Artifact #6: Dignity for all students training (DASA).

I chose to include my professional development training for the Dignity for All Students

Act (DASA). DASA was established to provide a school environment free of bullying,

discrimination and harassment. This training was intended to provide us with information on

bullying, discrimination and harassment prevention and intervention. I think that this is an

extremely important artifact to include in my portfolio because these are all serious issues that

educators may encounter in the classroom and in the greater school building. It is important that

educators know what to do when they encounter a situation of bullying or discrimination so that

it is dealt with in a proper fashion. After completing this training, I feel educated and prepared to

deal with bullying, discrimination and harassment at school and understand the early warning

signs of victims and aggressors. Teachers need to be able to create a learning environment that is

both engaging and safe.

Not only does this artifact show that I am knowledgeable about bullying, discrimination

and harassment, it also shows my commitment to professional development. I think that

professional development is an important part about being a teacher. Teachers should continually

seek out courses and training so that they may continue to further their knowledge and grow,

enabling them to be the best educator. Continuing professional development ensures that

teachers will continue to be competent and knowledgeable in the education field. It allows

teachers to improve their instruction and become better educators.

Connection to Standards:

Interstate New Teacher Assessment and Support Consortium Standards (InTASC):

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 (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.

9 (n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon

current education policy and research as sources of analysis and reflection to improve practice.

Council for the Accreditation of Educator Preparation (CAEP):

Standard 2. Clinical Partnerships and Practice: The provider ensures that effective

partnerships and high-quality clinical practice are central to preparation so that candidates

develop the knowledge, skills, and professional dispositions necessary to demonstrate positive

impact on all P-12 students' learning and development.

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 con tribute to various forms of educational research

to improve their own practice.

 The Ontario Ethical Teacher Standards:

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.

[Back to Table of Contents]
Artifact #7: Educational Survey.

The next artifact that I am including is an educational survey that I designed and built to

gather data on the amount of home-school collaboration on children’s literacy education, from

the parent/guardian perspective. It demonstrates my ability to collect data, evaluate and analyze.

The data gathered was both qualitative and quantitative and utilized a Likert scale. The survey

allowed me to get information from parents to adjust my teaching practice accordingly. I was

able to analyze the results and come up with a plan for improvement.

This artifact highlights my ability to communicate with families in order to adapt my

teaching and provide my students with a better learning experience. The home-school connection

is an integral part of the education system, as students require support from both the school and

their families. It is important that meaningful communication happens so that guardians may be

involved in their children’s education. Parental involvement is one of the biggest predictors of

early literacy success and future academic achievement, so it is of utmost importance to include

guardians as much as possible.

Connection to Standards:

Interstate New Teacher Assessment and Support Consortium Standards (InTASC):

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(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and

physical development influences learning and knows how to make instructional decisions that

build on learners’ strengths and needs.

 Council for the Accreditation of Educator Preparation (CAEP)

Standard 2. Clinical Partnerships and Practice: The provider ensures that effective

partnerships and high-quality clinical practice are central to preparation so that candidates

develop the knowledge, skills, and professional dispositions necessary to demonstrate positive

impact on all P-12 students' learning and development.

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 con tribute to various forms of educational research

to improve their own practice.

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:

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.
Educational Survey: Home-School Literacy Collaboration
Alicia Cowal
ECI 510: Research in Education
April 20, 2018
Rationale

The purpose of this survey is to determine the amount of home-school collaboration on

children’s literacy education, from the parent/guardian perspective. Parent involvement is one of
the most important predictors of early literacy success and future academic achievement.
Therefore, classroom teachers need to ensure that they are effectively communicating with
parents and guardians about students’ literacy development and ways to improve it.

Target Population

This questionnaire is designed for parents/guardians of students in elementary school from

Kindergarten to Grade 6.

Introduction

We know that children who engage in literacy activities at home have higher literacy
achievement at school. Parents who are involved in the literacy development of their children
can make a huge difference on their academic achievement. Parental involvement is the one of
the biggest predictors of early literacy success and future academic achievement. It is
unfortunate, but many parents remain uninvolved in their children’s literacy development for a
number of reasons. It is imperative that teachers and schools collaborate with parents and
guardians about students’ literacy development and provide them with tools and strategies to
support their children’s literacy development. In conclusion, to increase parental involvement in
their children’s literacy development, there should be effective communication between parents
and teachers.
 Home-school Literacy Collaboration

Directions: The purpose of this questionnaire is to assess the amount of collaboration between
teachers and parents/guardians regarding students’ literacy education. Your confidentiality is
important and your responses to these questions are completely anonymous. It is important that
you answer these questions as truthfully and sincerely as possible. Please circle the number
below that describes how much you agree with each question. Be sure to only circle one answer
per question. Thank you for your participation!

1. I am always aware of the books my child is reading in class.

1 2 3 4 5

2. The teacher communicates with parents about literacy strategies used in the classroom.

1 2 3 4 5

3. The teacher regularly sends home literacy activities for me to work on with my child.

1 2 3 4 5

4. The teacher regularly requires at-home reading that involves the parent as part of a homework routine.

1 2 3 4 5

5. The teacher provides information about how best to support my child’s literacy education.
 1 2 3 4 5

6. I am aware how often my child’s literacy skills are assessed.

1 2 3 4 5

7. The teacher effectively communicates information to me regarding my child’s literacy progress.

1 2 3 4 5

8. I am regularly informed on all of the literacy programs offered in my child’s classroom/school.

1 2 3 4 5

9. My child’s classroom/school regularly holds a literacy event that involves parents.

1 2 3 4 5

10. I am happy with the literacy program offered in my child’s classroom/school.

1 2 3 4 5

11. My child’s teacher has asked me about the uniqueness of my child and their literacy needs.

1 2 3 4 5

12. In what ways do you think your school’s literacy program could be improved?

______________________________________________________________________________
______________________________________________________________________________
13. What forms of communication does your child’s teacher engage you in to discuss your child’s literacy
development?

______________________________________________________________________________
______________________________________________________________________________

14. Do you feel that effective communication is taking place regarding your child’s literacy development? Why or
why not?

______________________________________________________________________________
______________________________________________________________________________

15. What can be done to facilitate a greater quality of communication between teachers and parents regarding your
child’s literacy development?

______________________________________________________________________________
______________________________________________________________________________

Thank you kindly for taking the time out of your day to complete this questionnaire. Your
participation in this survey has been greatly appreciated. This survey will be used to help
improve collaboration between teachers and parents in students’ literacy development.
 Survey Results

 I am always aware of the books my child is reading in class.

Rating 1 2 3 4 5 Median
Strongly Disagree Undecided Agree Strongly
Disagree Agree
Results 0 3 1 5 1 4

 The teacher communicates with parents about literacy strategies used in the classroom.

Rating 1 2 3 4 5 Median
Strongly Disagree Undecided Agree Strongly
Disagree Agree
Results 0 5 2 1 2 2

 The teacher regularly sends home literacy activities for me to work on with my child.

Rating 1 2 3 4 5 Median
Strongly Disagree Undecided Agree Strongly
Disagree Agree
Results 0 2 2 5 1 4

 The teacher regularly requires at-home reading that involves the parent as part of a homework routine.

Rating 1 2 3 4 5 Median
Strongly Disagree Undecided Agree Strongly
Disagree Agree
Results 0 3 0 5 2 4

 The teacher provides information about how best to support my child’s literacy education.

Rating 1 2 3 4 5 Median
Strongly Disagree Undecided Agree Strongly
Disagree Agree
Results 0 6 1 2 1 2

 I am aware how often my child’s literacy skills are assessed.

Rating 1 2 3 4 5 Median
Strongly Disagree Undecided Agree Strongly
Disagree Agree
Results 0 3 1 4 2 4

 The teacher effectively communicates information to me regarding my child’s literacy progress.

 Rating 1 2 3 4 5 Median
Strongly Disagree Undecided Agree Strongly
Disagree Agree
Results 0 5 1 4 0 2

 I am regularly informed on all of the literacy programs offered in my child’s classroom/school.

Rating 1 2 3 4 5 Median
Strongly Disagree Undecided Agree Strongly
Disagree Agree
Results 0 3 2 5 0 3

 My child’s classroom/school regularly holds a literacy event that involves parents.

Rating 1 2 3 4 5 Median
Strongly Disagree Undecided Agree Strongly
Disagree Agree
Results 0 5 1 2 2 2

 I am happy with the literacy program offered in my child’s classroom/school.

Rating 1 2 3 4 5 Median
Strongly Disagree Undecided Agree Strongly
Disagree Agree
Results 0 3 1 5 1 4

 My child’s teacher has asked me about the uniqueness of my child and their literacy needs.

Rating 1 2 3 4 5 Median
Strongly Disagree Undecided Agree Strongly
Disagree Agree
Results 0 3 2 5 0 3

 In what ways do you think your school’s literacy program could be improved?
- Allow more time with reading helpers.
- More trips to the library, better inform parents on level of child’s reading ability
- Send more info home to parents weekly
- Nothing I am happy with it
- More parental involvement – I learned through another parent about a learning support program
- More tutor support and communication home
- I like the idea of a literacy event
- When assessments are done (BAS or levelled literacy) I would like to be updated to know if progress is
being made
- Would love more progress reports

 What forms of communication does your child’s teacher engage you in to discuss your child’s literacy
development?
- Newsletters, teacher-parent conferences
- Text messages, e-mail, newsletters
 - Remind APP, newsletter, agenda, phone calls
- Report cards and books sent home
- Phone, e-mail, agenda
- E-mail, phone, interviews
- Newsletters, agenda, interviews
- Agenda, phone calls
- Phone, e-mail, interview
- Phone and interviews

 Do you feel that effective communication is taking place regarding your child’s literacy development? Why or
why not?
- Yes,
- Yes I am happy with the progress my child is making
- No, aside from knowing what reading level my child is at, I never hear anything else.
- No
- Yes I get periodic updates on my child’s performance in all subjects
- Yes, I get e-mails and phone calls if one of our children is having problems
- No, we only talk to our child’s teacher if there is a problem
- Yes
- I do, however, because neither of my kids are struggling, strategies to support them are not offered. I would
appreciate strategies being communicated with me.
- No, I only get a phone call if there is a problem – would like more progress reports

 What can be done to facilitate a greater quality of communication between teachers and parents regarding your
child’s literacy development?
- More face-to-face meetings or regular newsletters home
- More parent-teacher meetings, inform parent the exact struggles and strengths of the child
- Nothing
- Night devoted to literacy strategies to help us learn how to help our children
- Weekly communication – text message or e-mail
- Literacy events that involve parents
- Monthly communication instead of communication taking place only when there is an issue
- Monthly communication

Summary of Results

The results of these surveys do not paint a very good picture of effective collaboration

between home and school with regards to literacy. When analyzing the quantitative data, it is

evident that the majority of parents surveyed did not feel that their child’s teacher provides them
with information on how best to support their child’s literacy education. This is extremely

disheartening, given that we know how important parental involvement in their children’s

literacy achievement is. The majority of parents also did not feel that their child’s teacher

informed them on literacy strategies used in the classroom. The median response for this

question was a 2. This is really alarming when looking at these surveys to shed light on the

home-school collaboration going on. Teachers need to be collaborating with parents to ensure

that parents know effective strategies to help their children with literacy progress.

Most parents did agree that their teacher sends home literacy activities and books to read

with parents/guardians as part of a regular home-work routine. Most agreed that they are aware

of how often their children’s literacy level is assessed. However, the majority of parents sampled

did not feel that their child’s teacher effectively communicated information regarding their

child’s literacy progress. The median response for this question was a 2, showing that the

majority of parents disagreed with the statement that their child’s teacher effectively

communicates information on literacy progress. Clearly, parents want to be updated on their

children’s progress, not just when their child’s literacy level is being assessed.

When analyzing the qualitative data, derived from the open-ended questions, progress

reports is a major theme that kept coming up. It seems as though parents are happy to know

when their child’s literacy level is being assessed, however, many of those sampled would like

more communication to be informed on their child’s progress in between assessments. The

majority of respondents spoke of the same forms of communication (e-mail, newsletters, phone

calls and interviews). The majority of parents surveyed expressed their desire for more frequent

communication, either weekly or monthly. These parents clearly feel as though not enough

communication is taking place. A few even expressed their desire for my parent involvement.
 When asked what could be done to facilitate a greater communication between parents

and teachers, a few parents wrote about a night devoted to literacy activities and strategies for

parents. When analyzing the quantitative data, most of the parents surveyed disagreed with the

statement that their child’s school regularly holds a literacy event that involves parents. It would

seem that the majority of respondents’ children do not attend a school where a literacy event for

parents is held.

While this survey only sampled a small portion of the population, it clearly demonstrates

that improvements are needed to facilitate greater collaboration and communication between

schools, teachers and parents with regards to literacy. There must be more frequent

communication to encourage greater collaboration between schools, teachers and parents with

regards to children’s literacy education.

Plan For Improvement

Firstly, greater communication is needed. Most parents agreed that their teacher does

report on their children’s literacy assessment and send books home for parents to read with their

children. However, most parents sampled spoke about the need for more frequent

communication and progress reports. A few parents said that because their children aren’t

struggling, they do not get any additional support from the teacher in terms of their children’s

literacy education, but they felt that they could benefit from literacy strategies.

Teachers need to make sure that they are communicating and collaborating with parents

more often on the topic of literacy education. Clearly, the current structure of communication is

not enough. There needs to be more inclusion of parents/guardians and a chance for them to

learn about literacy strategies. We want to encourage greater parent-teacher literacy

conversations. The majority of respondents spoke about the same methods of communication,
including phone calls, agendas, and newsletters. It would be easy for a teacher to reach out via

one of these forms of communication once a month to collaborate with parents. In order for

parents to make a difference, they need to be informed of the most effective ways to support their

child.

The data shows that the majority of respondents’ schools do not hold a literacy event that

involves parents/guardians. One way to ensure that parents and guardians are being included in

their children’s literacy education would be to plan a literacy night once a month and invite

parents to come in and learn about new literacy strategies and ways to support their children’s

literacy education. We know that parents who are involved in their children’s literacy education

can make a great deal of difference. We need to see a partnership form between teachers and

parents in order for effective collaboration on literacy education to take place.

[Back to Table of Contents]

Artifact #8: Pecha Kucha Presentation.

I am including a Pecha Kucha presentation that I created on Autism Spectrum Disorder

(ASD). A Pecha Kucha is a presentation that consists of 20 slides of mainly images with 20

seconds of audio per slide. This presentation addresses issues that students with ASD may face

and provides suggestions to implement in the classroom with respect to students with ASD. It is
important for teachers to be aware of disabilities that may be present within the classroom and

how to identify a disability so that they may provide the student with adequate support. It is also

important for teachers to be aware of the stigmas that may arise when a student has a disability as

they may have devastating consequences. This artifact demonstrates my ability to recognize

students with disabilities and come up with strategies to assist. It is important to accommodate

and create a classroom of inclusion.

Connection to Standards:

Interstate New Teacher Assessment and Support Consortium Standards (InTASC):

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(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and

physical development influences learning and knows how to make instructional decisions that

build on learners’ strengths and needs.

Standard #2: Learning Differences. The teacher uses understanding of individual differences and

diverse cultures and communities to ensure inclusive learning environments that enable each

learner to meet high standards.

Council for the Accreditation of Educator Preparation (CAEP):

Standard 2. Clinical Partnerships and Practice: The provider ensures that effective

partnerships and high-quality clinical practice are central to preparation so that candidates
develop the knowledge, skills, and professional dispositions necessary to demonstrate positive

impact on all P-12 students' learning and development.

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 identify, learn more about their

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

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

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

students to demonstrate their abilities and learning. They foster the development of students who

can analyze, synthesize, evaluate and communicate information effectively.

The Ontario Ethical Teacher Standards:

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) Ethical Principles and Practice Standards:

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

judgment to benefit individuals with exceptionalities and their families.

[Back to Table of Contents]
Conclusion

An enormous amount of hard work, time and dedication went into the creation of each of

these artifacts. It is my hope that they have showcased my preparedness and knowledge to fulfill

the role of professional teacher. Each artifact was selected to provide the reader with a well-

rounded sense of my readiness to be an educator. These artifacts have highlighted my planning,

instructional and assessment abilities, as well as my community building and technology related

abilities evident through my Weebly Website. Each artifact has been linked to theories and

professional standards.