Section Three: Teacher Candidate Artifacts

Introduction

This section of my portfolio will provide examples of artifacts that I have chosen that I have

completed throughout my education at Medaille College. I feel that the artifacts that I have included,

represent my teaching abilities. These artifacts will showcase my abilities to effectively plan, instruct

lessons, conduct assessments, and engage my students. I will provide evidence of culturally responsive

teaching, knowledge of literacy and math, and professional development and dispositions. Lastly, I will

demonstrate my understanding of technology in the classroom.

Each artifact has been connected with the curriculum and professional standards. I will

demonstrate my understanding of a variety of curriculum and professional standards such as the

Interstate New Teachers Assessment and Support Consortium Standards (INTASC), Association for

Advancing Quality in Educator Preparation standards (AAQEP), New York Code of Ethics for

Educators, Ontario Teachers Ethical Standards and Code of Conduct, New York P-12 Common Core

and State Standards, Ontario Ministry of Education Curriculum Expectations, International Society for

Teacher Education Standards (ISTE), International Literacy Association Professional Standards (ILA),

and the Council for Exceptional Children Standards (CEC).

The artifacts that I feel demonstrate my abilities to be an effective teacher include: A

learning segment that demonstrates my ability to plan, a mathematics lesson plan that shows my

knowledge of the math curriculum, A culturally responsive lesson plan that takes into consideration the

background of my students, a Cyber Safety presentation that emphasizes the role that technology plays

in the 21 century, a Pecha Kucha presentation on Muscular Dystrophy that demonstrates my

instructional capabilities, my DASA certificate that I completed as part of my professional

development and professional disposition, my classroom website that showcases my potential to

engage students, and a literacy assessment that reveals my ability to provide assessments in a variety of

literacy areas.
Artifacts & Rationales

Artifact #1: Learning Segment

I have included a learning segment that consists of 3 lessons. This artifact demonstrates my

abilities to plan, instruct, and assess my students in a purposeful sequential way. Lesson planning helps

teachers to close the gap between theory and practice (Sahin-Taskin, 2017). Additionally, planning

enables teachers to create a learning environment in which students can learn effectively (Sahin-Taskin,

2017). Instructional scaffolding is evident as each lesson builds upon the previous lesson and takes into

account student’s experiences and knowledge as they are learning new skills. Vygotsky’s zone of

proximal development describes how cognitive growth occurs in children with adult guidance through

scaffolding (Fani & Ghaemi, 2011). This lesson demonstrates the gradual release of responsibility

through modelling lesson material and releasing that responsibility to the students through guided

practice, group and partner work and ending with independent practice. Various assessments have been

included throughout the lessons to measure student success and areas of improvement.

Connections to Standards

INTASC Standards

Standard #6: Assessment. The teacher understands and uses multiple methods of

assessment to engage learners in their own growth, to monitor learner progress, and to guide the

teacher’s and learner’s decision making.

Standard #7: Planning for Instruction. The teacher plans instruction that supports every

student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,

cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of

instructional strategies to encourage learners to develop deep understanding of content areas and their

connections, and to build skills to apply knowledge in meaningful ways.

New York State Code of Ethics for Educators

potential of each student. Educators promote growth in all students through the integration of

intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and worth

of each individual. Educators help students to value their own identity, learn more about their cultural

heritage, and practice social and civic responsibilities. They help students to reflect on their own

learning and connect it to their life experience. They engage students in activities that encourage

diverse approaches and solutions to issues, while providing a range of ways for students to demonstrate

their abilities and learning. They foster the development of students who can analyze, synthesize,

evaluate and communicate information effectively.

The Ontario Ethical Teacher Standards

Care: The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and learning

through positive influence, professional judgment and empathy in practice.

CEC Standards

Standard 1: Learner Development and Individual Learning Differences - Beginning special

education professionals understand how exceptionalities may interact with development and learning

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

with exceptionalities.

International Literacy Association Professional Standards

Standard 5: Literate Environment. Candidates create a literate environment that fosters

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

methods, curriculum materials, and the appropriate use of assessments

New York State Next Generation Curriculum Standards

2.5d: Students will use a compass rose to identify cardinal (North, South, East, West) and

intermediate (Northeast, Southeast, Southwest, Northwest) directions on maps and in their

communities. Students will locate the equator, northern and southern hemispheres, and poles on a

globe.

3.1a: Earth is comprised of water and large land masses that can be divided into distinct

regions. Students will identify the continents and oceans, by using globes and maps.

3.3a: Students will investigate the lifestyle of the people who live in each selected world

community and how the lifestyle has been influenced by the geographic factors.

Ontario Ministry of Education Standards

B3.2: Identify continents, significant bodies of water, the equator, poles, and hemispheres,

using a globe, print, digital, or interactive maps, and/or a mapping program.

B3.3: Identify cardinal directions on a map (ie:N,S,E,W) and use these directions when

locating selected communities, countries, and/or continents.

B3.4: Identify the location of selected countries, cities, and/or towns around the world, and

describe how their location and climate are related.

B3.7: Describe selected communities around the world with reference to their major

physical features and wildlife.

B3.8: Describe similarities and differences between their community and a community in a

different region in the world (with respect to food, clothing, climate, recreation)

TEAC/CAEP Claims 1-3

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices