Section Three:

Teacher Candidate Artifacts

Introduction

Below you will find a collection of my work as an Educator. A majority of artifacts were done

through the last year at Medaille. The artifacts that I have chosen outside of Medaille are very relevant

to education, and the role I would like to play as an educator. These artifacts represent how I am as a

professional in the education world. These artifacts are also something that I have created or earned

throughout my profession as an educator. I want the reader to understand that I have a strong

understanding of what it is needed to be a well-rounded teacher. It is important to me that all of my

artefacts are aligned with the philosophy that I have created throughout my years of experience in the

educational field. I have also included a few artifacts that I have found useful that were not taught at

Medaille, these include child documentation and an autism and behavioral science certificate. This

shows my prior ability to connect curriculum to lessons as well as my desire to complete as much

professional development as possible in order to meet the many children’s needs that I encounter.
 Artifact #1: Social Studies Lesson Plan – Grade 6.

Introduction:

I have included a social studies lesson plan as an artefact because it shows my understanding of creating

an in-depth lesson plan. This lesson plan was very creative and took a lot of planning as well as time and

effort. It shows by understanding of how to incorporate different ways to teach children with different

needs. I was able to come up with an idea that unique and covered an important unit. I want to showcase

my ability to create a lesson plan that hits all targets required for the social studies unit, particularly in

geography.

Curriculum & Professional Educational Standards

INTASC Standards.

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.

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 #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.

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 under standing 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.

Ontario Teacher Ethical Standards.

Commitment to Students and Student Learning - Members are dedicated in their care and commitment to
students. They treat students equitably and with respect and are sensitive to factors that influence
individual student learning. Members facilitate the development of students as contributing citizens of
Canadian society.

P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).

CCSS.ELA Literacy – 6 (8.7) Integrate visual information (e.g., in charts, graphs, photographs, videos,
or maps) with other information in print and digital texts.

CCSS.ELA Literacy – 6 (8.8) Distinguish among fact, opinion, and reasoned judgment in a text.

NYS Learning Standards.

6.1c – The physical environment influences human population distribution, land use, economic
activities, and political connections.

6.2a – Human populations that settled along rivers, in rainforests, along coastlines, in deserts, and in mountains
made use of the resources and the environment around them in developing distinct ways of life.

Ontario Ministry of Education Curriculum Expectation.

Teachers

Designer - Educators design authentic, learner-driven activities and environments that recognize and
accommodate learner variability.

Leader: Educators seek out opportunities for leadership to support student empowerment and success
and to improve teaching and learning.

Students

Knowledge Constructor - Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves and
others.

Creative Communicator - Students communicate clearly and express themselves creatively for a variety
of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

DOE Claims & CAEP Standards.

DOE

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.
CAEP

Content and Pedagogical Knowledge :  The provider ensures that candidates develop a deep
understanding of the critical concepts and principles of their disciplines and, by completion, are able to
use discipline-specific practices flexibly to advance the learning of all students toward attainment of
college- and career-readiness standards.

International Society for Technology Education for Teachers and Students (ISTE)

N/A

International Literacy Association (ILA) Professional Standards.

Curriculum and Instruction - Candidates use foundational knowledge to critique and implement literacy
curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based
literacy instruction for all learners.

Learners and the Literacy Environment - Candidates meet the developmental needs of all learners and
collaborate with school personnel to use a variety of print and digital materials to engage and motivate
all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive
climate that supports a literacy-rich learning environment.

Council for Exceptional Children (CEC).

N/A
 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Krystle Pereira Date: March 22, 2020

Context for Learning (edTPA)

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

Grade level: __6_____ Number of students in the class: ____20____

Students with IEPs/504 Plans
Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP
Classifications/Needs Students Goals

504: ADHD 1 The student uses a stand-up desk with high stool chair (as an
option), fidget tool is accessible from classroom too kit, child us
seated next to the door and is approved to go on 1-2 min break
walks every 20-25 minutes.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students

ELL – English Language Learners 4 The use of visual aides to support language, frequent check for
understanding, students are also provided with a Spanish-English
dictionary, Access to online dictionary or app via chrome books.
(Arabic and Spanish language speakers)

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
 MSED ELEMENTARY PORTFOLIO PROJECT

Struggling writers 2 More time allotted for writing tasks, dictionaries are accessible for
these students, check ins are frequent and extra help available
during free student work time.

Lesson ___3__ of a __5__ Day Learning Segment

Subject and Lesson Topic: Geography – A global look at travelling to school

Grade Level: 6 Lesson Duration: 40 minutes

Central Focus of the Learning Segment
The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
Children around the world get to school in a variety of ways. They are sometimes risking their lives daily showing that they value the right to an education.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Most of the children in the class are familiar with the diversity within our community. They started the segment by writing a descriptive piece on how they travel to school
each day and what challenges or people they may need to cross during their journey. They have also created a PWIM (Picture, word, induction model) as a class in
connection to this lesson. This gives them the underlying knowledge of ways children around the world travel to school.

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

This is a great opportunity for local children to understand more about our refugee community. This helps them to appreciate where their peers came from and the struggles
that they may have needed to face. They have some ideas on how to write a descriptive piece but will challenge themselves by viewing pictures from unfamiliar places to
use new and different words. Example PWIMs will be displayed for children to refer to.

Using Student Assets

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

Since we are near the start of the school year, we are all learning how to function as a unit. Some of our new students are moving here from other countries as refugees.

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

I will start the lesson by asking the children that moved from other countries how they have gone to school in the past. These children are luckily Spanish, and Arabic
(briefly touch on eastern hemisphere) and we have 4 students that can partner with them and help with translation. I want to make sure that their countries are also mentioned
 MSED ELEMENTARY PORTFOLIO PROJECT

as part of this assignment. This will help their classmates to understand their past.

Curriculum Standards
New York State Standards
6.1c – The physical environment influences human population distribution, land use, economic activities, and political connections.

6.2a – Human populations that settled along rivers, in rainforests, along coastlines, in deserts, and in mountains made use of the resources and the
environment around them in developing distinct ways of life.

Ontario Curriculum
B2. Inquiry: Responses to Global Issues

B2.1formulate questions to guide investigations into global issues of political, social, economic, and/or environmental importance

B2.4 - Interpret and analyse information and data relevant to their investigations, using a variety of tools.
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of the will you evaluate and document your students’ progress assessments to allow students with specific needs to
lesson and are aligned to the standards identified above. on each of the objectives? demonstrate their learning.
(edTPA Task 1, Prompt 5b)

Students will compare the ways they get to school to the Informal Assessment: Defining the picture given in - Visual aids and models
ways other countries get to school. small groups. After deep analyzation of the picture, they - Repetition and clarification when needed
will go for a gallery walk to see ideas from everyone’s - Use computer for google translate
findings.

Formal Assessment: They will write a descriptive piece - I will check in for understanding (in class
about the different ways to school around the world portion)
through photos provided, really focusing on the use of - Offer resource room for quiet space to work
new and different describing words. on assignment (during free time in class)
- Visual aids to help guide them

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
 MSED ELEMENTARY PORTFOLIO PROJECT

Function Descriptive We will create a word list as a class to encourage uncommon words for students
Looking at your standards and objectives, to use.
choose the one Bloom’s word that best They will use the example photo PWIM to get a better understanding of
describes the active learning essential for expectations.
students to develop understanding of Thesaurus/Dictionary available for children to use throughout the lesson.
concepts within your lesson.
Vocabulary Compare, Contrast, Describe, PWIM, These words have been used repeatedly throughout the lesson in order to convey
Key words and phrases students need to be discuss, explain their importance (Also pre-taught)
able to understand and use Visual Aid available for ENL students (pictures to represent words)
Syntax
Describe ways in which students will They will use the PWIM to organize They will each all receive a different picture to describe, while still being able to
organize language (symbols, words, their thoughts about the pictures refer to the example one created in class.
phrases) to convey meaning. provided.

Discourse
How members of a discipline talk, write, and They will discuss different descriptive We will discuss as a group the findings we have come up with after the gallery
participate in knowledge construction and words as partners. They will show walk.
communicate their understanding of the further understanding of the given photo
concepts by writing a detailed descriptive piece.

Instructional Process Accommodations and/or Modifications and/or

Supports
Anticipatory Set/Motivator
- Allow for ENL students to have flashcards
I will start the class my asking the children to close their eyes. I will say imagine you are a child going to school in (created by teacher)
Brazil. You wake up every morning at 5 am and that’s when you start getting ready. Now when you leave your home - And they can describe the different flash
what do you see. What do you imagine that you hear, smell or experience? What’s different from your current journey cards using their dictionary
from home, how much longer does it take. Students will be referencing the picture they used from yesterday’s PWIM - I will check in for understanding
and deepen their thoughts further and further. I want them to write down as many words as they can that describe the
situation that they are picturing.

Instructional Procedures

1. After students create their list of description words they will pair off into partners. - ENL students will have their final task
2. Each set of partners will receive a printed picture from the book. modified, they will come up with Juicy words
 MSED ELEMENTARY PORTFOLIO PROJECT

3. They will be expected to come up with a variety of words that connect to their photo. They will differentiate and identify some synonyms. They will write
their words by nouns, adjectives and verbs. their paragraph in point form with a minimum
4. Encourage children to use the thesaurus and dictionary to help build on their vocabulary. of 3 – 5 points.
5. After completion of PWIM they will do a quick gallery walk to see the other ideas and photos other students - Dictionary and Thesaurus available to all.
examined.
6. We will discuss the findings as a class quickly.
7. They will connect back with their group and identify if they need to add more words based off class
discussion.
8. I will distribute the worksheet that they will write their paragraph on, they are encouraged to use the back to
continue their paragraph as well as think of creative words to use.
9. Students can sit in their groups but will now focus on independently writing their descriptive paragraphs.

Closure

We will end the class doing their independent writing, and it will lead into the next days lesson. They will be expected
to have their rough draft completed and then they can be given to their partners to edit.

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

- Map of world with class background location (posted)

- Paper
- Thesaurus (enough per pair)
- Pens
- Crayons
- Book The way to school
- Page for writing to be done

Learning Segments

Day One – We will write the ways we (as a class) get to school. Then we will think bigger and write the different ways people in the
same city may get to school. Students will focus on descriptive words while thinking of ways to get to school. Write
example descriptive piece as review (highlight descriptive words). Based off the whole group’s findings children will write
a descriptive piece that highlights the way that they get to school each day.
MSED ELEMENTARY PORTFOLIO PROJECT

Day Two – We will look at the picture book (The way to school), since it has no words, I will just show the children each picture and
listen for reactions and feedback. I will wait until the end of the book to ask them where they think the children in each
picture are headed. We will move into our next part and create a PWIM picture word induction model as a whole group. We
are focusing on describing what they see in the pictures.

Day Three – Children will pair off into partners and create their own PWIMs, each pair will receive a picture that they will identify
different descriptive words. They will differentiate between the nouns, adjectives and verbs that they find. They can use a
dictionary or thesaurus to bump up their words. They will start to write a descriptive piece of how their country gets to
school. This part of the assignment will be done independently.

Day four – Class time is down to 30 mins for this subject, so children will continue to write their descriptive entries on how others get
to school. They will also do a quick gallery walk to view the other work and PWIMs done by their classmates. They will see
different descriptive words.

Day five – Children will present their pieces to the class; this should be no longer than 2 minutes. They will each present in groups and
show their PWIMs. As a class we will reflect on the segment and discuss the importance of the assignment. They will
(hopefully) understand the importance of education. They will connect the lives of these children to some of their peers, and
gain insight on their old realities. They will hopefully learn or think about the privilege of being able to access school so
easily and not take it for granted.
MSED ELEMENTARY PORTFOLIO PROJECT

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 Artifact #2: Child Documentation – Kindergarten
Introduction

This artifact was created during my time as an early childhood educator in a kindergarten

classroom. I was required to teach children about Earth Day and the impacts of garbage to our world. I

included the main points that were covered directly from the kindergarten document. This artefact was

shared with families and parents of the children helping to connect their learning at school and extend the

learning inside their homes. I believe that an important part of learning is being able to share findings at

the end of the day. By creating these and documentations children were able to ease into a conversation

about what they had learned at school as it was still very relevant to them.

Curriculum & Professional Educational Standards

INTASC 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.

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.

NYS Code of Ethics for Educators.

Principle 6: Educators advance the intellectual and ethical foundation of the learning
community.

Ontario Teacher Ethical Standards.

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.

P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).

N/A

NYS Learning Standards.

MSED ELEMENTARY PORTFOLIO PROJECT

Influence of Science, Engineering, and Technology on Society and the Natural World

- All human activity draws on natural resources and has both short and long-term
consequences, positive as well as negative, for the health of people and the natural
environment. (MS- ETS1-1)

Ontario Ministry of Education Curriculum Expectation.

Relating Science and technology to Society and the environment

1. 1.1 identify personal action that they themselves can take to help maintain a
healthy environment for living things, including humans

DOE Claims & CAEP Standards.

DOE

Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.

Claims

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

Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.
Claim 3: Medaille College graduates are caring educators.

International Society for Technology Education for Teachers and Students (ISTE).

Educators

1. Learner: Educators continually improve their practice by learning from and with others and
exploring proven and promising practices that leverage technology to improve student learning.

2. Leader: Educators seek out opportunities for leadership to support student empowerment and
success and to improve teaching and learning.

Students

. Innovative Designer Students use a variety of technologies within a design process to identify
and solve problems by creating new, useful or imaginative solutions.

International Literacy Association (ILA) Professional Standards.

MSED ELEMENTARY PORTFOLIO PROJECT

Assessment and Evaluation - Candidates understand, select, and use valid, reliable, fair, and
appropriate assessment tools to screen, diagnose, and measure student literacy achievement;
inform instruction and evaluate interventions; participate in professional learning experiences;
explain assessment results and advocate for appropriate literacy practices to relevant
stakeholders.

Council for Exceptional Children (CEC).

N/A
MSED ELEMENTARY PORTFOLIO PROJECT

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MSED ELEMENTARY PORTFOLIO PROJECT

Artifact #3: Google Classroom – Kindergarten

Introduction

This assignment is very useful in theTechnology dependent world that we live in. This artefact

shows my ability to create and deliver information That is accessible to students when they are

away from school. It is the opportunity for children to easily access school at home and

participate in a seamless learning environment. Families and parents of children Can become part

of the learning community when a Google classroom is created. In these last few months

learning remotely has become a reality. It took a lot of creativity to develop this website and

create a wholesome learning environment. I believe that this is the new way of teaching and I

need to show that I am able to effectively prepare a well-organized Google classroom that I can

use for my future career. This classroom was targeted for A specific group of students meaning

that it will change each year rather than just staying the same. It is also hard to connect with

parents on a daily basis, in this classroom there will be opportunities for families too contact me

or even get to know more about me as a teacher. This will help build the trust and confidence in

parents needed when teaching their children.

Curriculum & Professional Educational Standards

INTASC 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.

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.

NYS Code of Ethics for Educators.

MSED ELEMENTARY PORTFOLIO PROJECT

Principle 1 – Educators nurture the intellectual, physical, emotional, social, and civic potential of
each student.

Principle 2 – Educators create, support, and maintain challenging learning environments for all.
Educators apply their professional knowledge to promote student learning.

Principle 5 – Educators collaborate with parents and community, building trust and respecting
confidentiality. Educators partner with parents and other members of the community to enhance
school programs and to promote student learning.

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.

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.

P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).

N/A

NYS Learning Standards.

N/A

Ontario Ministry of Education Curriculum Expectation.

N/A

DOE Claims & CAEP Standards.

DOE 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.

CAEP Standards
MSED ELEMENTARY PORTFOLIO PROJECT

Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.

International Society for Technology Education for Teachers and Students (ISTE).

Teacher
Learner – Educators continually improve their practice by learning from and with others and
exploring proven and promising practices that leverage technology to improve student learning.

Citizen – Educators seek out opportunities for leadership to support student empowerment and
success and to improve teaching and learning.

Designer - Educators design authentic, learner-driven activities and environments that recognize
and accommodate learner variability.

Facilitator – Educators facilitate learning with technology to support student achievement of the
ISTE Standards for Students.

Student

Empowered Learner – Students leverage technology to take an active role in choosing,

achieving, and demonstrating competency in their learning goals, informed by the learning
sciences.

Digital Citizen – 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.

Global Collaborator – Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and globally.

International Literacy Association (ILA) Professional Standards.

Learners and the Literacy Environment - Candidates meet the developmental needs of all
learners and collaborate with school personnel to use a variety of print and digital materials to
engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective
ways; foster a positive climate that supports a literacy-rich learning environment.

Council for Exceptional Children (CEC).

N/A
MSED ELEMENTARY PORTFOLIO PROJECT

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MSED ELEMENTARY PORTFOLIO PROJECT

Artifact #4: Autism and Behavioral Science Certificate Introduction

Introduction

This fourth artefact is my favourite because it was an important learning curve in my experience

as a student and educator. I worked hard to understand how to meet the needs of children that

experienced behavioural issues. These courses were more than just children with autism. I was

able to learn how to adapt different procedures into my routine that help to shape the class in

general. These courses and its field placements help me to develop a philosophy around class

management and its importance for effective learning in young children. I was also able to see a

lot of growth from the children that I worked with in a short period of time. This was important

to me because it was the moment where I wanted to make a difference in the lives of many

children.

Curriculum & Professional Educational Standards

INTASC Standards.

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.

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.

NYS Code of Ethics for Educators.

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

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

Ontario Teacher Ethical Standards.

MSED ELEMENTARY PORTFOLIO PROJECT

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.

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.

P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).

N/A

NYS Learning Standards.

N/A

Ontario Ministry of Education Curriculum Expectation.

N/A

DOE Claims & CAEP Standards.

DOE
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.

CAEP
Standard 1. Content and Pedagogical Knowledge: The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their disciplines and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.

International Society for Technology Education for Teachers and Students (ISTE).

Teacher:
Citizen - Educators inspire students to positively contribute to and responsibly participate in the
digital world.

Educators:
MSED ELEMENTARY PORTFOLIO PROJECT

3a Create experiences for learners to make positive, socially responsible contributions and
exhibit empathetic behavior online that build relationships and community.

3b Establish a learning culture that promotes curiosity and critical examination of online
resources and fosters digital literacy and media fluency.

International Literacy Association (ILA) Professional Standards.

Professional Learning and Leadership - Candidates recognize the importance of, participate in,
and facilitate ongoing professional learning as part of career-long leadership roles and
responsibilities.

Council for Exceptional Children (CEC).

1. Practicing within the professional ethics, standards, and policies of CEC; upholding laws,
regulations, and policies that influence professional practice; and advocating improvements
in the laws, regulations, and policies.
2. Advocating for professional conditions and resources that will improve learning outcomes
of individuals with exceptionalities.
MSED ELEMENTARY PORTFOLIO PROJECT

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