Section Three: Teacher Candidate Artifacts

Introduction:
In this section of my portfolio you will find the pedagogical evidence that supports my

knowledge and skills over the years. The artifacts presented in this section are a demonstration of

my work and accomplishments that I hope will highlight my preparedness and ability as an

elementary teacher. These artifacts are imperative because they highlight my journey,

professionalism in work and my work in becoming a Passionate educator. The artifacts will also

exhibit my ability to plan and implement, be culturally responsive, use of technology in the

classroom, professional development and classroom management. The artifacts have connected

the standards from Ontario College of Teachers, NYS Core Standards and Theories. From the

artifacts chosen you will understand the steps I have taken in choosing my career and ensuring

readiness in being an educator who will work hard for her students.

Artifact #1-Early Childhood Diploma

My first artifact is my Early Childhood Education diploma. I received this through

Centennial College in Toronto, I was already fond of working with children and getting this

diploma allowed me to think higher. The Early Childhood Education program has theories and

practical training working with children ages 0 to 12 years old. I did enjoy all the child

development classes and practicum in the field each semester. Through the practicum I became

knowledgeable about how children learn and how to facilitate their learning, gaining both logical

and practical skills. Which started me on my journey of becoming an effective educator. The

reason I started with this artifact as I previously mentioned, because I was already intrigued

working with children and during my studies at Centennial College I became aware of how

children learn and their stages which set the state for building strong foundation in child

development and understanding developmentally appropriate practices. The inquiry-based

teaching and theoretical approach focusing on working with children and their families was

something I enjoyed. I was in my element and I knew I was in the right place to start my career

process. I enjoy planning and implementing activities for children, I also like to encourage

parents as partners in the education process of their children. I believe my philosophy and

method of teaching started during this process of earning my ECE diploma. I had extensive

experience as an Early Childhood Educator and working with children reflected my knowledge

and skills of child development and how it applies to children’s learning development. In my

career path with my practical knowledge and experience that are essential in becoming an

insightful Educator

Standards Connection
Ontario College of Teachers
The ethical standard for teaching profession
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.

The Standards of Practice for the Teaching Profession

Professional Knowledge: Members strive to be current in their professional

knowledge and recognize its relationship to practice. They understand and reflect
on student development, learning theory, pedagogy, curriculum, ethics, educational
research and related policies and legislation to inform professional judgment in
practice.

INTASC Standards

Standard #9: Professional Learning and Ethic practice

The teacher engages in ongoing professional learning and uses evidence to

continually evaluate his/her practice, particularly the effects of his/her choices and
actions on others (learners, families, other professionals, and the community), and
adapts practice to meet the needs of each learner.
9(a) The teacher engages in on going learning opportunities to develop knowledge
and skills in order to provide all learners with engaging curriculum and learning
experiences based on local and state standards.

9(b) The teacher engages in meaningful and appropriate professional learning

experiences aligned with his/her own needs and the needs of the learners, school,
and system.

Artifacts #2- DASA Certification

This is the New York State Dignity for All Students Act: (DASA), It states that no

student shall be subjected to harassment or bullying by employees or students on property or at a

school function; nor shall any student be subjected to discrimination based on a person’s actual

or perceived race, colour, weight, nation origin, ethnic group, religion, religious practice,

disability, sexual orientation, gender (including gender identity or expression), or sex by school

employee or students on school property or at a school function. These took effect on July 1,

2012 and the Dignity Act was amended on July 1, 2013 to include cyberbullying as part of the

definition of “harassment and bullying.”

I was very pleased to read how in-depth they went to protect all students in the school districts

and asked each state to adopt the same Dignity Act for their students.

Ethnic diversity and culture are very important in education, as children like to see their own

reality reflected in the program. As a Jamaican-Canadian woman born and raised in Jamaica, I

am aware of this importance. I grew up in an education system that catered to those who were

able to afford tuition, rent or purchase the required textbooks. If parents could not afford to send

their children to school, they did not receive an education. I am a firm believer that having an

education can take you a long way. Having diversity in the classroom helps to promote tolerance

and teaches children to appreciate and respect differences. Teaching children tolerance towards

others will also help to build self-esteem as they learn to embrace the qualities that make each of

them unique and different. After successfully completing the Dignity For All Students seminar, I

found it was very important as a teacher to set the tone in the classroom for others students to

follow. Serving the whole child is also a prority and ensuring that children always have a sense

of belonging no matter where they come from is important. Teachers need to have an

understanding of diversity, and a sense of a multicultural environment and examine personal

biases.

Connections to Standards

INTASC Standards

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence
to continually evaluate his/her practice, particularly the effects of his/her
choices and actions on others (learners, families, other professionals, and
the community), and adapts practice to meet the needs of each learner.

9(O) The teacher understands the expectations of the profession including codes of ethics,
professional standards of practice, and relevant law and policy.
NYS Code of Ethics for Educators
Principle 5: Educators collaborate with parents and community, building trust and
confidentiality.
Educators partner with parents and other members of the community to enhance school programs and
to promote student learning. They also recognize how cultural and linguistic heritage, gender, family
and community shape experience and learning. Educators respect the private nature of the special
knowledge they have about students and their families and use that knowledge only in the students'
best interests. They advocate for fair opportunity for all children.

Ontario College of Teachers

The Ethical Standards for the Teaching Profession

Trust: The ethical standard of Trust embodies fairness, openness and honesty.
Members’ professional relationships with students, colleagues, parents, guardians
and the public are based on trust.

*Even-though DASA was developed for NYS schools, I believe that no matter the environment
or border line all educational environment should be a safe place to be free from discrimination
and harassment.

DOE /CAEP Standards

Claim 1: Medaille College graduates know the subject matter in their certification area(s)
Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.
Claim 3: Medaille College graduates are caring educators.
Artifact #3 School Violence Prevention and Intervention & Identification and Reporting of
Child Abuse and Maltreatment Certificates

I chose this artifact even though I have completed workplace violence and abuse

reporting before, this training was much more in depth and really gave me an actual account of

the daily possibilities and situations that could happen on the job. I also must add, as a visual

learner I was able to actually process and absorb information in real-time to gain an indept

knowledge of Interventions and possible solutions. After taking this training I was very grateful

my special education course offered it. Completing the course as a teacher going out in the field,

I feel better equipped as I continue to gain new knowledge and experiences to better respond to

students individual developmental needs both emotionally and psychologically.

Standards Connections

INTASC Standards

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence

to continually evaluate his/her practice, particularly the effects of his/her
choices and actions on others (learners, families, other professionals, and
the community), and adapts practice to meet the needs of each learner.

9(O) The teacher understands the expectations of the profession including codes of ethics,
professional standards of practice, and relevant law and policy.

NYS Code of Ethics for Educators

Principle 5: Educators collaborate with parents and community, building trust and
confidentiality.
Educators partner with parents and other members of the community to enhance school programs and
to promote student learning. They also recognize how cultural and linguistic heritage, gender, family
and community shape experience and learning. Educators respect the private nature of the special
knowledge they have about students and their families and use that knowledge only in the students'
best interests. They advocate for fair opportunity for all children.
 Ontario College of Teachers

The Ethical Standards for the Teaching Profession

Trust: The ethical standard of Trust embodies fairness, openness and honesty.
Members’ professional relationships with students, colleagues, parents, guardians
and the public are based on trust.

DOE /CAEP Standards

Claim 1: Medaille College graduates know the subject matter in their certification area(s)
Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.
Claim 3: Medaille College graduates are caring educators.
Artifact: #4- Pecha Kucha Presentation

This Pecha Kucha Presentation topic was Visual Impairment including blindness. It

features twenty slides and an audio component which highlight a specific disability. Giving a

voice to visual disability is very important especially when paying attention to details. Most

disabilities are noticeable and children can behave in certain ways because of the simple fact

they are not able to see the lesson or read because of vision circumstances. To be able to observe

and correct that issue and ensuring the children receive the resource or device needed to restore

stability and confidence is important

Connection to Standards

INTASC Standards

Standard #1: Learner Development

The teacher understands how learners grows and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.

1(d) The teacher understands how learning occurs-how learners construct knowledge, acquire
skills, and develop disciplined thinking processes-and knows how to use instructional strategies
that promote student learning.

NYS Code of Ethics for Educators

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

Educators promote growth in all students through the integration of intellectual, physical, emotional,
social and civic learning. They respect the inherent dignity and worth of each individual. Educators
help students to value their own identity, learn more about their cultural heritage, and practice social
and civic responsibilities. 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.
 Ontario College of Teachers

The Ethical Standards for the Teaching Profession

Care: The ethical standard of Care includes compassion, acceptance, interest and
insight for developing students’ potential. Members express their commitment to
students’ well-being and learning through positive influence, professional judgment
and empathy in practice.

Respect: Intrinsic to the ethical standard of Respect are trust and fair-
mindedness. Members honour human dignity, emotional wellness and cognitive
development. In their professional practice, they model respect for spiritual and
cultural values, social justice, confidentiality, freedom, democracy and the
environment.

DOE /CAEP Standards Claims 1-3

Claim 3: Medaille College graduates are caring educators.

Council for Exceptional Children (ECE)

Special Education Professional Ethics Principle

2. maintaining a high level of professional competence and integrity and exercising

professional judgement to benefit individual with exceptionalities and their families.

Visual Impairment Including

Blindness
 Pages 1 and 2

Types of Visual Impairments

Pages 3 and 4
 Assistive Devices

  

Pages 5 and 6
 Signs of Visual Impairment

Pages 7 and 8
Understanding How Children with Visual Impairments Learn

Page 9 and 10

Help available under IDEA

Adapting the Environment

Pages 11 and 12

Educational Considerations
 Pages 13 and 14

Tips for Teachers

Working Together

Pages 16 and 17

Page 17 and 18
 Communicating/Building Relationship with Family

References & Thank You

Retrieved from https://www.youtube.com/watch?v=LBWKonzs8Qg

https://www.google.com/search?
q=the+anatomy+of+a+special+education+teacher&rlz=1C5CHFA_enCA847CA8

Visual Impairments, including Blindness. A publication of NICHCY Disability Fact Sheet

#13; November 2012
Artifacts: #5- Educational Survey

This artifact gave me an opportunity to explore the role of a research teacher. This survey

was to assess the effect technology has on students learning in the classroom and their parents

involvement. This educational survey included gathering data, analyze, researched based

qualitative and quantitative using the Likert scale.

Standards Connects

INTASC Standards

Standard #1: Learner Development

The teacher understands how learners grows and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.

1(d) The teacher understands how learning occurs-how learners construct knowledge, acquire
skills, and develop disciplined thinking processes-and knows how to use instructional strategies
that promote student learning.

NYS Code of Ethics for Educators

Principle 3: Educators commit to their own learning in order to develop their practice.

Educators recognize that professional knowledge and development are the foundations of their
practice. They know their subject matter, and they understand how students learn. Educators respect
the reciprocal nature of learning between educators and students. They engage in a variety of
individual and collaborative learning experiences essential to develop professionally and to promote
student learning. They draw on and contribute to various forms of educational research to improve
their own practice.

Ontario College of Teachers

The Ethical Standards for the Teaching Profession

Integrity: Honesty, reliability and moral action are embodied in the ethical
standard of Integrity. Continual reflection assists members in exercising integrity in
their professional commitments and responsibilities.

DOE /CAEP Standards Claims 1-3

Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.
 International Society for Technology Education for Teachers and Students (ISTE)

Students
4(d) Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with
open-ended problems.

Teachers
2(a) Shape, advance and accelerate a shared vision for empowered learning with technology by
engaging with education stakeholders.

Educational Survey

Dianne Kerr

Medaille College

ECI 510- Research in Educational

Mr. Graig Centrie

August 11, 2019

The purpose of this survey is to understand how technology has changed, how teachers’ teach in

the classroom, and the parent involvement in the process of their children’s learning. How

parents view the devices in the classroom.

The Target Population:

The target population of the questionnaire is designed for parents of students in the elementary

school level from Kindergarten to Grade 6.

Introduction

I believe technology is the way of future. It is now used in the classroom as a teaching tool and

children in kindergarten now have access to these devices. As this becomes a game changer in

the educational system I cannot help but wonder what role the parent plays in this field. Most

parents want to decide how much time their children are on devices. As such, we also understand

that not all children have access to technology or if their home has internet. Most of these
children would only have access to technology devices at school. This could put some children at

a disadvantage which could mean that their parent would have little to no knowledge of

technology and what it means to their childrens future. It is imperative to getting the teacher and

parents to work together which will help children’s learning using technology. Parents can

volunteer on the days they have specific learning on the devices. Developing a good relationship

with parents and having them understand that technology can be used to improve teaching and

learning and assist students to be successful.

The purpose of this questionnaire is to assess the affect technology have on student learning in
the classroom and their parent involvement. Please know that your responses are completely
anonymous. It is very important that you answer honestly and truthful as possible. Please circle
the number below that best describe how much you agree or disagree with each question.

Strongly Disagree Neither Agree Agree Strongly Agree

Disagree or Disagree
1 2 3 4 5

Do you have internet 1 2 3 4 5

access at home? Yes or NO
1 2 3 4 5
What kinds of technology
is available to your child at
home
Check all that applies
Laptop
iPad
Mobile phone
Computer
1 2 3 4 5
The technology available
for my child at school is
basic and easily
understood.

1 2 3 4 5
How important technology
usage in the classroom has
on your child learning and
comprehension.
1 2 3 4 5
Do you feel that you are
well informed about the
technology your child is
learning in the classroom.
1 2 3 4 5
Are you satisfied with the
opportunities you have for
input and involvement in
your child’s classroom
activities.
1 2 3 4 5
As a
parent/guardian/caregiver
how knowledgeable are
you in technology.
*Underline one
No Knowledge
Basic Knowledge
Proficient
1 2 3 4 5
My children use technology
for home-work?
Check all that applies
Never
Sometimes
Always
1 2 3 4 5
Would you be interested in
technology training classes
for parent at the school
1 2 3 4 5
How can the school help to
facilitate a greater quality
of technology awareness
between teachers, parents
and students.
Check all that applies
Workshop
Parent-teacher conference
Community program

Please add any additional

comments:

Question 1- Do you have internet access at home? Yes or NO

Yes, yes, yes, yes, 3, yes, yes, yes, yes, yes
Question 2- What kinds of technology is available to your at home.
Check all that applies:
Laptop
iPad
 Mobile phone
Computer
All above
Laptop/Mobile phone, computer, laptop/iPad/phone, all above, iPad, all above,
all above, all above, laptop/phone/computer, all above
Question 3- The technology available for my child at school is basic and easily
understood.
4, 5, 4, 5, 4, 5, 4, 5, 4, 4
Question 4- How important technology usage in the classroom and what impact
does it on your child’s learning and comprehension
4, 4, 4, 5, 3, 3, 2, 5, 3, 4
Question 5- Do you feel that you are well informed about the technology your
child is learning in the classroom.
4, 4, 3, 4, 2, 3, 1, 5, 2, 2
Question 6- Are you satisfied with the opportunities you have for input and
involved in your child classroom activities.
2, 5, 3, 4, 3, 4, 3, 5, 3, 2
Question 7- As a parent/guardian/caregiver how knowledgeable are you in
technology.
*Underline one
No Knowledge
Basic Knowledge
Proficient
Basic knowledge, basic knowledge, proficient, proficient, proficient, 4,
proficient, basic knowledge, basic knowledge, basic knowledge
Question 8- My child or children use technology for home-work?
Check all that applies:
Never
Sometimes
Always
Always, sometimes, sometimes, sometimes, sometimes, sometimes, sometimes,
sometimes, sometimes, never
Question 9- Would you be interested in technology training classes for parent at
the school
4, 3, 4, 1, 2, 5, 5, 5, 4, 4

Question 10- How can the school help to facilitate a greater quality of technology awareness between
teachers, parents and students.
Check all that applies:
Workshop
Parent-teacher conference
Community program
All above
All above, workshop, community program/workshop, community workshop, all above, all above, parent-
teacher conference/community programs, all above, workshop/community program,
workshop/community program

Please add any additional comments:

o This survey encourages me as a parent to ask more questions about the use of technology in

the classroom and its impact on my child.

o I believe technology is very beneficial in our kids lives. As technology advances kids use this

amazing opportunity to create new and unthinkable things with it. Therefore technology

should be strongly pushed in our kids educational system.

o I am proficient in technology. Therefore I feel the classroom setting of learning may not suit

my needs, it may be too low a level. However, I would like to learn more technology than I

already know due to the fact that children are even more advance than me no matter what.

For myself- may be an online workshop/community program that I could complete on my

own time at home.

o We should look for a balance in integrating technology. One common problem I have

personally noted is that my students easily get distracted when learning using technology.

Some activities such as (Math, basic English) are much more effective when taught pen to

paper.

o I would like safe guards in place for when my child is on the internet so, while she in using it

inappropriate links/pops ups will not occur. And for the teachers to explain what appropriate

computer use looks like (never giving her personal info to people online). Inform her that
 even though the internet in very helpful/useful it can also be destructive. Cyber

bullying/strangers luring them etc.

The data collected from the survey refers to technology in the classroom and parents partnership.

To my understanding nine out of the ten had internet services at home, the other did not agree or

disagree. The homes were equipped with technology devices and eight out of ten had a Laptap,

and some households had all the devices listed. It was even with strongly agree to agree on that

technology was provided and was easily understood by their child/children. The usage of

technology in the classroom and its impact on learning and comprehension were in agreement by

parents.. Most parents do not feel well informed about the technology usage in their children’s

classroom. Across the board parents do not feel they have much of an input or involvement in
their child’s classroom activities. Between the parent, guardians and caregivers it was even down

the middle. Some were proficient and had basic knowledge using technology. The children only

use technology devices sometimes for homework. Nearly all the parents express strongly that the

need for some sort of training technology class. They would also like if the school would

facilitate and offer a workshop, or community program involving technology knowledge basic.

There is an opportunity for any added comments that they would like to share. Five out of ten

took the time to add some detailed comments that are listed above. Two of them have asked for

teachers to keep a balance and offer students safe guards on the internet for her child to be safe

when online against cyber bullying.

Although technology is a teaching tool and children will have access no matter which class they

attend, parents will also have to understand that technology will be part of their children learning

and it is to aid their children in becoming successful in todays society. Lets remind teachers and

parents to create a balance and teach proper technology safe guards.

Plan for improvement:

As technology continues to evolve in the classroom teachers have to find ways to get the parents
involved. Teachers can create email as a way to communicate on a consistence basic with
families (its more private, personalized for sending messages, homework and reliable for class
notes). They can also create APP’s to send information about upcoming events, newsletter, and
websites parents and student can visit to assist in homework and lesson enhancement. Parents
who are involved in their child’s education created a positive effect on children’s motivation,
learning outcome and their well-being. As mentioned before keeping a balance not forgetting the
pen and paper is still useful and understanding when both are necessary for your student and
their success. Teaching safe guards to children accessing online information when researching
for a project. Learning about their digital foot print, information they should be aware of and
information they should not be giving out. Students should also be thought to seek help when
they are not sure when they are on technology devices

Artifact #6- Lesson Plan -Life Cycle of a Butterfly

 The science lesson plan was designed to engage all the different learning styles keeping

mind Howard Gardner’s multiple intelligence theory. It is also hands-on and the content is

prepared to allow students to work individually, or in pairs at their own pace while being

engaged and draws on their prior experience with the outdoor environment.

Connection to Standards

INTASC Standards

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.

7(a) The teacher individually and collaboratively selects and creates learning experiences that are
appropriate for curriculum goals and content standards, and are relevant to learners

7(b) The teacher plan how to achieve each student’s learning goals, choosing appropriate
strategies and accommodations, resources, and materials to differentiate instruction for
individuals and groups of learners.

7©The teacher develops appropriate sequencing of learning experiences and provide multiple
ways to demonstrate knowledge and skill.

7(d) The teacher plans for instruction based on formative and summative assessment data, prior
learner knowledge, and learner interest.

7(g) The teacher understands content and content standards and how these are organized in the
curriculum

7(n) The teacher respects learners’ diverse strengths and needs and is committed to suing the
information to plan effective instruction.

NYS Next Generation ELA Standard:

1R1: Text Types and Purposes 2.
Write informative/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
1SL5: Create or utilize existing visual displays to support descriptions to clarify ideas, thoughts,
and feelings.
 Ontario Curriculum Standards:
Making Inferences/Interpreting Texts 1.5
use stated and implied information and ideas in oral texts, initially with support and direction, to
make simple inferences and reasonable predictions.

DOE/CAEP Standards Claims 1-3

Claim 2: Medaille College graduates meet the needs of diverse

Claims 3: Medaille College graduates are caring educators

Council for Exceptional Children (ECE)

3. Promoting meaningful and inclusive participation of individual with exceptionalities in their

schools and communities

Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Dianne Kerr

Date: November 16, 2019

Context for Learning (edTPA)

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

Grade level: _1_______ Number of students in the class: ____24____

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
1  EA-teacher 5x/week for 45 mins
IEP-Learning Disability  Assistive Technology-Electronic
speller
 Modify text
 Assessment, assignment and class
work

Students with Specific Language Needs

Language Needs Number Supports, Accommodations,
 of Modifications
Students
 Visuals to support language
ELL 1  Small group activities
 Direction simplified
 ESL class 2x/week for 30
mins

Students with Other Learning Needs

Other Learning Needs Numbers Supports, Accommodations,
of Modifications
Students

Lesson ______ of a ______ Day Learning Segment

Subject and Lesson Topic: The Life Cycle of a Butterfly

Grade Level: 1 Lesson

Duration: 40 mins

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 is the different stages of The Life Cycle of a Butterfly.

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)

Last year in kindergarten the students did a series on caterpillars, which turned into butterflies. They are
aware of the concept of a life cycle.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
I will review, read books and show videos of the life cycle of a butterfly. They will examine each cycle as a
class.

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)

I chose this activity because the class went on a trip to the Rouge Valley Conservatory and the students
seemed fascinated by the different types of butterflies. They played with each other trying to catch them.

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

This activity was chosen because seeing butterflies is something all the students have experienced and
can relate to. Students can sequence events such as those from their visit and will now apply the skills to
a story read to them.

Curriculum Standards
NYS Next Generation ELA Standard: 1R1: Text Types and Purposes 2. Write
informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some
sense of closure.
Ontario Standards: Making Inferences/Interpreting Texts 1.5 use stated and implied information and ideas in
oral texts, initially with support and direction, to make simple inferences and reasonable predictions.

Objectives Assessment Modifications to

Using Bloom’s Taxonomy, include
statements that identify what
students will be able to do by the
end of the lesson and are aligned
to the standards identified above.
Students will create an art project
that demonstrates their
understanding of the life cycle of a
butterfly.
Using formal and/or informal
assessment tools, how will you
evaluate and document your
students’ progress on each of the
objectives?
Informally, I will constantly be
observing the students as they
work on their art projects.
Assessments
If applicable, explain how you
will adapt assessments to allow
students with specific needs to
demonstrate their learning.
(edTPA Task 1, Prompt 5b)
 I will continually prompt
students as they work if
needed.
 I will provide the IEP and
ELL students with the
books we used and
videos in class.

I will assess the art projects as  I will provide the IEP

Students will conduct research well as the drawing and oral and ELL students a
to gather information about the presentation. worksheet on the
life cycle of a butterfly
Language Demands
(edTPA Task 1, Prompt 4c)
Function
Looking at your standards
and objectives, choose the
one Bloom’s word that
best describes the active
learning essential for
students to develop
understanding of concepts
within your lesson.
Vocabulary
Key words and phrases
students need to be able
to understand and use
Syntax
Describe ways in which
students will organize
language (symbols, words,
phrases) to convey
meaning.
Discourse
How members of a
discipline talk, write, and
participate in knowledge
construction and
communicate their
understanding of the
concepts
Academic
Strategies teachers provide to help learners
understand, use, and practice the concepts
(edTPA Task 1, Prompt 4d)
Infer
 Butterfly
 Caterpillar
 Egg
 Chrysalis
The students will
sequence the life
cycle of the butterfly
(first, next, and last).
Think-Pair-Share.
Students will have
the opportunity to
use the vocabulary
and language in their
creation of their art
project of the life
cycle of a butterfly.
stages of the butterfly
to help them in the
creation of their art
project
Instructional Supports
 I will refer back to the previous
examples about life cycles:
 Such as chicken starts with an egg-
then turns to chick
 Frog starts as a tadpole then frog

 Students will explore the life cycle of
a butterfly through the class art
project, discussion, and being read
the book; “Caterpillar to Butterfly” by
Laura Marsh.
.
 Re-visit the vocabulary
 Visuals of the life cycle of butterfly
 For the IEP, and ELL students I will
work with them during think-pair-
share with the worksheet to create
their art project.
Instructional Process Accommodations and/or
Modifications and/or
Supports
Anticipatory Set/Motivator  Class will gather on the
I will begin the class by asking them to draw themselves as carpet and I will read
babies, their current age and as an adult. After this have a class “Caterpillar to
discussion that their drawing reflects the life cycle of humans Butterfly” by Laura
and every living thing has different life cycle (especially
Marsh.
butterflies)
 I will review the book
 What is a life cycle? and stages of the
 What are the stages of a butterfly’s life cycle? butterfly’s life cycle.

Instructional Procedures  Repeat instruction to

the class
1. Revisit and add to the K-W-L chart  The book is
2. Read aloud the text “Caterpillar to Butterfly” accessible and
3. Add new words to the “Word Wall” available for
4. Read aloud the text “From Caterpillar to Butterfly” reminder.
5. Pause and check for understanding about the concepts in
the book.  Leave the K-W-L
6. Revisit the stages of the life cycle of a butterfly chart visible for all
7. Put students into groups or with a partner student to have
8. Provide students with materials to start their art project access.
9. Provide worksheet for students to create their art project
 Refer students to use
the “Word Wall” for
spelling and
worksheet

 Pictures of the stages

of life cycle of
butterfly for the IEP,
and ELL student.

 Frequent checks for

understanding
Closure Frequent checks for
understanding.
To close the lesson, I will revisit the K-W-L chart and review
what was added today. Students will hand in their project and
worksheets.
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.

 “Caterpillar to Butterfly”
 K-W-L Chart
 Word Wall
 Visuals of the stages of the butterfly cycle
 Paper plates
 Construction paper- green
 Scissors
 Marker
 Glue/pipe cleaner/wiggle eyes
 Crayons/colored pencils
Word Wall
Egg
Caterpillar
Chrysalis
Butterfly
Cocoon
*We will continue to add to the “word wall
throughout the lesson unit.

Artifact #7- Early Childhood Education Resource Teacher

I obtained this certification at Seneca College in Toronto. Along with theory it also had a

practicum component. This artifact is very important to how I facilitate working with children on

a daily basic. As a resource teacher you learn techniques needed to promote the inclusion of

children with exceptionalities, and work as part of a transdisciplinary care team. I also assist

the class teacher by providing additional one to one support for children with moderate

learning difficulties.

It is imperative that as a teacher, I am able to ensure that all children needs are met both

individually and as a group. It is important we support children with different learning

abilities and not put limits on them, but encourage their participation efforts; whether in

the childcare sector or the classroom. The parents, families and the community are also a
part of the support structure; to remove the barriers to assure each child have the support

they need to strive as an individual without being singled out. Supporting environment

that values diversity and children can feel a sense of belonging. The lesson, atmosphere

how the classroom is set up to promote learning and engagement all of these elements are

conducive to what is essential for children to be successful.

Connection to Standards

INTASC Standards

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage

learners to develop deep understanding of content areas and their connections, and
to build skills to apply knowledge in meaningful ways.

8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of
individual groups of learners

8(b) The teacher continuously monitors students learning, engages learners in assessing their
progress, and adjusts instruction in response to student learning needs.

8© The teacher collaborates with learners to design and implement relevant learning
experiences, identify their strength, and access family and community resource to develop their
areas of interest.

8(I) The teacher knows when and how to use appropriate strategies to differentiate instruction
and engage all learners in complex thinking and meaningful tasks.

8(p) The Teacher is committed to deepening awareness and understanding the strengths and
needs of diverse learners when planning and adjusting instruction

Ontario College of Teachers

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.

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.

NYS Code of Ethics for Educators

Principle 3: Educators commit to their own learning in order to develop their practice. Educators
recognize that professional knowledge and development are the foundations of their practice.
They know their subject matter, and they understand how students learn. Educators respect the
reciprocal nature of learning between educators and students. They engage in a variety of
individual and collaborative learning experiences essential to develop professionally and to
promote student learning. They draw on and contribute to various forms of educational research
to improve their own practice.

Council for Exceptional Children (ECE)

3. Promoting meaningful and inclusive participation of individual with exceptionalities in their

schools and community.

14. Create safe, effective and culturally responsive learning environments which contribute to
fulfilment of needs, stimulation of learning, and realization of positive self-concepts.

1.12. Recommend special education services necessary for individual with an exception learning
need to receive and appropriate education.

DOE/CAEP Standards Claims 1-3

Claims 1: Medaille College graduates know the subject matter in their certification area(s)
Artifact #8 Professional Development in Education

The purpose of professional development is to improve our knowledge and skills

to facilitate individual, and school. Information and resources are constantly changing

and we want to ensure our children are getting the best from us as educators.

Connection to Standards

INTASC Standards
Standard #9: Professional Learning and Ethic practice

The teacher engages in ongoing professional learning and uses evidence to

continually evaluate his/her practice, particularly the effects of his/her choices and
actions on others (learners, families, other professionals, and the community), and
adapts practice to meet the needs of each learner.

9(a) The teacher engages in on going learning opportunities to develop knowledge

and skills in order to provide all learners with engaging curriculum and learning
experiences based on local and state standards.

9(b) The teacher engages in meaningful and appropriate professional learning

experiences aligned with his/her own needs and the needs of the learners, school,
and system.

NYS Code of Ethics for Educators

Principle 3 Educators commit to their own learning in order to develop their practice. Educators
recognize that professional knowledge and development are the foundations of their practice.
They know their subject matter, and they understand how students learn. Educators respect the
reciprocal nature of learning between educators and students. They engage in a variety of
individual and collaborative learning experiences essential to develop professionally and to
promote student learning. They draw on and contribute to various forms of educational research
to improve their own practice.

DOE/CAEP Standards Claims 1-3

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

Ontario College of Teachers

Ongoing Professional Learning :Members recognize that a commitment to

ongoing professional learning is integral to effective practice and to student
learning. Professional practice and self-directed learning are informed by
experience, research, collaboration and knowledge.
Conclusion:

These artifacts are important because they illustrate my knowledge and skills. My Early

Childhood Education and ECE Resource Teacher certification equips me with the knowledge of

the whole child. The way they learn and develop and that each is an individual and to treat them

as such. The education survey and lesson plan show knowledge in research and to develop lesson

plan to support the needs of the diverse learners. Professional development is also an essential

part of keeping up to date with policy and standards to ensure quality and safety in the

classroom. I do hope this section highlight my preparedness and commitment to been an

effective educator.