Section3 Revised

Section Three:
Teacher Candidate Artifacts

Introduction
Section two the Teacher Candidate Background Experiences of the M.S. Ed. portfolio is
an important proponent that showcases my successes as a teacher candidate for the role of
professional teacher. In section three I will display some areas of strengths through artifacts
developed by me in various courses taken at Medaille College. These artifacts are a continuation
of successful supports to showcase and demonstrate that I possess the major areas of teacher
competences in planning, instructional and assessment processes. Furthermore, sections three
highlights remaining competences in the area of best teaching practices, abilities to implement
technology, awareness towards accommodations, classroom management skills and creativity
that also contributes to the motivation of my students willingness to learn, implementation and
constant acknowledgement of culturally responsive teaching practices, and collaborations and
dispositions of a professional level. In addition, the artifacts that will be on display will
encompass a rationale that will demonstrate a relationship between curriculum and professional
standards set out by various levels of government in both Canada and the United States of
America.
The various curriculum and professional standards are Interstate New Teacher
Assessment Support Consortium Standards (INTASC Standards), NYS Code of Ethics for
Educators, The Ontario Ethical Teacher Standards, P-12 NYS Common Core Learning for ELA,
Math and Social Studies, NYS Learning Standards, Ontario Ministry of Education Expectation,
Teacher Education Accreditation Council / Council for Accreditation for Educator Preparation
(TEAC/CAEP), International Society for Technology Education for Teachers and Students
(ISTE), and the Council for Exceptional Children (ECE). The following artifacts will be
highlighted for you the reader in section three of my M.S. Ed. portfolio. A certificate of
completion in DASA Training, a certificate of professional development in SMART Board
Basics Level 1 training, a certificate of completion in training in School Violence Prevention and
Intervention / a certificate of completion in coursework / training in Identification and Reporting
of Child Abuse and Maltreatment, a Pecha Kucha presentation involving special needs
awareness and prevention, a survey including qualitative and quantitative data, a cyber safety
presentation, a guided reading lesson plan, a unit and five lesson plan package on health and
physical education, and a science project presentation.
Artifacts & Rationales

Artifact #1: DASA Certificate
DASA stands for the Dignity for All Students Act. The Dignity Act is designed to
provide students with an educational environment that is discrimination and harassment free.
The act even covers the promotion of a positive school community that is culturally sensitive and
embraces diversity through curriculum. According to NYU Steinhardt (2008) Culturally
Responsive Classroom Management (CRCM) is an approach to running classrooms with all
children, [not simply for racial/ethnic minority children] in a culturally responsive way. More
than a set of strategies or practices, CRCM is a pedagogical approach that guides the
management decisions that teachers make. After successfully navigating the Dignity for All
Students Act Seminar in my Cultural Competencies as an Emancipatory Pedagogy course, I feel
that my understanding and readiness as a teacher candidate for the role of professional teacher is
enhanced and better equipped to prevent and provide intervention for harassment, bullying, and
discrimination. The certificate received as a result of this training enhances my professional
disposition and also signifies to me that students under my care will benefit from my due
diligence in reinforcing objectives such as awareness and sensitivity to a variety of experiences
of specific student populations, how to interact with families of aggressors and victims and
examine my own personal biases. I will now introduce you to the curriculum and professional
standards that coincide with my artifact and rationale.
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
respecting 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.
The Ontario Ethical Teacher Standards

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.
Although, a border separates Canada and the United States of America, an educational
environment free from discrimination and harassment fortunately isnt an ideology that is
separated by that same border. This Ontario standard in appropriate because I feel that it
embodies the spirit of DASA even though DASA was designed for the U.S. of A.
TEAC/CAEP Claims 1-3
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 #2: School Violence Prevention and Intervention / Identification and

Reporting of Child Abuse and Maltreatment Certificates
When one is to work with children you may be faced with a situation, witness or suspect
wrongdoing. Prevention and intervention strategies are and should be an import part of any
teachers arsenal. Keeping up with professional development is paramount and helps maintain a
professional disposition. The safety and wellbeing of our students is an integral part of an
educators role. Teacher competencies such as classroom management and what it entails is at
the forefront of thorough best teaching practices. According to Brackett and Rivers (2013) how
educators and students process and respond to emotions influences childrens education in ways
that affect their social, emotional, and cognitive development.
I chose this artifact due to the magnitude of the subject matter involved and the
importance of recognizing when the safety of our students is in question or at risk. Professional
development helps strengthen knowledge and heighten awareness. As part of the Foundation of
Special Education course I was exposed to the process of being certified for training in School
Violence Prevention and Intervention and coursework / training in Identification and Reporting
of Child Abuse and Maltreatment. Below you will find the curriculum and professional
standards that coincide with my artifact and rationale.
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.

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

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.
Claim 1: Medaille College graduates know the subject matter in their certification
area(s)
Artifact #3: Pecha Kucha Presentation

The Pecha Kucha presentation is 20 slide featuring 20 seconds of audio per slide. The
topic of choice entails discussing the pitfalls and prevention of an intellectual disability called
Fetal Alcohol Syndrome that falls under the umbrella of fetal alcohol disorders spectrum. This
artifact addresses students with disabilities and provides suggestions for the audience to
implement in the respected classrooms. Learning happens best under conditions that are aligned
with human cognitive architecture is part of the cognitive load theory by John Sweller
(Instructional Design Organization, 2015). This particular artifact touches many areas within the
teacher competencies. Planning, instructions, accommodations, classroom management, student
motivation and best teaching practices are the areas most common to interventions for this
particular artifact. The curriculum and professional standards associated with this artifact are
detailed below.
INTASC Standards
Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences.
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.
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.

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 honor 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.

Council for Exceptional Children (ECE)
Special Education Professional Ethical Principles
B. Maintaining a high level of professional competence and integrity and exercising
professional judgment to benefit individuals with exceptionalities and their families.
Artifact #4: Educational Survey

This artifact explores my abilities in the role of teacher researcher. This artifact was
designed, built, administered, analyzed and summarized base upon the debate of the attitudes and
beliefs associated with homework being necessary or unnecessary. The data gathered from this
survey was both qualitative and quantitative in nature through the use of a Likert Scale and
randomly designed questions to provoke thought. Effective teaching involves adopting
appropriate teaching roles to support our learning goals (Principals of Teaching, n.d.) Through
this artifact one could draw enough information to adjust their best teaching practices.
INTASC Standards
The Learner and Learning: Teaching begins with the learner. To ensure that each student
learns new knowledge and skills, teachers must understand that learning and developmental
patterns vary among individuals, that learners bring unique individual differences to the learning
process, and that learners need supportive and safe learning environments to thrive. Effective
teachers have high expectations for each and every learner and implement developmentally
appropriate, challenging learning experiences within a variety of learning environments that help
all learners meet high standards and reach their full potential. Teachers do this by combining a
base of professional knowledge, including an understanding of how cognitive, linguistic, social,
emotional, and physical development occurs, with the recognition that learners are individuals
who bring differing personal and family backgrounds, skills, abilities, perspectives, talents and
interests. Teachers collaborate with learners, colleagues, school leaders, families, members of the
learners communities, and community organizations to better understand their students and
maximize their learning. Teachers promote learners acceptance of responsibility for their own
learning and collaborate with them to ensure the effective design and implementation of both
self-directed and collaborative learning.
Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences.
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

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.

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.

Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices
Artifact #5: Cyber Safety Digital Citizenship

Technology is the way of the future and its rapid accent provides many individuals with
the opportunity to flourish as it does to deceive. Through our demand and need to always feel
connected to our new found technological lifestyles the use of cyber safety and digital citizenship
has become paramount amongst all that choose to participate. The world has become global just
as classrooms have become wall-less. Responsibilities have been placed on educational
institutions to develop electronic citizens that uphold the integrity of technology use (Issue of
Technology in Education 2013). The artifact of Cyber Safety and Digital Citizenship that I
chosen to share in this portfolio encompasses the following professional and curriculum
standards.
INTASC Standards
Professional Responsibility: Creating and supporting safe, productive learning

environments that result in learners achieving at the highest levels is a teachers primary
responsibility. To do this well, teachers must engage in meaningful and intensive professional
learning and self-renewal by regularly examining practice through ongoing study, self-reflection,
and collaboration. A cycle of continuous self-improvement is enhanced by leadership, collegial
support, and collaboration. Active engagement in professional learning and collaboration results
in the discovery and implementation of better practice for the purpose of improved teaching and
learning. Teachers also contribute to improving instructional practices that meet learners needs
and accomplish their schools mission and goals. Teachers benefit from and participate in
collaboration with learners, families, colleagues, other school professionals, and community
members. Teachers demonstrate leadership by modeling ethical behavior, contributing to
positive changes in practice, and advancing their profession.
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(h) The teacher knows how to use learner data to analyze practice and differentiate
instruction accordingly
New York State 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.

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.

International Society for Technology Education for Teachers and Students (ISTE):
Student
4.d. Use multiple processes and diverse perspectives to explore alternative solutions
Teacher
2.a. Design or adapt relevant learning experiences that incorporate digital tolls and
resources to promote student learning and creativity
Artifact #6: Guided Reading Lesson Plan
The guided reading lesson plan allowed for me to express my creativity through use of a
booklet designed by myself for the purpose of enhancing my students abilities of decoding
strategies (phonemic awareness, phonics), reading fluency, and reading comprehension. Many
teachers have embraced small-group teaching as a way of effectively teaching the broad range of
learners in their classrooms (Fountas & Pinnel, 2012). The guided reading artifact embodies the
following professional and curriculum standards.
INTASC Standards
Content: Teachers must have a deep and flexible understanding of their content areas and
be able to draw upon content knowledge as they work with learners to access information, apply
knowledge in real world settings, and address meaningful issues to assure learner mastery of the
content. Todays teachers make content knowledge accessible to learners by using multiple
means of communication, including digital media and information technology. They integrate
cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to
help learners use content to propose solutions, forge new understandings, solve problems, and
imagine possibilities. Finally, teachers make content knowledge relevant to learners by
connecting it to local, state, national, and global issues.
Standard #4: Content Knowledge
The teacher understands the central concepts; tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects of the
discipline accessible and meaningful for learners to assure mastery of the content.
potential of each student.
analyze, synthesize, evaluate and communicate information effectively.

insight for developing students' potential. Members express their commitment to students' well
being and learning through positive influence, professional judgment and empathy in practice.
P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies
A. Standards:
New York Speaking and Listening Standards K 5, Grade 1 - Comprehension and
Collaboration
1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions
(e.g., listening to others with care, speaking one at a time about the topics and texts under
discussion). b. Build on others talk in conversations by responding to the comments of others

through multiple exchanges.
Ontario Ministry of Education Expectation

A. Standards:
Ontario Oral Communication Grade 1 Listening to Understand Comprehension Strategies
1.3 Identify a few listening comprehension strategies and use them before, during, and after
listening in order to understand and clarify the meaning of oral texts, initially with support and
direction (e.g., use background knowledge, familiar word order, and context to make predictions
about content or vocabulary before listening to an oral text; think about what known words
might be related to the topic; ask questions to check understanding during and after listening;
create mental pictures while listening to a read- aloud and draw or talk about what they
visualized; retell the important information presented in a class discussion or a think-pair-share
activity)


J. Advocating for professional conditions and resources that will improve learning
outcomes of individuals with exceptionalities.
Artifact #7: Science Experiment Presentation

Professional collaboration is one of several teacher competencies that are important
towards obtaining and maintaining success. Teachers make and sustain valued changes to their
practice when they collaboratively construct, monitor and adapt context-specific approaches to
address their goals (Canadian Education Association, 2014). Professional collaboration was a
key component of this artifact, it embraced trust and determination in order to produce and
demonstrate in a seamlessly, effortless fashion a presentation and experiment for Educational
Methods of Teaching: Math and Science, a course in my M.S. in Ed. program. The professional
and curriculum standards for the artifact are outlined below.
INTASC Standards
The Learner and Learning: Teaching begins with the learner. To ensure that each student
learns new knowledge and skills, teachers must understand that learning and developmental
patterns vary among individuals, that learners bring unique individual differences to the learning
process, and that learners need supportive and safe learning environments to thrive. Effective
teachers have high expectations for each and every learner and implement developmentally
appropriate, challenging learning experiences within a variety of learning environments that help
all learners meet high standards and reach their full potential. Teachers do this by combining a
base of professional knowledge, including an understanding of how cognitive, linguistic, social,
emotional, and physical development occurs, with the recognition that learners are individuals
who bring differing personal and family backgrounds, skills, abilities, perspectives, talents and
interests. Teachers collaborate with learners, colleagues, school leaders, families, members of the
learners communities, and community organizations to better understand their students and
maximize their learning. Teachers promote learners acceptance of responsibility for their own
learning and collaborate with them to ensure the effective design and implementation of both
self-directed and collaborative learning.
Standard #3: Learning Environments: The teacher works with others to create
environments that support individual and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and self-motivation
New York State Code of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning
environments for all.
Educators apply their professional knowledge to promote student learning. They know
the curriculum and utilize a range of strategies and assessments to address differences. Educators
develop and implement programs based upon a strong understanding of human development and
learning theory. They support a challenging learning environment. They advocate for necessary
resources to teach to higher levels of learning. They establish and maintain clear standards of
behavior and civility. Educators are role models, displaying the habits of mind and work
necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning
individuals who reflect upon and monitor their own learning.
The Ontario Ethical Teacher Standards:

insight for developing students' potential. Members express their commitment to students' well
being and learning through positive influence, professional judgment and empathy in practice
P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies
NYS P-12 ELA Common Core Standards ELA & Literacy
Standard Strand: Writing
Grade: 6
Topic Strand: Research to Build and Present Knowledge
Item Number and Statement:
7. Conduct short research projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate.
NYS Learning Standards
New York State Standards for Elementary Science
Standard 4: The Physical Setting
Key Idea: 4
Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator:
4.3a In chemical reactions, energy is transferred into or out of a system. Light,
electricity, or mechanical motion may be involved in such transfers in addition to heat.

A. Standards:
Ontario Standards, NY State Standards, NYS P-12 Common Core Standards
Ontario Standards: Science and Technology
Overall Expectations:
By the end of Grade 6, students will:
2 investigate the characteristics of static and current electricity, and construct simple
circuits.
Specific Expectations:
By the end of Grade 6, students will:
2.3 use scientific inquiry/experimentation skills to investigate the characteristics of
static electricity.
2.4 design, build, and test a device that produces electricity.
2.6 use appropriate science and technology vocabulary, including current, battery,
circuit, transform, static, electrostatic, and energy, in oral and written communication.

Claim 1: Medaille College graduates know the subject matter in their certification area(s)
Artifact #8: Health and Physical Education Unit and 5 Lesson Plans
I created a unit and series of lesson plans in my Core of Education class as part of my
M.S. Ed. program. I felt as though health and physical education receives little or no attention
due to the heightened promotion of numeracy and literacy. Health and physical education has
personally helped me and promotes self-discipline and positive social interactions. Health and
physical education is important on many levels, it will nourish positive self-esteem, and increase
the student self-awareness and enable them with ways to deal with stress. I believe that students
will be more apt to seek positive healthy relationships through the use and support of knowledge
acquired in health and physical education. The elementary school years are critical periods for
helping children develop the physical, social, emotional, and cognitive skills necessary to lead a
healthy, active lifestyle (Fletcher, 2011). My unit and five-lesson plan artifact will demonstrate
the various professional and curriculum standards associated with it below.
INTASC Standards
Instructional Practice: Effective instructional practice requires that teachers understand
and integrate assessment, planning, and instructional strategies in coordinated and engaging
ways. Beginning with their end or goal, teachers first identify student learning objectives and
content standards and align assessments to those objectives. Teachers understand how to design,
implement and interpret results from a range of formative and summative assessments. This
knowledge is integrated into instructional practice so that teachers have access to information
that can be used to provide immediate feedback to reinforce student learning and to modify
instruction. Planning focuses on using a variety of appropriate and targeted instructional
strategies to address diverse ways of learning, to incorporate new technologies to maximize and
individualize learning, and to allow learners to take charge of their own learning and do it in
creative ways
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.
NYS Code of Ethics for Educators:

potential of each student
analyze, synthesize, evaluate and communicate information effectively

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.
NYS Leaning Standards

A. Standards:
New York Standard 1 Personal Health and Fitness Elementary Physical Education
1. Students will perform basic motor and manipulative skills. They will attain competency in a
variety of physical activities and proficiency in a few select complex motor and sports activities.
Students will design personal fitness programs to improve cardiorespiratory endurance,
flexibility, muscular strength, endurance, and body composition.
Demonstrate mastery of fundamental motor, non-loco motor, and manipulative skills, and
understand fundamental principles of movement.
v Apply the concepts and principles of human movement to the development of new skills.

A. Standards:
Ontario Grade 6 Health and Physical Education - B. Movement Competence: Skills, Concepts,
and Strategies.
B1.2 perform a wide variety of loco motor movements, in combination, at different speeds, in
different directions, and using different pathways, while moving around others and/or equipment.
B1.3 send and receive a variety of objects, adjusting for speed and distance, while applying
basic principles of movement.

C. Promoting meaningful and inclusive participation of individuals with exceptionalities in their

schools and communities.
Conclusion
It is my hope that you found my artifacts to be equally as interesting to peruse as it was
for me to develop. I truly believe that the artifacts are a snap shot that expresses my readiness as
a teacher candidate to fulfill the role of professional teacher. I have been able to clearly
demonstrate this by citing theories, theorists and experts in the field of education when applying
my personal beliefs and practices. Also I continued to reinforce my preparedness by displaying
my teacher competencies in the area of planning, instruction, assessment, student motivation to
learn, best practices, professional collaboration and disposition, technological use,
accommodations, and culturally responsive teaching. Section three has served it purpose as a
display of my talents but it will also serve a transition for section four that will continue my
evidential journey of the M.S. Ed. Portfolio Project.

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Section Three:

Teacher Candidate Artifacts

Artifacts & Rationales

NYS Code of Ethics for Educators

The Ontario Ethical Teacher Standards

Claim 3: Medaille College graduates are caring educators.

Artifact #2: School Violence Prevention and Intervention / Identification and

NYS Code of Ethics for Educators

The Ontario Ethical Teacher Standards

Claim 3: Medaille College graduates are caring educators.

Artifact #3: Pecha Kucha Presentation

The Ontario Ethical Teacher Standards

TEAC/CAEP Claims 1-3

Artifact #4: Educational Survey

NYS Code of Ethics for Educators

The Ontario Ethical Teacher Standards

TEAC/CAEP Claims 1-3

Artifact #5: Cyber Safety Digital Citizenship

Professional Responsibility: Creating and supporting safe, productive learning

New York State Code of Ethics for Educators

The Ontario Ethical Teacher Standards

TEAC/CAEP Claims 1-3

Artifact #6: Guided Reading Lesson Plan

NYS Code of Ethics for Educators

The Ontario Ethical Teacher Standards

discussion). b. Build on others talk in conversations by responding to the comments of others

Ontario Ministry of Education Expectation

TEAC/CAEP Claims 1-3

Council for Exceptional Children (ECE)

Artifact #7: Science Experiment Presentation

New York State Code of Ethics for Educators

The Ontario Ethical Teacher Standards:

Ontario Ministry of Education Expectation

TEAC/CAEP Claims 1-3

NYS Code of Ethics for Educators:

The Ontario Ethical Teacher Standards

NYS Leaning Standards

Ontario Ministry of Education Expectation

TEAC/CAEP Claims 1-3

C. Promoting meaningful and inclusive participation of individuals with exceptionalities in their

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