Section Three: Teacher Candidate Artifacts

The fruit of your own hard work is the sweetest (BrainQuote, 2001)

This quote states it best, our work as educators is the sweetest thing. The satisfaction of

knowing I created something that helped a students learn, is a priceless feeling. This section

outlines the contents and materials that support the preparedness of me, teacher candidate. Here,

you will find the artifacts that promote my outstanding ability to plan, teach, instruct and assess

for the needs of the students. A total of ten artifacts have been strategically chosen, and each

support the following; planning, instruction, assessment, engagement, literacy, science,

professional development, technology, dispositions, and supporting ENL and SWD students. It is

anticipated that as you proceed, a thorough understanding of the reasoning behind each artifact

selection will be provided.

The artifacts presented are as follows; Literacy Lesson Plan, Time Measurement Lesson

Plan, Science – Electricity Lesson Plan, Google Survey, Prezi Presentation,

Classroom Management Fun Box, Literacy Word Activity, SMART Notebook Author Study,

Pecha Kucha Presentation, and the Weebly teacher website. These artifacts not only portray my

hard work accomplishments, but also allow people to gain an insight of my individualistic

educational philosophy and teaching techniques. Through these artifacts I will demonstrate

crucial skills to being an effective instructor and successful classroom manager. Each artifact

will portray a direct affiliation to both educational and professional standards.

Artifact One: Mathematics – Time Measurement Lesson

The Math – Time Lesson was created for a grade one class. The central focus of the

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learning segment that this lesson is a part of, is for students to begin to understand the concept of

time and its impact on their daily lives. At the conclusion of the lesson students should be able to

recognize different clocks and be able to tell time to the hour on an analog clock. This lesson

aligns with the following professional standards;

InTASC: Standard #1 Learning Development: 1b. The candidate creates

developmentally appropriate instruction that takes into account Individual learners strengths,

interests, and needs and that enables each learner to advance and accelerate their learning.

Standard #2 Learning Differences: 2a. The candidate designs, adapts, and delivers instruction to

address each student’s diverse learning strengths and needs, and creates opportunities for

students to demonstrate their learning in different ways.

ISTE: Standard 1d. Learner Development; the candidate 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.

THE ONTARIO PROVINCIAL CODE OF CONDUCT AND SCHOOL BOARD

CODES OF CONDUCT - Teachers and Other School Staff: help students work to their full

potential and develop their sense of self-worth; empower students to be positive leaders in their

classroom, school, and community.

NYSED CODE OF ETHICS - Principle 2: Educators create, support, and maintain

challenging learning environments for all. Educators apply their professional knowledge to

promote student learning. They know the curriculum and utilize a range of strategies and

assessments to address differences. Educators develop and implement programs based upon a

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

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

learning. They establish and maintain clear standards of behavior and civility. Educators are role

models, displaying the habits of mind and work necessary to develop and apply knowledge while

simultaneously displaying a curiosity and enthusiasm for learning. They invite students to

become active, inquisitive, and discerning individuals who reflect upon and monitor their own

learning.

COUNCIL FOR EXCEPTIONAL CHILDREN - Initial Preparation Standard 1:

Learner Development and Individual Learning Differences 1.0 Beginning special education

professionals understand how exceptionalities may interact with development and learning and

use this knowledge to provide meaningful and challenging learning experiences for individuals

with exceptionalities.

ILA STANDARDS Element 5.1 Candidates design the physical environment to

optimize students’ use of traditional print, digital, and online resources in reading and writing

instruction. Element 5.2 Candidates design a social environment that is low risk and includes

choice, motivation, and scaffold support to optimize students’ opportunity.

ONTARIO COLLEGE OF TEACHERS ETHICAL STANDARDS – 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.

CAEP - 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the

appropriate progression level(s) in the following categories: the learner and learning; content;

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instructional practice; and professional responsibility.

The mentioned standards reflect the proficiencies that I have demonstrated through the

creation of this lesson. I have taken into account the diversity of my classroom and incorporated

modifications and accommodations as needed to ensure the success of this lesson. In addition, I

have demonstrated my ability to ensure that the content being taught to students align with the

politically established standards for all students at this grade level. Below I have listed the

standards that are directly reflected throughout this lesson.

The Ontario Curriculum Grades 1-8: Science and Technology – Grade 1 overall

expectations for ‘Telling Time’ - read demonstration digital and analogue clocks, and use them to

identify benchmark times and to tell and write time to the hour and half-hour in everyday

settings.

NYS Elementary Mathematics Core Curriculum Grade K-4 1.1b Humans organize

time into units based on natural motions of Earth: second, minute and hour. The reason this

lesson was selected as an artifact, was because it provides a thorough understanding of my first

independent accomplishment. This lesson was an introductory to the theory of time, and captured

students’ attention by building on their exposure to time in their environment and daily lives.

Students had the opportunity to build their own analog clock and gained knowledge of

terminology used in order to tell time. The activity of clock creation within this lesson made

evident my strong ability to instruct and provide details in order to obtain the

desired or intended outcome. Students were able to follow the step by step direction provided

through teacher modelling and then create their personal clock. These clocks were then an

essential tool needed to complete the tasks of lessons to follow. This hands on approach, which

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was derived from the works of John Dewey, was the key to maintaining student engagements for

the entire lesson. This lesson utilized the student created clocks to solve verbal and written

questions about time. With the attention to step by step instruction within this lesson, I have

selected this artifact to be my direct representation of my ability to thoroughly instruct students

in an educational setting.

Artifact Two: Literacy Lesson Plan

The Literacy Lesson Plan was my second artifact selection. This lesson was geared for

grade 2 students, and related to reading development. The central focus of the learning segment

this lesson plan was taken from, was to have students develop the skill of answering who, what,

where, when and why questions (5W’s) to show understanding of key details in a text. Through

the execution and design of this lesson, it is obvious to see that significant planning was

involved. I allotted time within the lesson to read to students and guide them through inquiry

discussion to ensure comprehension of the text being studied. In addition to the physical text, I

also included visuals and tactile prompts to keep students engage and cater to the students with

exceptionalities. As the direct educator during this lesson, it was my responsibility to ensure that

I was abiding by the professional standards. These are the standards that directly align with my

teaching practice.

InTASC - 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.

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

and diverse cultures and communities to ensure inclusive learning environments that enable

each learner to meet high standards.

Standard #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.

THE ONTARIO PROVINCIAL CODE OF CONDUCT AND SCHOOL BOARD

CODES OF CONDUCT - Teachers and Other School Staff: help students work to their full

potential and develop their sense of self-worth; empower students to be positive leaders in their

classroom, school, and community.

NYSED CODE OF ETHICS Principle 1: Educators nurture the intellectual,

physical, emotional, social, and civic potential of each student. Educators promote growth in

all students through the integration of intellectual, physical, emotional, social and civic learning.

They respect the inherent dignity and worth of each individual. Educators help students to value

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

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

experience. They engage students in activities that encourage diverse approaches and solutions to

issues, while providing a range of ways for students to demonstrate their abilities and learning.

They foster the development of students who can analyze, synthesize, evaluate and communicate

information effectively.
 COUNCIL FOR EXCEPTIONAL CHILDREN - 3.0 Beginning special education

professionals use knowledge of general and specialized curricula to individualize learning for

individuals with exceptionalities.

ILA – STANDARDS Element 5.2 Candidates design a social environment that is low

risk and includes choice, motivation, and scaffold support to optimize students’ opportunities for

learning to read and write.

Ontario College of Teachers 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 – Involves incorporating trust

and fairmindedness through education and the entire learning process of the students in our

classroom. Trust – Being open and honest, to allow for fairness within the classroom. Integrity –

continuous reflection and aim for improving, to ensure responsibilities are being met. Through

reading the lesson plan (primarily the anticipatory set), it is evident that I displayed the qualities

mentioned in the above professional standards. I incorporated modifications and made

adjustments based on the needs of the students, which showed my ability to implant inclusion

within the classroom. The activities incorporating in this lesson were grade level appropriate and

aligned with the following standards;

The Ontario Curriculum Grades 1-8: Writing – Developing and Organizing Content

Developing Ideas 1.2 generate ideas about a potential topic, using a variety of strategies

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and resources (e.g., formulate and ask questions such as the five W’s [who, what, when, where,

why] to identify personal experiences, prior knowledge, and information needs; brainstorm

ideas with a partner).

NYS Elementary Science Core Curriculum Grade K-5: RL.2.1: Ask and answer such

questions as who, what, where, when, why, and how to demonstrate understanding of key detail

in a text. With the mentioned curriculum standards in mind I was able to provide a lesson that

allowed the students to obtain and demonstrate the skills presented.

The Literacy Lesson not only reflect my ability to plan, it also shows how thorough

planning allows for comfortable instruction. I catered to all the needs of the classroom and

ensured that the tools were present to allow every students to be directly involved in the activities

and stay engaged for the duration of the period. Through modelling and guided instruction I was

able to achieve the objectives of this lesson.

Artifact Three: Science – Energy Lesson Plan

The energy lesson plan is my third artifact selection. I had fun creating this grade 4

science lesson on energy. The content of this lesson was suitable for the grade level, in addition

provided a bit of challenge for active learning. The lesson was taken from an energy learning

segment, in which the central focus was for students was to learn about energy and its numerous

forms. Students learned to apply scientific ideas to understand how energy can be transferred

into a desired form for practical use. Below are the professional standards, I believed connect to

the lesson and where evident throughout my comprehensive planning and instruction.

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 ISTE STANDARDS FOR EDUCATORS

1c. Stay current with research that supports improved student learning outcomes, including

findings from the learning sciences.

ONTARIO - THE PROVINCIAL CODE OF CONDUCT - Teachers and Other

School Staff Under the leadership of their principals, teachers and other school staff maintain

order in the school and are expected to hold everyone to the highest standard of respectful and

responsible behaviour.

NYED CODE OF ETHICS Principle 2: Educators create, support, and maintain

challenging learning environments for all. Educators apply their professional knowledge to

promote student learning. They know the curriculum and utilize a range of strategies and

assessments to address differences. Educators develop and implement programs based upon a

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

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

learning. They establish and maintain clear standards of behavior and civility. Educators are role

models, displaying the habits of mind and work necessary to develop and apply knowledge while

simultaneously displaying a curiosity and enthusiasm for learning. They invite students to

become active, inquisitive, and discerning individuals who reflect upon and monitor their own

learning.

COUNCIL FOR EXCEPTIONAL CHILDREN 3.1 Beginning special education

professionals understand the central concepts, structures of the discipline, and tools of inquiry of

the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills,

and develop meaningful learning progressions for individuals with exceptionalities.

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3.2 Beginning special education professionals understand and use general and specialized content

knowledge for teaching across curricular content areas to individualize learning for individuals

with exceptionalities.

ILA STANDARDS - Element 5.1Candidates design the physical environment to

optimize students’ use of traditional print, digital, and online resources in reading and writing

instruction.

ONTARIO COLLEGE OF TEACHERS ETHICAL STANDARDS - 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.

CAEP 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the

appropriate progression level(s) in the following categories: the learner and learning; content;

instructional practice; and professional responsibility.

This science lesson allowed the grade four students to build on their prior knowledge and

create a device that would have practical use in their everyday life; a circuit. Students not only

learned the components of the circuit, they were fully engaged by being given the opportunity to

use household items to create a circuit of their own. This lesson directly aligns with the

following curriculum standards;

NYS Elementary Science Core Curriculum Grade K-4 4. Energy - PS3 - 4. Apply

scientific ideas to design, test, and refine a device that converts energy from one form to another.

The Ontario Curriculum Grades 1-8: Science and Technology - Grade 53.1 identify

a variety of forms of energy (e.g., electrical, chemical, mechanical, heat, light, kinetic) and give

examples from everyday life of how that energy is used (e.g., electrical energy for cooking;

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chemical/electrical energy to run our cars; mechanical energy to hit a baseball; light energy for

managing traffic on the roads; heat energy to warm homes and schools) 3.3 describe how energy

is stored and transformed in a given device or system (e.g., in a portable electric device, chemical

energy stored in a battery is transformed into electrical energy and then into other forms of

energy such as mechanical, sound, and/or light energy)3.4 recognize that energy cannot be

created or destroyed but can only be changed from one form to another (e.g., chemical energy in

a battery becomes electrical energy)

This artifact was chosen based on the amount of hands on exposure students were given.

Providing the students with the opportunity to be a part of the experiment kept them engaged and

enhanced their ability to comprehend the information being taught. Similar to theorist Dewey, I

feel that the best way for students to gain a thorough understanding of the subject matter is to be

given the opportunity to experiments and be a part of the study. I feel that this lesson was

successful in providing students with that opportunity, meanwhile teaching them about an

intricate subject. The artifact is perfect for inclusion as it reflects my ability to plan, instruct and

engaging, while still teaching the components of a complex science subject.

Artifact Four – Google Survey

The google survey was the fourth artifact selected to be included in this MSED

elementary portfolio. This artifact is a perfect representation of a tool used to assess the students.

The google survey I created was aimed at gaining information from students, which would allow

me to plan and instruct accordingly. It was entitled, Story Time Is Fun and was a questionnaire

for students to fill out. My aim for creation was to obtain information about the home reading

environment, meanwhile also gaining information about the types of reading material which

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would interest the students. This survey is a great way to learn the most possible about the

students I teach and ensure that I spark there interest with the learning materials I choose to

utilize. Through this form of student assessment, I am able to gain the information I required to

plan and cater to the needs of my learners. This assessment tool aligns with the following

professional standards;

InTAC – Standard #1 Learner Development: the candidate regularly assesses individual

and group; performance in order to design and modify instruction to meet the learners need in

each area of development.

New York State Code of Ethics for Educators - Principle 2: Educators create,

support, and maintain challenging learning environments for all.

ISTE Technology Standard 5 - use appropriate graphic and electronic tools and

techniques to process information.

Ontario College of Teachers Ethical Standards – 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.

CAEP - 2.1 Partners co-construct mutually beneficial P-12 school and community

arrangements, including technology-based collaborations, for clinical preparation and share

responsibility for continuous improvement of candidate preparation. Partnerships for clinical

preparation can follow a range of forms, participants, and functions.

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 The Google survey promotes getting to know the students, which is critical to the success

of the learning experience. Part of being a successful educator is to know your student by

incorporating the CRT fundamentals. This survey can be used to gain the information required

to ensure that the needs of the students we teach are being met. Establishing an open line of

communication creates trust and makes the students more comfortable disclosing information

about themselves. This artifact not only provides an opportunity to better know your students, I

believe it can be utilize in various ways; most importantly as a means to establish and maintain

that home school connection.

Artifact Five: Prezi Presentation

The fifth artifact selected is my Prezi presentation. The Prezi was designed to inform

parents and students of appropriate and safe technology usage. Often students have full access to

the internet and this can pose many negative outcomes. For example cyber bullying, which can

be equally negatively impacting as physical bullying. Through this Prezi presentation I was able

to place important information into a visually appealing and engaging program. Students and

parents have access to the presentation and have the option to share the information. This artifact

directly aligned with the following standards;

ISTE - Designer - Educators design authentic, learner-driven activities and

environments that recognize and accommodate learner variability. Educators: 5a. Use

technology to create, adapt and personalize learning experiences that foster independent

learning and accommodate learner differences and needs.5b. Design authentic learning

activities that align with content area standards and use digital tools and resources to

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maximize active, deep learning.

5c. Explore and apply instructional design principles to create innovative digital learning

environments that engage and support learning.

NYSED – CODE OF ETHICS Principle 3: Educators commit to their own learning

in order to develop their practice. Educators recognize that professional knowledge and

development are the foundations of their practice. They know their subject matter, and they

understand how students learn. Educators respect the reciprocal nature of learning between

educators and students. They engage in a variety of individual and collaborative learning

experiences essential to develop professionally and to promote student learning. They draw on

and contribute to various forms of educational research to improve their own practice.

The google survey platform can be designed in numerous ways to cater to what the

educator needs. It is a great tool to ensure that we gain the information about students to ensure

effective planning and instruction for success. This questionnaire is excellent as a new school

year starter and can be utilized at any grade level. I chose to incorporate this tool as an artifact

because it is a primary example of a way educators can utilize technology. In addition it reflects

how educators can embed culturally responsive teaching into your teaching style.

Artifact Six: Classroom Management Fun Box

The ‘Classroom Management Fun Box’ is the sixth artifact I decided to include in this

MSED elementary portfolio. This is an extremely useful tool to help with the management of the

classroom. Inside this box educators can have any item they feel will benefit the needs of the

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students in the class. The classroom management fun box I created was catered to students with

exceptionalities. I incorporated items that would aid in satisfying students with sensory and

repetitive needs. The items would change depending on the dynamics of the classroom, which

would entail getting to know the students in the classroom. This artifact selection directly aligns

with the following standards;

InTASC – Standard #1j- the candidate takes responsibility for promoting learners’

growth and development. Standard #1k – the candidate values the input and contributions of

families, colleagues, and other professionals in understanding and supporting each learners’

development.

NYSED ETHICS FOR EDUCATORS - Principle 1: Educators nurture the

intellectual, physical, emotional, social, and civic potential of each student. Educators

promote growth in all students through the integration of intellectual, physical, emotional, social

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

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

social and civic responsibilities.

ILA Standards - Element 5.2

Candidates design a social environment that is low risk and includes choice, motivation, and

scaffold support to optimize students’ opportunities for learning to read and write.

The Classroom Management Fun Box is an excellent tool for new and older educators. It

entails knowing your students and being strategic in the selection of the items included. I feel

that this box can be applied any time and should always be updated to fit the growing needs or

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dynamics of the students. This artifact is an excellent inclusion for my portfolio because it

showcase my ability to design and cater to more complex learners, for example ENL and SWD

students within the classroom.

Artifact Seven: Literacy Game

For my seventh artifact I decided to incorporate a literacy activity that I had formulated

during first semester. This is an excellent way to introduce and practice vocabulary within the

classroom. This activity had students saying the word, writing the word and building the word.

It is through this repetitive creation of the chosen or assigned words that they become more

familiar and hopefully recognize the words during reading practice. For the build aspect of the

activity, I had students use PLAYDOH to create the letters of the word. I felt that PLAYDOH

allowed for a sensory satisfaction, although, the activity can be altered to cater to the specific

students engaged. The creation of this activity, allowed me to show my ability to adhere to

various professional standards. The standards that directly coincide with the activity I produced,

are as follows;

ONTARIO – The Provincial Code of Conduct - help students work to their full

potential and develop their sense of self-worth; empower students to be positive leaders in their

classroom, school, and community.

NYSED – Code of Ethics - Principle 2: Educators create, support, and maintain

challenging learning environments for all. Educators apply their professional knowledge to

promote student learning. They know the curriculum and utilize a range of strategies and

assessments to address differences. Educators develop and implement programs based upon a

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

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

learning. They establish and maintain clear standards of behavior and civility. Educators are role

models, displaying the habits of mind and work necessary to develop and apply knowledge while

simultaneously displaying a curiosity and enthusiasm for learning. They invite students to

become active, inquisitive, and discerning individuals who reflect upon and monitor their own

learning.

COUNCIL FOR EXCEPTIONAL CHILDREN - 1.0 Beginning special education

professionals understand how exceptionalities may interact with development and learning and

use this knowledge to provide meaningful and challenging learning

experiences for individuals with exceptionalities.

ILA STANDARDS - Element 5.1 Candidates design the physical environment to

optimize students’ use of traditional print, digital, and online resources in reading and writing

instruction.

The inclusion of this literacy activity was definitely a great choice. This activity

presented a new way to learn vocabulary and catered to the sensory needs that exist amongst the

students. I believe that this activity reflects my ability to design and promote the development of

literacy skills utilizing a fun engaging item such as PLAYDOH. The best part of this activity is

that it can be manipulated in numerous ways to cater to the needs of the student in direct use.

Additionally, it can be made to be applied to any elementary grade level. This activity is a great

representation of literacy and fun.

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 Artifact Eight: The SMART Notebook/Board Author Study Presentation.

The eight artifact selected is my SMART Notebook/Board Author Study. This project

reflects my ability to utilize the many tools incorporated into the SMART Notebook/board

program. I feel that this assignment completion reflects tremendous growth in relation to

technology usage. This piece of technology is becoming a regular tool in the classrooms and it is

crucial that educators receive the necessary training and guidance to ensure it is being

incorporated into lessons and utilized to its full potential. Learning to use this equipment and

program was a great technology learning accomplishment, which can be directly linked to the

following professional and academic standards;

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 INTASC Standard #1a – The candidate regularly assesses individual and group

performance in order to design and modify instruction to meet learners’ needs in each area of

development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level

of development. Standard #1j – The candidate takes responsibility for promoting learners growth

and development.

ISTE – Designer – Educators design authentic, learner – driven activities and

environments that recognize and accommodate learner variability. Educators: 5a – Use

technology to create, adapt and personalized learning experiences that foster independent

learning and accommodate learner differences and needs.5b – Design authentic learning

activities that align with content area standards and use digital tools and resources to

maximize active, deep learning.5c – Explore and apply instructional design principles to

create innovative digital learning environments that engage and support learning

CAEP Standard 1- 1.1 Candidates demonstrate an understanding of the 10 InTASC

standards at the appropriate progression level(s) in the following categories: the learner and

learning; content; instructional practice; and professional responsibility.

NYS Code of Ethics for Educators - Principle 2 Educators create, support, and maintain

challenging learning environments for all. Educators apply their professional knowledge to

promote student learning. They know the curriculum and utilize a range of strategies and

assessments to address differences. Educators develop and implement programs based upon a

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

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

learning. They establish and maintain clear standards of behavior and civility. Educators are role

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models, displaying the habits of mind and work necessary to develop and apply knowledge while

simultaneously displaying a curiosity and enthusiasm for learning. They invite students to

become active, inquisitive, and discerning individuals who reflect upon and monitor their own

learning.

THE ETHICAL STANDARDS FOR THE TEACHING PROFESSION - 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.

ONTARIO TEACHERS CODE OF CONDUCT- empower students to be positive

leaders in their classroom, school, and community

ILA Standards - Candidates create a literate environment that fosters reading and

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

curriculum materials, and the appropriate use of assessments.

InTASC Standard 1: Learner Development and Individual Learning Differences 1.0

Beginning special education professionals understand how exceptionalities may interact with

development and learning and use this knowledge to provide meaningful and challenging

learning experiences for individuals with exceptionalities.

Ontario Ministry of Education Elementary Standards - 2.7 use a variety of forms

(e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a

variety of purposes (e.g., create posters or media ads that encourage care and concern for

water and air in the community)

P-12 Common Core Standards Connections - Engage NY – K-5 College and Career

Readiness Anchor Standards for writing; Use technology, including the Internet, to produce and

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publish writing and to interact and collaborate with others.

New York State Standards - 3. Computers, as tools for design, modeling, information

processing, communication, and system control, have greatly increased human productivity and

knowledge. Students: • identify and describe the function of the major components of a computer

system. • use the computer as a tool for generating and drawing ideas. • control computerized

devices and systems through programming. Model and simulate the design of a complex

environment by giving direct commands.

Being an interactive tool, the SMART board allows for shared learning experiences.

Students are able to engage in activities by touching the large touch screen. Teachers are also

able to incorporate paper pencil tasks into a technology version; for example daily check-ins can

replace the known attendance road calls. The activity I created on this tech piece was aimed at

gaining information about a specific author and participating in activities that incorporated

aspects of his literature. The SMART Notebook project was a great additive to this portfolio. It

showcases my ability to integrate technology usage into my daily instruction. In addition it

allowed me to be creative through the design of various activities and learn interactive tricks to

engage my learners.

Artifact Nine: Pecha Kucha

The ninth artifact that I have chosen is my Pecha Kucha presentation. This artifact

directly aligns with the following professional and academic standards;

ISTE STANDARDS - Educators continually improve their practice by learning from and

with others and exploring proven and promising practices that leverage technology to improve

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student learning.

ONTARIO PROVINCIAL CODE OF CONDUCT - help students work to their full

potential and develop their sense of self-worth; empower students to be positive leaders in their

classroom, school, and community;

NYSED CODE OF ETHICS - Principle 3: Educators commit to their own learning

in order to develop their practice. Educators recognize that professional knowledge and

development are the foundations of their practice. They know their subject matter, and they

understand how students learn. Educators respect the reciprocal nature of learning between

educators and students. They engage in a variety of individual and collaborative learning

experiences essential to develop professionally and to promote student learning.

COUNCIL FOR EXCEPTIONAL CHILDREN 1.0 beginning special education

professionals understand how exceptionalities may interact with development and learning and

use this knowledge to provide meaningful and challenging learning experiences for individuals

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with exceptionalities.

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

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

and their own professional practice.

I included this project as an artifact because it was a new tool. Prior to class I had never

heard of this tool and that made me curious to see what it would allow me to create. Using this

style of presentation I was able to create an informative demonstration on the ASD form known

as Asperger’s. The presentation involved the use of photographs and informative audio I had
recorded. In order to successfully complete the Pecha Kucha, It required that I spend time

gathering research and deciding what information was crucial for inclusion. With the 20 minute

time restriction of this style of presenting, I had to be very selective and use my judgment to

minimize information but still provide enough for viewers to learn about the topic. Through this

artifact I learn the important of thorough research and improved my ability to condense and

deliver information. The Pecha Kucha provided viewers with detailed information about

Asperger’s, and related visuals to support the information. This type of presenting is condensed

and straight forward, which makes it an excellent tool to use in my future classroom.

Artifact Ten: Weebly Website

The final artifact I decided to include was my Weebly teacher website. This artifact

showcased my ability to design, inform and decipher relevant information for inclusion. Of all

artifacts selected I feel that the Weebly website created, encompasses all ethical standards.

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The fact that this artifact reflects all standards is why I chose to include it. It showcases my

personally disposition, which entails; my ability to design, inform, be culturally responsive,

promote inclusion and most of all utilize technology as a form of communication.

Conclusion

This section presented ten artifacts that I feel represent my tremendous professional and

academic growth. Through the artifacts mentioned people are able to see that I possess the

ability to effectively; plan, instruct, assess, and engage the students within the classroom. In

addition, I have learned to modify my instruction in order to ensure the needs of students with
exceptionalities and those needing extra assistant are being met. I have also manage to keep

instructing fun and engaging which is a part of being a successful educator. Through the use of

technology in the artifacts chosen I am able to show that I have undergone tremendous

professional growth and can apply technology in the most effective and positive manner to

ensure ample learning opportunities for all students.