ALIGNMENT MAP

ISTE Certification
Updated June, 2022

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ALIGNMENT MAP

Note that the foundational expectation is that artifacts meet the ISTE Standards for Educators, which is to say, your
artifacts should reflect strong pedagogy and professionalism that makes thoughtful use of technology or digital resources.

My name is Chau Pham. I am a 9th-grade Accelerated Geometry and Geometry teacher and the content lead at
Discovery High School in Lawrenceville, GA. I have been a teacher for sixteen years. I love learning and gaining
new resources, strategies, and ways to engage and create an authentic learning environment for my students.
The artifacts in my portfolio included the students in my advisement and Accelerated Geometry classes. My
students came from a variety of backgrounds and academic levels.

Link to artifacts folder/space: Pham_Chau artifact folder

Link to reflection document/artifact: Reflection

Artifact(s) Links Contextualization of Artifact &

ISTE Description of Implementation
Criteria Please use naming
Standard convention Please provide 1 unique contextualization per each criterion.
“LastName_Artifact#”

1. The educator Does not count Reflection

reflects on his/her against 9-14
application of the ISTE artifacts. Please
standards and goals for introduce yourself in
using them in the reflection.
future.
1. Learner 2. Set professional In Artifact 1, I identified two professional learning goals
learning goals. that allowed me to explore and apply pedagogical
approaches to teaching. My goals were to explore,
Pham_ Artifact 1
evaluate, implement, and incorporate at least three new
digital tools or applications in my classroom and to keep

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my students engaged in authentic learning by integrating

and applying different digital tools into the lesson. The
students were given an Exponential Growth and Decay
task that allowed for many technologies uses, including
Desmo, Nearpod, Formative, and different technology
tools to present their findings. My goals were met as I
acquired more than three digital tools to add to my digital
toolbox. Not only do my students benefit from my learning,
but I also share my new knowledge with colleagues to use
them in their classrooms. Criterion 2 is highlighted from
0:04 to 3:09.

3. Actively participate in a In Artifact 2, I pursued professional interests through

local or global digital professional learning networks (PLNs) globally and locally.
network. The global PLNs include social media platforms like Twitter,
Instagram, and Pinterest, and the local PLNs include district-
level Geometry teams, Math department PLNs, and
Discovery Geometry PLNs. I actively participated in social
media platforms such as Twitter and Instagram by
participating and sharing teaching ideas in discussion posts. I
also actively participated in the Math department PLN and
co-led meetings for the geometry teachers. While leading the
Geometry PLN, I introduced and modeled different
technologies for integration into the lesson. Sharing the
resources with the teachers in the PLN team provides
equitable access to learning and improves student
Pham_ Artifact 2 achievement across the Geometry content. The criterion 3
is highlighted in the video from 0:20 to 3:33.

4. Report changes made Pham_Artifact 3 For Artifact 3, I used peer-reviewed and research-based
to teaching practice journals on how to keep students engaged in a math class. I
based on timely, researched how to guide, support, and provide ideas on

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research-based best implementing and integrating technology into the classroom.

practices. I used different tips from the instructional technologist to
create and integrate the technology(e.g., Padlet, concept
mapping, Desmos, Jamboard, and gamification platform).
Integrating technology into the curriculum not only provides
students with the opportunity to expand their skills and
success academically, but also prepares them for the real-
world upon graduation (D'Angelo, 2018).  Criterion 4 is
highlighted in the video from 0:02-2:21.
2. Leader 5. Promote a shared Pham_artifact 13 In artifact 13, I surveyed and collected information from the
vision. stakeholders to learn about how technology empowers
student learning. To help develop the shared vision, I
examined the ISTE’s essential student learning conditions,
Peer-reviewed research on student learning, and
synthesized national, state, and local school technology
plans. I then created and shared the infographic of the
instructional technology shared vision for empowering
students with technology. I shared the infographic with my
content team at Discovery High School through Teamchat,
Instagram, and Twitter. Also, I emailed my Administrator to
discuss the next step for our school since we currently do not
have any vision for instructional technology. Criterion 5 is
highlighted in the video from 0:02-2:37.

6. Advocate for equitable Pham_artifact 4 In artifact 4, I shared my "Project Table in Hand" as evidence
access. of my ability to advocate for equitable access to learning
opportunities for all students. Technology plays a critical role
in reaching the learning needs of all students regardless of
their social and economic. To provide an equitable learning
experience, I wrote a grant to purchase a class set of Tablets
and enable students to participate in the STEM cross-
curricular. The grant outlines the project's objective and steps
to secure funding and evaluate the impact of the use of the

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7. Model new resources
or tools.
3. Citizen 8. Implement learning
experiences for students
to be empathetic and
socially responsible.
9. Promote student
behaviors that encourage
curiosity as they critically
identify/examine online
resources.
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Tablet on students learning. Criterion 6 is highlighted in
the video from 0:01-2:52.
Pham_artifact 5 In artifact 5, I created a post on my blog to review, explore,
evaluate, and adopt new digital tools. To evaluate the digital
tools, I created an evaluation instrument to assess each tool.
My posts show evidence to connect digital learning tools with
learning activities in the classroom. I created videos to
showcase and modeled how to use the tool in the classroom
to my classmates in the Ed.S cohort and my colleagues at my
school. Criterion 7 is highlighted in the video from 0:01-
2:52.
Pham_artifact 6 In Artifact 6, I developed a series of digital citizenship
lessons and implemented them with my Advisement
students. The artifact showcases how I guided my students
by relating experiences to be socially responsible and
empathic toward others. In the "Are you doing your part as
a good citizen" lesson, students explored and discussed the
concept of social responsibility and committed to doing one
nice thing for others. In the "Empathetic or Sympathetic"
lesson, students explored and applied how to be an empathic
person versus a sympathetic person. Through scenarios-
based learning, students demonstrated an understanding of
being socially responsible and exhibited empathetic behavior
as an essential component of good digital citizenship.
Criterion 8 is highlighted in the video from 0:2:31.
Pham_artifact 7 In Artifact 7, I developed and implemented a digital
citizenship lesson with my Advisement students. The artifact
showcases how I guided my students to evaluate online
resources for relevance, accuracy, reliability, and unbiased.
In the "Is it FACT or FAKE?" lesson, students examined and
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10. Mentor students in
safe, ethical and legal
use, including intellectual
property.
11. Model responsible
use, including protection
of digital identity and
personal data.
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discussed the validation criteria to ensure that the sources
are trustworthy and reliable. Through scenarios-based
learning and the CRAAP checklist, students demonstrated
their understanding and determined whether the information
was accurate through the eyes of an unbiased view.
Criterion 9 is highlighted in the video from 0:01-2:58.
Pham_artifact 6 In Artifact 6, I developed and modeled two mini-lessons
about the safe, ethical, and legal use of technology and
digital tools, including intellectual property, to my Advisement
students. In the "Copyright: Can I use it?" lesson, students
explored and discussed different scenarios about copyright
infringement. Students reflected on the possible steps to use
and share other people's creative work. In the "Copyright:
Fair Use, Public Domain and Creative Common" lesson,
students explored and recognized the symbol of copyright to
use and share online legally. Through videos, discussion,
and reflection, I guided my students to understand and utilize
the importance of copyright uses of technology ethically and
legally. Criterion 10 is highlighted in the video from 2:32-
4:47.
Pham_artifact 6 In artifact 6, I developed and modeled two mini-lessons to my
Advisement students about the responsible use and
protection of digital identity and personal data. In the "Does
My Post Define Who I Am?" lesson, students explored and
discussed how to develop and manage a positive footprint
digitally. In "Sharing Doesn't = Caring," students learned and
managed their online data and privacy to protect themselves
from online predators. I guided my students through videos
and discussions to manage their digital identity and protect
their data privacy. Criterion 11 is highlighted in the video
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from4:48-6:40.

4. 12. Collaborate with Pham_artifact 8 In Artifact 8, I created an Engaged Learning project for
another educator. Geometry students titled "Building a Tiny House." Using an
Collaborator online discussion forum, I collaborated with classmates to
improve our use of technology to design authentic learning
experiences for our students. By collaborating, creating,
utilizing the feedback, and revising the Engaged Learning
project, we could design and implement an authentic and
meaningful learning experience. Criterion 12 is highlighted
in the video from 0:01 to 1:35.
13. Co-learn with students Pham_ Artifact 1 In Artifact 1, I designed and implemented an authentic real-
about a new digital tool. life application learning task on Exponential Growth and
Decay about borrowing money to buy a house, car, or
student loan. Students were tasked with researching the
types of loans of their interest and developing a presentation
to demonstrate their findings. Students had autonomy in the
digital tools of their choice to complete the task. The students
and I collaborated to explore and discover new technology
appropriate for completing the task. We improved our
technology literacy with digital tools, including Scratch,
Animatron, Canva, Screencast, PowToon, Google Slides, or
any digital presentation tools they chose through co-learning
and troubleshooting. The criterion is highlighted from 3:10
to 5:39.

14. Facilitate students’ Pham_artifact 8 In artifact 8, I was responsible for facilitating virtual meeting
virtual meetings with with other students. The collaboration tools allowed students
experts or students. to communicate and share their tiny house designs with their
peers. This was done by sharing their designs on the
Geometry discussion board on eClass. Students provided their
peers with feedback using the "Glow and Grow." Students
created a presentation of their final project and shared the

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design of their tiny house with their peers, teachers, parents,

and the community. Criterion 14 is highlighted in the video
from 4:58 to 6:39.

15. Demonstrate effective Pham_artifact 8 In artifact 8, I demonstrated my understanding of how the

communication with all importance of communicating with the students, teachers,
students’ supporters. parents, and the community. Students completed an interview
with their peers and parents' preferences and what they
wanted to have for their tiny houses. The Engaged project
emphasized cultural competency by allowing students to
design a tiny house that fit their styles and cultures. Students
collaborated using email and text messages to communicate
and Google Docs to complete and record their research and
budgets. They also created a 3D design of their tiny house on
Tinker CAD, Home.by.Me and Roomsketcher. Criterion 15 is
highlighted in the video from 3:27 to 4:57.

5. Designer 16. Accommodate learner Pham_artifact 9 In Artifact 9, I shared how I created a learning environment to
differences. accommodate learner differences through the use of
technology. This was accomplished through creating,
adapting, and personalizing learning experiences that foster
independent learning and accommodate learner differences
and needs. The artifact showcases how I have designed my
classroom for small-group instruction. I used multiple
instructional delivery methods to reach all learners and their
needs. I incorporated videos, audio, and formative
assessment tools to help individualize students. Criterion 16
is highlighted in the video from 0:01 to 2:48.

17. Align to content area Pham_artifact 8 In Artifact 8, I aligned the Engaged Learning Project to
standards. content area standards and designed authentic learning
activities using digital tools and resources. All of these were
technology-rich and provided the students with active, deep

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learning experiences for the students. The Engaged Learning

Project was aligned to the ISTE Student Standards, Georgia
7th Grade Mathematics stand, and Geometry Standards. The
project demonstrates the students' understanding of the
learning standards and designs and creates 3-D models of
Tiny House to share with their peers and the community.
Criterion 17 is highlighted in the video from 1:36 to 3:26.
18. Design a digital In artifact 10, I created and developed a digital learning
learning environment. environment for my students. I explored and applied the
instructional design principles to support student engagement
and learning. I designed an online learning experience using
Google Site for the Advanced Algebra students for the
upcoming year. The online module is based on the Statistics
module. Students will utilize digital tools such as Google
Suites, Canva, Adobe Spark, and Screencastify to showcase
Pham_Artifact 10 their learning. Criterion 18 is highlighted in the video from
0:03-3:30.
6. Facilitator 19. Facilitate and guide Pham_artifact 9 In Artifact 9, I was responsible for facilitating and guiding
learning as students take learning for my students to take ownership of their learning
ownership of their goals in both independent and group settings. This artifact
learning goals. provided evidence of personalized learning through the
development of a Personalized Learning Plan. Before setting
their learning goal, students completed a learning styles
survey to provide me an insight into the student's learning
styles and how to support students in their learning. To
accomplish this, I developed a student-driven project, which
allowed the students to have a voice and choice in
demonstrating and evaluating their competency with the
standards. The students were responsible for developing,
tracking, and developing strategies to achieve and reflect on
those goals. Criterion 19 is highlighted in the video from
2:49 to 5:11.

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20. Manage the use of Pham_artifact 11 In Artifact 11, I shared the computing project I developed and
technology for learning in implemented with my Advisement students. I was inspired to
a nontraditional have the students do this project after learning about Scratch
classroom setting. in class and seeing its practical uses to show students real-
life applications through the lens of the STEM academy. The
students could create an animation, story, music, or game
based on their interests. The artifact displayed how I kept
learners engaged and on task during the lesson, as well as
outlining rules, guidelines, and parameters regarding the use
of technology. Criterion 20 is highlighted in the video from
0:01-2:04.

21. Create opportunities Pham_artifact 11 In Artifact 11, I shared the computing project with my
for students to use a Advisement students as evidence of my ability to design and
design process and/or implementation of a design thinking and computational
computational thinking. thinking process. Through the computing project, students
use the Creative Play Design process and computational
thinking to create an animation, story, music, or game based
on their interests through the Scratch program. My design
process included Inspire, Imagine, Create, Play, and Reflect.
The project design checklist was an important component of
the project as it supported students through the design
process. Criterion 21 is highlighted in the video from 2:05
to 5:10.

22. Model and nurture Pham_artifact 11 In Artifact 11, I shared the computing project I developed and
creativity. implemented with my Advisement students to demonstrate
my ability to model and nurture creativity. Before students
worked on their projects, I shared my own examples and

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modeled to students the importance of risk-taking,

experimenting, and making mistakes along the way.
Students were encouraged to create an original animation,
story, games, art, or music to creatively communicate and
connect their ideas and knowledge with an authentic
audience. Criterion 22 is highlighted in the video from
5:11 to 7:36.

7. Analyst 23. Provide alternative Pham_artifact 9 In Artifact 9, I designed and implemented projects allowing
ways for students to show my students to showcase their learning using technology.
competency. The artifact displayed how the students were given voice and
choice to select the relevant topics and the autonomy to
choose different digital tools to present their findings. The
students were given options such as Canva, Prezi, PowToon
Google Slide, Flip, and other digital tools to show
competency and reflect on their learning. Criterion 23 is
highlighted in the video from 5:12 to 7:23.

24. Use assessment data Pham_artifact 12 In Artifact 12, I shared the technology based that I designed,
to inform and guide implemented and analyzed for my Accelerated Geometry
instruction based on students. In the “Properties of Circle” unit, I used variety of
individual student needs. technologies to design and implement various forms of
formative to check my student understanding. Using the
qualitative data from the formative assessment, I analyzed
the areas of need, provided feedback, and supported
students in small-group remediation. The outcomes of the
summative data impacted by the how I used the formative
assessment to guide my instruction. My artifact showcased
the data that I used to analyze learning and inform a change
in my instruction. Criterion 24 is highlighted in the video

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from 0:00 to 3:00.

25. Provide opportunities Pham_artifact 12
for students to reflect on
their own learning data.
In Artifact 12, I explained and shared the assessment
analysis I completed after administering the technology-
based summative to my Accelerated Geometry students. The
student result data was shared with students, their parents,
and other stakeholders through Synergy. The students were
given a self-assessment to reflect on their learning using a
Google Form. Through the self-assessment, the students
were able to determine if they would like to revise their work,
complete the remediation module or attend the Flex period to
remediate the missed concepts. Criterion 25 is highlighted
in the video from 3:01 to 6:17.

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