Cherese Wiltshire

EDS 206
Instructor Susan Scharton
Artifact Collection
The following is a collection of artifacts I have collected over the past year during my
student teaching placements in the classroom. These artifacts not only align with the 6 standards
outlined in CSTPs but also reflect my personal teaching philosophy and experience. In addition,
the artifacts I have decided to include as part of my reflection are a representation of my journey
as an educator and how those experiences have resulted in my ability plan, teach, and reflect in a
manner that is inclusive, engaging, and meaningful. Furthermore, these artifacts promote
diversity, equity, and access that ultimately supports student learning that sets them up for
success.
CSTP#1: Engaging and Supporting All students in Learning
I chose this artifact to represent CSTP #1 as it
serves as a culminating example of my ability
to differentiate instruction in manner that
addresses the needs of all of my students while
using their interests as a foundation. Students
were given the task of creating their own house
utilizing colored grid paper and finding the area
and perimeter of their house. Afterwards
students had to write about their houses
utilizing the mathematical vocabulary and sentence frames that were provided. It represents this
CSTP as it promotes critical thinking, connects their conceptual knowledge to real like contexts
and examples, utilizes different strategies and resources to meet the objective, and uses their
knowledge as a platform for engaging with the content. Students flourished when it came to
working on this project in particular and I was able to assess the different learning abilities and
styles of my students.
CSTP #2: Creating and Maintaining Effective Environments for Student Learning
I chose this artifact to represent CSTP #2 as it is reflective of the type
of learning environment that I want to set up in my own classroom.
This plan was taken from my 2nd student teaching placement and
according to my cooperating teacher, the students came up with the
rules collaboratively. I believe this artifact is important as it reflects
what students value in the classroom and makes them the focus and
center of their own learning. This artifact reflects this CSTP as it
establishes a set of guidelines when it comes holding high standards for
individual and group behavior, promotes diversity in terms of the ways
that students treat one another, creates a learning environment that is

inclusive and sets all students up for success, and fosters a community of learners in which
students care about one another and treat one another with respect.
CSTP #3: Understanding and Organizing Subject Matter for Student Learning
I chose this artifact to represent CSTP #3
as it reflects my philosophy when it comes
to understanding and organizing subject
matter from multiple points of view in the
efforts that students meet the objective
through their own understandings. This
image was part of an arts-integrated
science lesson I did on environmental
issues. Students were given the
opportunity to discuss what they saw in
this image with a partner, in groups, and
as a class in relation to other images on
display. This artifact reflects this CSTP as
it utilizes an instructional strategy that provides access to the content, adapts content in a way
that is accessible to all students, and provides access to the content in a visual and aesthetic
format that is beneficial to English learners. During this lesson, students had the opportunity the
use this image as inspiration for their own environmental movement pieces including theatre and
dance.
CSTP #4: Planning Instruction and Designing Learning Experiences for All Students
I chose this artifact to represent this CSTP as it represents
my ability to plan and design instruction by taking into the
account the ideas and experiences of my students in
relation to the objective they are supposed to meet. This is
a class generated picture graph from a unit on
measurement and data. Students were learning about
different types of graphs which organize data in a number
of ways. In order to describe the data on the graph,
students were given sentence frames to compare the data of
the picture graph including the most, least, and how many
more. This artifact reflects this CSTP as it incorporates
students knowledge, interests, and learning needs,
promotes access to the content to meet the needs of all
learners, builds on student strengths in a context that is familiar and incorporates learning
strategies that meets the needs of diverse learners. After teaching this lesson, I was able to

reflect on what I would do differently in terms of this assessment as the students took more time
to complete this task than I had originally anticipated.
CSTP #5: Assessing Students for Learning
These artifacts were chosen to represent CSTP #5 as
they are prime examples of my experience assessing
student learning in order to tailor my instruction in the
moment of the lesson and in future lessons. The
artifact on the left is a student sample of work from a
lesson on bar graphs. Students were assessed on their
ability to sort objects, represent those objects on paper
with the correct quantities and describe the data on the
bar graph utilizing mathematical vocabulary such as

more than, less than, most, and least. The

artifact on the right takes place during a
partner talk in which I check in with a
student and assessed her understanding of
the material. During this 2nd day of
lessons on graphs, the student was describing her method for solving a problem utilizing the data
on the graph. These artifacts represent CSTP #5 in the area of assessment as it utilizes the
method of collecting data from a number of sources such as formal written assessment and
verbal feedback, reviews data in order to monitor student learning and plan next steps in the
moment and in the future, establishes a set goal and objective as evident in the type of
assessment, and involves students in the assessment as they are held accountable for their own
learning. Furthermore, these artifacts represent my ability to implement assessment in which
students get the opportunity to showcase their knowledge in different ways and provide
meaningful feedback from student to student and teacher to student.
CSTP #6: Developing as a Professional Educator
I chose this artifact to represent CSTP #6 as a represents the start to
my professional growth as an educator. The artifact is a page of
notes I had taken during a professional development meeting I had
attended during my first student-teaching placement. The focus of
the meeting was developing literacy in grades K-1 utilizing different
strategies and assessments to monitor student progress and plan next
steps. This artifact is representative of this CSTP as it reflects my

ability to engage in meaningful and purposeful professional development, and demonstrates my

goal to provide school and student success by being knowledgeable about standards and learning
goals and acquiring the skills through professional development and allowing those skills to
inform my teaching. In the future, I hope to continue to grow professionally as an educator.