Artifacts

Section Three:
Teacher Candidate Artifact Guidelines

Introduction
This section will display a variety of my artifacts that were created during my studies at
Medaille College. These were selected because they represent some of my best work that will
depict evidence of my pedagogical skills and knowledge necessary for pursuing a career in
education. These artifacts will demonstrate my preparedness in becoming a well-rounded
educated professional. In addition; these artifacts will validate my ability to plan, assess, instruct,
incorporate technology in the classroom, provide appropriate learner accommodation, classroom
management, culturally responsive teaching, professional collaboration and development. Each
artifact is very important and is paramount to my journey and ambition in becoming a
comprehensive and experienced educator.
With my Weebly and SMART Notebook Authors Study these confirms my ability to plan,
instruct and assess while incorporating technology in an interactive and innovative way in the
classroom. My Pecha Kucha and Annotated Bibliography demonstrates my researching and data
analysis skills that further enhances my professional development. In addition; in my Literacy
Game and Fraction Math lessons I was able incorporate and make accommodations for English
Language Learners and students with disabilities. In these two plans I incorporated vocabulary
references, visual aids, scaffolding, extra time when completing work and preferential seating.
Lastly; within my classroom management box, are a wealth of techniques and skills that are
pertinent and has proven to be great in keeping students engaged and ready for
learning.
All the artifacts mentioned above signifies my professional growth and dispositions as I
endeavor to perfect my instructional deliveries as it relates to promoting accommodation in a
variety of learning styles, which represents the diversity of the student body and besting
pedagogical knowledge. This array of artifacts incorporates the professional and curriculum
standards as set out by the state, while embodying my experiences, displaying my best teaching
practices, and its connections to the various educational principles and theorists discussed in the
previous sections. These slew of artifacts, demonstrates my planning and assessing abilities,
while highlighting my capabilities of providing differentiated instructions through the use of
technologies, keeping students engaged in in a safe and nurturing learning environment while
developing professionally. Each rationalization of these artifacts has a connection to the different
theorists, teaching principles, curriculum and professional standards that will be discussed in
further details. All artifacts display a practical classroom application, that emphasizes concepts
such as modeling and scaffolding, interactive and inquiry learning. This portfolio and artifact,
depicts my hard work and continued learning experiences, as I reflect and fine tune their
application in terms of student success in the learning environment.
Artifacts and Rationale

Artifact #1: Weebly Website
There is no better way to display a teachers’ work than through their own website. This
can prove to be a very imperative tool. This platform provides the teacher with effective ways of
communication not only with students and parents, but it serves as a tool to engage students,
extend their learning environment, whether in classroom or home that offers differentiation as
well as staying connected. Some features of this website are keeping parents current with home
work and assignments, parent resources, class events and activities and a concrete way of
receiving and giving communications, concerns and feedbacks. In addition, it clearly defines and
outlines the teachers’ goals and rules that are expected within the classroom environment, as well
as giving pertinent schoolwide information to parents that encourages participation and
involvement, which in turn enhances student outcomes.
As everyone knows, a strong partnership between the home and school is very crucial for
the student success and development. A cohesive relationship signals harmony between the two
most important entities to the student. According to Vygotsky’s (1962) Social Development
Theory, explains the importance of a smooth relationship between the home and school
(parent/teacher the more knowledgeable ones) and how their roles determines the outcome of the
students learning. Further, the teacher website serves as a domain for classroom notes, video
lessons, assignments, resource links and forms. It provides students with information on
upcoming events and deadlines while keeping those who are away on track. The uploaded lesson
can be utilized as flipped classrooms wherein students get to view materials from home and
come to school prepared for the days’ lessons, this enhances their abilities in analyzing and
evaluating with help from peers and teacher. It is also a way of assisting students that are absent
to play catch up and the struggling ones to learn at a different pace from a different environment
through practicing.
The teachers’ website is a slew of information geared to towards the varied learning
styles of the students. Its interactive nature and various components such as virtual field trips can
be informative and also exciting for students who have not had the chance to travel outside of
their country. In this way students are able to collaborate with peers and teachers’ in meaningful
discussions while exploring the world literally without having to leave the classroom. This
artifact connects and aligns with the following curriculum and professional standards.
INTASC Standard
Standard #1: Learner Development. The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences. 1(j) The teacher takes
responsibility for promoting learners’ growth and development. 1(k) The teacher values the input and
contributions of families, colleagues, and other professionals in understanding and supporting
each learner’s development.
Standard #3: Learning Environments. The teacher works with others to create environments
that support individual and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self-motivation. 3(n) The teacher is committed to working
with learners, colleagues, families, and communities to establish positive and supportive learning
environments. 3(q) The teacher seeks to foster respectful communication among all members of
the learning community.
Standard #4: Content Knowledge. The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that
make the discipline accessible and meaningful for learners to assure mastery of the content. 4(g)
The teacher uses supplementary resources and technologies effectively to ensure accessibility
and relevance for all learners.
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles
and opportunities to take responsibility for student learning, to collaborate with learners,
families, colleagues, other school professionals, and community members to ensure learner
growth, and to advance the profession. 10(d) The teacher works collaboratively with learners and
their families to establish mutual expectations and ongoing communication to support learner
development and achievement. 10(m) The teacher understands that alignment of family, school,
and community spheres of influence enhances student learning and that discontinuity in these
spheres of influence interferes with learning
NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social and civic potential of
every student.
Principle 2: Educators create support and maintain challenging learning environment for all.
Principle 5: Educators collaborate with parents and community, building trust and
confidentiality.
The Ontario Ethical Teacher 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.
DOE Claims & CAEP Standards:

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.

International Society for Technology Education for Teachers and Students (ISTE)
Teacher Standard
Standard #3 - Model digital age work and learning - 3b. Collaborate with students, peers,
parent and community members using digital tools and resources to support student success and
innovation
Standard #4 – Promote and model digital citizenship and responsibility - 4c. promote and
model digital etiquette and responsible social interactions related to the use of technology and
information
Standard #5 – Engage in professional growth and leadership - 5a. Participate in local and
global learning communities to explore creative applications of technology to improve student
learning.
Council for Exceptional Children (CEC)
Special Education Professional Ethical Principles

Standard 3: Promoting meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities
Standard 5. Developing relationships with families based on mutual respect and actively
involving families and individuals with exceptionalities in educational decision-making.
This artifact showcases my commitment to students and parents in providing pertinent as
well as current information that will maintain a cohesive and informative environment wherein
they are able to communicate freely their needs and concerns as it relates to the teacher and the
classroom. The teacher website can be found at http://mskerrys.weebly.com/
Artifact #1 Weebly Website
Artifact #2: Authors study

This is an interactive tool that has literally changed the way learning is seen and engaged
in the classroom. It enhances students’ learning by incorporating technology and interactive
lessons, that propels the students to be constantly engaged and contribute to the learning process.
This artifact depicts Vygotsky’s (1896-1934) scaffolding and zone of proximal development
theory. According to him students learn from watching the more knowledgeable other
(teacher/peer), then is encouraged to try while they take gradual steps back as student work
through problems to gain understanding. The theory behind this is that students learn more when
they collaborate with others who have a broader knowledge than they currently do. This proves
to be a great way for teachers to quickly garner students’ level of understanding, they can now do
assessments, plan accordingly, offer help or feedbacks and correct for misconceptions which his
provides opportunities for student to become more involved in the learning process. The
interactive games, audio books and recording aspects of this tool appeals to the technological
students of today. Teachers are able to design interactive games and lessons that aligns with
curriculum, which caters to the diversity of students within the classroom. This is very appealing
to students that are sensory based and visuals learners. An authors’ study is an ideal way of
strengthening students’ literacy skills. Through visual aids, interactive games and video lessons,
students are able to participate at their level while remaining engaged. This also allows for
engagement for all students and provides an environment for teacher assessment, which aids in
the correct planning, accommodation and delivery of lessons for student success.
INTASC Standard
Standard #1: Learner Development. The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary individually within and
across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences. 1(j) The teacher
takes responsibility for promoting learners’ growth and development. 1(b) The teacher creates
developmentally appropriate instruction that takes into account individual learners’ strengths,
interests, and needs and that enables each learner to advance and accelerate his/ her learning.
Standard #2: Learning Differences. The teacher uses understanding of individual
differences and diverse cultures and communities to ensure inclusive learning environments that
enable each learner to meet high standards. 2(c) The teacher designs instruction to build on
learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate
their understandings, and 2(h) The teacher understands students with exceptional needs,
including those associated with disabilities and giftedness, and knows how to use strategies and
resources to address these needs
Standard #3: Learning Environments. The teacher works with others to create
environments that support individual and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and self-motivation. 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,
and 3(m) The teacher knows how to use technologies and how to guide learners to apply them in
appropriate, safe, and effective ways.

make the discipline accessible and meaningful for learners to assure mastery of the content. 4(g)
The teacher uses supplementary resources and technologies effectively to ensure accessibility
and relevance for all learners, and 4(h) The teacher creates opportunities for students to learn,
practice, and master academic language in their content.
Standard #5: Application of Content. The teacher understands how to connect concepts
and use differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues 5(l) The teacher understands how to
use digital and interactive technologies for efficiently and effectively achieving specific learning
goals.
Standard #6: Assessment. The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and to guide the
teacher’s and learner’s decision making. 6(b) The teacher designs assessments that match
learning objectives with assessment methods and minimizes sources of bias that can distort
assessment results. 6(e) The teacher engages learners in multiple ways of demonstrating
knowledge and skill as part of the assessment process. 6(g) The teacher effectively uses multiple
and appropriate types of assessment data to identify each student’s learning needs and to develop
differentiated learning experiences. 6(u) The teacher is committed to making accommodations in
assessments and testing conditions, especially for learners with disabilities and language learning
needs. Below are the curriculum and professional standards associated with this artifact.
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. 9(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.
NYS Code of Ethics for Educator
Principle1: Educators nurture the intellectual, physical, emotional, social and civic potential of
every student.
CARE- The ethical standard of Care includes compassion, acceptance, interest and insight for
Respect- Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members
P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies
P-12 NYS Common Core Learning Standards for English Language Arts and
Literacy Grade 4
Key Ideas and Details
CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from
details in the text; summarize the text.
Craft and Structure
CCSS.ELA-LITERACY.RL.4.4 Determine the meaning of words and phrases as they are
used in a text, including those that allude to significant characters.
Integration of Knowledge and Ideas
CCSS.ELA-LITERACY.RL.4.9 Make connections between the text of a story or drama
and a visual or oral presentation of the text, identifying where each version reflects
specific descriptions and directions in the text.
P-12 NYS Common Core Learning Standards for Grade 4 Math
Draw and identify lines and angles, and classify shapes by properties of their lines and
angles.
CCSS.MATH.CONTENT.4.G.A1 Draw points, lines, line segments, rays, angles (right,
acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional
figures.
CCSS.MATH.CONTENT.4.G.A3 Recognize a line of symmetry for a two-dimensional
figure as a line across the figure such that the figure can be folded along the line into matching
parts. Identify line-symmetric figures and draw lines of symmetry.
P-12 NYS Common Core Learning Standards for Grade 4 Social Studies
Key Ideas and Details
Craft and Structure
CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from

details in the text; summarize the text.
Integration of Knowledge and Ideas
CCSS.ELA-LITERACY.RL.4.9 Make connections between the text of a story or drama
and a visual or oral presentation of the text, identifying where each version reflects
specific descriptions and directions in the text.
Ontario Ministry of Education Expectations
Ontario Curriculum Grade 4 Language
SPECIFIC EXPECTATIONS
1. Listening to Understand
Analysing Texts
1.7 analyse oral texts and explain how specific elements in them contribute to meaning.
Ontario Ministry of Education Expectations Ontario Curriculum Grade 4 Mathematics

Overall Expectations
By the end of Grade 4, students will:
• identify quadrilaterals and three-dimensional figures and classify them by their
geometric properties, and compare various angles to benchmarks;
• construct three-dimensional figures, using two-dimensional shapes;
• identify and describe the location of an object, using a grid map, and reflect two-
dimensional shapes.
Specific Expectations
Draw the lines of symmetry of two-dimensional shapes, through investigation using a
variety of tools. (e.g., Mira, grid paper) and strategies (e.g., paper folding).
Ontario Ministry of Education Expectations Ontario Curriculum Grade 4 Social Studies
OVERALL EXPECTATIONS By the end of Grade 4, students will:
A1. Application: compare key aspects of life in a few early societies (to 1500), including at least
one First Nation and one Inuit society, each from a different region and era and representing a
different culture, and describe some key similarities and differences between these early societies
and present-day Canadian society (FOCUS ON: Continuity and Change; Perspective)
SPECIFIC EXPECTATIONS
A1.4 compare two or more early societies, with reference to seasonal rhythms, use of land and
resources, differences between urban and rural communities, religious and spiritual practices/
beliefs with respect to the environment).
DOE Claims & CAEP Standards
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
ISTE standard
Teacher Standard
Standard 2 – Design and develop digital age learning experiences and assessments - 2a. Design
or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity
Student Standard
Standard 6 – Technology operations and concepts - 6a. Understand and use technology systems.
International Literacy Association Professional Standards (ILA)
Standards for Reading Professionals—Revised 2010
Progression of Standards Across the Roles
Standard #1 Foundational Knowledge: Candidates understand the theoretical and evidence-
based foundations of reading and writing processes and instruction.

Standard #2 Curriculum and Instruction: Candidates use instructional approaches, materials,
and an integrated, comprehensive, balanced curriculum to support student learning in reading
and writing.
Standard #4 Diversity: Candidates create and engage their students in literacy practices that
develop awareness, understanding, respect, and a valuing of differences in our society.
Special Education Professional Ethical
Principle 3 Promoting meaningful and inclusive participation of individuals with exceptionalities
in their schools and communities.
The use of a SMART Board in the classroom magnifies the lesson, as it allows the
teacher to add the interactive component that would have been missing. This allows for all
student to become apart of and is encouraged to participate in all activities at their comfort level.
Artifact#2: Authors Study

Artifact #3: Pecha Kucha
The Pecha Kucha presentation features 20 slides each with a timed 20 second audio
explaining the information per slide. The aim of this tool is to display information within a
timely manner of 20 seconds without words. This artifact discusses the trauma and sometimes
neglect that students with dyslexia experiences in a normal everyday classroom where their
needs are not being met. It also provides the viewers with feedback and strategies for assisting
such a student. According to Maslow (1943) hierarchy of needs, a child’s learning happens best
in an environment that is safe and where the child feels loved and is able to strive to reach his or
her highest potential. In addition, this artifact reaches within many domains of the teachers’
competencies. Some of which are but is not limited to; his or her ability to plan, instruct,
accommodate, validate and engage students. Here the teacher can apply their professional
knowledge and facilitate student learning. They can build lessons to incorporate or accommodate
student short fall, while still keeping lessons aligned with curriculum standards. In this way
teachers are ensuring that no child will be left behind and all student differences are accounted
for. Some of the primary roles of the Teacher is to liaise with parents and community resource
personnel in order to implement schoolwide programs, support students in challenging
environments, advocate for resources crucial to students’ development, while maintaining no
biases or displays of preferential treatments. In essence, teachers are role models that displays
and indulge in habits that will make students gravitate towards learning. Below you will find the
curriculum and professional standards associated with this artifact.

INTASC Standards
implements developmentally appropriate and challenging learning experiences. 1(d) The teacher
understands how learning occurs--how learners construct knowledge, acquire skills, and develop
disciplined thinking processes--and knows how to use instructional strategies that promote
student learning.
Standard #9: Professional Learning and Ethical Practice. The teacher engages in
professionals, and the community), and adapts practice to meet the needs of each learner. 9(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 standard.

Principle 2: Educators create, support, and maintain challenging learning environments for all.
Principle 5: Educators collaborate with parents and community, building trust and respecting
confidentiality.

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
DOE Claims & CAEP Standards.

Council for Exceptional Children (ECE)
Special Education Professional Ethical Principles
Principle 2. Maintaining a high level of professional competence and integrity and
exercising professional judgment to benefit individuals with exceptionalities and their families.
Including a Pecha Kucha in class assignments is a great way of allowing students to gain
more experience with digital technology. It provides them with another way of doing and
displaying research without actual words, while still presenting information via pictures. Lets’
face it, a picture can say many words.
Artifact #3 Pecha Kucha

Artifact #4: Classroom Management
Classroom management can be defined as a way of delivering classroom lessons in a
timely and efficient manner without disruption or sabotaging of lesson by students. It further
implies that good classroom management prevents premature class disruptions while dealing
with it appropriately after it has occurred. In this fun box each item was carefully chosen because
of the effect it will have on managing students’ behavior as well as keep them focused long
enough for the lesson to be delivered. Each item in this box was designed to give teachers a
sense of control while still being able to teach and maintain a classroom free of disruptions. It is
with this in mind that I have chosen to include some behavior theorists and their ideas for
modifying behavior. Included in this artifact are Token Economy (gotchas), Class Dojo,
Classroom Yoga, The Slinky, Irie Dominoes and The Beat (drums) which are powerful classroom
tools that gives teacher autonomy and control in the classroom.
Token Economy (Gotchas) are incentives that are given to students for displaying
excellent behavior during instructional and seat time. A token economy is a system wherein
tokens are given immediately where students displays good behavior, that are later exchanged for
a desirable gift. These are great for students with developmental or learning disabilities,
hyperactivity, attention deficit or behavior disorders. According to Thorndike’s (1898) law of
effect, he addressed the issue of manipulating behaviors to bring about the desired change. Class
Dojo is an android app that is used in classroom to manage behaviors. It is also used to bring the
school and community together. This activity is used for creating a positive culture wherein
teachers can encourage students to do well whether it is in working hard, being helpful or kind to
others. Class dojo gives students a voice where they can display and post their learning by
customizing their portfolios by way of pictures or videos. This is a fantastic way to let parents
know what is going on in the classrooms. B.F Skinners (1938) Operant Conditioning posits that
behavior is determined by consequences, whether it is punishment that would make the behavior
less likely to reoccur, or reward where behavior would be repeated. Classroom Yoga, teachers as
well as students experience stress all the time, so a great way to relieve this is to incorporate
yoga in the classroom. This could be a way of getting students up and out of there seats, and can
be done early morning as a wakeup routine or late afternoon after a tiresome day. Yoga is best
known as an exercise that is good for the mind and body. It creates an environment that is calm
and brings about a sense of engagement. This activity gets the students out of their seats moving
and socializing with their peers. It is a great way to use pent up energy while promoting
movement, learning readiness, attention skills, cooperative community, and self-regulation
(Marzano who encouraged movement in the classroom. He also states that a set of classroom
activities has the potential to capture and hold students’ attention). The slinky is a set of spiral
rings bind together that when move or thrown forms different shapes. The slinky is a sensory toy
that has sounds, motion, vibration and frequency. The colors represent different feelings and
energy (Ivan Pavlovs’ and J.B Watsons’ (1900’S) theory of classical conditioning in mind,
according to them a (stimulus acquires the capacity to evoke a response that was originally
evoked by another stimulus). This is good for moments when students are having major
meltdowns at the end of the day, you would give them one to hold onto or throw as they watch
the colors and spiraling for comfort also good for hand and eye co-ordination. Irie Dominoes
promotes positive behaviors in the classroom, working for classroom cohesiveness and controls
the behaviors of the students. This is done as a points system B.F. Skinner’s theory (conditioning
1938) reward for good behavior and punishment for unacceptable behavior. The Beat (A drum)
can be powerful. Use this technique of call and response to get students’ attention and help get
them focused and ready to work. Marzano (2011) noted that students need movement in
everyday classrooms to evolve and learn. All these appeals to the various learners, whether they
are visual, auditory, tactile, or Kinesthetic, it brings about the necessary movement and sensory
stimulation that has the power to redirect students’ attention, and keep them engaged and
motivated in the learning environment.
An effective classroom should not be one that is reactive but should be proactive, in a
sense that the teacher is always one step ahead, being prepared for whatever crisis that might
occur in the learning environment. This does not mean that the teacher is always meating out a
set of rules, but is rather coming together and forming a nurturing and safe environment wherein
students are recognized and counted as worthy. It is imperative to always note that not all
students are the same, or have the same behaviors and issues, therefore what works for one is not
necessarily going to work for another. When used effectively, the toys in this classroom
management box can deter and prevent escalating and disruptive behaviors allowing for student
engagement and teacher delivery. Below are the professional and curriculum standards that
aligns with this artifact.
INTASC Standards
implements developmentally appropriate and challenging learning experiences. 1(h) The teacher
respects learners’ differing strengths and needs and is committed to using this information to
further each learner’s development.
Standard #3: Learning Environments. The teacher works with others to create
environments that support individual and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and self-motivation. 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.
NYS Code of Ethics for Educator
Principle 1: Educators nurture the intellectual, physical, emotional, social and civic potential of
every student.
Ontario Ethical Teacher Standards
Care The ethical standard of Care includes compassion, acceptance, interest and insight for
Respect Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members

Claim 1: Medaille College graduates know the subject matter in their certification area(s) 113
Principle 1: Maintaining challenging expectations for individuals with exceptionalities.
Principle 2: Maintaining a high level of professional competence and integrity and
exercising professional judgment to benefit individuals with exceptionalities and their families
Principle 3: Promoting meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities.
Overall, a well balanced and engaged classroom is every teachers’ dream. It is not always
achieved, but it when it does, students become more successful as they learn and benefit from all
the resources and materials the teacher incorporates into a lesson.

Artifact #4 Classroom Management
Artifact #5: Fraction Math Lesson Plan

A lesson plan depicts an educators’ competency on subject matter, ability to plan,
instructional techniques, accommodations and assessments. When looking at a lesson plan, the
teachers thought processes and approaches become apparent. It is through this medium that can
determine base on student needs if the plans will be sufficient in meeting or exceeding them.
This plan was an introductory grade 4 math unit (my first) on Fractions, and It will reflect as
such, as I was more caught up in curriculum content and lesson delivery, rather than learning
outcomes. In order to plan a lesson, the educator has to have a clear understanding of where the
students are and what accommodations if any will be necessary. To gain a clear understanding, in
terms of learning objectives and assessing, the educator has to activate students’ prior
knowledge. When this is done, the educator now has the information of students’ level and is
able to adopt or modify lesson accordingly. According to John Dewey we can not teach the
children of today the way we taught years ago. Learning needs and styles have changed,
therefore it is left up to the educator to activate and build on students’ prior knowledge in order
to successful propel them forward.
I chose this particular math lesson, as I knew students had prior exposure to fractions, and
that a whole can be broken down into smaller parts, numbers and operations and how to multiply
numbers 1-10. To further help with activating the students prior Knowledge, I drew a word cloud
on the board, defined all the vocabulary words, then engaged students in a game of musical
cheers to further garner their understanding. After students returned to their seats, I wrote the
fraction 5/8 on the board. I then called eight students up to the front of the class, five wearing
one color and three a different color. I modeled breaking the fraction apart by separating the
students into two groups base on the color they were wearing. I put five students on one side and
then wrote the fraction 1/8 five times, then informed students 5/8 is the same as writing the unit
fraction 1/8 five times. I wrote another fraction on the board and asked volunteers to come up
and try to decompose. I was able to use Vygotsky “I do, You Do We do” theory then handed out
fraction exit sheets for students to complete independently to assess for understanding. For this
particular lesson, there was one student with an IEP (learning disability) and one ESL.
Accommodations were made for both, such as teacher repeated directions, visual aid,
extra time was given to complete exit fraction assessment worksheet, vocabulary list throughout
the lesson, frequent checks for understanding, modelled writing examples of fractions,
highlighting the numerator and denominator, how to identity different fractions through
decomposing and composing fractions with examples on the white board, Preferential seating
and refocusing and redirections. Below are the professional and curriculum standards that aligns
with this artifact.
INTASC Standards
student learning.
their understandings. 2(h) The teacher understands students with exceptional needs, including
those associated with disabilities and giftedness, and knows how to use strategies and resources
to address these needs. 2(n) The teacher makes learners feel valued and helps them learn to value
each other.
make the discipline accessible and meaningful for learners to assure mastery of the content. 4(d)
The teacher stimulates learner reflection on prior content knowledge, links new concepts to
familiar concepts, and makes connections to learners’ experiences. 4(g) The teacher uses
supplementary resources and technologies effectively to ensure accessibility and relevance for all
learners. 4(l) The teacher knows and uses the academic language of the discipline and knows
how to make it accessible to learners.
Standard #6: Assessment. The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and to guide the
teacher’s and learner’s decision making. 6(e) The teacher engages learners in multiple ways of
demonstrating knowledge and skill as part of the assessment process. 6(r) The teacher takes
responsibility for aligning instruction and assessment with learning goals.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content areas and
their connections, and to build skills to apply knowledge in meaningful ways. 8(a) The teacher
uses appropriate strategies and resources to adapt instruction to the needs of individuals and
groups of learners. 8(d) The teacher varies his/her role in the instructional process (e.g.,
instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and
the needs of learners.
Principle 1: Educator nurture the intellectual, physical, emotional, social and civic
potential of every student.
Principle 2: Educator create support and maintain challenging learning environment for
all.
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.
P-12 NYS Common Core Learning Standards for Math – Grade 4
NYS Common Core: CCSS. Math. 4. NF.B.3.
Build fractions from unit fractions.
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
4.NF.B.3. B Decompose a fraction into a sum of fractions with the same denominator in more
than one way, recording each decomposition by an equation. Justify decompositions.
Ontario Ministry of Education Expectation
The Ontario Curriculum Grade 1-8 Mathematics, Grade 4
Read, represent, compare, and order whole numbers to 10, 000, and use concrete materials to
represent fractions and money amounts to $100
Quantity Relationship
- represent fractions using concrete materials, words, and standard fractional notation, and
explain the meaning of the denominator as the number of the fractional parts of a whole
or a set, and the numerator as the number of fractional parts being considered;
- compare and order fractions (i.e., halves, thirds, fourths, fifths, tenths) by considering the
size and the number of fractional parts
- compare fractions to the benchmarks of 0, is more than parts
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
ISTE Standard
Teacher Standard
5. Designer. Educators design authentic, learner-driven activities and environments that
recognize and accommodate learner variability. 5a. Use technology to create, adapt
and personalize learning experiences that foster independent learning and accommodate learner
differences and needs.
Student Standard
3. Knowledge Constructor. Students create meaningful knowledge for themselves and
others. 3d. Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.
Principles 1: Maintaining challenging expectations for individuals with exceptionalities.
During this unit it clear that through assessing the students the teacher was able to garner
pertinent information on each students’ level of understanding. Students were assessed numerous
ways teacher circulating the room while the students were working, handing out an exit
worksheet, observing students’ participation, addressing areas students had difficulties with, and
reviewing students’ completed work to ensure understanding of key concepts.
Artifact #5 Fraction Math Lesson

Artifact #6: Literacy Game
Literacy is an important and integral part of learning. In getting students to read and
achieve fluency, the teacher has to incorporate and model various learning strategies. Some core
responsibilities of a teacher are to scaffold learning and present students with varying options,
while still allowing them the time to figure out problems on their own. As emphasized by
Vygotsky, students learn best from modeling, “I Do, You Do, We Do”. They are charged with
making the curriculum engaging, meaningful and stimulating to all students. The topic for this
literacy game was to Identify Short Vowel sounds. I chose this lesson as I came to realize that
most students struggle with short and long vowel sounds. It is often seen where a student will
spell a word and the vowel is left off at the end.
For this lesson students were placed in pairs and given two words, one with a short
vowel sound and the other a long vowel sound. The teacher modelled the game by choosing a
volunteer to come up to the front of the class. The teacher then gave student a word then said a
word out loud. Students were asked to listen as I read the word aloud then determine whether the
word had a long or short vowel sound. I played the song “get up, stand up” for 20 seconds, then
asked class to identify which of the word had the short vowel sound. This lesson could be for a
grade 2 class and with some adjustment of bigger words be for grade 4’s. This is a good lesson
activity in assisting the teacher in identifying students that are able to sound out and isolate
letters to form words. This is especially good for students with learning disabilities, as it gives
them a chance to create nonsense words while learning phonemic awareness that will later
enhance their reading abilities. Below are the professional and curriculum standards that aligns
with this artifact.
INTASC Standard
student learning.
make the discipline accessible and meaningful for learners to assure mastery of the content. 4(l)
The teacher knows and uses the academic language of the discipline and knows how to make it
accessible to learners.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content areas and
their connections, and to build skills to apply knowledge in meaningful ways. 8(a) The teacher
uses appropriate strategies and resources to adapt instruction to the needs of individuals and
groups of learners. 8(d) The teacher varies his/her role in the instructional process (e.g.,
instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and
the needs of learners.
Principle 2: Educator create support and maintain challenging learning environment for
all.
P-12 NYS Common Core Learning Standards ELA, Math and Social Studies P-12 NYS
Common Core Learning Standards for ELA – Grade 2
Phonics and Word Recognition:
CCSS.ELA-LITERACY.RF.2.3. Know and apply grade-level phonics and word analysis skills
in decoding words.
CCSS.ELA-LITERACY.RF.2.3A. Distinguish long and short vowels when reading regularly
spelled one-syllable words.
Ontario Ministry of Education Expectation
Reading with Fluency
Reading Unfamiliar Words
3.2 Predict the meaning of and quickly solve unfamiliar words using different types of cues
graphophonic.
Principle 1: Maintaining challenging expectations for individuals with exceptionalities
This game proved to be beneficial for students who were struggling with the long and
short vowel sounds. As state before it can be used for any grade level, the teacher will adjust
words and phrases as they go along to incorporate higher grades.
LITERACY GAME
Artifact #7: Cyber Safety and Digital Citizenship
It seemed just like yesterday teachers were writing on blackboards and photocopying
materials from text books. Now, overnight technology has taken over. Teachers no longer have to
do chalk and talk, but are now able to create, plan and deliver lessons via technology. Through
the constant demand for use of more technology in the classrooms, it has become imperative that
students are taught how to responsibly use it. It has become apparent that young kids have
already embraced technology in their everyday life without thinking about the consequences,
therefore it is left up to the teachers to make sure that while they are using these platforms, that
are knowledgeable by incorporating digital citizenship lessons.
In addition; information search and analysis are very important and integral parts of
digital citizenship. When one searches the internet today, a lot of the information and resources
are not authenticated, therefore by teaching digital citizenship, students will be better able to
search, select and streamline information and know right away what are authentic from what is
not. Cyber-bullying is another reason for teaching digital citizenship. This can only be prevented
by educating students on the proper use of technology. When students lack the pertinent
information about digital awareness, they are often the targets of cyber bullying which can yield
some detrimental consequences. The artifact of Cyber Safety and Digital Citizenship that I have
chosen to share in this portfolio encompasses the following professional and curriculum
standards.
INTASC Standards
Standard # 5 Application of Content. The teacher understands how to connect concepts
and use differing perspective to engage learners in critical thinking, creativity and collaborative
problem solving related to authentic local and global issues. 5(l) The teacher understands how to
use digital and interactive technologies for efficiently and effectively achieving specific learning
goals.
Standard #9 Professional Learning and Ethical Practice. The teacher engages in
professionals, and the community), and adapts practice to meet the needs of each learner. 9(h)
The teacher knows how to use learner data to analyze practice and differentiate instruction
accordingly.
New York State Code of Ethics for Educators
Principle 3: Educators commit to their own learning in order to develop their 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.
ISTE Standards
Teacher
3. Educators inspire students to positively contribute to and responsibly participate in the
digital world.
3a. Create experiences for learners to make positive, socially responsible
contributions and exhibit empathetic behavior online that build relationships and community.
3d. Model and promote management of personal data and digital identity and protect
student data privacy.
Student
2. Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are safe,
legal and ethical.
2a. Students cultivate and manage their digital identity and reputation and are aware of
the permanence of their actions in the digital world.

2b. Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.
2d. Students manage their personal data to maintain digital privacy and security and are
aware of data-collection technology used to track their navigation online.
It is recommended that teachers encourage students to stay informed and safe, this in
extension means to keep parents abreast of what students are doing, provide them with logins
that allows them access to student’s online activities, and inform students that only what is
teacher approved gets posted. In teaching all your classes make sure that your students
understand that the web is a place to learn and gain things, not for bullying.
Artifact #7 Cyber Safety and Digital Citizen

Find complete presentation by clicking on this link:
https://prezi.com/dashboard/next/#/details/mzi8dbreru0a/
Artifact #8: Annotated Bibliography
An Annotated Bibliography is a formal list of sources with descriptive and evaluative
comments about all the sources cited in your paper. In order to write about a particular subject
matter, one needs to be informed about it. To be informed requires you to do further research and
gather different sources that you will need to go through in details and only then can you make
an informed decision. Writing such a paper shows off your analytical and research skills, as well
as my ability to link material to classroom applications, two things that are needed in order to
prove ones’ professional development over time. For this artifact, I did a research paper on the
quantity of social support that children with schizophrenia received in comparison to that of
children with autism. The search required us to use the Medaille College library database system
peer reviewed journals. The assignment required a thorough examination on the target
population/participant number, author’s purpose, research method used, a short summarization,
interpretations of the findings, and lastly, to relate findings and how they would apply to the
classroom. The main focus of the study was whether youths with childhood and adolescent
schizophrenia would have less social support than children with autism spectrum disorder, or
whether children with the least amount of social support would report the lowest level of
functioning. The study concluded that it did not matter what the disorder is, social support is and
still remains a very important and integral part of children’s development. As educators it is
imperative that we continue to indulge in professional development so that we can be better
equipped to teach and manage our classrooms, in order to bring about students’ success in the
learning environment. Below are the professional and curriculum standards that this artifact
connects to.
INTASC Standard
their understandings, and 2(h) The teacher understands students with exceptional needs,
including those associated with disabilities and giftedness, and knows how to use strategies and
resources to address these needs
New York State Code of Ethics Standards for Educators

Principle 3: Educators commit to their own learning in order to develop their practice.
Ontario Teacher 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.
Claim 3: Medaille College graduates are caring educator.
Annotated bibliographies are a great way for teachers to sharpen students researching and
analysing abilities. In this way students get to critically evaluate, hypothesize and interpret data,
which will in turn make them better writers and researchers that will not indulge in plagiarize
Artifact #8 Annotated Bibliography

Conclusion
All these artifacts presented in this section displays my journey into furthering my
professional development into becoming a classroom teacher. I have incorporated all the
educational theories, professional standards and principles and have solidified my career path
into the classroom. During these several months I have used my past experiences combined with
the newly acquired ones and have been able to plan and assess better, cater to different learning
need sin order to accommodate our diverse student population. All my artifacts are crucial and
signifies my growth process. They demonstrate my continuous journey in perfecting my
pedagogical groundwork into researching, analyzing, planning, instructional approach, engaging
students’, integrating technology and being a culturally responsive educator. All the above
mentioned have cemented my dispositions and commitment into being an educator that is
sincere, responsible, caring and equipped for the classroom. I have connected all my artifacts to
the professional and curriculum standards, educational theories and my philosophical and
educational stance have been discussed. In the subsequent section, I will address the standards
that are the baseline for these artifacts as well as their contribution to my pedagogical approaches
and best teaching practices.

Artifacts

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Section Three:

Teacher Candidate Artifact Guidelines

education. These artifacts will demonstrate my preparedness in becoming a well-rounded

incorporate technology in the classroom, provide appropriate learner accommodation, classroom

management, culturally responsive teaching, professional collaboration and development. Each

artifact is very important and is paramount to my journey and ambition in becoming a

comprehensive and experienced educator.

analysis skills that further enhances my professional development. In addition; in my Literacy

endeavor to perfect my instructional deliveries as it relates to promoting accommodation in a

while highlighting my capabilities of providing differentiated instructions through the use of

application in terms of student success in the learning environment.

Artifacts and Rationale

as giving pertinent schoolwide information to parents that encourages participation and

involvement, which in turn enhances student outcomes.

contributions of families, colleagues, and other professionals in understanding and supporting

each learner’s development.

the learning community.

and relevance for all learners.

spheres of influence interferes with learning

NYS Code of Ethics for Educators

The Ontario Ethical Teacher Standards

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

freedom, democracy and the environment.

Continual reflection assists members in exercising integrity in their professional commitments

DOE Claims & CAEP Standards:

pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

global learning communities to explore creative applications of technology to improve student

Council for Exceptional Children (CEC)

Special Education Professional Ethical Principles

exceptionalities in their schools and communities

involving families and individuals with exceptionalities in educational decision-making.

This artifact showcases my commitment to students and parents in providing pertinent as

Artifact #1 Weebly Website

Artifact #2: Authors study

in the classroom. It enhances students’ learning by incorporating technology and interactive

Standard #2: Learning Differences. The teacher uses understanding of individual

resources to address these needs

appropriate, safe, and effective ways.

practice, and master academic language in their content.

differentiated learning experiences. 6(u) The teacher is committed to making accommodations in

NYS Code of Ethics for Educator

The Ontario Ethical Teacher Standards

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

freedom, democracy and the environment.

Key Ideas and Details

CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from

details in the text; summarize the text.

Craft and Structure

CCSS.ELA-LITERACY.RL.4.4 Determine the meaning of words and phrases as they are

used in a text, including those that allude to significant characters.

Integration of Knowledge and Ideas

CCSS.ELA-LITERACY.RL.4.9 Make connections between the text of a story or drama

specific descriptions and directions in the text.

P-12 NYS Common Core Learning Standards for Grade 4 Math

CCSS.MATH.CONTENT.4.G.A1 Draw points, lines, line segments, rays, angles (right,

parts. Identify line-symmetric figures and draw lines of symmetry.

Key Ideas and Details

Craft and Structure

CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from

Integration of Knowledge and Ideas

CCSS.ELA-LITERACY.RL.4.9 Make connections between the text of a story or drama

specific descriptions and directions in the text.