Introduction

The artifacts in this section have been chosen based on my own pedagogy. I believe that

this section will demonstrate specific skill, strategies and techniques that I have previously deve-

loped through my lifetime. My hope is that though I have listed eight artifacts that I will be able

to add on to the list as I progress into this career.

Artifacts & Rationales

Artifact #1: Pedagogy of the Oppressed

MSED ELEMENTARY PORTFOLIO PROJECT !2

Pedagogy of the oppressed is a book written by Paulo Freire,1972, a Brazilian educator

whose also a philosopher and political staple worldwide especially in the educational field. He

has influenced the likelihood of multiple disciplines such as theology, sociology, anthropology,

etc. This book was assigned as a required reading in one of my undergrad courses and I have

used this book to build foundational premises for my approach to education. Finally finding an

educator whose views mimic mine so closely was one of the reasons I chose this as an artifact for

my portfolio. As a woman of colour and all the other intersections that I possess, Freire’s peda-

gogy has those who are oppressed or have been oppressed as the basis of a lot of his work. He

had a love for the poor and oppressed people and believed that they possessed a knowledge that

was just as insightful as the professionals. I chose this as my first artifact because I thought that

this would be a great opening to my own pedagogy and philosophy for teaching and learning.

The fact that I never had being a teacher on my mind and for this book to help me transition not

knowing that that’s exactly what was happening gave me permission to use this as a very impor-

tant artifact. As this really helped me develop a more professional or theoretic basis for teaching

and education Andy views of both.

Intasc Standards:
Standard 9: The candidate is a reflective practitioner who continually evaluates the effects of his/

her choices and actions on others (students, parents, and other professionals) and who actively

seeks out opportunities to grow professionally.

TEAC/CAEP Claims
MSED ELEMENTARY PORTFOLIO PROJECT !3
Claim 2: Medaille College graduates meet the needs of diverse learners through effective peda-

gogy and best teaching practices

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate 


progression level(s) in the following categories: the learner and learning; content; instructional 


practice; and professional responsibility.

NYS Ethics

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 re-

spect 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 Ethics

INTEGRITY: Honesty, reliability and moral action are embodied in the ethical standard of In-

tegrity. Continual reflection assists members in exercising integrity in their professional com-

mitments and responsibilities.

[Back to Table of Contents]

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT !4
MSED ELEMENTARY PORTFOLIO PROJECT !5
Artifact #2: Classroom Management Kit

Classroom Management “Fun Box”

By:Deneshia Kent

EDU-510-S49

Classroom Management “Fun Box”

By:Deneshia Kent

Classroom management is vital for the learning and development of the classroom environment.

It ensures order and safety within the classroom community. Working in the school system now I have

observed what it looks like in a classroom with and without classroom management skills, and I do be-

lieve it is a skill that can be developed with experience.

The theorist that relates to my classroom management style is John Dewey. Although there are a

few others that mix well with my style his collaborative learning approach exemplifies the need for stu-

dents to be apart of the [Link] working together, teacher include helps the student in building

confidence will in turn help them learn. The item I chose for this specific theorist is “classroom excep-

tions”:

The classroom expectations are just that, the expectations that we as a class have for our classroom/

learning environment. Developing these together with the students collaboratively helps the students to

feel apart, and it allows everyone to have a say in how they want their classroom to be. This also allows

students and staff to have clear

“ClassDojo”
MSED ELEMENTARY PORTFOLIO PROJECT !6

The next item is “ClassDojo” Clasdojo is a class incentive program that is a proactive measure to

keep students engaged with class expectations,as well as being able to earn points towards a reward.

This reward can be a class reward or independent reward. Getting to know your students and under-

standing what type of reward system will work for them is what will help the system run smoothly.

“The RainStick and The chimes”

The third item I chose is the “rainstick” which is a tool used to help regain focus and attention on

the person speaking, this could be the teacher or a student. Pisalozzi’s of learning through observing, as

well as Vyzgotsky’s “I do, You do, We do” theory Zone of proximal development is demonstrated here as

well as. The teacher uses the rain stick, flipping it upside down, the students hear the sound and stop and
MSED ELEMENTARY PORTFOLIO PROJECT !7
put their attention on the teacher. The teacher would need to demonstrate the way the stick is used so the

students understand the use of the stick. This is also the same use of the chimes.

“Restorative Questions”

Problem solving is throughly important in any classroom. Allowing students to solve their prob-

lems independently as well as with adult and/or teacher [Link] specific questions that come from

the “Restorative Practice” help

guide staff and students on how to

solve any problem, mostly social,

and come to a solution. The theo-

rist whose theory I would connect

this with is to Dewey’s process-

oriented to problem solving. Prob-

lem- solving is a skill that is need-

ed beyond the classroom and be-

MSED ELEMENTARY PORTFOLIO PROJECT !8
yond academic problem solving, it’s truly important socially as well. Maslow’s hierarchy of needs also can

be a theory that works well with this classroom management tool. Feeling that you are being heard, that

someone is interested and cares about your need to connect is vital in students building a safe space in

their classroom.

In conclusion, I found that these 5 tools will be gratefully helpful in managing a classroom suc-

cessfully. With the understanding that when it comes to classroom management trial and error is impor-

tant, as you get to know and understand your students the teacher will be able to find tools that will assist

in managing the classroom.

Classroom management is the foundation of an effective classroom. In order for students

to learn and for a teacher to teach, just like any business, there need to be structure, consistency

and accountability. This quote sums the basis of classroom management, “research suggests that

all students are motivated to learn, as long as there are clear expectations, the tasks and activities

have value, and the learning environment promotes intrinsic motivation (Wlodkowski & Gins-

berg, 1995; Eccles & Wigfield, 1985; Feather, 1982; Kovalik & Olsen, 2005).” The classroom

management kit contains extrinsic as well as intrinsic motivation ideas. Often time an important

part of managing a classroom is building a rapport with the students so they can begin to trust

that you have their best interest at heart and that the expectations created as a class are going to

be beneficial for everyone even the teacher.

[Back to Table of Contents]

Intasc Standards :
Standard 5 : The candidate encourages an understanding of individual and group motivation and

behavior to create a learning environment that encourages positive social interactions, active en-

gagement in learning, and self-motivation.

NYS Code of Ethics for Educator

MSED ELEMENTARY PORTFOLIO PROJECT !9
Principle 1: Educators nurture the intellectual, physical, emotional, social and civic potential of

every student.

Principle 2: Educators create support and maintain challenging learning environment for all. On-

tario Ethical Teacher Standards

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

veloping 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 hon-

our 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.

TEAC/CAEP Standards

Claim 1: Medaille College graduates know the subject matter in their certification area(s) 113

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

gogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

Special Education Professional Ethical

Principle 1: Maintaining challenging expectations for individuals with exceptionalities.

Principle 2: Maintaining a high level of professional competence and integrity and exer-

cising professional judgment to benefit individuals with exceptionalities and their families
MSED ELEMENTARY PORTFOLIO PROJECT ! 10
Principle 3: Promoting meaningful and inclusive participation of individuals with excep-

tionalities in their schools and communities.

MSED ELEMENTARY PORTFOLIO PROJECT ! 11
Artifact #3: Literacy Practitioner Article Review

Literacy Practitioner Article Review

EDL 650 Assessment and Evaluation of Literacy

Deneshia Kent

September 23, 2018

MSED ELEMENTARY PORTFOLIO PROJECT ! 12
Article: Using Lesson Study to Align Elementary Literacy Instruction Within the RTI Framework

Summary

This article discusses the need for the general curriculum concepts need to align with

supplementary teaching the higher need students receives through the supplementary teaching.

The RTI ( Response to Intervention) Framework is discussed in the article as the system that is

used to determine the students instructional needs through a tiered system. Tier 1 being that the

students requires little to no support and is taught general curriculum concepts through their

teacher. Tier 2 is the students who get the same as Tier 1 but require supplementary teaching in

small group most likely by in school special education support services. Tier 3 the student re-

ceives the same as Tier 1 but require more intense support through supplementary teaching 1:1.

In this article the school personnel realize that though these students are receiving the required

supports the students are getting double the load of required instruction but the problem is that

the supplementary teaching is not aligning with what the students are learning in their class-

rooms.

Students, in Tier 2 and 3 will benefit from supplemental instruction that aligns with the

general instruction in Tier 1. This article discussed doing this by using an effective strategy

called “Lesson Study”. This is a tool used to design and implement aligned instruction it helps

teachers to collaboratively create goals based on the standards. This strategy, according to the

article, has also proven to be effective in helping teachers differentiate instruction to meet stu-

dents needs at higher success rate.

Lesson Studies have five steps, and in this article the steps are described through phases.

Each phase is discussed and the school that is used in this article to help demonstrate the research
MSED ELEMENTARY PORTFOLIO PROJECT ! 13
and effectiveness of this strategy is Desert Sun Elementary School. The 5 phases are; Phase 1:

Getting Started, Phase 2: Analyze Data and Study Curriculum, Phase 3 : Create Align Goals,

Phase 4: Design Align Lessons and lastly Phase 5: Teach lesson and Analyze with peers.

Phase 1: Group Norms, Housekeeping items discussed, agenda for meeting is discussed.

Phase 2: Analyze and discuss presented student data.

Phase 3: Start setting the aligned goal.

Phase 4 : Design the aligned lesson with team making sure to access students prior knowledge.

Phase 5: Teach lesson and Debrief with peers

The article concludes by explaining that the Lesson Study strategy is a structure that has

been successful in helping teachers implement an aligned curriculum, learning goals and strate-

gies across the tiers within the RTI framework. The Desert

Critical Analysis

After analyzing this article the strengths that I observed were the thorough teaching of

what the lesson study itself. In the article the authors broke down each phase of the study and it

made it quite helpful with the actual “hands on”/visual moments of the phases. An example of

this was when the author described that in phase 5 ( the teaching and analyze phase) the school

had teachers observe during the lessons, as well as having the supplementary teaching staff their

weaving through the students to support. The observation piece was helpful as some of the staff

was able to recognize the inconsistencies and consistencies in the teaching. One example of that

was the language used wasn’t consistent. Teacher asked the students to “unpack” … and the oth-
MSED ELEMENTARY PORTFOLIO PROJECT ! 14
er teacher asked the student to “unplug”…. I found that in terms of weaknesses I do believe that

the way in how the lesson study is put together should be determined by grade level and content

level only that way staff is being proactive versus reactive. In the article it didn’t necessary state

how this team came together. I also believe that the process of a lesson study could be time con-

suming for some and it turn may not be as effective because the consistency and the follow

through would be lacking. In the article they did speak about the consistency. The article states

that most successful lesson study groups meet consistently for a while, so that teachers can work

through all the phases of the framework.

Application

Applying this framework of the Lesson Study would be extremely beneficial for what we

call in Canada the ISSP ( In school support personnel) and the teaching staff, including the

coaches who come into the building time to time. The most effective use of this study would be

as a proactive measure. As a literacy specialist I would implement this by grade level and assist

in creating the teams and getting the groups started. The lesson study is time consuming but I

believe that scheduling the meetings ahead of time and being able to help hold teachers and staff

accountable for their part in the students learning will be the most effective use of this and get-

ting admin on board from the beginning. I believe if we can start the lesson study early we would

make more of a positive impact on our students learning.

References

Benedict, A. E., Park, Y., Brownell, M. T., Lauterbach, A. A., & Kiely, M. T. (2013). Using Les-
son Study to Align Elementary Literacy Instruction within the RTI Framework. TEACHING Ex-
ceptional Children (Vol. 45, pp. 22–30). Retrieved from [Link]
url=[Link]
direct=true&db=eric&AN=EJ1014280&site=ehost-live&scope=site
MSED ELEMENTARY PORTFOLIO PROJECT ! 15
The literacy practitioner article was chosen as an artifact as it lines up with standard of

professional development. This was an assignment that’s done in out assessment course. We

were to choose an article that was related to literacy and write a review on it. I chose an article

“Using Lesson Study to Align Elementary Literacy Instruction within the RTI Framework.” I

chose this article because I agreed with the content. Learning about Response to Intervention is

an area that effects our students because its an avenue to help our students recover and fill in the

gaps of reading they could’ve missed just don’t have as yet. This article spoke about communica-

tion, so that what the students are learning in the RTI will be in line with what is happening in

the classroom.

Intasc Standards;

Standard 9:The candidate is a reflective practitioner who continually evaluates the effects of his/

her choices and actions on others (students, parents, and other professionals) and who actively

seeks out opportunities to grow professionally.

TEAC/CAEP Claims

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

gogy and best teaching practices

NYS Ethics

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 re-

spect 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

MSED ELEMENTARY PORTFOLIO PROJECT ! 16
promote student learning. They draw on and contribute to various forms of educational research

to improve their own practice.

Ontario Ethics

INTEGRITY: Honesty, reliability and moral action are embodied in the ethical standard of In-

tegrity. Continual reflection assists members in exercising integrity in their professional com-

mitments and responsibilities.

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT ! 17
Artifact #4: Junior Geometry Lesson Plan

Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Deneshia Kent

Date: May.2,2019

Context for Learning (edTPA)

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

Grade level: ___4/5_____ Number of students in the class: ____25____

Students with IEPs/504 Plans
Complete the charts below to summarize required or needed supports, accommodations, or modifica-
tions for your students that will affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modi-
Classifications/Needs Students fications, Pertinent IEP Goals
IEP’s 3 - 1:1 assistance
- Assistive technology
- Visuals

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifica-
Students tions

Students with Other Learning Needs

Other Learning Needs Numbers Supports, Accommodations, Modifica-
of Stu- tions
dents
MSED ELEMENTARY PORTFOLIO PROJECT ! 18

Lesson ___9__ of a ___10___ Day Learning Segment

Subject and Lesson Topic: Math - Geometry: Location & Movement

Grade Level: 4/5 Lesson Dura-

tion: 30 minutes
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 impor-
tant identifiable theme, essential question, or topic within the curriculum that is the purpose of the instruction
of the learning segment (Making Good Choices, 2016).

The central focus of this lesson is for students, to develop and use cardinal and directional language
while learning how to use co-ordinates to determine the location of objects.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA
Handbook, Task 1, Prompt 2a

The students have some prior knowledge from previous grades in geometry. As well as, a few weeks ago, when
we started the unit we did a diagnostic assessment and we had some questions related to directional language
and location. We did some scaffolding to be able to prepare the students for new material .

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

I will use this knowledge to inform my instruction by duplicating the vocabulary, access their prior knowledge
and then teach them the new vocabulary to assist them in completing the task and learning the new material.

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)

Students in this class have used the map in a language assignment and they seemed to enjoy finding the differ-
ent location of the cities and rivers. They also started to look for their own countries on the map.

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

I can use his to inform my instruction by having the students look at the map and see if they can recognize or
see if the map uses coordinates and cardinal directions to locate different countries and or cities.

Curriculum Standards
MSED ELEMENTARY PORTFOLIO PROJECT ! 19
Ontario Curriculum:
– locate an object using the cardinal directions (i.e., north, south, east, west) and a coordinate system
(e.g.,“If I walk 5 steps north and 3 steps east, I will arrive at the apple tree.”);

– compare grid systems commonly used on maps (i.e., the use of numbers and letters to identify an
area; the use of a coordinate system based on the cardinal directions to describe a specific location);

NYSCC:

5.G.1. Use a pair of perpendicular number lines, called axes, to define a coordinate system,
with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and
a given point in the plane located by using an ordered pair of numbers, called its coordinates.
Understand that the first number indicates how far to travel from the origin in the direction of
one axis, and the second number indicates how far to travel in the direction of the second
axis, with the convention that the names of the two axes and the coordinates correspond
(e.g., x-axis and xcoordinate, y-axis and y-coordinate).
5.G.2. Represent real world and mathematical problems by graphing points in the first quad-
rant of the coordinate plane, and interpret coordinate values of points in the context of the
situation.
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include Using formal and/or informal as- If applicable, explain how you
statements that identify what stu- sessment tools, how will you evalu- will adapt assessments to allow
dents will be able to do by the end of ate and document your students’ students with specific needs to
the lesson and are aligned to the progress on each of the objectives? demonstrate their learning.
standards identified above. (edTPA Task 1, Prompt 5b)

Students will be able to use coor- - Teacher will take anecdotal notes - Teacher will modify
dinates to locate an object on a and collect work once students amount of questions for
grid using the x-axis and y-axis. have completed their task students who need mod-
- Teacher will ask students ques- ification
tions to check for understanding - Teacher will go over
instructions again with
specific students to
check for understand-
ing.

Students will be able to use di- - Teacher will take anecdotal notes - Teacher will modify
rectional language to describe and collect work once students amount of questions for
where objects are within a grid. have completed their task students who need mod-
- Teacher will ask students ques- ification
tions to check for understanding - Teacher will go over
instructions again with
specific students to
check for understanding

Grade 5 students will be able to - Teacher will collect work- - Teacher will have more prac-
use cardinal direction to identify books and worksheets after tice sheets for students for stu-
and describe the location of ob- task is completed dents who require more ad-
jects. - Teacher will ask questions to vanced assignments.
check for understanding, and
take notes
MSED ELEMENTARY PORTFOLIO PROJECT ! 20

Academic Language Instructional Supports

Demands Strategies teachers provide to help learners under-
(edTPA Task 1, Prompt 4c) stand, use, and practice the concepts (edTPA Task 1,
Prompt 4d)

Function Describe - Teacher will help students by asking ques-

Looking at your standards tions to ensure the student is on the right
and objectives, choose the track and understands what to do
one Bloom’s word that best
describes the active learning
essential for students to de-
velop understanding of con-
cepts within your lesson.

Vocabulary - North - Teacher will give students vocabulary and

Key words and phrases stu- - South definitions
dents need to be able to un- - East - Teacher will print symbols to show the dif-
derstand and use - West ferent directions
- Above
- Below
- Beside
- Coordinates
- Axis

Syntax - Students will work - Teacher will pair students to gather who may
Describe ways in which stu- together on the carpet be able to work well together
dents will organize language and discuss the
(symbols, words, phrases) to meaning of the vo-
convey meaning. cabulary words
- Students will share
their answers
amongst the group
Discourse - Students will com- - Teacher will strategically place students in
How members of a disci- plete worksheets and groups together who would require more sup-
pline talk, write, and partic- work in centres port
ipate in knowledge construc- - Teacher will have 3
tion and communicate their centres to demon-
understanding of the con- strate their learnt
cepts
skills

Instructional Process Accommodations and/or

Modifications and/or Sup-
ports
MSED ELEMENTARY PORTFOLIO PROJECT ! 21
Anticipatory Set/Motivator - Teacher will sit students
- The purpose of this lesson is to have students be able to use coor- who require some assistance
dinates, numbers, directional and cardinal language to locate an closer in proximity to her to
object. assist with any part of the les-
- Teacher will place directional and cardinal direction around the son that they need a more
classroom before lesson thorough explanation
- Teacher will ask students to go and find specific directions in the
classroom and bring it to the carpet, playing a quick game of ‘hot
and cold”
- Teacher will ask students to hold their direction

Instructional Procedures - Teacher will sit students

- Teacher will explain that the students will be learning about how to who require some as-
locate objects in the classroom by using cardinal and directional sistance closer in proximity
language as well as co-ordinates to her to assist with any part
- Teacher will show the students a short video cardinal directions - of the lesson that they need
[Link] a more thorough explana-
- Teacher will explain what cardinal directions are and what and tion
when they are used for - Teacher will pair students
- Coordinates [Link] together who can work well
- Teacher will talk with students about what a coordinate is and together
where co-ordinates may be found - Teacher will redirect stu-
- Teacher will ask for some examples dents verbally to address
- Teacher will then explain center for Math any students off task
- Centre 1 will be the Cardinal Direction center with a worksheet - Teacher will go over what is
- Centre 2 will be the coordinates center with a worksheet expected of students while
- Centre 3 will be iPads [Link]/geometry on the carpet and will fol-
- Teacher will then have students split into groups and have students low normal protocol for
rotate through the groups students who require more
- 5 minutes before recess teacher will have students tidy up their redirection than others
centers and meet on the carpet

Closure:

- Teacher will have students clean up their centres and come to the
carpet
- Teacher will explain that students will have a work sheet for
homework to continue practicing this skill
- Teacher will ask students to use a phrase to locate an object in the
classroom using cardinal directions (ex. The smart board is on the
east side of the classroom) as an exit ticket.
MSED ELEMENTARY PORTFOLIO PROJECT ! 22
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.
- Handouts adapted from “Nelson: Leaps and Bounds Toward Math Understanding” ( Appendix 1,2
and 3)
- Vocabulary words
- Computer
- Projector
- Cue Cards
- Markers
- Video on Coordinates [Link]
- Video on cardinal directions [Link]
MSED ELEMENTARY PORTFOLIO PROJECT ! 23
Appendices
Appendix 1
MSED ELEMENTARY PORTFOLIO PROJECT ! 24
MSED ELEMENTARY PORTFOLIO PROJECT ! 25
Appendix 2
MSED ELEMENTARY PORTFOLIO PROJECT ! 26

Appendix 3
MSED ELEMENTARY PORTFOLIO PROJECT ! 27

Student teaching at Shoreham Sports and Wellness Academy was one of the best experi-

ences I’ve ever had in my life. It has left such an impression on me, from the staff , the students

to the community, I have chosen this moment in my life to apply to every aspect of my life, es-

pecially teaching in different settings. Walking into a junior class I was confident knowing that is

a grade I would want to teach once I graduate, not being very familiar with the curriculum I

made this decision based on the age group, I believed that I can make the most difference with,

beyond academics. This lesson plan I chose to put as an artifact is the geometry lesson, I chose

this because this was split junior class grade 4 and 5 together. I found this actually very difficult

to make sure I was covering everything the fours needed to know and the fives needed to know.

This lesson plan helped me understand the where I need to grow and learn more about the cur-

riculum standards as there is so much to cover in such little time.

Intasc Standards

Standard 7 :The candidate plans instruction based on knowledge of subject matter, students, the

community, and curriculum goals.

TEAC/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 peda-

gogy and best teaching practices.

NYS Code of Ethics for Educators

MSED ELEMENTARY PORTFOLIO PROJECT ! 28
Principle 1: Educator nurture the intellectual, physical, emotional, social and civic poten-

tial of every student.

Principle 2: Educator create support and maintain challenging learning environment for

all.

Ontario Ethics

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

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

learning through positive influence, professional judgment and empathy in practice.

Trust - The ethical standard of Trust embodies fairness, openness and honesty. Members' profes-

sional relationships with students, colleagues, parents, guardians and the public are based on

trust.

[Back to Table of Contents]

MSED ELEMENTARY PORTFOLIO PROJECT ! 29