Section Three: Teacher Candidate Artifacts

Introduction

Section three of my MSED portfolio will include 8 academic artifacts that I have

produced. These artifacts will showcase my instructional skills in variety of teaching areas and in

different formats and platforms. The artifacts will highlight my teaching strategies and will be

supported with the Ontario Teaching Standards, New York Teaching Standards, and the

INTASC standards. Lastly, I will provide rational for the artifacts identified in the portfolio. The

artifacts included are as follows: 1) A Cyber Safety PowerPoint Presentation, 2)A Pecha Kucha

PowerPoint Presentation, 3) a Weebly Website classroom webpage,4) a ELA Lesson Plan for

making Inferences using the Kobe Bryant Mamba Mentality Book, 5) a review of the Toronto

District School Board website, 6) a Classroom management Design and Analysis, 7) a Survey

Analysis assignment, 9) Certificate of completion of the DASA training, and 9) Certificate of

Training in school violence intervention and prevention.

These artifacts fall in line with my philosophy of education and the way that I approach

the teaching profession. The 8 artifacts were all produced by the writer throughout his time in the

Masters of Elementary Education program at Medaille College in Buffalo New York. My

educational, workplace and fieldwork experiences have all played a role in the development of

the artifacts and the artifacts result. Many of the artifacts were developed through the lens of a

strength based, goal-oriented individual who focused on academic progress and achievement,

while using student assets to further develop students social and life sills. Lastly, these artifacts

will highlight understanding of educational pedagogy and its application using assignment which

align with the Ontario and New York Curriculum.

 Artifacts & Rationales

Artifact #1: Title. A Cyber Safety PowerPoint Presentation

Slide 1

Cyber Safety

Slide 2

Technology is a great thing! And its evolving everyday

Slide 3

Cellphone Evolution

Slide 4
Even classrooms have evolved

Slide 5
Everyone is connected
Slide 6 We are connected through…

Slide 7
YES! Even Online
Gaming
Connects us all

 A study carried out by an

anti-bullying charity found
that 57% of the young
people it surveyed had
experienced bullying
online when playing
games.
 https://www.bbc.com/news/t
echnology-
40092541#:~:text=A%20study%
20carried%20out%20by,a%20g
ame%20as%20a%20result.

Slide 8
Slide 9

Slide 10

A couple extra
tips for parents

Slide 11 STUDENTS!
Incase you skipped the tip sheet,
JUST WATCH THE VIDEO!
 Slide 12

We even have tips

for teachers

Slide 13 Click on each topic to find

helpful Articles on Cyber
Safety
• ERASING YOUR DIGITAL FOOTPRINT
• HOW TO PERMANENTLY DELETE YOUR ACCOUNT ON POPULAR WEBSITES
• CYBER SAFETY TIPS
• 8 INTERNET SAFETY TIPS CHILDREN AND TEENS SHOULD KNOW
• INTERNET SAFETY

Applicable Standards

Ontario Standards: N/A

New York Learning Standards: N/A
NYS Code of Ethics Standards for Educators: Principle 2: Educators create, support, and
maintain challenging learning environments for all. Principle 3: Educator commitment to their
own learning
DOE Claims & CAEP Standards: TEAC Claim #3
ISTE Standards for Teachers and/or Students: ISTE Standards for Teachers: Standard #3 –
Model Digital Age Work & Learning
Ontario Teacher Ethical Standards: Ethic Standard of Care & Respect
INTASC Standards: Standard #1: Learner Development
Standard #9: Professional Learning & Ethical Practice
Rationale

I developed this Cyber Safety PowerPoint presentation to educate my students on the importance

of being safe while being on the internet. The internet is very big, and we are all connected in

some way through internet. The PowerPoint highlights certain “red flags” or things for students

to look out for while being on the internet. This is not just the web browser but also social media

platforms and email. The PowerPoint showcases different ways that we can keep safe on the

internet and ways in which we can address unwanted behaviors that we encounter online. The

Cyber Safety PowerPoint also highlights how we should conduct ourselves online – which is

referred to as Netiquette. We encourage students to not share any personal information online

and to always check in with others about suspicious behavior. Lastly, this was an educational

resource for parents to use as well, as it highlights things parents should look out for and how

they can positively be involved in their child’s internet experience.

Artifact #2: Title. Pecha Kucha PowerPoint Presentation
 Pecha Kucha Script
Slide 1 – Cover Page- Attention Deficit Disorder
Slide 2 - Attention deficit disorder (ADD) is a neurological disorder that causes a range of
behavior problems such as difficulty attending to instruction, focusing on schoolwork, keeping
up with assignments, following instructions, completing tasks and social interaction.
Slide 3 – Difference between Add and ADHD. ADHD is the official, medical term for the
condition — regardless of whether a patient demonstrates symptoms of hyperactivity. ADD is a
now-outdated term that is typically used to describe inattentive-type ADHD, which
has symptoms including disorganization, lack of focus, and forgetfulness.
Slide 3 - Like many other illnesses, several factors can contribute to ADHD, such as:
• Genes.
• Cigarette smoking, alcohol use, or drug use during pregnancy.
• Exposure to environmental toxins during pregnancy.
• Exposure to environmental toxins, such as high levels of lead, at a young age.
• Low birth weight.
• Brain injuries.

Slide 5- So what does this look like in the classroom –

Inattentive symptoms include :

• Is easily distracted or sidetracked

• Has difficulty following instructions
• Doesn’t seem to be listening when spoken to directly
• Has trouble organizing tasks and possessions
• Often avoids or resists tasks that require sustained mental effort, including doing
homework

Slide 5 - Hyperactive or impulsive symptoms of ADHD:

• Often fidgets or squirms

• Has trouble staying in his seat
• Runs and climbs where it’s inappropriate
• Is extremely impatient, can’t wait for his turn
• Blurts out answers before a question is completed
• Interrupts or intrudes on others conversations, activities, possessions

Slide 4 – What does this mean for students? It means , Create a routine. Get yourself ready for
school or work at the same time, in the same way, every day. Exercise, eat a balanced diet and
get enough sleep. Remember, coping with ADHD is something you need to practice on a daily
basis,

Slide 6 – So what do teachers need to ask themselves? What is the physical arrangement of
the classroom? How is the day scheduled? How are students grouped for learning? What is the
general climate of the classroom? What are the classroom rules and procedures? How is
discipline handled? Answers to these a questions provide a picture of the environment in which
students are expected to function.

SLIDE 7 - A number of publications provide various instructional strategies and interventions

for use with students with ADD/ADHD. Zentall delineates nine principles or strategies of
remediation for students who demonstrate excessive activity, the inability to wait (impulsivity),
failure to sustain attention to routine tasks and activities, noncompliance and failure to complete
tasks, difficulty at the beginning of tasks, difficulty completing assignments on time, difficulty
increasing planning and sequential organization of thought, poor handwriting and low self-
esteem.

Slide 8 - Montague and Warger summarize modifications of instruction for students with ADHD
into three categories: maintaining student involvement in group lessons, maintaining student
involvement in seat work and helping students engage in learning tasks. Social skills instruction
is also showing promise as a classroom intervention.

Slide 9 - Recent research offers a new way of understanding this disorder and a different view of
how medication treatment actually works in the brain. Medications affect the executive functions
in the brain. The executive functions affect ones ability to do which include :
• Organize and get started on tasks.
• Attend to details and avoid excessive distractibility.
• Regulate alertness and processing speed.
• Sustain and, when necessary, shift focus.
• Use short-term working memory and access recall.

Slide 10 – In research of children, one model includes six components of executive functioning
with has a single-word label, they are not unitary variables like height, weight, or blood pressure.
Instead, each is like a basket containing a cluster of related cognitive functions.

Slide 11 - The six executive functions that work together in various combinations are
• Activation: organizing, prioritizing, and activating for work.
• Focus: focusing, sustaining, and shifting attention to tasks.
• Effort: regulating alertness and sustaining effort and processing speed.
• Emotion: managing frustration and modulating emotions.
• Memory: using working memory and accessing recall.
• Action: monitoring and self-regulating action

Slide 12 – Educational placement for kids –

Students with ADD can function in regular classrooms if they are set up for success. This can
look in many different ways. They can have their own support staff, own space and own
resources depending on the amount of resources available from the school. Incorporating these
children in the classroom is easy. Incorporating them for them to be successful is the challenge.

Slide 13 – Students will learn and behave better if they are having fun. For example when
learning math try and make it fun. Here is some example:
Play games. Use memory cards, dice, or dominoes to make numbers fun. Or simply use your
fingers and toes, tucking them in or wiggling them when you add or subtract.
Draw pictures. Especially for word problems, illustrations can help kids better understand
mathematical concepts. If the word problem says there are twelve cars, help your child draw
them from steering wheel to trunk.
Invent silly acronyms. In order to remember order of operations, for example, make up a song
or phrase that uses the first letter of each operation in the correct order.

Slide 14 – Its beneficial for the student with ADD along with the others in the class if there is a
discussion about the condition and how to manage it accordingly. You would be surprised how
many students are understanding and want to help out other fellow students:

Slide 15- a cool way to initiate discussion is by using a book. Some examples are :

The Survival Guide for Kids with ADHD

John F. Taylor

Baxter Turns Down His Buzz: A Story for Little Kids About ADHD
James M. Foley and Shirley Ng-Benitez

I Have Bees in My Brain: A Child's View of Inattentiveness

Trish Hammond

I Can't Sit Still! Living with ADHD

Pam Pollack, Meg Belviso, and Marta Fabrega

I Can Do That: A Book on Self-Regulation (Can Do Kids Series)

Kayla J. W. Marnach

Otto Learns About His Medicine: A Story About Medication for Children with ADHD

Slide 16 – Remember to answer all the children questions clearly and honestly. The children
need to learn about this in order to help the students in the class. Be sure to encourage parents to
discuss these topics with there children.

Slide 17 – Online resources are great for students and teachers to check out if they have
questions or just want to inform themselves about ADD and any other disorders.

Slide 18- A great resource is the center for awareness of Canada online. And Emental health .ca.
both websites provide great support resources within the communities for each individuals.
Programs in the community will be up on this website and it is great for parents to help engage
students. https://caddac.ca/adhd/
Slide 19 – For students, kids quest is a great website that provides simple and accurate
information about ADHD and several other health impairments. Education.com is another great
resources that has great educational online games for the students in order to engage them in
something productive and educational.

Slide 20- thankyou for listening and I hope you learned something new from this presentation.

Applicable Standards

Ontario Standards: N/A

New York Learning Standards: N/A
NYS Code of Ethics Standards for Educators: Principle 1: Educators nurture the intellectual,
physical, emotional, social, and civic potential of each student
DOE Claims & CAEP Standards: Standard 3. Candidate Quality, Recruitment, and Selectivity
ISTE Standards for Teachers and/or Students: N/A
Ontario Teacher Ethical Standards: Ethic Standard of Care & Respect
INTASC Standards: Standard #1: Learner Development, Standard #2: Learner Differences

Rationale

I used this Pecha Kucha assignment to put together a presentation on Attention Deficit

Disorder. The reason I chose a Pecha Kucha assignment was because I felt it would be an

effective way to provide insightful information to the individuals who were listening. Along with

providing pictures, I was able to present an audio and express myself as if I was presenting this

to an audience. I feel like this really gave me the opportunity to connect with the reader and

connect the information to our everyday lives inside of classrooms, as educators and support

staff.
 Artifact #3: Weebly Website

Below you will find the link my Teacher Weebly Website.

• https://gmagnoclass.weebly.com/

Applicable Standards

Ontario Standards: N/A

New York Learning Standards: Literacy Standard 1: Language for Information and
Understanding Mathematics, Science, and Technology Education Standard 2: Information
Systems
NYS Code of Ethics Standards for Educators: Principle 5: Educators collaborate with parents
and community
DOE Claims & CAEP Standards: Claim 1: Know the subject matter
ISTE Standards for Teachers and/or Students: Standard 2: Design and develop digital age
learning experiences and assessments
CEC Standards: Standard C: Promoting meaningful and inclusive participation of individuals
with exceptionalities in their schools and communities
Ontario Teacher Ethical Standards: Ethic Standard of Care & Respect
INTASC Standards: Standard #10: Leadership and Collaboration

Rationale

This website was developed as a resource for my students and their parents to connect them to

our classroom. With much of our education being online and many of the students having access

to electronic devices, it is crucial that this website is developed and updated in a way that will

better support our students in being successful. This website will provide students and parents

with several resources such as author study’s, contact information, classroom rule, tech tools,

virtual fieldstrips and my elementary education portfolio. Along with being a great resource for

students and parents, this website will give me the opportunity to showcase my skills to develop

online content that is up to date and relevant. I will present this website to future administrative

staff and employers to showcase my ability to provide a quality online educational platform with

my students.
Artifact #4: Title. ELA Lesson Plan for making Inferences using the Kobe Bryant Mamba
Mentality Book

Making Inferences Lesson Plan

Teacher Candidate’s Name: Gerardo Magno

Date: April 4, 2020

Context for Learning (edTPA)

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

Grade level: ___6_____ Number of students in the class: ___15_____

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 Supports, Accommodations,
Classifications/Needs of Modifications, Pertinent IEP Goals
Students

Students with Specific Language Needs

Language Needs Number Supports, Accommodations,
of Modifications
Students

Students with Other Learning Needs

Other Learning Needs Numbers Supports, Accommodations,
of Modifications
Students
 Lesson ___1___ of a ___3___ Day Learning Segment

Subject and Lesson Topic: ELA – making inference and interpreting text

Grade Level: 6 Lesson Duration: 40

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).

The central focus of this learning segment would be for students to make inferences and
interpret the text using prior knowledge, textual and/or picture clues, and details within the text.

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)

Tell me what you know

The learning standard from the previous grade in the state of New York was: 5R1: Locate and refer to
relevant details and evidence when explaining what a text says explicitly/implicitly and make logical
inferences.

The learning standard from the previous grade in the province of Ontario was : 1.5 use stated and implied
ideas in texts to make inferences and construct meaning Teacher prompts: “What do you think will happen
based on what the author has told you so far?” “What is the author suggesting ’between the lines’?”

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

How does it connect

In previous lessons throughout the year the students have learned to understand text by summarizing
important ideas and citing supporting details. The students now have the opportunity to learn to make
deeper inferences and interpret text while we read “Kobe Bryant, The Mamba Mentality How I play “. Kobe
Bryant was regarded as one of greatest basketball players of all time. This past year Kobe Bryant passed
away in a tragic helicopter accident. It was all over the news, and for some students it might have been the
first time they heard about Kobe Bryant. Kobe Bryant was also an entrepreneur, father, visionary, and an
advocate and role model for African Americans all around the world. Many of the young students that I
teach are African American and look up to Kobe as a basketball icon. They wear his shoes and his jersey;
however, I do not know if they know much more to him than his 40-point games. What made Kobe Bryant’s
Mamba Mentality a world renown thing? While reading this book with my students, they will be able to
make deep inferences and interpret the text based on the information they gather, through pictures and
text. As they distinguish the character development of Kobe Bryant through the years as a rookie to a
veteran player, my students’ inferences could change and hopefully be of deeper thought and/or meaning.
They will be able to appreciate and have a deeper understanding of what it takes to be great at something
and perfecting a craft, which Kobe Bryant was able to do.

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)

Many of the students that I teach are African American therefore I decided to choose an African American
individual who help spark interest in the students in order to learn about making inferences. I believe Kobe
Bryant is the perfect fit, especially for young African American boys who love the game of basketball and have
dreams of become an NBA player. This book would give them an in depth look at what it took to be an NBA
player and in particular one of the best of all time.

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

Inferring is something that students do daily, however are they able to do it with text?The students are in
grade 6 and are entering a time of more responsibility and leadership in their school. Very soon they will be
intermediate students. The students will need to develop a sense of leadership and learn to be good role
models for the community. Along with this the students will need to overcome barriers in regard to their
intersectionality. Students will be able to make deep inference and think beyond the obvious using the life
lessons learned in the stories that Kobe Bryant shared with several people. His character development will
also impact the inferences these students will make , as Kobe shares his stories from when he was young
rookie wanting to be the best and years later being a veteran player, looking for ways to prolong his career
and instill the Mamba Mentality in these player.

Curriculum Standards

NYS Next Generation Standards: ELA: 6R1: Cite textual evidence to support an analysis of what the
text says explicitly/implicitly and make logical inferences.

Ontario Curriculum ELA: Grade 6: Reading: Making Inferences/Interpreting Texts 1.5: develop
interpretations about texts using stated and implied ideas to support their interpretations

Objectives Assessment Modifications to

Using Bloom’s Taxonomy, include Using formal and/or informal Assessments
statements that identify what assessment tools, how will you If applicable, explain how you
students will be able to do by the evaluate and document your will adapt assessments to allow
end of the lesson and are aligned to students’ progress on each of the students with specific needs to
the standards identified above. objectives? demonstrate their learning.
(edTPA Task 1, Prompt 5b)
Students will be able to make Students will identify stated and I will support my students by
inferences based on stated and implied evidence from the text and modeling how to use prior
implied evidence from the text. input the information on a knowledge and evidence from
Students will be able to make inference inventory chart. the text in order to make
inferences by observing inferences. For example, Koby
character development Bryant was very passionate and
throughout the text. a student of the game. He
showed this by constantly
watching film of these players he
was going up against. With this
information I can make an
 inference that he would
dominate his opponent and
expose his opponents’
weaknesses because he knew
what to expect.

Academic Language Instructional Supports

Demands Strategies teachers provide to help learners
(edTPA Task 1, Prompt 4c) understand, use, and practice the concepts (edTPA
Task 1, Prompt 4d)
Function Analyze Students will be given a graphic organizer
Looking at your standards titled “inference inventory” to fill out with
and objectives, choose the prior knowledge and evidence from the text.
one Bloom’s word that The students will then make inferences
best describes the active based on the information they have entered
learning essential for
on the graphic organizer.
students to develop
understanding of concepts
within your lesson. Students will have the opportunity to think
aloud among the students next to them
during the “think pair and share” time.

Vocabulary The vocabulary my I will support my students by having a word

Key words and phrases students will need to wall. The vocabulary the students will use
students need to be able to use is inference/infer, will be on this word wall. I will go through
understand and use text-based evidence, the text with the students and model the
prior knowledge. The sentence starter for them when making my
students will need to own inference based on the evidence in the
know the difference text and prior knowledge of Koby Bryant.
between a prediction Each page will have a sticky note with
and an inference. questions for the students.

Syntax Students will use the The inference inventory will be provided to
Describe ways in which inference inventory to all students. This inventory will be used
students will organize organize the when writing down the prior knowledge,
language (symbols, words, information they text evidence and the students inference. An
phrases) to convey gather from prior anchor chart describing inferencing will be
meaning.
knowledge and the displayed in the classroom for students to
text. refer too.
Discourse My students will use The students will be given sentence starters
How members of a discourse by or phrases to use such as “_____ and _____
discipline talk, write, and explaining their happened in the text and I know _____.
participate in knowledge inference using prior Therefore, I can infer that _____. I can infer
construction and knowledge and text that _____ because _____, _____, and_____.
communicate their
evidence. I will support my students by using this
understanding of the
concepts sentence starter when explaining my own
inference.

Instructional Process Accommodations and/or

Modifications and/or
Supports
Anticipatory Set/Motivator

Drill Question for the day: Can we infer more accurately using
visual or text? or both together?

The students will be welcomed with a video on making inferences

(https://www.youtube.com/watch?v=e7szJbRv9Hc). This video is
called “lesson 6 inferences”. The video will give the students an
idea of what an inference is, and it gives them an example. I will
ask the students before watching the video if they know what an
inference is? I will stop the video throughout to discuss what the
narrator in the video is saying. This will enable me to check in for
understanding with my students and also assess for prior
knowledge. I can see if maybe some students are at a higher level
and are engaged more than others. I will add the main terms such
as inference, text-based evidence, prior knowledge and prediction
to the word wall. I will provide the students with a definition that
the students can easily relate and identify by using words that are
at their level. The video shows numerous pictures. I will tell the
students that not only can we make inferences with text, but we
can make inferences with visuals as wells. (videos, pictures) I will
ask the students “take a moment to look at this picture”, “what do
you notice in the picture? I will wait for students’ responses. I will
then ask, “based on what we know from the picture what can we
infer?” I will wait for the student’s response. This is not meant for
a great discussion. I am looking for quick answers from the
students so we can focus on the book.

I will show my students 1 minute of a Kobe Bryant Highlight video

to help engage the students.
(https://www.youtube.com/watch?v=OTTWedyp37o) After
introducing the video to the students, I will explain what we will
be doing for the lesson.
Instructional Procedures
I will support the students
For this lesson we will be using the Kobe Bryant Mamba Mentality by reviewing the word wall
How I Play book. The students in my class are very big basketball and reading aloud.
fans, and earlier this month they were shocked to hear about I will support my students
Kobe Bryant’s tragic death. I will tell my students “today we will by showing a visual on the
be reading the first part of the book Kobe Bryant Mamba Mentality smartboard and
How I Play. Because I know that everyone here follows basketball frontloading any words or
and some of you follow Kobe Bryant, I thought we can use his visuals that can help the
book to work on making inferences. I have one book; therefore, students infer
we will read the book together using the projector so everyone in I all support my students by
the classroom can see. The book has 7 parts. The first two are stopping and checking in for
forwards which we won’t read. The third part is where Kobe’s text understanding with the
begins on page 22. This part of the book is called “the process”. students to make sure they
Each page has a heading and a short passage to describe that are going along with my
heading. I will have sticky notes with questions to ask the pace.
students while we read the book. For the first inference, students
will be given sentence starters such as “_____ and _____ happened in
the text and I know _____. Therefore, I can infer that _____. I can
infer that _____ because _____, _____, and_____. For example, on page
31, the heading it “my mental preparation varied based on my
headspace. I will ask the students “what does Kobe say about his
preparation for games? Did all players do the same preparation? I
will ask the students “look at the picture and observe Kobe
Bryant. What do we notice about him? he mentioned what he did
based on where his mindset was, what mindset do you think he is
in? And using your prior knowledge, what do you think about the I will support my students
game he is about to play and his performance?” I will give the by modeling the task for
students a “inference inventory sheet graphic organizer” (see list them on the smartboard for
of materials) before beginning the lesson. The students will be all to see.
able to organize the information they find in the text in order to I will support my students
make inferences. They do not have to be in any order. In this by using the discourse
situation we will all make an inference together. I will have a copy language in my responses
of the sheet and provide it up on the smartboard projector so all when giving examples.
students can see. The inferences can be different for everyone;
however, the prior knowledge will be consistent throughout.
We will continue to read. On page 35, the heading state “I always
started my routine close to the basket”. I will ask the students,
“based on what we have read and your prior knowledge of Kobe
Bryant, how long do you think his preparation for games will be? I
will wait for answers and then say, “based on the evidence from
the text and my prior knowledge, I can infer that Kobe Bryant’s
warm up routine would take ….”. I will encourage the students to
look around the room to our character traits anchor chart, so the
students have hints on what character traits they see in Kobe
Bryant when looking at his picture. The students will then be able
to complete the chart on their own. As the book continues, we see
Kobe Bryant explain the process from when he was a young
rookie to when he was a veteran player. On age 47 I will stop and
ask the students “based on our prior knowledge of Kobe Bryant,
what do you think of his preparation as a veteran player? What
can we infer? The students will be encouraged to write this down
on their Inference Inventory. I will point out the heading I wasn’t
always old. The last sentence in the paragraph says, “As I aged, I
was meticulous about listening to my body and adjusting
accordingly”. I will ask the students “what do you think Kobe had
to change as he got older and why do you think he did that? What
do you think would have been the result if he didn’t change those
things? Remember to use evidence from the text and prior
knowledge in your answer. Take some time to write this down on
your Inference inventory.

The last passage on page 47 says “But I never let these

impediments stop me”. I will ask the students to think about the
type of person Kobe was. To think of his character development
through the years. What does this say about his character and
what can we infer will be the result of Kobe being the way that he
was. With this question, I am looking for students to think about
more than basketball. I want students to think about how this
mentality can relate to life, to school, to his family, etc.…

Closure

In closing, I will ask the students if the Inference Inventory was

helpful. If yes, I will continue to use this tool. If no, then I will see
what other tools I can use to support my students for next class. I
will ask if any student can share an inference they made and if any
other students has similar or totally different inferences. I will
encourage the students to find a picture to bring back for next
class that they can infer on. It can be any picture that they find
that they know something about already.
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.

Kobe Bryant Mamba Mentality How I Play book

Inference inventory
Anchor Chart (character traits for reference from previous lessons throughout the years)
Anchor Chart for Inferencing
Word Wall
https://www.youtube.com/watch?v=OTTWedyp37o
https://www.youtube.com/watch?v=e7szJbRv9Hc

*Materials from YouTube, teachers pay teachers, and created by Gerardo Magno
Name:

Inference Inventory

Directions: After reading the passage, list the character and his/her traits. Make an inference based on
the evidence you gathered. Please explain your inference.

Character Trait Evidence Inference

Applicable Standards

Ontario Standards: Ontario Curriculum ELA: Grade 6: Reading: Making

Inferences/Interpreting Texts 1.5: develop interpretations about texts using stated and
implied ideas to support their interpretations
New York Common Core Standards: NYS Next Generation Standards: ELA: 6R1:
Cite textual evidence to support an analysis of what the text says explicitly/implicitly and
make logical inferences.
New York Learning Standards: English: Standard 4: Language for Social Interaction
NYS Code of Ethics Standards for Educators: Principle 1: Educators nurture the
potential of every student
DOE Claims & CAEP Standards: Claim 1 and 2: Subject matter, Pedagogy and best
teaching practices
ISTE Standards for Teachers and/or Students: Standard 1: Facilitate and inspire
student learning and creativity
CEC Standards:
Ontario Teacher Ethical Standards: Ethic Standard of Care and Respect
INTASC Standards: Standard #4: Content Knowledge

Rationale:

This lesson plan is something that I created on my own and is one that is truly special to

me. I believe in using my students’ assets and my students interests to help instruct. Kobe Bryant
was a role model and an inspiration for many people. He was a great basketball player, a great

father and a great human being. As a former competitive athlete, myself, I can relate to Kobe

when it comes to sports and a desire to win. I try to instill this mentality in my other teammates

and ultimately into my students. I want my students to be winners in the classroom and outside

of the classroom. I believe that by using this book to teach inferencing, the students will be able

to learn the skill while having fun, and also, they will be able to explore and ask questions about

Kobe’s reasoning behind his decision making and his so-called Mamba Mentality. By using this

book, I strive to create confident leaders out of my students.

 Artifact #5: Title. review of the Toronto District School Board website

ECI 510: Research in Education School District/Board Website Review Project

Student Name: _Gerardo Magno Date: October 27th 2019

General Information:

Name & Address of the School District/Board: Toronto District School Board

URL Address: https://www.tdsb.on.ca/

Name & Address of the Elementary School: James S Bell fbs b

URL Address: https://schoolweb.tdsb.on.ca/jamessbell/

Include an image of the district/board logo and photo of the elementary school.

Please Note: Additional Items 1-3: Select items on the website not specifically identified on the graphic
organizer chart that you feel are important to the school education program offerings.
Topic Area Summary of Importance Specific URL Link
 District Information
District Demographics The Toronto District School https://www.tdsb.on.ca/About-
Board (TDSB) is the largest Us
school board in Canada. Due to
Canadas multiculturalism and
Toronto’s population the
TDSB is very diverse
providing education and
programs for a wide variety of
people. We serve
approximately 246,000
students in 582 schools
throughout Toronto, and more
than 140,000 life-long learners
in our Adult and Continuing
Education programs. The
TDSB has approximate 38,000
employees across all sectors.

More than 80% of the TDSB

graduates go to university.

Some quick facts directly from

the Website include:
▪ 173,000 elementary
students
▪ 73,000 high school
students
▪ 2,200 international
students
▪ 140,000 continuing
education students
▪ 29,000 students are
enrolled in immersion
and extended French
programs
▪ 23% were born outside
of Canada
▪ There are over 120
languages spoken by
TDSB students and
their families.
Our Staff
▪ 17,000 permanent
teachers (11,820
Elementary, 5,180
Secondary)
 ▪ 5,800 occasional
teachers (3,860
Elementary, 1,940
Secondary)
▪ 15,500 permanent
support staff and 4,000
supply/casual
employees (including
Designated Early
Childhood Educators,
professional support
workers, caretakers,
maintenance staff, IT
support, administrators,
etc.).
Our Schools
▪ 582 schools in total
▪ 471 Elementary
Schools (including 1
Elementary/Secondary
First Nations
School, 18 Elementary
Alternative Schools, 6
Special Education Self-
Contained Schools)
▪ 111 Secondary Schools
(including 1
Elementary/Secondary
Alternative School, 20
Secondary Alternative
Schools, 4 Caring and
Safe Schools
Programs, 5
Adult/EdVance
Programs, 2 Native
Learning Centres, 6
Special Education Self-
Contained Schools)

District Mission Statement We are committed to a board- https://www.tdsb.on.ca/Eleme

wide culture that develops ntary-School/Supporting-
resilience in school You/Mental-Health-
communities, recognizes the Strategy/Mission-Vision-
profound understanding of the Values
connection between mental
health and student achievement,
and the dynamic collaboration
between schools and
 communities. With students as
our key stakeholders, their voice
shapes our understanding of
how we ensure mental health is
a priority in every school
community.
District Philosophy Statement A combination of the TDSB https://www.tdsb.on.ca/Eleme
vision and approach is essential ntary-School/Supporting-
for their philosophy. The values You/Mental-Health-
are as such: A new transformed Strategy/TDSB-Approach
culture where mental health and
well-being is integrated into
every aspect of each student’s
school experience.
A shared understanding of the
connection between mental
health and well-being and
student achievement which
supports every student’s
academic and personal success.
A shared responsibility for every
student’s mental health and
well-being that guides our
decision making and allocation
of resources. A coordinated
approach to providing a
continuum of service that is
aligned and responsive to the
needs of students, parents and
staff.

ALL students will gain support

from whole school strategies
and programming that enhances
social/emotional learning and
fosters resilience.
SOME students will show signs
of mild to moderate distress and
will need individual student
supports, strategies, as well as
some interventions.
FEW students will need
intensive intervention to address
more severe and lasting
challenges that may be mental
health problems.

Cultural Diversity Statement All children benefit from being

in inclusive environments where
 they are able to participate and
collaborate in meaningful ways
and form authentic, caring
relationships. The Convention
on the Rights of the Child
(CRC) and the Convention on
the Rights of Persons with
Disabilities (CRPD) highlight
how all children, including those
with special needs, are entitled
to the same opportunities...
(MOE, 2014, p. 25)
Community Involvement Parent involvement plays a https://www.tdsb.on.ca/Comm
significant role in student unity/Engagement
achievement and well-being.
When schools, families and
communities work together to
support learning, children tend
to do better in school, stay in
school longer, and enjoy school
more.
When parents are actively
engaged in supporting their
child’s success in school,
students are more likely to be
motivated, earn higher grades,
have better behavioral and social
skills and continue their
education to a higher level.
There are a variety of ways that
you can get involved and
contribute to your school
community. From volunteering
in your local school to
participating in school councils
or advisory committees, you can
make a difference and have your
voice heard.

Ways to get involved

▪ Connect with your
school Principal about
upcoming events or
opportunities to get
involved
▪ Join or attend School
Council meetings
▪ Join or
attend Community
Advisory
Committee meetings
 ▪ Volunteer in your
child`s school
▪ Attend a TDSB parent
conference
▪ Join a Heritage and
History Month
Committee
▪ Attend your Trustee`s
Ward Forum
▪ Share feedback
on Policy Consultations

Additional Item 1: Nutrition Toronto District School Board, https://www.tdsb.on.ca/Eleme

through its Nutrition Foundation ntary-School/Supporting-
Statement, recognizes the direct You/Nutrition
relationship between healthy
nutrition and the academic
achievement of our students.
Well-nourished children are
ready and able to learn in our
classrooms.

The TDSB is committed to

working with its community
partners to ensure that students
have equitable access to high
quality school-based nutrition
programs and that through
curriculum activities, have
opportunities to develop good
nutrition habits that last a
lifetime. Our Nutrition Liaison
Officers support close to 600
programs in 420 schools feeding
over 150,000 students per day.
Additional Item 2: Sports Students from across the TDSB https://www.tdsb.on.ca/Eleme
have an opportunity to ntary-School/Beyond-the-
participate in a variety of sports Classroom/Elementary-Sports
through the Toronto District
Elementary School Athletic
Association (TDESAA). In the
Fall, Cross-Country, Borden
Ball, Slo-Pitch, Touch Football,
Flag Football, Flag Rugby,
Boys' Volleyball and Girls'
Basketball are offered. In the
Winter, Boys' Basketball, Girls'
Volleyball and Ice Hockey are
options. Finally, the offerings
during the Spring season include
Swimming, Badminton, Coed
 Volleyball, Soccer, Track &
Field, Cricket and Ultimate.

Additional Item 3: Indigenous At the TDSB, the Urban https://www.tdsb.on.ca/Comm

Education Indigenous Education Centre is unity/Indigenous-Education
pleased to offer a variety of
services with the goal of closing
the opportunity gap for
Indigenous students. This
mandate is approached by
infusing Indigenous perspectives
across the curriculum for all
students as well as by providing
direct wrap-around supports to
enhance the overall achievement
of First Nation, Métis and Inuit
students throughout the TDSB.

Specific Elementary School Information

School Demographics https://www.tdsb.on.ca/test1/F
Total number of students: 433 ind-your/Schools/Facts-and-
198 Junior Kindergarten - Grade Figures/schno/2072
3
124 Grade 4 - Grade 6
111 Grade 7 - Grade 8
Gender:
212 Female
221 Male
Primary language other than
English: 106
Students born outside of
Canada:
14 Students living in Canada for
2 years or less
19 Students living in Canada for
3 - 5 years

School Mission Statement Parents want the best education https://schoolweb.tdsb.on.ca/jam

for their children. Our goal is to essbell/Parent-Resources
provide your family with a
positive learning environment,
with a variety of programs and
services that promote
outstanding student
achievement.

Parents are children's first and

life-long teachers. We value the
partnership between home and
 school and know that parental
involvement is the key to
success in school. You can be
involved by helping your child
with homework, volunteering in
our school, or joining our school
council. By welcoming you and
providing opportunities for you
to be involved, we can work
together to ensure that our
students receive the very best
education.
School Philosophy Statement James S. Bell Junior https://www.tdsb.on.ca/test1/Fin
Middle Sports and Wellness d-your/Schools/schno/2072
Academy is located in Long
Branch in West
Toronto. Promoting the
development of healthy and
active lifestyles for students is
the focus of this unique
program. This whole-school
approach supports students in
developing an appreciation for
athletics, health, physical
activity and lifelong
wellness. The students at JSB
participate in daily physical
activity, learn about the
connection between good
nutrition, physical activity and
being better learners, enjoy lots
of opportunities to participate in
a variety of intramural and
interschool programs. Students
are part of a culture that
balances academic excellence
with personal leadership,
character development and
innovation.

Opportunities for Parent • Parent council https://www.tdsb.on.ca/test1/Fin

Involvement • Athletics d-your/Schools/schno/2072
• Nutrition Programming
• Friday Lunch
programing
• Volunteer for
extracurricular
• Volunteer for school
afterschool programs
Assessment Teachers regularly assess and https://www.tdsb.on.ca/Leaders
Procedures/Programs Used evaluate the progress of their hip-Learning-and-School-
students. If a student is Improvement/Special-
experiencing difficulty in school Education/Assessment-Referral-
(e.g. academic, social, Process
behavioural), teachers will
review previous and current
assessment and evaluation
information, communicate with
parents/guardians and gather
other information around the
learning profile of the student. If
challenges persist, the student
may be referred to an In-School
Support Team (IST).
English Language Learners Primary language other than https://www.tdsb.on.ca/test1/Fin
(ELL) English: 106 d-your/Schools/Facts-and-
Students born outside of Figures/schno/2072
Canada:
14 Students living in Canada for
2 years or less
19 Students living in Canada for
3 - 5 years

Students with Disabilities Students with Special Education https://eqaoweb.eqao.com/eqao

(SWD) Needs (excluding gifted) weborgprofile/profile.aspx?_Mi
8% dent=3063
Remedial Reading & Writing The Developmental Reading https://www.tdsb.on.ca/Portals/r
Assistance (i.e. RTI, AIMS, Assessment (DRA) is an esearch/docs/EQAO/Literacy%2
STAR) assessment tool that is used 0Fact%20Sheet%20Sept%2020
across the TDSB with students 15.pdf
from Senior Kindergarten to
Grade 3. It provides diagnostic
information on reading
comprehension, fluency,
accuracy, phrasing, and
expression. The information
collected during the assessment,
in particular the miscue analysis,
is essential, as it allows the
teacher to identify what the
student needs to learn next, and
the specific skills that will be the
focus of instruction. The DRA is
primarily a resource that is
intended to support classroom
instruction. Professional
learning opportunities are
conducted by teacher leaders in
each Family of Schools.
Program Enrichment Supporting leaders to https://www.tdsb.on.ca/About-
Opportunities provide coaching, facilitate Us/Equity/School-Improvement-
learning and monitor Process
progress.
Building knowledge how to
read, use and interpret data
through an equity lens.
Supporting all students with
engaging learning
opportunities to achieve
global competencies and
improve well-being.
All students reading by the
end of Grade 1.
Setting the global
competencies as a
foundation for deep
learning. These
competencies foster deep
learning through engaging
experiences that incorporate
creativity, inquiry,
entrepreneurship,
collaboration, leadership,
communication, global
citizenship, character,
critical thinking and
problem solving.

Technology Assistive technology is any tool https://www.tdsb.on.ca/Leaders

that enables students to access hip-Learning-and-School-
school life and to perform tasks Improvement/Special-
as independently as possible. Education/Assistive-Technology
We believe that all students, not
just those with special needs,
can benefit from the use of
assistive technology. Teachers
use these tools to create
differentiated learning
environments that are flexible,
inclusive and engaging
(Universal Design for Learning).
The TDSB has a wide-range of
assistive software options that
are available to all
students. Please speak with
your child’s teacher to learn
more.
Special Equipment Amount
(SEA)
 SEA refers to software,
hardware and other equipment
used to accommodate students
where the need for specific
equipment is deemed essential
by a qualified professional.

Additional Item 1

Additional Item 2

Additional Item 3

Evaluation procedure for Professional dialogue is an https://www.tdsb.on.ca/Portals/0

Teachers important component of the /AboutUs/Accountability/TPA%
TPA process and therefore the 20Complete%20%20manual%2
PreObservation and Post- 0(2013-2014).pdf
Observation meetings are
mandatory (refer to pages 29 to
33 in the Manual). The rating
scale (please see pages 34 to 36
of the Manual) should be
reviewed at the Pre and Post-
Observation Meetings. As
indicated in the Manual, these
meetings provide opportunities
for reflection and collaboration
to promote growth and assist in
sustaining a learning
community. The Pre-
observation and Post-
observation Meetings will also
provide opportunities for the
Principal and Teacher to discuss
the 16 competencies as they
pertain to the focus of the
classroom observation and the
overall performance appraisal.

Reflection

I currently work for the Toronto District School Board as a CYW in an intensive support

program for children with Autism between grade 4 and 8. We currently have 8 students in our

classroom. After completing this assignment, I have learned and seen things through a teacher

lens rather than a support staff lens. I have come to realize that I currently work for the biggest
school board in Canada and the school board with the most diverse population in every aspect. I

feel this is a big responsibility for an educator seeing as we are part of the biggest school board

in one of the top 5 biggest countries in the world. I have learned that as educators we can

potentially be encountered with unique situations. Each student in the city of Toronto bring with

them their own story, upbringing, social and emotional baggage with them. As an employee of

the Toronto District School Board I believe we must do the best we can to provide these students

with the best opportunity so that they can reach their full potential in every way possible.

I have learned that the resources in the school board are there for the employees and the

students to use, therefore teachers must educate themselves in order to accurately educate parents

and students on the services provided by the school board. We need to be well informed for us to

advocate for students that cannot advocate for themselves for whatever reason it may be. In my

personal case working as a CYW in a school, I am constantly advocating for the students in the

school for equity, equality and for opportunities. Every student should be given an opportunity,

however what they choose to do with this opportunity is their own decision, but the important

part is that the opportunity should be present for everyone.

I have learned that the assessment process is a continues cycle as an educator in the

TDSB. The assessment is ongoing and can be formal or informal. For each student the

assessment can look different. These assessments could also be in written form and verbal, which

adds on to the formal and informal. I believe that connecting the assessment to Action Research

is important. Looking back at the previous modules, I believe that keeping track of data and

performing action research can assist in the evaluation process for any situation that we
encounter in schools. It is evident that some situations might take on more importance than

others, however the data does not lie. This action research can assist with academic assessment

and evaluation as well as non-academic assessments. As educators we should always look to

provide feedback to our students and engage the parents in this process. This will encourage the

parents to push their students for further success and it will drive the students to achieve short-

and long-term goals.

Learning about students with special needs is something that is very important to me. I

believe that many students have been falling through the cracks and have not been provided with

the same opportunities and supports as others because educators at times have not identified

students who may be at risk. This assignment has helped me look at children with special needs

with the lens and perspective of a teacher and not a support staff. As a support staff we don’t

focus on the academics and paperwork that goes along with it. We focus more on behavior and

on setting goals in order to achieve social and emotional success. An easy example is that as a

support staff I will not provide the students with academic support however I can provide him

with tools necessary to motivate and empower him/her to try and accomplish whatever they are

doing academically. As a teach I understand the steps in teaching students with special needs

academics and what it will take to assess them formally and informally. I believe that technology

is very important for children with special needs. Technology is a resource that is an everyday

thing for children in our day and age. I feel like we need to teach fundamentals however we also

must give opportunity to use technology because that is the way our world will go moving

forward. Technology also allows for creativity and a wide variety of expression for many

individuals who not have a voice and struggled to be heard.

 Being familiar with the diversity of the Toronto District school board is something I

believe can help with the hiring process. I think that the board is diverse in so many ways. The

student population, the programs provided, the school structures and programming and the

opportunities are endless. Being able to offer these programs and supports as well as community

supports to school can strengthen your opportunities to get hired with such a profound school

board. I feel that the more we learn about something the more that we can offer our employers.

Applicable Standards

Ontario Standards: N/A

New York Common Core Standards: N/A
New York Learning Standards: N/A
NYS Code of Ethics Standards for Educators: Principle 3: Commitment to My Learning
DOE Claims & CAEP Standards: Claim #3: Caring Educator
ISTE Standards for Teachers and/or Students: N/A
CEC Standards: Standard B and C: Professional competence and integrity
Ontario Teacher Ethical Standards: Ethic standard of Respect and Integrity
INTASC Standards: Standard #2: Learning Differences, Standard #5: Application of Content

Rationale

This assignment highlights my ability to conduct research and review legitimate

resources. With this assignment I intend to show my students the importance of finding accurate

information from the direct source for agencies. It also showcases the knowledge that I have

gathered about an institution that I currently work for. I truly value my workplace and strive to

make the best of every day inside of my classroom in order to make positive teachable moments

for my students.
 Artifact #6: Title. Classroom management Design and Analysis

EDU 504
Classroom Management Design and Analysis

Part I (Classroom Design) Directions: After reading the Marzano et. al. text, watching the APA
“Practical Classroom Management” video, and consulting at least one additional scholarly
source, choose a grade level and design your ideal classroom set-up within a square room. You
may create your design by hand or on the computer. Include all required details (e.g., location of
teacher desk, student desks, supplies, and walkways, posted information on walls, etc.).

Grade 4

Entrance
Informative Posters for Students and teacher
Door to Exit

Books Display
Building

Teacher Desk 1 on 1
desk
Smart Board

Posters on the Wall. Social Skill

Student Folders. Motivational
Posters. Supplies Bin
Word Wall

Small
Reading
Groups
Support Staff
Desk Chalk Board with Calendar and Reminders.
Resources on shelves below.
Part II (Classroom Analysis) Directions: Based on the physical arrangement of the classroom
you designed, please answer the following questions. Use the Marzano et. al. text, the Module 4
APA “Practical Classroom Management” video, and at least one other scholarly source (cite in
APA style) to inform your answers.

1. How does this set-up match your teaching style or personality? What were your main
goals in choosing this design?

I believe that this set up best suits my teaching style and personality. I think that all students
should have their own space therefore the students will be sitting individually facing the
smartboard. The teaching will be done from in front of the smartboard. This enables the teacher
to be able to see all students and for the students to see the board and the teacher. The table in the
back can be used for silent reading groups and the desks can also be joined in order to create
groups. This classroom design incorporates the classroom teacher in a neutral space not facing
the students therefore it looks less authoritative. My main goal in choosing this classroom was
that it looked innovative and had things that were relative to the grade 4 level on the walls. I do
not want too much things in the class and around the room, but I do think students should have
things that interest them and spark new ideas.

2. How was your classroom design influenced by the grade level you chose?

The classroom designed is influenced by the grade level. In my classroom there is a space for
them to join to do work, nevertheless the student will have their own space to do independent
work. Students will be able to gather ideas and inspiration from things that are around the walls
of the classroom. By having the teacher on one end of the room and the support staff on the other
end it keeps constant observation of the students when one staff cannot give the class their full
undivided attention.

3. How will the seating arrangement promote or inhibit classroom interaction?

This seating arrangement will promote the student to focus on their individual work. As the
educator, I can use the smart board to bring innovative ideas to educating the children. The
opportunity for group work will arise and the students are encouraged to discuss educational
topics amongst themselves, however for the beginning of the year I believe each student should
have their own space.

4. Can the students see the teacher or do they have to move their chairs or turn their desks to
do so? Explain how this might work in different teaching situations.
The students will always be able to see the teacher. The teacher will be teaching from the
smartboard and interacting in between the student’s desks throughout the lesson. The times the
teacher is at his/her desk will be when the students are doing independent work. In group settings
sometimes the students will not be able to see the teacher. Also depending on the location of the
teachers desk it can be very difficult to make eye contact. In this classroom the students can see
the teacher and the teacher can always also see the students.

5. How will the seating arrangement promote or inhibit students’ interactions with each
other? When might this be helpful or harmful in your classroom?

The seating arrangement promotes the students to work independently. They will have other
students infront, behind and to the sides they can communicate with, however the idea is for the
students to focus on their own work. The teacher will decide when it is appropriate to open the
lesson to group work. In our classroom it can be very helpful for those students who are
impulsive and need their own space. It will also help the students that are gifted and want to go
above and beyond. Many times, working in groups can hinder those students and make them feel
like they are taking on all the responsibility. As an educator we need to control classroom
behavior and I feel by sitting the students in this format, the occurrence of misbehavior is
lessened.

6. How does the arrangement of student desks and work spaces accommodate normal traffic
patterns?
The students can move to the right or the left when getting out of their seats. This enables
constant flow of traffic within the classroom. There is adequate room to move in between,
infront and behind all desks.

7. Describe where and how students will turn in homework or other materials (e.g., lunch
orders, school supplies, etc.).

In the back of the classroom the students will turn in assignments to their folders. The teacher
will collect folders daily. Lunch is eaten in the lunch room and the students are encouraged to
keep their lunches in their bags. At lunchtime the students will go get their lunch and transition
to the lunchroom. Supplies will be stored below the student’s homework folders in the back of
the classroom, therefore all students have access to these supplies whenever they need it.

8. What will you display on the walls of your classroom? (Include pictures or describe them
here.) Why did you choose those things?

On the walls I would display motivational and inspirational posters for students. It can be
athletes, a celebrity figure, a historical figure and/or phrases that are said to keep a positive
mindset. The students work will also be displayed, and social skill posters will be displayed.
Social skill activities made by the students would also be displayed. A word wall will be
displayed directly infront of the students beside the smart board. This is right in the line of vision
of all students therefore they can clearly see it and reference the world wall whenever they need.

9. What class rules will you post? Why did you choose these rules? Where in your
classroom design will they be posted and why?

The classroom rules will be posted behind the teacher’s desk. The 10 commandments would be a
good poster to put up. Also, in the social skills poster wall, there could be posters which overlap
I theme with the rules. The rules will be displayed behind the teacher to show that these are the
teachers believes and that the teacher will also abide by these rules.

10. Choose two of the four Marzano categories for successful classroom management (e.g.,
rules and procedures, disciplinary interventions, teacher-student relationships, mental set,
student responsibility) and explain how those categories are addressed in your classroom
design.
Rules and procedures are displayed in our classroom because of the posters and the rules placed
behind the teacher’s desk. Our classroom is welcoming, and we are a community. Every student
has a choice and they can choose to do the right one or the wrong one. Usually the right choice is
part of the correct procedure when doing something inside our classroom.
Teacher student relationships is also shown in our classroom. The teacher has an extra desk
beside their desk in order to work one on one with students that need that extra support.

Applicable Standards

Ontario Standards: N/A

New York Common Core Standards: N/A
New York Learning Standards: N/A
NYS Code of Ethics Standards for Educators: Principle 2: Promote Student Learning
DOE Claims & CAEP Standards: Claim 1 and 2: Subject matter, Pedagogy and best teaching
practices
ISTE Standards for Teachers and/or Students: N/A
CEC Standards: Standard A: Maintaining challenging expectations
Ontario Teacher Ethical Standards: Ethic Standard of Care
INTASC Standards: Standard #3: Learning Environment, Standard 7: Planning for Instruction
Standard 8: Instructional Strategies

Rationale

This assignment brings to the forefront what I envision my classroom environment to be.

It shows the dynamics of the classroom and how it would flow. This was one of the assignments
I truly enjoyed from beginning to end. The classroom environment is a culmination of the

experiences I have witnessed throughout my career and what I would instill in my own

classroom in the future. It is in line with my philosophy of education and is supported by

Marzano’s views on classroom management.

 Artifact #7: Title. Survey Analysis assignment

Thematic Concern
The purpose of this survey is to determine the importance of the use of technology in the

classroom by parents. This survey will highlight several ideas of how technology can be

incorporated in the classroom effectively and will address parents concerns of technology in the

classroom. These results can directly affect the way students learn in the classroom.

Target population
The target population of this survey is for the parents of the students in the grades one to six.
Introduction
We live in a society where we are interested in instant gratification. We are used to

having things right away, and technology has been a big influence in this phenomenon. It is

important to understand that technology is only going to get bigger and better and our children

will have to know how to operate these systems in order to make things easier for them. Some

young people do not know what it is to go to a bank to cash a cheque because of the simplicity of

the use of technology.

The use of technology in schools, if used effectively, can enhance the learning of our

children. Technology is not only a computer. The use of technology can encompass a cellphone,

visual screens, audio and visual games. It can also incorporate databases where the student can

share work with their support system, for example, teacher, parents, principal, support staff etc.

Children who are ESL can now have speech to text in order to make the speech and writing

process less stressful for them. Children who struggle with motivation to do mathematics can

now do mathematics on a computer and incorporate it with areas of interest such as video games,

sports or entertainment. The use of technology will also empower the teachers by giving them

further resources and knowledge in order to better the education experience for their students.
The teachers will also be able to educate the parents on the benefits of the use of technology in

the classroom and in many cases the child can use the technology at home.

Survey Questions on Technology

Directions: The purpose of this questionnaire is to determine how important the use of

technology is for students in a classroom. The responses to the questions will be anonymous.

Please be sure to read the question thoroughly and select the answer you feel fits best. Please

only circle one answer per question.

1. Do you believe the student should oversee how they learn?

1 2 3 4 5

2. Do you believe today children should use technology in the classroom?

1 2 3 4 5

3. Do you believe the lack of technology in the classroom hinders the student from reaching
their full potential?
1 2 3 4 5

4. Do you think more technology in the classroom will create a disconnect between teacher
and students?
1 2 3 4 5

5. Do you think more technology in the classroom will create disconnect between
classmates?
1 2 3 4 5
 6. Do you think children will be more engaged in school work if it uses technology?
1 2 3 4 5

7. Do you think each student should have access to their own device?
1 2 3 4 5

8. Do you think the technology should be to assist the child in their learning instead of it
being used 100% of the time?
1 2 3 4 5

9. Do you think children should be monitored regarding what they are researching on the
internet?
1 2 3 4 5

10. Do you have access to a computer at home?

1 2 3 4 5

11. Do you have access to internet at home?

1 2 3 4 5

What subject areas do you feel would benefit the most from the use of technology?

What subject areas do you feel would not benefit from the use of technology? Or which subject
areas do you feel do not need to incorporate technology?

Will you assist your child in the use of technology and education at home?

Thank you for taking the time to participate in our survey. Your responses have been very

helpful and are taken very seriously. This survey will help students use technology in the

classroom in a positive way and to enhance their learning.

 Survey Results
The data collected from this survey illustrates the views of several parents regarding the

use of technology in the classroom. The results of the quantitative data show that there is a strong

importance to the use of technology in the classroom for students between the grades of one and

six. The data also indicates that technology will create a more inclusive environment for students

in order to enhance the learning environment.

The parents of the students did not think that the technology would create a disconnect

from the students and teacher, nor from the students and their classmates. The quantitative data

also shows that most parents who completed the survey have access to a computer and internet at

home. The qualitative data derived from the open-ended questions showed similar results

throughout all the surveys. Most of the parents suggested that the use of technology would best

suit subject areas such as English and history. Two surveys suggested science as well. No

surveys suggested mathematics.

It is evident that technology is having a big impact on society and how things work,

therefore it is important to incorporate it in our classroom properly. If the resources are available,

then why not use this to our advantage when teaching children. Having knowledge on how to use

technology for certain things will only make them stronger. The use of this technology will also

create a fun and innovative learning environment where children will ant to come to school to

learn and will want to become better academic students.

QUESTION INDIVIDUAL ANSWERS FROM 10 PARENTS

Question 1 2,3,4,5,5,4,4,2,4,4

Question 2 4,4,4,5,4,5,5,3,5,5
 Question 3 1,2,2,2,3,1,1,3,2,2

Question 4 1,1,2,1,3,4,1,1,1,1

Question 5 1,2,3,4,4,4,2,1,2,1

Question 6 4,4,5,5,3,4,4,2,4,4

Question 7 5,5,5,5,4,5,5,5,5,5

Question 8 3,3,4,4,3,2,5,5,3,3

Question 9 5,5,4,5,5,4,4,5,4,5

Question 10 4,5,5,5,4,5,4,5,5,5

Question 11 4,4,4,5,5,5,5,5,5,4

Question: What subject areas do you feel would benefit the most from the use of technology?
English X10
History X6
Science X2
Question: What subject areas do you feel would not benefit from the use of technology? Or
which subject areas do you feel do not need to incorporate technology?
Math X8
Gym X6
Question: Will you assist your child in the use of technology and education at home?
YES X10

Plan of Improvement
This survey was very beneficial. It enabled the parents to be incorporated in the learning

process for teachers on which areas the technology should be incorporated in and how important

it is to the parents. Along with the results of the survey there are some questions that do come to

mind. When asking these questions, we must keep in mind the lived experiences of the
individuals who took the survey in order to have an idea of why they answered a question a

certain way. For example, one question I ask myself is “why was Math not an answer for an area

to incorporate technology?”. Is this because the parents believe that it should be pen to paper? Is

it because they don’t think calculators is technology? is it because they believe it is just adding

and subtracting? I ask myself these questions and then I realize that we need to educate the

parent on what an innovative math lesson can look like.

Technology can be used to show videos of formulas and how to implement them, how to

measure for area and perimeter and much more. Addition and subtraction are just one small part

of what is in math. My plan of improvement in this topic area will be to educate the parents on

the different ways that we can incorporate technology in the classroom, how these ways will be

inclusive to all and in my own personal bias, how we can apply this outside the classroom. I

believe that we should be sending a message of how we can use what we learn in school in the

real world outside our classrooms. I believe that children will be more encouraged to learn new

things if they know exactly when, how and where they will be using these new tools.

I believe that we live in a country with great opportunities and access to technology is

one of them, therefore why not empower the children to make great decisions with this

technology for them to reach their full potential and put a smile on their face.

Applicable Standards

Ontario Standards: N/A

New York Common Core Standards: N/A
New York Learning Standards: N/A
NYS Code of Ethics Standards for Educators: Principle 1: Educators nurture the potential of
every student. Principle 2: Educators create, support, and maintain challenging learning
environments for all.
DOE Claims & CAEP Standards: Claim 1 and 2: Subject matter, Pedagogy and best teaching
practices
ISTE Standards for Teachers and/or Students: ISTE Standards for Teachers: Standard #2 –
Design and develop digital age learning experiences and assessments
CEC Standards: N/A
Ontario Teacher Ethical Standards: Ethic Standard of Care & Respect
INTASC Standards: Standard #1: Learner Development, Standard #2: Learning Differences,
Standard #3: Learning Environments, Standard #4: Content, Standard #6 Assessment

Rationale

This assignment highlights an assessment that I have done with individuals. Assessments

in the classroom can be formal or informal. It can be a cumulative test, a pop quiz, a show of

hands or a simple thumbs up. Surveys are a part of the assessment process. Surveys in an

education setting can eb done within classrooms, around the school, by students and by teachers

themselves in order to get an understanding on a certain topic. In this case, I used a survey

analysis in order to see which subjects’ parents believed students would benefit the most from if

they were taught using a heavy influence of technology. Technology is something that has been

revolutionizing our classrooms and has been a strength for many educators to implement.

Students who have struggled in the past putting pen to paper and handing in traditional

assignments have now strived using technology. Technology has shown that teachers along with

students are able to adapt to what is needed and when used properly technology can be a very

powerful communicator. In my classroom I work towards using technology in a positive way

that enables students to be creative and unique in their approach and delivery of acclaimed

knowledge.
Artifact #8: Title. Certificate of completion of the DASA training
 Applicable Standards

Ontario Standards: N/A

New York Common Core Standards: N/A
New York Learning Standards: N/A
NYS Code of Ethics Standards for Educators: Principle 2: Educators create and maintain
learning environment for all. Principle 6: Educators advance an intellectual and ethical
foundation of the learning community
DOE Claims & CAEP Standards: Claim 3: Caring educators
ISTE Standards for Teachers and/or Students: Standard 1: Facilitate and inspire student
learning and creativity. Standard 3: Model digital age work and learning
CEC Standards: N/A
ILA Standards: Standard K: Engaging in the improvement of the profession through active
participation in professional organizations. Standard L: Participating in the growth and
dissemination of professional knowledge and skills
Ontario Teacher Ethical Standards: Ethic standard of Care, Respect, Trust, and Integrity
INTASC Standards: Standard 9: Professional Learning and Ethical Practice
Standard 10: Leadership and Collaboration

Rationale

This professional development opportunity was provided by Medaille College. It was an

online training in which we reviewed the importance of identifying and intervening in

harassment, bully, cyberbullying and discrimination in schools. Our schools are very

multicultural, and discrimination of any kind will not be tolerated. In my classroom everyone is

welcome. I believe in treating everyone with kindness and respect and to discuss any differences

that we as individuals may have. We need to understand, and we need to listen most importantly.

This training made a positive impact in my development because it provided me with insight and

knowledge on how to deal with situations that can arise in our schools in which we as educators

need to be prepared to act on promptly and effectively.

Conclusion

In Section three of this portfolio I was able to showcase several assignments that I have

produced throughout my time at Medaille College. These artifacts are a combination of planned

instructional strategies, assessments, application of content, leadership initiatives, technological

tools and professional development. The assignments are directly supported with the Ontario

Curriculum standards, New York curriculum standards and INTASC standards. These artifacts

demonstrate the foundational skills that I have developed in the Masters of Elementary

Education program and highlight how I implemented them into several assignments throughout

my time. This reflects hours of observation, implementation and professional development which

I bring to the workplace in future career opportunities.