You are on page 1of 12

1

MSED ELEMENTARY PORTFOLIO PROJECT


Section Four: Alignment to Curriculum & Professional Standards
Introduction
This is section four of my portfolio: Alignment to Curriculum & Professional Standards.

This section will show how the artifacts that I presented in section three align and connect to the

curriculum and professional standards. The upcoming section will explain and define each of the

professional standards and then will provide a breakdown, in a chart, of how each artifact aligns

with the standards. The professional standards that will be discussed in the section include: The

Interstate Teacher Assessment and Support Consortium (InTASC), NYS Code of Ethics for

Educators, the Ontario Ethical Teacher Standards, the P-12 NYS Common Core Learning

Standards for ELA, Math and Social Studies, NYS Learning Standards, Ontario Ministry of

Education Expectation, Teacher Education Accreditation Council (TEAC) Claims 1-3, the

international Society for Technology Education for teachers and Students, International Literacy

Association Professional Standards, and Council for Exceptional Children (ECE). Each of these

above mentioned curriculum and professional standards will be linked back to the artifacts that

were presented in section three. It is very important that teachers and future teachers are aware of

the professional standards so that they can align their teaching with the professional curriculum

and standards.

Curriculum and Professional Educational Standards

INTASC Standards.

The Interstate New Teacher Assessment Support Consortium Standards (INTASC) is a set

of standards that is meant to prepare and support new teachers with professional development.

The standards provide a guideline across all subject areas for teacher to follow in their

instructional practices. The INTASC standards is broken into four different parts including: (1)
2
MSED ELEMENTARY PORTFOLIO PROJECT
the learner and learning, (2) Content, (3) Instructional Practice, and (4) Professional

Responsibility. The INTASC standards are important because they allow for a guide for all

teachers to follow and ensures a consistency for all teachers.

The following artifacts from the previous section connect with the INTASC standards:

Artifact 1: Math Lesson Plan


Artifact 2: Literacy Lesson Plan
Artifact 3: Cultural Awareness Responsive Teaching Experience
Artifact 4: Pecha Kechu
Artifact 6:Math Weekly Planner
Artifact 8: DASA

NYS Code of Ethics for Educators.

The NYS code of Ethics for Educators is a set of ethics that is in place to guide practice

and inspire professional excellence in teaching. The code is meant to ensure professionalism and

the core values of educators are used throughout the good practices of teachers. The NYS code of

Ethics for educators is also in place to ensure that other professionals in schools maintain

professional conduct.

The following artifacts from the previous section align with the NYS code of Ethics for

Educators:

Artifact 1: Math Lesson Plan


Artifact 2: Literacy Lesson Plan
Artifact 3: Cultural Awareness Responsive Teaching Experience
Artifact 7: Annotated Bibliography

Ontario Teacher Ethical Standards.

The Ontario Teacher Ethical Standards are based on four key principals which are Care,

Respect, Trust, and Integrity. These standards are set in place for teachers to follow to ensure the
3
MSED ELEMENTARY PORTFOLIO PROJECT
well-being of the students. Similar to the NYS Code of Ethics for Educators, the Ontario Teacher

Ethical Standards are in place to inspire professionalism and good judgement in teachers.

The following artifacts from the previous section are connected to the Ontario Teacher

Ethical Standards:

Artifact 2: Literacy Lesson Plan


Artifact 3: Cultural Awareness Responsive Teaching Experience
Artifact 4: Pecha Kechu
Artifact 5: Classroom Management Tool

P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).

The New York State Common Core Learning Standards for ELA, Math, and Social

Studies define the set of expectations that are to be met by the students in each grade level from

kindergarten to grade 12. The standards are put in place to ensure the students are making

continual progress and that all students across the state are learning the same information in the

same grades. The standards also provide expectations and guidelines for teachers so that they are

able to create standardized expectations for the students.

The following artifacts from the previous section align with the P-12 NYS Common Core

Learning Standards (ELA, Math, and social studies):

Artifact 1: Math Lesson Plan


Artifact 2: Literacy Lesson Plan

Ontario Ministry of Education Expectation.

Similar to the P-12 NYS Common Core Learning Standards, the Ontario Ministry of

Education Expectations are a set of expectations that are in place to ensure consistency in

Ontario education. The standards provide a guideline for all teachers to follow that create a
4
MSED ELEMENTARY PORTFOLIO PROJECT
consistency in what students in each grade level are learning. The standards also assist teachers

in creating objectives for their students and ensuring they remain at grade level expectations.

The following artifacts from the previous sections connect to the Ontario Ministry of

Education Expectations:

Artifact 1: Math Lesson Plan


Artifact 2: Literacy Lesson Plan

TEAC/ CAEP Claims 1-3.

The TEAC/ CAEP Claims 1-3 are commitments of the Division of Education of Medaille

College about the quality of the graduate students. The claims ensure that the students that are in

the graduate education program maintain professionalism and are ready to become competent

teachers. The claims state that the teacher candidates know the subject matter, pedagogy and best

practices and are caring.

The following artifacts from the previous section are connected to the TEAC/ CAEP

Claims 1-3:

Artifact 1: Math Lesson Plan


Artifact 2: Literacy Lesson Plan
Artifact 3: Cultural Awareness Responsive Teaching Experience
Artifact 4: Pecha Kecha
Artifacts 5: Classroom Management tool
Artifact 6: Math Weekly Planner
Artifact 7: Annotated Bibliography

International Society for Technology Education for Teachers and Students (ISTE).

The International Society for Technology Education for Teachers and Students (ISTE)

was created to make effective classrooms. The ISTE standards were developed to inspire
5
MSED ELEMENTARY PORTFOLIO PROJECT
teachers to create more engaging classrooms for students that include the digital technology.

These standards were created to keep education and teachers up to date with the new digital

resources and how to incorporate them in the classroom.

The following artifacts from the previous section align with the International Society for

Technology Education for Teachers and Students (ISTE):

Artifact 1: Math Lesson Plan


Artifact 4: Pecha Kecha
Artifact 6: Math Weekly Planner

Council for Exceptional Children (CEC).

The Council for Exceptional Children (CEC) are a set of standards that respect the needs

of students who have exceptionalities. The standards also consider their families and encourage

teachers to recognize the needs and accommodations that exceptional students require.

The following artifacts from the previous section align with the Council for exceptional

Children:

Artifact 8: DASA
6
MSED ELEMENTARY PORTFOLIO PROJECT
7
MSED ELEMENTARY PORTFOLIO PROJECT
Alignment to the Curriculum and Professional Standards Chart:
Title INTASC NYS Code Ontario NYS P-12 NYS Ontario TEAC/ ISTE CEC Literacy
Standards of Ethics Ethical Common Core Learning Ministry of CAEP Standards Standards Associatio
Standards Teacher Learning Standard Education Claims for n
for Standards Standards s Expectation 1-3 Teachers Profession
Educators and/or al
Students Standards
Artifact 1: Standard Principal 2: MEASUREMENT Measuremen Claim 1: 2 Design
Math #1: Learner Educators & DATA t :Estimate, Subject and
Lesson Plan Developme create, Measure the measure, Matter develop
nt support, length of an digital age
and record
and object by Claim 2: learning
Standard length, Best experience
maintain selecting and height, and
#2: challenging using Practices and
Learning distance, assessment
learning appropriate tools
Differences using s
environmen such as rulers,
ts for all yardsticks, meter standard
Standard units (i.e.,
#4: Content sticks and
measuring tapes. centimeter,
Knowledge
meter,
Standard kilometer)
#5:
Application
of Content

Standard
#6:
Assessment

Standard
#7:
Planning
Instruction
Artifact 2: Standard Principal 2: RESPEC 2. Recount 1.4 Claim 1:
Literacy #1: Learner Educators T stories, demonstrate Subject
Lesson Plan Developme create, including understandi Matter
nt support, fables and ng of a
and variety of Claim 2:
8
MSED ELEMENTARY PORTFOLIO PROJECT
Standard maintain folktales from texts by Best
#2: challenging diverse identifying Practices
Learning learning cultures, and important
Differences environmen determine their ideas and
ts for all central some
Standard supporting
#4: Content
message,
lesson, or details (e.g.,
Knowledge restate
moral.
important
Standard
ideas and
#5:
Application some
of Content related
details from
Standard an
#6: information
Assessment al text about
early
Standard settlers;
#7: retell a story
Planning giving
Instruction details
about
specific
elements of
the text
such as
setting,
characters,
and theme)

Artifact 3: Standard Principal 1: CARE Claim 2:


Cultural #1: Learner Educators Best
Awareness Developme nurture the Practices
Responsive nt intellectual,
Teaching physical, Claim 3:
Experience Standard emotional, Caring
#2: social and
Learning civic
9
MSED ELEMENTARY PORTFOLIO PROJECT
Differences potential of
every
Standard student
#7:
Planning
Instruction Principal 2:
Educators
create,
support,
and
maintain
challenging
learning
environmen
ts for all
Artifact 4: CARE Claim 3: 2 Design
Pecha Standard Caring and
Kecha #2: develop
Learning digital age
Differences learning
experience
and
assessment
s
Artifact 5: TRUST Claim 2:
Classroom Best
Manageme practices
nt Tool
Artifact 6: Standard Claim 1: 2 Design
Math #7: Subject and
Weekly Planning for matter develop
planner Instruction digital age
Claim 2: learning
Best experience
practices and
assessment
s
Artifact 7: Principal 3: Claim 2:
Annotated Educators Pedagog
10
MSED ELEMENTARY PORTFOLIO PROJECT
Bibliograph commit to y
y their own
learning in
order to
develop
their
practice
Artifact 8: Standard K. Engaging
DASA #2: in the
Learning improvemen
Differences t of the
profession
through
active
participation
in
professional
organization
.
L.
Participating
in the
growth and
disseminatio
n of
professional
knowledge
and skills
Artifact 9:
Child
Abuse
Workshop
11
MSED ELEMENTARY PORTFOLIO PROJECT
Conclusion:
In conclusion, this section of my portfolio connected my artifacts to multiple New York

State and Ontario curriculum and professional standards. The two parts of this section were

created to provide an organized overview of the connection between my artifacts and the

standards. In addition, this section of my portfolio was meant to demonstrate my professional

understanding of the different expectations and standards that are in place for teachers. The

connections between my past work and my understanding of the standards shows that I am able

to connect my best practices as an educator to the standards that are required of teachers. I

discovered in creating this section that all the work we have done throughout the masters

program at Medaille has been in line with one of the standards or even multiple standards.
12
MSED ELEMENTARY PORTFOLIO PROJECT
References
Institute, F. (n.d.). Paulo Freire. Retrieved July 01, 2017, from http://www.freire.org/paulo-freire/
InTASC Standards. (n.d.). Retrieved July 01, 2017, from

http://www.ccsso.org/Resources/Programs/Interstate_Teacher_Assessment_Consortium_(

InTASC).html

ISTE - International Society for Technology in Education - Home. (n.d.). Retrieved July 01,

2017, from https://www.iste.org/

Lane, C. (n.d.). The Distance Learning Technology Resource Guide. Retrieved June 16, 2017,

from http://www.tecweb.org/styles/gardner.html

Office of Teaching Initiatives. (n.d.). Retrieved July 02, 2017, from

http://www.highered.nysed.gov/tcert/resteachers/codeofethics.html#statement

Ornstein, A. C., Levine, D. U., Gutek, G. L., & Vocke, D. E. (2015). Foundations of

education (13th ed.). Boston, MA, United States: Wadsworth Cengage Learning.

Weibell, C. J. (2011). Principles of learning: 7 principles to guide personalized, student-centered

learning in the technology-enhanced, blended learning environment. Retrieved July 4,

2011 from [https://principlesoflearning.wordpress.com].

Wong, H., Wong, R., Rogers, K., & Brooks, A. (2013). Managing Your Classroom for Success.

Science and Children. 60-64.