educator understands that the students need more than just reading out of a

textbook and filling in a worksheet. They need hands-on, active experiences so that they can
connect with the content better. This instructional plan will help the student realize what she

needs help with and how we can plan together to help her improve her reading and writing.

NYS P-12 Common Core Learning Standards

From the New York State Learning standards for grade 2 English language arts, the

standards read that the students should be able to read and comprehend complex literacy texts

and they should be able to determine the meaning of words and phrases in a text. This is applied

in my artifact because the student showed through the multiple assessments that she needed help

in comprehension and vocabulary. Know the meaning of words can help a student with their

comprehension. Comprehending the story means that the students should be able to recount

important events in the story. My student’s fluency was very high, but my main concern was her

ability to comprehend what she was reading.

NYS Learning Standards

The New York State Learning Standards for this artifact RL.2.5 and RF.2.4. These

standards state that a student should be able to describe a story from beginning to end and read

with accuracy and fluency to support comprehension. My student was able to read fluently but

she was unable to comprehend fully what she was reading. Based on her assessments she also

needs to work on her vocabulary. Since her vocabulary needs help, I believe that once that is

improved it will greatly help her comprehension.

DOE Claims and CAEP Standards


The DOE Claims and CAEP Standards are applied to this artifact are claim 1, 2, 3 and

standard 1.1, 1.3, 1.4. These claims state that as a graduate of Medaille College I know the

subject matter in the area that I am being certified, I meet the needs of diverse learned through

effective pedagogy and best teaching practices and that I am a caring educator. In this artifact I

show my knowledge of the subject matter in my ability to plan, instruct and assess my students

on the English language arts curriculum. I use my best teaching practices by meeting the needs

of each individual student and I show my caring nature by giving the students the feedback that

they need to grow, rather than just give them a number grade. The students are so much more

than their grades and we need to show them that by showing them how they can improve. They

need to know that there is always room for improvement and that nothing is perfect.

ISTE Standards for Teachers and/or Students

Standard 7 of the standards for teacher’s states that educators understand and use data to

drive their instruction and support students in achieving their learning goals. The standard is

directly applied to my artifact because I use the data from the students’ work to drive my

instruction, or plan my instruction for the next day, week, month or year. It's the assessments that

I give my students that will help me plan the rest of year. I want to focus on my students’

learning goals by creating the mini lessons that they need to achieve those goals.

ILA International Literacy Association Professional Standards

The ILA International Literacy Association Professional Standards describe what

candidates for the reading profession should know while focusing on the knowledge, skills, and

dispositions necessary for effective educational practice in a specific role. The standards that
apply to this artifact are element 2.2 and element 3.3. Element 2.2 states that candidates use

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

language comprehension, strategic knowledge, and reading-writing connections. Element 3.3

states that candidates use assessment information to plan and evaluate instruction. These two

elements are applied to my artifact because I used the assessments to plan and evaluate my future

instruction. In this case, I used the data that I got from the assessments to develop vocabulary

and reading comprehension.

CEC Standards

The CEC Standards for this artifact are 1.2 and 1.4. These standards are very important

to add to the explanation of my artifact because it shows how important it is to be aware of all of

your students and making sure that they are all getting the support and extra lessons that they

need. Standard 1.2 states that as an educator I should prepare in a way to be able to meet the

individual needs of my students with disabilities. Standard 1.4 states that the educator should

create a safe, effective, and culturally responsive teaching environment. In my artifact I show my

ability to prepare as an educator for my students with disabilities by showing that I am able to

create an instructional plan necessary to meet the needs of each individual student. This

instructional plan will help create a comfortable learning environments for all of my students.

Ontario Curriculum Standards

Ministry of Education – The Ontario Curriculum Grade 1-8 – Language

Standard Strand: Reading/Writing

Grade: 2
Topic: Reading for Meaning

Item and Statement:

By the end of Grade 2, students will:

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

Topic: Applying Knowledge of Language Conventions and Presenting Written Work Effectively

Item and Statement:

By the end of Grade 2, students will:

3.3 confirm spellings and word meanings or word choice using a few different types

of resources

Using these standards, students will be able to comprehend stories that they read and

using know different words to strengthen their vocabulary. Based on her assessments, she needs

to be taught more strategies to read more fluently even if she doesn’t know the meaning of the

word. She also needs a strategy to be able to comprehend what she is reading.

Ontario Teacher Ethical Standards

This artifact shows the ethical standard of “care” and “respect” for my students. The

standard of care talks about how an educator shows compassion, acceptance, interest, and insight

for developing students’ potential. Building my students’ potential is crucial in building their

self-confidence and interests. If they understand what they need to fix, in this case their writing,

they will have an easier time in the future. The standard of respect is that each student is at a
different level and that is okay. Some students need more help then others, and that is also okay.

Respecting each students’ needs is the best way to build trust with each of my students.
Department of Education
ELED Assessment & Instruction Plan Descriptor (2017-2018)

I.! Basic Data


a.! Student name: Gabriella
b.! Student grade/ stage of development: Grade 2
c.! Type of assessment analyzed:
i.! Reading Survey Inventory (Little Red Writing House, 2015)
ii.! Concepts of Print (Lucy Calkins, 2006-2007)
iii.! High Frequency Word Assessment (Lucy Calkins,
iv.! Elementary Spelling Inventory (Donald Bear)
v.! Running Records (Reading A-Z, Level F, G, L)

II.! Summary of assessment documents:

a.! Reading Survey Inventory (Appendix B)


A reading survey is the beginning of finding out what your students think about
reading and it's also about helping build that relationship with your student. The reading
survey inventory is given to a student to determine if they like reading and what kinds of
books they like to read. Since the student isn't being graded they are free to be themselves
without feeling pressure about what mark they will get. When I gave Gabriella the
reading survey inventory she loved all the silly faces that it had on it and she was so
excited to get started. She is such a helpful, fun person that when I asked her to help me
with my school assignment she was practically bouncing off the walls. The first thing she
did when she got the reading inventory was write her name at the top. Then we read the
directions together because I wanted to make sure she understood what she had to do and
then she wanted to read the rest by herself. She read each statement one by one out loud
before she decided what she wanted to respond to it. Also after each statement she had
some funny story or comment to share. These comments and stories are what helped me
build that relationship that I needed to administer the other assessments. For example,
when she read question # 6 "How I feel about reading mystery/scary stories", she started
to talk about how she hates scary things, but how she loves reading those kinds of books.
As she went down the list, she would mark how she felt about that statement by using a
variety of symbols. This shows me how creative and fun she is, rather than just checking
each one or circling an answer, she had fun with it. This shows me that her answers are
honest, because her creativity came out in her answers. Once she was finished completing
the survey, she handed me her paper and I checked to make sure that I had enough data to
see what kinds of books she likes to read and other valuable information that could be
used during guided reading or in-class lessons. When I finally had a chance to look at
what she had responded to the reading survey, she circled that she loves everything
except reading poetry and informational books. This was a bit of a read flag for me when
I first noticed it because informational books are history and usually other fiction books.
These types of books are ones that she needs to get used to since she will be reading them
in school. I am not as concerned about the poetry aspect because I know sometimes when
a student finds that poem that they connect with, they end up enjoying poetry.
b.! Concepts of Print (Appendix C)
The concepts of print assessment is to assess if a student understands print
awareness and if they have proper book handling skills. This means that the child knows
which way to hold the book, what page to start reading from, what side to start reading
from, what a word is, what a letter is, and in general how to handle a book; “Marie Clay
calls concepts of print ‘the rules of the road’” (Clay, 2000). It is about knowing what side
of the road to drive on, what the signs mean, and what a stop light is for. This is one of
the most important assessments because if a child doesn't have the knowledge of how the
book should be handled, their reading won't be accurate. When I started the concepts of
print assessment I used one of Gabriella's books from her library at home. Since Gabriella
is in Grade 2, I knew that this assessment may be easy for her, but since she isn't my
student I wanted to make sure that I had the opportunity to see the assessment for myself.
When I started the assessment, I handed the book to her upside down and
backwards. She immediately flipped the book in the right direction and read the cover to
me. As we continued the assessment she answered all of questions with ease. As she
continued reading the book to me she showed different emotions about things she thought
were cool, gross, or funny. She didn't use her fingers to read until I asked her to point to
each word as I read it, as part of the assessment. What I did find interesting though was
that she never stopped and said to me this book is too easy or that I was asking her easy
questions. That alone showed me that she loved to read anything, and it made me so
happy. Gabriella doesn’t need improvement in concepts of print because she not only got
all the answers right, but she also continued reading the book even once I was done
assessing her.
c.! High Frequency Word Assessment (Appendix D)
The high frequency word assessment is an assessment to see how many high
frequency words a child knows. “High frequency words are those words that occur most
frequently in English language texts” (Mckenna, 2015) p. 180). It is important for
students to know high frequency words automatically because than they become sight
words; which makes a student’s reading more fluent and enjoyable (McKenna, 2015, p.
180). According to LaBerge and Samuels (2016), "when these words are instantly
recognized, the short-term memory is not overloaded and is freed to focus on
comprehension of what is going on in the automatic word recognition" (Samuels, 2006,
p. 28). This assessment helps us as teachers see which high frequency words may be
missing from the students' vocabulary and work on it in insolation with the hope that it
will be recognized in the reading.
When I gave Gabriella the high frequency word assessment I decided to start with
List B because I wasn’t sure how many words she may or may not know. After she flew
through the list I jumped to List D where again she went through the list with only two
mistakes. I think the mistakes were because Gabriella was just reading too fast because
she knows all of them. She said "that" instead of "than" and "where" instead of "were".
For the next list I mentioned to Gabriella to read slowly even if she knows the words
well. While she read List E, she again read it fast and only got one incorrect this time.
She said "now" instead of "know". This shows me that she knows a lot of high frequency
words and she is very comfortable with them, however, it seems that Gabriella doesn't
hear silent letters like the 'h' in where or the 'k' in know. Gabriella needs to work on
slowing down and as for her high frequency words, I need to work on the silent
consonants with her.
d.! Elementary Spelling Inventory (Appendix E)
The Elementary Spelling Inventory by Donald Bear is an assessment that helps
determine which developmental stage a student is in with their writing. This assessment
shows us how well a student can decode and “the exact word elements students had
already mastered…thus establishing levels of development in spelling and reading has
enormous potential for guiding instruction” (Bear, 2004, p. 26). This assessment is
probably one of the best I used for this assignment because I was able to see where the
student has difficulty, what mini-lessons need to be done, and what spelling stage the
student is in. Knowing her spelling stage will help me come up with a plan to help her
literacy develop. This assessment was created to help students learn words their way, by
building on top of what they already know, by spelling words incorrectly and most
importantly by invented spelling. Invented spelling is crucial to a student’s reading and
writing. Invented spelling shows us how the student thinks words work and how sounds
come to together to create a word.
When I gave Gabriella the spelling inventory she was very excited because she
likes to write. We started at the beginning, and I told her even if you don’t know how to
spell it I want you to write down how you think it is spelled. On the first half of the words
she was confident that she spelled them correctly. I could tell because she wrote them out
quickly. Once I started with the more difficult words, she took her time. She sounded out
the words and wrote exactly what she heard. For example, in “cherries” she hears the “z”
sound because that it was it sounds like. Towards the end of the list she was having a
hard time with the words, but she didn’t stop trying to spell them. She even doodled a
heart xo at the end of it which showed me that she wasn’t frustrated by not being able to
spell out those words. After reviewing the spelling inventory, I found that Gabriella has a
hard time with long vowels when they are next to another vowel and when there is an ‘e’
at the end of the word. Other vowels that she has a problem with is ‘ew’, ‘ar’, ‘ow’, and
‘or’. In all the words that contained a double consonant, she only put what she heard
which was one of the consonants. For example, for “shopping”, she spelled it “shoping”.
Lastly, her assessment shows me that she will need a lesson on suffixes and roots. The
interesting thing about Gabriella’s spelling is that she is spelling most of the word
phonetically correct, so I know that she is on the right track. Since she is such a strong
reader, her spelling and writing will on improve.
e.! Running Records (Appendix F)
Running records are the assessment that tracks the child’s reading over time. At
the beginning of the school year the teacher sits down one on one with each student and
starts reading with them, depending on the level they were at last school year. Once the
teacher has determined where to start, it is up to the running record to show if this text is
too easy, too hard, or just right. In order of the student to improve their reading there
needs to be a starting point and this assessment is the perfect place to start. The teacher
sits down with a student and asks the student to read the book they are given. The teacher
than records while the student is reading which words they said correctly, which words
they self-corrected, if they added words, if they repeated words, if they skipped words, if
they said a word that was like the one that was written and if they understood what they
just read. Once the student is finished reading, “the errors are evaluated to determine their
type or reason” (McKenna, 2015, p. 57). Depending on the score, whether it shows that
the student is at their independent level, instructional level or frustrational level will
determine if the teacher should continue with more testing on keep them at the level they
just tested on. For teaching, we want the student to be at their instructional level when
learning with the teacher and their independent level when they are reading on their own.
Before starting to read with Gabriella I didn’t know how strong she was as a
reader, so I brought about ten different running records, so I could decide where to start
based on her other assessments. After all the assessments have been completed I decided
that I wanted to start her on Level F of the Reading A-Z running records. I handed her the
passage and the first thing she did was look at the pictures and write her name at the top
of the page. She read the passage with ease and excitement. During the passage Colors
Gabriella only had to repeat one word on the fourth line. The repetition was only of the
first word of the sentence, and I think that may have happened because she lost her spot
while she was reading. After she was done reading I handed her the passage quick check
and she only got one wrong of the five questions. The question that she got wrong was
focusing on vocabulary in the story. She put “mix together” instead of the correct answer
which was “take away” for ‘what words mean the opposite of add’. Since Gabriella got a
comprehension question incorrect, I decided that I didn’t want to go up too many levels
because I wasn’t sure if she has trouble with comprehension. The next passage she read
was called How to Penguin Dance and it was a Level G. She read this passage with no
errors at all. The fun thing with this passage was that she got up to mirror what the
passage was telling her. She had so much fun with the story and every time she stepped
away from the table to do one of the moves, she knew exactly where she was when she
got back. After the reading, I gave Gabriella the passage quick check and she got one of
the questions incorrect. The question that she got wrong for this passage was focusing on
vocabulary too. Since she got two questions incorrect from the same focus, I knew that
Gabriella may need some help with vocabulary. Since Gabriella was in a good mood after
the penguin story, I asked her if she wanted to do one more and of course she was so
excited to. I decided to jump a few levels since she read very well in the last two
passages. The next passage she read was Jumping In and it was a Level L. I handed her
the passage and she wasn’t so quick to write her name on it like she did with the other
stories, maybe because it looked a little bit harder. She started to read and during this
reading she only made a few errors, but she had a lot of repetitions. I know that
repetitions aren’t considered errors, but they are considered a sign of difficulty if the
student is repeating often. During this passage, she substituted four words, but self-
corrected one of them, she inserted a word, and s he had to repeat six different words or
phrases. After she finished, I asked her to retell what happened in the story and she said,
“the girl was mad at the dad, so she closed her eyes very tight and she jumped”. Her retell
shows me that she understood who the characters, the setting, and the emotion but she
didn’t really understand the context. Although she got a few errors, Gabriella didn’t seem
discouraged or bothered by it, which told me that Level L is her instructional level. It
isn’t so hard that she was getting frustrated, yet it wasn’t too easy that she flew right
through it.
III.!Instruction Plan:
Based on Gabriella’s spelling inventory and running records, she needs
instruction in vocabulary and comprehension. As a teacher my focus for Gabriella would
be vocabulary because she is a very strong and fluent reader and her miscomprehension is
due to her errors in vocabulary. For example, in her comprehension questions for the
running records the only ones she got incorrect were linked to not fully understanding the
vocabulary in the question. Her spelling inventory results indicated that she is in the
middle within word pattern spelling stage and the things she needs to work on are long
vowels (oa, ai, ight), other vowels (ew, are, ow, or), inflected endings (pping, ed, ies),
syllable junctures (rr, tt, v, ll), unaccented final syllables (le, or, ar) and suffixes and
roots. According to Donald Bear, Gabriella is exactly where she should be at the
beginning of grade 2. “This level of orthographic knowledge typically begins as students
transition to independent reading toward the end of first grade, and expands throughout
the second and third grades” (Bear, 2004, p. 15). I know that Gabriella is in this stage
because “within word spellers take a closer look at vowels within syllables and begin to
examine long-vowel patterns” (Bear, 2004, p. 15).
Due to Donald Bear’s research I will start Gabriella’s instruction with low
frequency long vowel patterns. I believe that this is a good starting point since Gabriella’s
fluency is good, so her main issue is recognizing the long vowel sounds in words that she
doesn’t already know. My plan is to have a long-vowel lesson with the class and my first
focus for this week will be ‘oa’ words. My poem of the week for the class will be The
Toad and the Goat (Appendix G). On the first day of the week, we will read the poem in
class together and circle all the long vowels that we hear. The students will take a copy of
this home with them, so they can practice it at home every night. Although Gabriella is a
strong reader, a few students in my class need help with fluency. During my guided
group with Gabriella I will introduce a strategy known as talking and walking. Talking
and walking can be used when we have two vowels next to each other. The first vowel is
long, and the second vowel is silent. I would give examples from our poem of the week
to get them engaged. In the word goat, the ‘o’ does the talking and the ‘a’ does the
walking. I will use the individual white boards to go over more examples with the
students in my guided group. Once we have gone over the strategy and I feel that the
students have grasped it, I will give the students the busy bee maze worksheet (Appendix
H) to do for independent practice. This worksheet is a great way for students to have fun
while learning their ‘oa’ vowel sounds.

IV.!Reflection:
This assignment has taught me that putting together the proper assessments,
assessing a student, and that creating an instructional plan for one student is very time
consuming and challenging. As I observed in a classroom this semester, the teacher is
taking any quiet time she can get to sit down with a student for even one minute to assess
their reading or work on their writing with them. As a student, I feel that I didn’t fully
understand the importance and challenges of these assessments until I had to do it for
myself. A teacher has to take into consideration every student and their needs and that is
exactly what these assessments are for. It is to not only about placing the students in the
appropriate groups, but to also help the teacher plan accordingly based on the groups that
have been created. I feel that when I did the assessments on Gabriella I did a good job for
my first time. I really prepared myself for what I was going to say and how I was going to
say it. I wanted her assessments to flow so she would stay focused and not have any
distractions from me. I feel like I was very prepared with many reading levels and high
frequency assessments. However, some of the things I need to work on is confidence in
myself, and more patience with the student. I need to give myself credit when credit is
due, and I need to understand that I am just a student now and I am learning from my
mistakes every day. As far as patience is concerned, I feel that I have a great deal of
patience, however what I don’t have patience for is change or inorganization. I need to be
okay with my students going off topic if needed, because that means that they are making
connections. These connections are crucial to their success. I feel like now that I have had
an opportunity to practice what we have been learning about all semester, I will be much
smarter going into student teaching and one day being a teacher.
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H

Name:!_____________________________________________________!

Busy Bee Maze


Directions: Help the bee find its way back to the hive. Read each word and color it
if it has the LONG O sound.

coal soap top pat dot call

wish back bowl toad this shop path

got rock cost show for back pop

plug pick know goat off cot frog

stop swim toast sick with grab hop

then coach grow log mow coal bow

click glow mop flop coat sock float

rack boat crow goal slow slam


References

Bear, D. R. (2004). Words Their Way (3rd ed.). Upper Saddle River, NJ: Pearson Merrill

Prentice Hall.

Clay, M.M. (2000). Concepts About Print: What have children learned about printed language?

New Zealand: Heinemann.

McKenna, M.C. & Stahl, K.A.D. (2015). Assessment for Reading Instruction (3rded.). New

York, NY: The Guilford Press.

Samuels, S.J. (2006). Toward a model of reading fluency. In: S. Jay Samuels and A.E. Farstrup

(Eds.). What research has to say about fluency instruction. Newark, DE: International

Reading Association, Pp. 24-46.

[Back to Table of Contents]


Artifact #6: Survey Assignment with Data Analysis Summary.

The sixth artifact that I am going to be showcasing is a survey assignment with a data

analysis summary. This survey assignment shows my ability to research, create a survey,

administer the survey, collect the data and analyze the data. The importance of being able to

better yourself as an educator is to know that there is always room to learn more information,

there is always room to hear and try what others have to say. Research studies are done to help

prove or disprove others theories. So doing a survey with data analysis shows my ability to

collect the data that I need to make a change in my classroom or even my school. Surveys are a

great way to collect data and information anonymously so people can give you honest answers.

My survey was about needing more time in a school day to have a break to strengthen

interpersonal relationships. These interpersonal relationships are so important because many

students are shy and they don’t thrive when it comes to their social life. The results of my survey

showed that interpersonal relationships are important to the students that took my survey.

Connections to Standards

INTASC Standards

The INTASC Standards are a set of standards that help support new teachers to teach

effectively for college readiness. This artifact touches on standard 1, 3, and 7 from the INTAS

standards. Standard 1 is about the learner development where the teacher understands how the

students learn and how they each learn differently. The survey that I made shows that if I want to

change something in the classroom I am able to by creating a survey to see if it’s what all of my

students want. A survey is a great way to get an idea of what people want with written proof. The

artifact shows my ability to do research for the good of my students and that I am willing to
better myself as a teacher. Standard 2 is about learning differences and that each student learns

differently and teachers need to modify they teaching style to make sure that every child

succeeds as best as they can. In this case a student being able to succeed the best they can be by

getting more time to work on their interpersonal relationships. Standard 9 is about how I can

engage in ongoing professional development by creating these surveys to better my classroom.

Each set of kids that you get will need different things and surveying the students at the

beginning, middle and end of the year will help get an understanding of their needs.

NYS Code of Ethics Standards for Educators

In this survey, Principle 3 shows that educators commit to their own learning in order to

develop their practice. This artifact is a survey assignment with data analysis, so it is analyzing a

data set that is meaningful to the development of the teachers’ practice. A teacher committing to

bettering themselves and their practice is a teacher that knows that there is always room for

growth. I know as a teacher I am not perfect and I will always strive to better my teaching style

and my knowledge. Principle 6 shows that educators advance the intellectual and ethical

foundation of their learning community. In order for a teacher to advance her foundation she has

to do the necessary research to do so and a survey is one way to do that. As a teacher, I will

always want to better myself for the better of my learning community. The learning community

is what makes the teacher who she is. Without the community the teacher doesn't have the strong

support system that she needs to support herself and her students.

DOE Claims and CAEP Standards


The DOE Claims and CAEP Standards are applied to this artifact are claim 2 & 3 and

standard 1: 1.1, 1.3, 1.4. These claims state that as a graduate of Medaille College I meet the

needs of diverse learner through effective pedagogy and best teaching practices and I am a caring

educator. In this artifact my knowledge of the needs of diverse learners is what helps me grow as

a teacher. The data analysis of the survey will help me realize what my students want and needs.

Surveys like this are what will help me try different things for my students if what I am doing

isn’t working. I am an extremely caring educator and in researching different methods to

teaching my students I am benefiting the student and the community.

ISTE Standards for Teachers and/or Students

Standard 7 of the standards for teacher’s states that educators understand and use data to

drive their instruction and support students in achieving their learning goals. Data from studies

will help me as an educator try new strategies and resources that potentially help my students. In

this case, the survey question was do students want more time during the day for interpersonal

relationships and the results showed that they do. It showed that they want time during the day

that isn’t associated with eating or recess that is specifically for building stronger relationships.

Ontario Teacher Ethical Standards

This artifact shows the ethical standards of “care”, “respect” and “trust” for my students.

The standard of care talks about how an educator shows compassion, acceptance, interest, and

insight for developing students’ potential. Building my students’ potential is crucial in building

their self-confidence and interests. If they understand what they are learning then they will have
an easier time in the future when it comes to collaborating with coworkers, or communicating

with business partners. The standard of respect is not only about trust; it is also about fair-

mindedness. It is about respecting every students needs for resources and the right to be able to

learn just like every other student. The standard of trust is about the educator gaining the trust of

the administrators, parents and students. Gaining the trust by showing the ability to research what

is necessary for the students learning is the first step to showing your dedication to the students

and their learning.


Educational Survey

Medaille College

Danielle Yehuda

ECI 510: Research in Action

August 11, 2017


Purpose

The purpose of this survey is to determine if students think they get enough breaks or time

in class to create interpersonal relationships within their classrooms. Interpersonal relationships

between the students, and the students and the teacher can change the dynamic of the classroom.

These relationships can help students get a chance to really get to know everyone in their class

and it can help them create a strong relationship with their teacher. When interpersonal

relationships are taught effectively it can change the way they treat each other and it may also

improve their academics. Improving interpersonal relationships is not only important within the

classroom but among the general population, so teaching it effectively in elementary school can

have many positive effects.

Target Population

The target population for this survey is students between grades four and six.

Introduction

Strong interpersonal relationships are very important for students to make relationships

with their classmates, to make relationships with their teachers, and to make relationships with
people in their community, etc.

Survey Questions on Interpersonal Relationships

Directions: The purpose of this assessment is to see what students think about the amount of the
breaks they get during school hours and their relationships with their peers. Your responses are
completely confidential and will only be used for research purposes. Please answer all questions
as honestly as possible. The scale is 1 is strongly disagree and 5 is strongly agree. Please only
pick one answer per question.

1.! Do you feel that you get enough breaks during the day to eat a nutritious meal and snacks?

1 2 3 4 5

2.! Do you feel you get enough breaks during the day to socialize with your classmates?

1 2 3 4 5

3.! Do you feel that you have a good relationship with ALL of your classmates?

1 2 3 4 5

4.! Do you feel that you have a good relationship with your teacher?

1 2 3 4 5

5.! Do you feel that you know how to tell a classmate when they have done something that
you don’t like?

1 2 3 4 5

6.! Do you feel that you would like to have certain breaks dedicated to just socializing?

1 2 3 4 5
7.! Do you feel you will do better in school if you classroom relationships were stronger?

1 2 3 4 5

8.! Do you feel comfortable providing feedback to your classmates?

1 2 3 4 5

9.! Do you feel there would be less bullying if every student got a chance to get to know each
other better?

1 2 3 4 5

10.!Do you feel that during class instruction you would like to work in different small groups
every few weeks?

1 2 3 4 5

11.!The teacher is aware of my need to socialize with all of the students in our classroom.

1 2 3 4 5

12.!The teacher shows me respect, therefore I show him or her respect.

1 2 3 4 5

13.!The teacher understands our need to have interactive activities.

1 2 3 4 5

14.!The teacher helps us get to know each other. (You and your classmates)

1 2 3 4 5

15.!The teacher addresses any classroom bullying and teaches us how to be nice to each
other.

1 2 3 4 5
16. Do you think that having regularly scheduled small group meetings within the
classroom will help you get to know everyone in your class better?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

17. Ideally, how many food breaks do you think is enough during your school day?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

18. Ideally, how many socializing breaks do you think is enough during your school day?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Thank you for taking the time to complete this survey. Your participation is much
appreciated and will help better your every day experience in a classroom. We will use this
data only for research purposes and to better the classroom, the school and the district.

Survey Results

The hypothesis of this action research study is that students want extra breaks throughout

the day to just be able to socialize with their classmates and teacher. When we look at the breaks

that students are given in school, they get recess and lunch, which during that time they need to
eat and then they get to go play. But what if they got breaks just for socializing and just for

eating; think about all of the new relationships that can be formed? The survey results of the

quantitative data show that interpersonal relationships are important to these students. The data

also shows that the sample of students that took this survey is happy with the way their breaks

are now.

The general consensus of the data shows that students don’t believe that they have a

strong enough relationship with the kids in their class and that there aren’t enough breaks in the

day to socialize. The data shows that students believe that the teacher recognizes the need for

them to be interactive in a classroom. The teacher puts effort into helping the student to know

each other in a classroom setting; but according to the data that is not enough.

Students need to be able to have time to get to know each other so that they can feel

comfortable with their peers. The data shows that they respect and are comfortable with their

teachers but that is not enough. Relationships among the students are key to a comfortable

classroom environment.

The qualitative data shows that having regularly scheduled breaks within the classroom

with help the students get to know each other better. When students were asked how many

breaks they wanted for food and how many breaks they wanted for socializing the average was 3

for each. This shows us that students want their time to eat and want their time to socialize. What

about the students that join clubs during lunch or after school; how do they socialize with their

class? This is why it is important for administrators to realize the importance of these breaks and

whether are put into the bell schedule or the class schedule, they need to be put in somewhere.

Graphic Organizer of Data


Question 1 – Do you feel that you get enough breaks during the day to eat a nutritious meal and
snacks? 4, 3, 4, 2, 4, 3, 4, 4, 2, 4, 4: 3.5 (Agree)

1.5

0.5

0
1 2 3 4 5 6 7 8 9 10 11

Question 2 – Do you feel you get enough breaks during the day to socialize with your
classmates? 2, 3, 2, 1, 1, 4, 4, 4, 3, 3, 1: 2.5 (Disagree)

5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11

Question 3 – Do you feel that you have a good relationship with ALL of your classmates? 4, 2, 2,
2, 4, 3, 3, 2, 3, 2, 2: 2.6 (Disagree)

5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11
Question 4 – Do you feel that you have a good relationship with your teacher? 3, 4, 5, 4, 5, 4, 5,
3, 3, 4, 5: 4.1 (Agree)

6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11

Question 5 – Do you feel that you know how to tell a classmate when they have done something
that you don’t like? 4, 3, 4, 2, 1, 1, 3, 2, 2, 4, 1: 2.5 (Disagree)

5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11

Question 6 – Do you feel that you would like to have certain breaks dedicated to socializing? 4,
3, 3, 5, 5, 5, 4, 3, 4, 4, 5: 4.1 (Agree)

6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11
Question 7 – Do you feel you will do better in school if your classroom relationships were
stronger? , 4, 4, 4, 5, 5, 4, 4, 5, 5, 4: 4.4 (Agree)

0
1 2 3 4 5 6 7 8 9 10 11

Question 8 – Do you feel comfortable providing feedback to your classmate? 3, 4, 2, 2, 2, 1, 3, 3,


2, 3, 2: 2.5 (Disagree)

5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11

Question 9 – Do you feel there would be less bulling if every student got a chance to get to know
each other better? 4, 4, 4, 4, 3, 5, 5, 5, 5, 5, 3: 4.3 (Agree)

0
1 2 3 4 5 6 7 8 9 10 11
Question 10 – Do you feel that during class instruction you would like to work in different small
groups every few weeks? 4, 4, 2, 4, 2, 5, 4, 4, 5, 4, 3: 3.7 (Agree)

0
1 2 3 4 5 6 7 8 9 10 11

Question 11 – The teacher is aware of my need to socialize with all of the students in our
classroom. 3, 4, 1, 2, 5, 4, 4, 3, 2, 2, 2: 2.9 (Neutral)

6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11

Questions 12 – The teacher shows me respect; therefore I show him or her respect. 4, 5, 3, 4, 5,
5, 5, 4, 5, 4, 4: 4.4 (Agree)

0
1 2 3 4 5 6 7 8 9 10 11
Question 13 – The teacher understands our need to have interactive activities. 5, 4, 3, 4, 5, 5, 4,
4, 3, 4, 4: 4.1 (Agree)

0
1 2 3 4 5 6 7 8 9 10 11

Question 14 – The teacher helps us get to know each other. (You and your classmates) 3, 4, 3, 4,
5, 2, 4, 4, 5, 5, 4: 3.9 (Agree)

6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11

Question 15 – The teacher addresses any classroom bulling and teaches us how to be nice to each
other. 4, 5, 2, 4, 4, 2, 5, 4, 2, 2, 1: 3.2 (Neutral)

6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11
Question 16 – Do you think that having regularly scheduled small group meetings within the
classroom will help you get to know everyone in your class better?

Yes
Yes
Yes
Yes, I think if people got to know each other personally they would understand it’s wrong to
bully someone.
Yes
Yes, my teacher makes us have a talking circle every Friday and I got to know the new girl in
class better.
Yes
Yes, it’s easier to know each other better to be able to learn smoothly.
Yes
Yes
Yes

Question 17 – Ideally, how many food breaks do you think is enough during your school day?

2
3
2-3
2 food breaks. One before and one after lunch. Sometimes I like to snack while doing work it
helps me enjoy my work better.
Many snack breaks in the day but 2 nutrition breaks
3
2
2-3
2
I want three. It would be nice.
2-3

Question 18 – Ideally, how many socializing breaks do you think is enough during your school
day?

2
2
Two
2-3
Every 45 minutes, I get restless and need to move and talk
Half a period a day. I’m in a dance club at lunch so I don’t always get to socialize with my
classroom friends a lot
5
4
I would stay with two
1
2

Plan for Improvement

Based on the data I can say that the students want more time to be able to socialize with

their classmates. Although they get to socialize during their food breaks, it’s not the same

because when the students sit down to eat they are only able to sit next to so many people at one.

Usually when the kids sit down to eat they tend to sit next to the same people, sometimes without

even realizing it. The students in this study realize that they would do better in school and there

would be less bullying if everyone really knew each other.

The plan for improvement within the classroom, within the control of the teacher would

be to incorporate the necessary amount of breaks to socialize through out the day. The breaks can

happen between different subject or even right after a snack or lunch break. The teacher should

dedicate 15 to 20 minutes extra once or twice a day, if time permits, to play ice breaker games,

getting to know you games, or even having a talking circle. During this time the teacher could

present a question that everyone would answer and have a discussion about if they choose.

The plan for improvement on a school board level would be to incorporate these

socialization breaks throughout the day. For example between snack and lunch to have a 20

minute break and then between lunch and after school to have another 20 minute break at least

three times a week. The school board puts too much importance on school content when really

the interpersonal relationships should be a bigger concern. It will not only help the students do

better in school but it was also help the students in the future, when they are put into new

environments. During these breaks there could be grade level activities to get to know everyone
in your grade level. Within the first few months of school everyone will know each other and I

bet that the school will be a much nicer place to be.

[Back to Table of Contents]


Artifact #7: Child Abuse and Violence Certification

The seventh artifact that I am going to be showcasing is my Child Abuse and Violence

Certification that I earned during my time at Medaille College. These certifications are important

because they show my commitment to my students’ well-being. During both of the certifications

I remember thinking to myself how more people need to focus on getting these certifications, not

just teachers. Being able to recognize when someone is in trouble, whether it be a student or a

fellow teacher can save a life. If something looks suspicious it is probably because it is. A

person’s intuition can tell a lot about a situation that just doesn’t seem right. These certificates

will help me in all aspects of life, not just in my school and classroom.

Connections to Standards

INTASC Standards

The INTASC Standards are a set of standards that help support new teachers to teach

effectively for college readiness. This artifact is connected with the professional learning and

ethical practice standard #9. This standard states that the teacher engages in ongoing professional

learning and uses evidence to continually evaluate his/her practice. This is important to showcase

because a teacher is only as good as their ability to evaluate their own practice. We have to

constantly update and change what we know. We need to constantly want to learn more and

advance our knowledge. In this case, I put myself out there and decided to get certified in Child

Abuse and Violence, since they are both such big topics in our society today.

NYS Code of Ethics Standards for Educators


These certifications are applied to Principle 3 which shows that educators commit to their

own learning by learning something new that can help them be more efficient. These artifacts are

certifications on child abuse and violence. It is important for a teacher to understand that he/she

is a mandated reporter to anything they see that may look suspicious or wrong. These workshops

that have led me to these certifications have really explained the signs and what I should do.

Principle 6 shows that educators advance the intellectual and ethical foundation of their learning

community. In order for a teacher to advance her foundation she has to do the necessary research

to do so. As a teacher, I will always want to better myself for the better of my learning

community. The learning community is what makes the teacher who she is. Without the

community the teacher doesn't have the strong support system that she needs to support herself

and her students. The learning community will also appreciate my willingness to learn more

about how to keep their kids safe.

DOE Claims and CAEP Standards

The DOE Claims and CAEP Standards are applied to this artifact are claim 1, 2, 3 and

standard 1.1, 1.3, 1.4. These claims state that as a graduate of Medaille College I know the

subject matter in the area that I am being certified, I meet the needs of diverse learners through

effective pedagogy and best teaching practices and that I am a caring educator. In this artifact I

show my knowledge of the subject matter in my want to keep my students safe in case of

emergency and by my new found knowledge of the signs of child abuse.

ISTE Standards for Teachers and/or Students


Standard 1 of the standards for teacher’s states that educators continually improve their

practice by learning from and with others and exploring proven and promising practices that

leverage technology to improve student learning. This standard is partially connected to this

artifact because as an educator I am learning from other when it comes to recognizing child

abuse and knowing what to do in a violent situation. However, the technology part of the

standard does not show itself here. The only connection I can make about technology is that in

today’s technology all of society can educate themselves on the ongoing issues of child abuse

and violence.

Ontario Teacher Ethical Standards

This artifact shows the ethical standard of “trust”. This idea of trust is so important.

Parents are trusting you to watch over and take care of their kids while they are in school. The

students trust that you are teaching them the write material and that you will do whatever you

can to help them. Knowing that I have these two additional certifications adds to the trust that

parents and students have. They know that I am not certified to recognize the signs of child abuse

and that as a mandated reporter, I will report something, if necessary. They also know that I am

certified to know what to do in case a violent act occurs in the school, and as much as we all hate

to talk about it that is the number one issue in our schools today.
[Back to Table of Contents]
Artifact #8: College Supervisor Summary Performance Evaluation.

The eighth and final artifact that I will be showcasing is my college supervisor summary

performance evaluation. This evaluation was done at the end of my second placement which last

eight weeks. I was in a grade 4 classroom and I taught full time during this placement. This

shows how I taught a lesson to my students. This evaluation is one of my best. It really shows

my growth throughout my placements and throughout this program. I used a lot of what I learned

as a Medaille College student during my lessons. I am so proud of how far I have come as a

student and I can’t wait to showcase my abilities in my own classroom one day.

Connections to Standards

INTASC Standards

The INTASC Standards are a set of standards that help support new teachers to teach

effectively for college readiness. This artifact is connected with standard #3, standard #4,

standard #7, and standard #9. Standard #3 is 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 standard is applied to

my artifact because my goal was to create a supportive environment in my classroom. Standard

#4 is the teacher understands the central concepts, tools of inquiry, and structures of the

disciplines he or she teaches and creates learning experiences that make the discipline accessible

and meaningful for learners to assure mastery of the content. During my evaluation lesson I

created a meaningful learning experience for my students where I gave the students the ability to

explore. Standard #7 is how the teacher plans instruction that supports every student in meeting

rigorous learning goals. In this artifact I show this by my ability to support my students
throughout the lesson. In my artifact I show this by my ability to create an instructional plan that

is fun, different, and engaging. This plan will help the student grow in the area that is specific to

her. Standard #9 is how the teacher engages in ongoing professional learning and uses evidence

to continually evaluate his/her practice. During my evaluation I sat down with my college

supervisor and she told me everything that I needed to work on and I planned on using that

feedback in my future lessons.

NYS Code of Ethics Standards for Educators

Principle 3 shows that educators commit to their own learning by in order to develop

their practice. This evaluation and placements that I did helped me develop my practice.

Principle 4 shows that educators collaborate with colleagues and other professionals in the

interest of student learning. This principle is applied to this artifact because during my placement

I collaborated with many colleagues to make sure I was engaging my students and leading them

down the right path. These principles are both showing, that as a student teacher, I focused on

better myself as a teacher and I wanted to make sure my students were getting the guidance that

they need.

DOE Claims and CAEP Standards

The DOE Claims and CAEP Standards are applied to this artifact are claim 2, 3 and

standard 1.1, 1.3, 1.4. These claims state that as a graduate of Medaille College I know the

subject matter in the area that I am being certified, I meet the needs of diverse learned through

effective pedagogy and best teaching practices and that I am a caring educator. In this artifact I

show my knowledge of the subject matter in my ability to plan, instruct and assess my students
on the English language arts curriculum. I use my best teaching practices by meeting the needs

of each individual student and I show my caring nature by giving the students the feedback that

they need to grow, rather than just give them a number grade. The students are so much more

than their grades and we need to show them that by showing them how they can improve. They

need to know that there is always room for improvement and that nothing is perfect.

CEC Standards

The CEC Standards for this artifact are 1.2 and 1.4. These standards are very important

to add to the explanation of my artifact because it shows how important it is to be aware of all of

your students and making sure that they are all getting the support and extra lessons that they

need. Standard 1.2 states that as an educator I should prepare in a way to be able to meet the

individual needs of my students with disabilities. Standard 1.4 states that the educator should

create a safe, effective, and culturally responsive teaching environment. In my artifact I show my

ability to prepare as an educator for my students with disabilities by showing that I am able to

support the individual needs of my students.

Ontario Teacher Ethical Standards

This artifact shows the ethical standard of “care” and “respect” for my students. The

standard of care talks about how an educator shows compassion, acceptance, interest, and insight

for developing students’ potential. Building my students’ potential is crucial in building their

self-confidence and interests. If they understand what they need to fix, in this case their writing,

they will have an easier time in the future. The standard of respect is that each student is at a
different level and that is okay. Some students need more help then others, and that is also okay.

Respecting each students’ needs is the best way to build trust with each of my students.
Conclusion

My math/science lesson plan, my annotated bibliography, my pecha kucha, my assessing

student literacy assignment, my ELED assessment assignment, my survey assignment with data

analysis, my child abuse and violence certification, and my college supervisor evaluation are all

different artifacts that showcase what kind of teacher I am. These artifacts not only show my

ability to be a great, caring teacher, but it also shows my ability to adapt to my students needs

and that I am willing to develop my own education for my future students. All of these artifacts

satisfied the many standards from curriculum to ethic standards. Being a teacher is a very

challenging job, but really taking the time to get to know your students and their needs is the key

to success.