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Section Four: Alignment to Curriculum & Professional Standards

Introduction

The purpose of Section Four: Alignment to Curriculum & Professional Standards of the

MSED Elementary Portfolio Project is to demonstrate my strong knowledge of the Professional

and Curriculum Standards and their importance to my career in the field of education. The

information contained within Section Four of my MSED Elementary Portfolio Project will

highlight how these Professional and Curriculum Standards relate to the artifacts discussed in

Section Three of my portfolio.

Section Four is divided into the following four parts: Introduction, Curriculum and

Professional Educational Standards, Alignment to Curriculum and Professional Standards Chart,

and Conclusion. The Section Introduction gives an overview of each Standard. The Educational

Standards Heading describes each Standard in more detail and describes how each Artifact

included in Section Three relates to the Educational and Professional Standards. The Curriculum

& Professional Educational Standards section provides an overview of the Educational and

Professional Standards that were discussed in Section Three of this MSED Elementary Portfolio

Project, provides a an explanation of each Standard and the importance of each as it relates to

the field of education. The Educational and Professional Standards address the following

components: Curriculum, Common Core and Technology Standards as well as evidence of my

pedagogy, best teaching practices, knowledge of subject matter and abilities to be a caring,

supportive educator while fostering an engaging, judgement free learning environment. The

Conclusion reiterates the importance of being a knowledgeable and caring educator who can

demonstrate my knowledge of Professional and Curriculum Standards through discussion of the

Artifacts contained within my portfolio as well as in practice within the school environment and
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the profession of education. This section will conclude with a brief introduction to Section 05:

Teacher Candidate Reflection of my MSED Elementary Portfolio Project.

Curriculum & Professional Educational Standards

The Curriculum and Professional Educational Standards addressed in Section Four:

Alignment to Curriculum & Professional Educational Standards of the MSED Elementary

Portfolio Project are as follows: the Interstate Teacher Assessment and Support Consortium

(InTASC) Standards, the NYS Code of Ethics for Educators, Ontario Teacher Ethical Standards,

the P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies, the NYS

Learning Standards, the Ontario Ministry of Education Curriculum Expectation, the Teacher

Education Accreditation Council (TEAC/CAEP) Claims, the International Society for

Technology Education for Teachers and Students (ISTE), the International Literacy Association

(ILA) Professional Standards and the Council for Exceptional Children (CEC) Standards.

Section Introduction

The Council of Chief State School Officers (CCSSO), through its Interstate Teacher

Assessment and Support Consortium (InTASC) has developed a set of model standards to guide

teachers so that they are able to educate each and every student to best of his or her unique

ability. InTASC Standards outline what teachers should know and be able to do to ensure

every K-12 student reaches the goal of being ready to enter college or the workforce in todays

world. (CCSSO, 2011). This model outlines what effective teaching and learning looks like

through the implementation of best teaching practices and empowers learners to take ownership

of their learning in their quest to obtain knowledge that will support them in practical ways in the

real world. This model encourages educators to support unique learning styles while continuing
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professional development in order to stay current in meeting the technological needs to

tomorrows graduates so that they enter the working world prepared to thrive.

The NYS Code of Ethics for Educators states its purpose in the following way: The

Code of Ethics is a public statement by educators that sets clear expectations and principles to

guide practice and inspire professional excellence. Educators believe a commonly held set of

principles can assist in the individual exercise of professional judgment. This Code speaks to the

core values of the profession. This code consists of 6 Principles which outline professional

responsibilities, including but not limited to nurturing the intellectual, physical, social emotional

and civic potential of each and every student, right through to ensuring that all educational

professionals continue their own learning through professional development and collaboration

with other professionals in the field for the betterment of student learning.

The Ontario Teacher Ethical Standards include multiple purposes which are as follows:

To inspire members to reflect and uphold the honor and dignity of the teaching profession, to

identify the ethical responsibilities and commitments in the teaching profession, to guide ethical

decisions and actions in the teaching profession and to promote public trust and confidence in the

teaching profession. The Ethical Standards for the teaching profession are: Care, Trust, Integrity

and Respect. There are also Standards of Practice which include Commitment to Students and

Student Learning, Professional Knowledge, Ongoing Professional Learning, Professional

Practice and Leadership in Learning Communities.

The P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies can

be described as ...the culmination of an extended, broad-based effort to fulfill the charge issued

by the states to create the next generation of K12 standards in order to help ensure that all

students are college and career ready in literacy no later than the end of high school.
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The NYS Learning Standards are a specific set of standards which set learning

expectations and guide instruction to ensure that all students receive a high quality of public

education which, upon graduation, will have prepared them for post-secondary education, work

and good citizenship.

According to the Ontario Government, approximately 1.4 million students attend

Ontario's 4,000 publicly funded elementary schools. The Ontario Ministry of Education

Curriculum Expectations is described as follows: The focus in these early years is to build a

foundation in key areas that will help unlock each student's potential. Strong literacy and

numeracy skills are the critical foundation for all other academic achievement and for a lifetime

of success. The government's goal is to have 75 per cent of students achieving the provincial

standard (equivalent to a B grade) in reading, writing and mathematics.

TEAC/CAEP Claims. The Teacher Education Accreditation Council (TEAC), founded in

1997, is a nonprofit organization dedicated to improving academic degree programs for

professional educators, those who will teach and lead in schools, pre-K through grade 12. The

boards of the Teacher Education Accreditation Council (TEAC) and the National Council for

Accreditation of Teacher Education (NCATE) consolidated their educator accreditation under a

new agency, the Council for the Accreditation of Educator Preparation (CAEP).

CAEP goals are to raise the performance of candidates as practitioners in the nations P-12

schools and to raise standards for the evidence the field relies on to supports its claims of quality.

By meeting these goals, NCATE and TEAC leaders believe they will raise the stature of the

profession. (CAEP, n.d.).


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

International Society for Technology Education for Teachers and Students (ISTE) standards define

the new skills and pedagogical insights educators need to teach, work and learn in the digital age

(ISTE, n.d.). The Standards set out within this document include categories for Teachers, Students

and Administrators. The Standards listed in my MSED Elementary Portfolio Project focus on

Teachers and Students and are described as follows: Standards for Teachers include the following

sub-headings: Learner, Leader, Citizen, Collaborator, Designer, Facilitator and Analyst. Standards

for Students include the following sub-headings: Empowered Learner, Digital Citizen, Knowledge

Constructor, Innovative Designer, Computational Thinker, creative Communicator & Global

Collaborator. These guidelines are intended to ensure that technology is incorporated into the ever

progressing climate of the public education system in order that all parties in public education

continue to grow, develop and learn to be able to function with confidence and skill in todays digital

age.

International Literacy Association (ILA) Professional Standards. Formerly known as the

International Reading Association, The International Literacy Association (ILA) was re-named

in July, 2015 and is an international professional organization. It was created in 1956 to

improve reading instruction, facilitate dialogue about research on reading, and encourage the

habit of reading. (reading.org, 2012).

Council for Exceptional Children (CEC). Established in 1922, the CEC is an

international professional organization dedicated to improving educational outcomes for special

education students. The CEC supports families and students, teachers and related service

providers, and advises government agencies. (CEC, Dec 8, 2015.) CEC is the leading voice for

special and gifted education. Through the vision and dedication of more than 27,000 members,
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CEC sets the standard for high quality education for children and youth with exceptionalities.

CEC is THE source for information, resources and professional development for special

educators. (CEC, n.d.). Professional special educators are guided by the CEC professional

ethical principles, practice standards, and professional policies in ways that respect the diverse

characteristics and needs of individuals with exceptionalities and their families. They are

committed to upholding and advancing the following principles. (CEC, 2017). There are 12

Ethical Standards which are referenced in part throughout this MSED Elementary Portfolio

Project.
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Artifact 1: Survey Assignment with Data Analysis Summary

The Survey Assignment with Data Analysis Summary aligns with the following

Standards: InTASC, Learning Environments, Standard 3: Learning Environments. The teacher

works with others to create environments that support individual and collaborative learning, and

that encourage positive social interaction, active engagement in learning, and self-motivation.

Instructional Practices: Standard 8 Instructional Strategies. The teacher understands and uses a

variety of instructional strategies to encourage learners to develop deep understanding of content

areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Responsibility: Standard 10 Leadership and Collaboration The teacher seeks

appropriate leadership roles and opportunities to take responsibility for student learning, to

collaborate with learners, families, colleagues, other school professionals, and community

members to ensure learner growth, and to advance the profession. NYS Code of Ethics Standards

for Educators, Principle 3: Promote Student Learning, Educators commit to their own learning in

order to develop their practice. NYS P-12 Common Core Learning Standards: Responding to

Literature RL 1.1 Make connections between text, self and the world around them (text, media,

social interaction). Reading Literature RL 1.3: Describe characters, setting, major events in a

story using detail. NYS Learning Standards, ELA Standard 4: Language for Social Interaction,

students will listen, speak, read and write for social interaction. TEAC.CAEP Claims. Claim 1:

Subject Matter. Medaille graduates know their subject matter. Claim 2: Pedagogy and Best

Teaching Practices. ISTE Standards for Teachers and/or Students: Teacher Standard 1c.

Facilitate and inspire student learning and creativity. Student Standard 1b: Empowered Learner.

International Literacy Association (ILA) Professional Standards; Standard 1: Foundational

Knowledge, Standard 2: Curriculum Instruction, Standard 5: Literate Environment. CEC


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Standards: Standard 2: Professional Competence. Ontario Curriculum Standards, Grade 1

Reading for Meaning 1.1 Variety of Texts, 1.2 Purpose. Social Studies B2.2. Ontario Teacher

Ethical Standards: Standard of Care.

This artifact demonstrates my beliefs that it is important for teachers and

parents/guardians to communicate and collaborate for the purpose of supporting student learning.

In surveying students families about reading habits, reading interests and communication

preferences, the students will have a much better chance at academic success in learning to read

because all adults in their daily lives are on the same page with respect to expected academic

achievements. Administering a Reading Survey to parents and caregivers is not only a best

practice but is a commitment to my own learning in order to better understand my students

needs. In developing a reading program that is suited to students needs and interests, I am

adhering to the ISTE Standards for teachers by ensuring that I inspire and facilitate student

learning. Curriculum standards are acknowledged and addressed in a cross-curricular fashion to

incorporate ELA and Social studies. This artifact demonstrates the Ontario Teacher Ethical

Standard of Care because it shows that I am concerned for the well-being and academic success

of my students through collaboration with their families.


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Artifact 2: Assessing Student Literacy: A Case Study

Assessing Student Literacy: A Case Study aligns with the following Standards: InTASC,

Learning Environments, Standard 1: Learner Development, Standard 2: Learning Differences,

Standard 7: Planning for Instruction. NYS Code of Ethics Standards for Educators, Principle 2:

Educators create, support, and maintain challenging learning environments for all. They know

the curriculum and utilize a range of strategies and assessments to address differences. NYS P-12

Common Core Learning Standards: Responding to Literature RL 1.1 Ask and answer questions

about key details in text. Make connections between text, self and the world around them (text,

media, social interaction). Reading Literature RL 1.2: Retell stories including key details, and

demonstrate understanding of their cultural messge or lesson. NYS Learning Standards, ELA

Standard 1: Language for Information and Understanding. TEAC/CAEP Claims. Claim 1:

Subject Matter. Medaille graduates know their subject matter, Claim 3: Medaille graduates are

caring educators. ISTE Standards for Teachers and/or Students: Teacher Standard 1a. Promote,

support and model creative and innovative thinking and inventiveness. Student Standard 1b.

Empowered Learner. International Literacy Association (ILA) Professional Standards: Standard

3: Assessment and Evaluation, Standard 5: Literate Environment. CEC Standards: Standard 6:

Using evidence, instructional data and professional knowledge to inform practice. Ontario

Curriculum Standards, Grade 1 Reading for Meaning 1.3 Comprehension Strategies, 1.4

Demonstrating Understanding. Ontario Teacher Ethical Standards: Standard of Care.

It is vitally important as an educator, for me to understand my students learning patterns.

In understanding the InTASC learning standards, I am able to demonstrate my commitment to

fostering learner development, understanding learner differences and planning appropriately to

reflect my students diverse needs. In this way, I am able to support and encourage the learning
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and growth of my students on an individual basis. In understanding the Curriculum Standards at

both State and Provincial levels, I am able to plan my instruction appropriately to meet the

expectations at grade level. This is reflective of the fact that as a Medaille graduate, I am a caring

educator who knows my subject matter. In keeping with ISTE standards, I am able to

demonstrate through teacher modelling, how to promote, support and model creative thinking

and inventiveness so that my students will have a firm grasp on what that looks like and how

they can independently apply those skills in a practical application whether it is within the school

environment or within their community or home. Teaching students the fundamental concepts of

reading is an important first step in sparking their interest in reading and helping them to develop

a love of it. Understanding how to support students when they encounter struggles or gaps in

understanding ensures that no child is left without the skills, tools or resources to learn, develop

and grow.
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Artifact 3: Annotated Bibliography

The Annotated Bibliography aligns with the following Standards: InTASC, The Learner

and Learning, Standard 2 Learning Differences, Standard 3: Learning Environments. NYS Code

of Ethics Standards for Educators, Principle 1: Educators nurture intellectual, physical,

emotional, social, and civic potential of each student. NYS P-12 Common Core Learning

Standards and NYS Learning Standards are not applicable to this artifact. TEAC/CAEP Claims.

Claim 1: Subject Matter. Medaille graduates know their subject matter. Claim 2: Pedagogy and

Best Teaching Practices. ISTE Standards for Teachers and/or Students: Teacher Standard 1a.

Facilitate and inspire student learning and creativity. Student Standard 3a. Knowledge

Constructor. International Literacy Association (ILA) Professional Standards: Standard 4:

Diversity, 4.3 Develop and implement strategies to advocate for equity. CEC Standards:

Standard 4: Evidence-based practices and resources. Ontario Curriculum Standards, do not apply

to this artifact and Ontario Teacher Ethical Standards: Standard of Care and Integrity, Practice:

Commitment to students and student learning.

The Annotated Bibliography is an important artifact for several reasons. It is important

for me as an effective educator to commit to continual professional development for the benefit

of my students. In demonstrating that I am able to research a topic such as Social Maladjustment

and Special Education, I am able to speak knowledgeably about an important topic that affects

students in our schools, regardless of their race, religion, ethnicity or socio-economic status.

Research such as that which I conducted in preparation for formulating the Annotated

Bibliography, educated me on the signs and symptoms of Social Maladjustment and how to

support the students well-being through collaboration with community partners, family and

resource support at the school level. This is in direct alignment with the NYS Code of Ethics
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Standards for Teachers as it demonstrates that as an educator, I am able and willing to nurture the

intellectual, physical, emotional, social, and civic potential of each student. My dedication to the

success of every student is of utmost importance and reflects my Ontario Ethical Standards

Principal of Care and Integrity.


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Artifact 4: Science Unit Plan

The Science Unit Plan aligns with the following Standards: InTASC, Learning

Environments, Standard 4: Content Knowledge, Instructional Practice Standard 8: Instructional

Strategies. Instructional Practices: Standard 8 Instructional Strategies. The teacher understands

and uses a variety of instructional strategies to encourage learners to develop deep understanding

of content areas and their connections, and to build skills to apply knowledge in meaningful

ways. NYS Code of Ethics Standards for Educators, Principle 2: Educators create, support, and

maintain challenging learning environments for all. They know the curriculum and utilize a

range of strategies and assessments to address differences. NYS P-12 Common Core Writing

Standards: Text Types and Purposes W 2.2 Write informative/explanatory texts in which they

name a topic, supply some facts about the topic and provide some sense of closure. NYS

Learning Standards, ELA Standard 1: Language for Information and Understanding; NYS

Elementary Science Standards Strand 4 The Living Environment 4 a., Indicator 3 1.b.

TEAC.CAEP Claims. Claim 1: Subject Matter. Medaille graduates know their subject matter.

Claim 2: Pedagogy and Best Teaching Practices; Medaille graduates meet the needs of diverse

learners through pedagogy and best teaching practices. ISTE Standards for Teachers and/or

Students: Teacher Standard 1c. Facilitate and inspire student learning and creativity. Student

Standard 3a: Knowledge Constructor. International Literacy Association (ILA) Professional

Standards, Standard 1: Foundational Knowledge: Standard 2: Curriculum Instruction. CEC

Standards: Standard 2: Professional Competence. Ontario Curriculum Standards, Grade 1

Overall Expectations: Communication skills investigate needs and characteristics of plants and

animals, including humans. Specific Expectations: 2.4; Investigate the physical characteristics of
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plants. Ontario Teacher Ethical Standards: Standard of Integrity; Practice: Professional

Knowledge.

Teaching students to understand and love scientific concepts is accomplished through my

firm belief in teaching using interactive and engaging approaches with the STEAM (Science,

Technology, Math, Engineering, Arts and Math) approach. Teaching in this way, requires letting

go of stereotypical ideas of the past about gender role expectations and guiding each student to

learn based on his or her interests and abilities. I believe that as students and educators, we must

all work to push ourselves out of our comfort zones because that is how we learn. This idea

aligns with the NYS Code of Ethics for this artifact as Principle 2 stipulates that educators

should endeavor to create, support, and maintain challenging learning environments for all.

Teaching in this way also demonstrates my professional competence of being knowledgeable of

the most up to date standards and teaching to ensure that guidelines are met. This aligns directly

with the CEC Standards of Professional Competence which is an absolute necessity for an

educator to be effective in todays classroom. It is important for me as an educator to allow my

students to discover scientific concepts such as plants in the living environment through hands-

on discovery learning. In this way, they will connect directly with the topic being taught and

transfer their new found knowledge into their working memories for use in practical, everyday

applications.
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Artifact 5: Guided Reading Lesson Plan

The Guided Reading Lesson Plan aligns with the following Standards: InTASC,

Instructional Practice: Standard 6: Assessment; Standard 7: Planning for Instruction. NYS Code

of Ethics Standards for Educators, Principle 1: Educators nurture intellectual, physical,

emotional, social, and civic potential of each student. NYS P-12 Common Core Reading

Standards for Informational Text, integration of knowledge and ideas. Reading for Information

RI 1.7: Use illustrations and details in story to describe its characters, settings or events;

Standard Strand: 1 Individual Development and Cultural Identity 1.1 Gathering, interpreting,

using evidence. NYS Learning Standards, ELA Standard 2: Language for Literacy Response and

Expression. TEAC/CAEP Claims. Claim 2: Pedagogy and Best Teaching Practices. Medaille

graduates meet the needs of diverse learners through pedagogy and best teaching practices.

Claim 3: Medaille graduates are caring educators. ISTE Standards for Teachers and/or Students:

Teacher Standard 1. Facilitate and inspire student learning and creativity; 1. a. Promote, support

and model innovative thinking and inventiveness; Student Standard 3.b: Knowledge Constructor.

International Literacy Association (ILA) Professional Standards; Standard 1: Foundational

Knowledge, Standard 2: Curriculum Instruction, Standard 5: Literate Environment. CEC

Standards: Standard 6: Ethical Principles. Ontario Curriculum Standards, Grade 1 Overall

Expectations: Reading 1 & 2; Specific Expectations: 1.3 Identify reading comprehension

strategies. Ontario Teacher Ethical Standards: Standard of Care and Respect.

The InTASC Standard of Instructional Practice and Planning for Instruction are a key

component of this artifact. I am passionate about the topic of developmental literacy as I have a

strong belief that empowering students to overcome reading challenges at an early age can open

so many doors for them that would have otherwise been shut. Having the desire and ability to
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lead students in a carefully designed Guided Reading Program can have lasting effects not only

in the English Language Arts but across all subjects since students rely on their reading abilities

in all aspects of education. Designing this guided reading lesson plan has allowed to demonstrate

my abilities in the area of best teaching practices in highlighting my competency in lesson

planning at the elementary level which are in line with the TEAC/CAEP Claims 2: Pedagogy and

Best Teaching Practices; Medaille graduates meet the needs of diverse learners through

pedagogy and best teaching practices and Claim 3: Medaille graduates are caring educators.
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Artifact 6: New York State Report Card Review

The New York State Report Card Review aligns with the following Standards: InTASC,

Learning Environments, Standard 2: Learning Differences; Instructional Practice Standard 7:

Planning for Instruction; Standard 10: Professional Responsibility: Standard 10 Leadership and

Collaboration; The teacher seeks appropriate leadership roles and opportunities to take

responsibility for student learning, to collaborate with learners, families, colleagues, other school

professionals, and community members to ensure learner growth, and to advance the profession.

NYS Code of Ethics Standards for Educators and NYS Learning standards do not apply to this

artifact. TEAC/CAEP Claims; Claim 1: Subject Matter. Medaille graduates know their subject

matter. ISTE Standards for Teachers and/or Students: Teacher Standard 3.b. Model digital age

work and learning. Student Standard is not applicable in this case. International Literacy

Association (ILA) Professional Standards; Standard 6: Professional Learning and Leadership.

CEC Standards: Standard 2: Professional Competence; Professional Positions and Policies,

Teaching and Assessment. Ontario Curriculum Standards, do not apply to this artifact. Ontario

Teacher Ethical Standards: Standard of Integrity; Practice Standard: Professional Knowledge.

This New York State Report Card review was an important addition to my MSED

Elementary Portfolio Project as it demonstrates my abilities in the area of InTASC Standards of

understanding the learning environment and being able to effectively plan for instruction based

on that knowledge. It is of extreme importance for any educator to understand the demographics

of their community and the socio-economic factors which affect the community at large. Having

a grasp of that information is key, in that it guides best practices as a means of planning for

effective instruction. When students know that I understand their lives on a personal level

because I have done my research about the school district, I not only gain their respect but I
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facilitate an open line of communication with their parents and caregivers. I was able to use

digital resources to conduct research for the purposes of compiling the information showcased

within the New York State Report Card Review which is an important skill of myself as a 21st

century educator. In having learned these technological research skills, I am able to demonstrate

my professional competence as required by CEC Standards and I am also able to demonstrate

required skills as set out by the Ontario Teacher Ethical Standards Section, specifically with

regard to Integrity and Professional Knowledge.


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Artifact 7: Pecha Kucha Presentation

The Pecha Kucha Presentation aligns with the following Standards: InTASC,

Professional Responsibility: Standard 10 Leadership and Collaboration The teacher seeks

appropriate leadership roles and opportunities to take responsibility for student learning, to

collaborate with learners, families, colleagues, other school professionals, and community

members to ensure learner growth, and to advance the profession. NYS Code of Ethics Standards

for Educators, Principle 3: Promote Student Learning, Educators commit to their own learning in

order to develop their practice. NYS P-12 Common Core Learning Standards do not apply to this

artifact. NYS Learning Standards: Standard 4: Language for social interaction. Students will

listen, speak, read and write for social interaction. TEAC/CAEP Claims. Claim 3: Medaille

graduates are caring educators. ISTE Standards for Teachers and/or Students: Teacher Standard

3b. Model digital age work and learning. Student Standard 3d: Knowledge Constructor.

International Literacy Association (ILA) Professional Standards; Standard 6: Professional

Learning and Leadership. CEC Standard 6: Using evidence, instructional data, research and

professional knowledge to inform practice. The Ontario Curriculum Standards are not applicable

in this instance. Ontario Teacher Ethical Standards: Standard of Care and Respect; Practice

Standard: Professional Knowledge.

I am pleased to be able to speak to the research that I conducted in preparing my Pecha

Kucha Presentation on Emotional Disturbances. Firstly, a Pecha Kucha Presentation is an

extremely effective way of disseminating important information to students, parents and other

educational professionals. It has been said that a picture paints a thousand words and I believe

that I am able to convey a strong message about student mental health in showcasing my Pecha

Kucha Presentation. Mental Health is a very important topic in the educational system today. Our
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school climates are changing and in an effort to ensure good metal health as part of a balanced

lifestyle for all students, my ability to be able to showcase a presentation like this one is

indicative of my TEAC/CAEP Claim that Medaille graduates are caring educators. It is

important for me to be abreast of the latest information, resources and support services for

students dealing with mental health issues. As educators, we spend a great deal of time with our

students on a daily basis and as such, it is important for us to be able to identify the signs of an

emotional disturbance in a student so that we are able to intervene as a caring educational

community and obtain the support for the student in need. A presentation such as this one also

dispels myths about emotional disturbance and provides facts to students and other educational

professionals. We know and understand that knowledge is power; the more we know about

emotional disturbance, the better prepared we will be as a collaborative group of caring

educators, to help students who are struggling. All it takes is one caring person to extend a hand

to a student in need; that can make all the difference between slipping through the cracks or

getting support and thriving. This is most definitely demonstrative of my abilities to adhere to the

Ontario Teacher Ethical Standards: Standard of Care and Respect as well as the Practice

Standard of Professional Knowledge.


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Artifact 8: Professional Development Certificates and Letters

These Professional Development Certificates align with the following Standards:

InTASC, Professional Responsibility: Standard 10 Leadership and Collaboration: The teacher

seeks appropriate leadership roles and opportunities to take responsibility for student learning, to

collaborate with learners, families, colleagues, other school professionals, and community

members to ensure learner growth, and to advance the profession. NYS Code of Ethics Standards

for Educators, Principle 3: Promote Student Learning, Educators commit to their own learning in

order to develop their practice. NYS P-12 Common Core Learning Standards and NYS Learning

Standards do not apply to this artifact. TEAC/CAEP Claims; Claim 3: Medaille graduates are

caring educators. ISTE Standards for Teachers and/or Students: Teacher Standard 3b. Model

digital age work and learning. International Literacy Association (ILA) Professional Standards;

Standard 6: Professional Learning and Leadership. CEC Standard 2: Professional Competence.

The Ontario Curriculum Standards are not applicable in this instance. Ontario Teacher Ethical

Standards: Standard of Care and Respect; Practice Standard: Professional Knowledge.

I am so proud to showcase my Professional Development Certificates and Letters. The

certificates that I have included for this artifact demonstrate that I am cognisant of my duties as

set out by InTASC Standards for Professional Responsibility. My achievements in ongoing

professional development demonstrate my willingness and desire to be a lifelong learner and a

role model to my students. My NetSmartz, Digital Citizenship Certificate demonstrates that I am

up-to-date on the latest technological information available with the idea of keeping my students

safe as they navigate the digital world. I am able to teach my students online safety protocols and

I am able to spot the warning signs of potential abuse. This is a very important skill to have
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especially considering most students use personal or school, technological devices on a daily

basis.

In keeping with the idea of safety, my SAVE certificates demonstrate that I understand

the current state and provincial legislation as it relates to reporting suspected abuse and violence

against children. It is a fundamental duty of mine as an educator to be an advocate for the safety

and well-being of all of my students.

My certificates such as Respect In Sport and my letters of recommendation showcase that

I volunteer my time to ensure my own professional development for the purpose of helping

students to learn and grow. These certificates and letters are demonstrative of my character and

speak volumes about my passion for educating youth through ongoing professional development

and community

partnerships.
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Section Four: Alignment to Curriculum & Professional Standards Chart

Artifact Title INTASC NYS Code NYS NYS TEAC/ ISTE ILA CEC Ontario Ontario
Standards of Ethics P-12 Common Learning CAEP Standards International Standards Curriculum Teacher
Standards Core Learning Standards Claims for Literacy Standards Ethical
for Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
Artifact #1: Learning Principle 3: Responding to English Claim 1: Teacher Standard 1: Standard 2: Grade 1: Ethic
Environ- Promote Literature Language Subject Standard 1c: Foundational Professional Reading for Standard
Survey ments. Student Facilitate Competence of Care
Assignment
RL.11: Arts. matter Knowledge Meaning
Standard 3 Learning Make and inspire 1.1 Variety of
with Data
connections Claim 2: student Standard 2: Texts
Analysis Standard
Instructional Educators learning and
Summary between text, 4: Pedagogy Curriculum 1.2 Purpose
(Grade 1) Practices: commit to creativity.
self, and the Language & Best Instruction
Standard 8 their own
Instructional learning in world around for Social Teaching Student Social Studies
Strategies order to them (text, Interaction Practices Standard Standard 5: B2.2
develop their media and Students 1b: Literate
Professional practice social will listen, Empowered Environment
Responsibility interaction). speak, read, Learner.
Standard 10 and write
Leadership Reading for social
and
Collaboration Literature interaction.
RL.1.3
Describe
Characters,
Setting, and
Major Events
in a Story
Using Detail
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Artifact #2 Standard 1 Principle2: Responding to English Claim 1: Teacher Standard 3: Standard 6: Grade 1: Ethics:
Learner Educators Literature Language Medaille Standard 1a: Assessment Using Reading for Standard
Assessing Arts graduates Promote, and evidence, Meaning of Care
Student
Develop- create, RL.1.1:
ment support, andAsk and know the support and Evaluation instruction
Literacy-A
maintain answer Standard 1: subject model al data, 1.3
Case Study
Language matter creative and Standard 5: research Comprehension
Standard 2 challenging questions Strategies
for innovative Literate and
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Differences environments details in text. and Medaille inventivene knowledge 1.4
for all. They Understandin graduates ss. to inform Demonstrating
Standard 7 know the RL 1.2 Retell g are caring practice. Understanding.
Planning curriculum stories educators Student
for and utilize a including key Standard
Instruction range of details, and 1b:
strategies demonstrate Empowered
and understanding Learner.
assessments of their central
to address message or
differences. lesson.

Artifact #3 The Learner Principle 1 N/A N/A Claim 1: Teacher Standard 4: N/A Ethics:
and Educators Medaille Standard1. Diversity Standard 4 Care and
Annotated Learning graduates Facilitate Integrity
nurture the
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intellectual,
Standard 2: subject student and implement based Practice:
physical,
Learning matter learning strategies to Practices Commit
emotional,
Differences and advocate for Resources ment to
social, and creativity equity. Students
Standard 3: civic 1.a. and
Learning potential of Student
Environments each student Student: Learning
Standard 3:
Knowledge
Constructor
3.a
25
MSED ELEMENTARY
Artifact #4 Content Principle2: W Writing English Claim 1: Teacher Standard 1: Standard 2: Grade 1: Ethics:
Standard 4: Educators Language Medaille Standard1. Foundational Professional Overall Integrity
Standards
Science Arts graduates Facilitate Competence
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Content create, Text Types and Knowledge Expectations:
Knowledge support, and know the and inspire Communicati Practice:
Purposes
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Language matter learning onal
Instructional challenging Curriculum Investigate
W 2.2 Write for and Knowle-
Practice learning informative/exp Instruction needs and
Information Claim 2: creativity dge
Standard 8: environments lanatory texts in characteristics
and Medaille 1.a.
Instructional for all. They which they Understandin of plants and
graduates
Strategies. know the name a topic, g animals,
meet the Student
curriculum supply some needs of Standard 3: including
and utilize a facts about the NYS diverse Knowledge humans.
range of topic, and Elementary learners Constructor
provide some Science thorough 3.a
strategies Specific: 2.4
sense of closure. Standards pedagogy
and investigate the
Strand: The and best
assessments Living physical
to address teaching
Environment characteristics
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Artifact #5 Instructional Principle 1: Reading English Claim 2: Teacher: Standard 1: Standard 6 Grade 1: Ethics:
Practice: Educators Standards for Language Medaille Standard 1 Foundational Ethical Overall Care,
Guided nurture the graduates Principles Expectations: Respect
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Standard 7: social, and learners Expectations:
Planning for civic ideas. Response thorough and Instruction 1.3
Instruction potential of RI 1.7 Use and pedagogy creativity Identify
each student. illustrations Expression and best 1.a. Standard 5: reading
and details in a teaching Promote, Literate comprehension
story to practices support, and Environment strategies.
describe its model
characters, Claim 3: creative
Medaille and
setting, or
graduates innovative
events. thinking and
are caring
inventiveness
26
MSED ELEMENTARY
Standard educators Student:
Strand: 1 Knowledge
Individual Constructor
Development 3.b.
and Cultural
Identity
1.1 gathering,
interpreting,
using
evidence.

Artifact #6 The Learner Principle 3 N/A N/A Teacher Standard 6 Professional N/A Ethics:
and Educators Claim 1: Standard Professional Positions Integrity
New York State Learning Medaille Learning and and
commit to 3.b. Model
Report Card Standard 2: graduates Leadership Policies Practice
Review their own digital age
Learning know the work and Teaching Standard
learning in
Differences subject and Professi-
order to learning. Assessment
matter onal
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Practice their Student
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for
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Professional
Responsibility
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Leadership
and
Collaboration
Artifact #7 Principle 3 N/A Standard Claim 1: Teacher Standard 6 Standard 6: N/A Ethics:
Professional Educators 4: Medaille Standard Professional Using Care,
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Presentation
commit to Language
Standard 10 know the 3.b. Model Leadership instruction Respect
their own for Social
Leadership subject digital age al data,
and learning in Interaction
matter work and research Practice
Collaboration order to Students
and Standard
27
MSED ELEMENTARY
develop will listen, learning. professional Professi-
their speak, read, Claim 3: knowledge onal
practice and write Medaille Student: to inform Knowle-
for social graduates Knowledge practice. dge
are caring
interaction. Constructor Ethics:
educators
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of
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Ethics:
Standard
of Care
Artifact #8 Professional Principle 3: N/A N/A Claim 3: Teacher Standard 6 Standard 2: N/A Ethics
Responsibility Promote Medaille Standard Professional Professional Standard
Professional Standard 10 Student graduates Standard Learning and Competence of
Development Leadership Learning are caring Leadership Respect
Certificates
3.b. Model
and educators digital age
Collaboration Educators Ethics:
work and
commit to learning. Standard
their own of Care
learning in
order to Practice
develop their Standard
practice Professi-
onal
Knowle-
dge

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Running Head: MSED Portfolio Project 28

Conclusion

Section Four of the MSED Elementary Portfolio Project demonstrated my abilities to

align my chosen artifacts with the most up-to-date Educational, Professional and Curriculum

Standards. This section was a showcase of my commitment to ongoing professional development

through my own initiative and passion for the field of education. As an educator, these artifacts

demonstrate that I have the skills and abilities to effectively research, plan, instruct and assess

diverse learners in a culturally responsive manner. I have demonstrated that I have a firm grasp

of how to research topics which affect students in an effort to best serve their needs. I have

demonstrated that I understand the importance of positive collaboration with other professionals

for the purpose of ensuring the best academic, social, emotional, physical and civic outcomes of

my students. The connections I have made between the Standards and the Artifacts showcase my

ability to fully understand all aspects of effective education from understanding curriculum

standards to modelling professional behavior for the benefit of my students. I am a passionate

educational professional who is technologically savvy and willing to continue to learn and grow

through collaboration and professional development opportunities. My fluent, bilingual

French/English language abilities are also demonstrative of my dedication to learning and my

passion for sharing that knowledge of a second language with the next generation of learners.

In the next section of my MSED Elementary Portfolio Project; Section 05: Teacher

Candidate Reflection, I will reflect on my journey of creating my MSED Elementary Project

Portfolio. Throughout this journey, I have come to understand the importance of being a

reflective professional because it tells me so much about my approach, what worked, what

didnt, how I could better plan, implement, assess and grow. Through continual reflection, I am

able to ensure that I am holding myself to the highest standard of academic delivery for the
Running Head: MSED Portfolio Project 29

benefit of my students. It is my firm belief that role modelling the act of reflection helps students

to achieve a growth mindset which is key to their own academic confidence and success.

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