Artifact #2: DASA Certificate

The second artifact I have chosen is my Dignity for All Students Act training certificate

of completion. DASA is legislation that has been created to ensure students have a safe learning

environment without discrimination or harassment based on ethnicity, sexuality, religion, or

language, amongst many other diversities. The equal treatment of all students regardless of

culture, background, or abilities was the premise of the Cultural Competencies as an

Emancipatory Pedagogy course within my Master of Science in Education program. Being a

culturally responsive teacher is essential in today’s classroom as teachers, parents, and

administrators must work together to protect students and ensure that each student has a safe

learning environment. This pedagogy centers on a student’s culture and experience as being an

important part of their educational experience and how they learn; teachers must view this as a

strength while reflecting students’ experiences in their teaching process (Gollnick and Chin,

2017, p.269). Within this course at Medaille College, students must complete DASA training and

take an exam for final certification. This experience has given me confidence that I am prepared

to teach from a place of being culturally sensitive to all student experiences of various cultural

and ethnic backgrounds, socioeconomic status and cultures. The DASA training has provided me

with the knowledge and preparedness I need to maintain prevention and intervention of bullying,

discrimination, and harassment, safeguarding my classroom as a space free from discrimination

and harassment, something that is paramount to a safe learning environment for all students. This

certification demonstrates not only my commitment to professional development, but also to

professional disposition as a leader in a safe, fair, and equitable classroom.

 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(m) The teacher is committed to deepening understanding of his/her own frames of

reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in

these frames, and their impact on expectations for and relationships with learners and their

families.

9(o) The teacher understands the expectations of the profession including codes of ethics,

professional standards of practice, and relevant law and policy.

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.

2(m) The teacher respects learners as individuals with differing personal and family

backgrounds and various skills, abilities, perspectives, talents, and interests.

CAEP Standards

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.

 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 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.

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.

Ontario Teacher Ethical 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.
 Respect

Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members

honour 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

Standard #1: Maintaining challenging expectations for individuals with exceptionalities

to develop the highest possible learning outcomes and quality of life potential in ways that

respect their dignity, culture, language, and background.