Section Four: Alignment to Curriculum & Professional Standards

Introduction

In section four of the portfolio I will be giving a more thorough explanation of the

curriculum and professional education standards that I included in section three, as well as why

they are important to the field of education. I will also be including a graphic organizer in the

form of a chart, for easier visual understanding of which artifacts are relevant to which standards,

as I presented in section three of the portfolio. There are many different groups of curriculum

and professional education standards that help to guide teachers in their roles as educators, partly

because teachers are responsible for the education of students in many different domains-

intellectual, emotional, physical, etc. These standards are in place to ensure that students are

receiving all the proper knowledge and care to ensure that they can become successful

individuals in the future. Some of the standards indirectly affect the students since they are

directed towards the teachers, ensuring that they continue to learn and grow even after they have

finished their programs of study. The standards that I used are InTASC Standards, NYS Code of

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

Standards, Ontario Ministry of Education Curriculum standards, DOE Claims & CAEP

Standards, and ISTE standards.

Curriculum & Professional Educational Standards

INTASC Standards.

Outline what teachers should know and be able to do to ensure every PK-12 student

reaches the goal of being ready to enter college or the workforce, as well as outlines the

principles and foundations of teaching practice that cut across all subject areas and grade levels

and that all teachers share. Articulate what effective teaching and learning looks like in a
transformed public education system. They are based on best understanding of current research

on teaching practice with the acknowledgement that how students learn and strategies for

engaging them in learning are evolving more quickly than ever. The standards have been

grouped into four general categories to help users organize their thinking about the standards: the

learner and learning, content, instructional practice, and professional responsibility. Under the

learner and learning are standards #1 learner development, #2 learning differences, and #3

learning environments. Under content are standards #4 content knowledge and #5 application of

content. Under instructional practice are standards #6 assessment, #7 planning for instruction,

and #8 instructional strategies. Under professional responsibility are standards #9 professional

learning and ethical practice and #10 leadership and collaboration.

The following artifacts from section three connect with the InTASC standards:

o Artifact #1 ELED assessment and instruction plan (standards #6, #7, #8)

o Artifact #2 ELA lesson plan (standards #1, #2, #6, #7, #8)

o Artifact #3 ELA unit plan (standards #4, #5)

o Artifact #4 Pecha Kucha presentation (standards #2, #3, #9, #10)

o Artifact #5 IEP analysis (standards #2, #3, #9, #10)

o Artifact #6 DASA certification (standards #3, #9, #10)

o Artifact #7 Math trail (standards #3, #4, #5, #6, #7, #8)

o Artifact #8 CARE presentation (standards #1, #2, #3, #7, #9, #10)

NYS Code of Ethics for Educators.

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 through six principles. Principle 1: Educators nurture

the intellectual, physical, emotional, social, and civic potential of each student. Principle 2:

Educators create, support, and maintain challenging learning environments for all. Principle 3:

Educators commit to their own learning in order to develop their practice. Principle 4: Educators

collaborate with colleagues and other professionals in the interest of student learning. Principle

5: Educators collaborate with parents and community, building trust and respecting

confidentiality. Principle 6: Educators advance the intellectual and ethical foundation of the

learning community.

The following artifacts from section three connect with the NYS Code of Ethics for

Educators:

o Artifact #1 ELED assessment and instruction plan (principle 2)

o Artifact #2 ELA lesson plan (principle 2)

o Artifact #3 ELA unit plan (principles 2, 3)

o Artifact #4 Pecha Kucha presentation (principles 1, 3, 4, 5)

o Artifact #5 IEP analysis (principles 1, 3, 4, 5)

o Artifact #6 DASA certification (principles 1, 5, 6)

o Artifact #7 Math trail (principle 2)

o Artifact #8 CARE presentation (principles 1, 3, 5)

Ontario Teacher Ethical Standards.

The Ethical Standards for the Teaching Profession represent a vision of professional

practice. At the heart of a strong and effective teaching profession is a commitment to students

and their learning. Members of the Ontario College of Teachers, in their position of trust,

demonstrate responsibility in their relationships with students, parents, guardians, colleagues,

educational partners, other professionals, the environment and the public. The purposes of the

ethical standards for the teaching profession are: in inspire members to reflect and uphold the

honour 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, respect, trust, and integrity.

The following artifacts from section three connect with the Ontario Teacher Ethical

Standards:

o Artifact #1 ELED assessment and instruction plan (care)

o Artifact #2 ELA lesson plan (care)

o Artifact #3 ELA unit plan (care, and integrity)

o Artifact #4 Pecha Kucha presentation (care, respect, trust, and integrity)

o Artifact #5 IEP analysis (care, respect, trust, and integrity)

o Artifact #6 DASA certification (care, respect, and trust)

o Artifact #7 Math trail (care)

o Artifact #8 CARE presentation (care, respect, and trust)

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

The Common Core State Standards for English Language Arts & Literacy in

History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of

an extended, broad-based effort to fulfill the charge issued by the states to create the next

generation of K–12 standards in order to help ensure that all students are college and career

ready in literacy no later than the end of high school. the Standards are (1) research and evidence

based, (2) aligned with college and work expectations, (3) rigorous, and (4) internationally
benchmarked. Just as students must learn to read, write, speak, listen, and use language

effectively in a variety of content areas, so too must the Standards specify the literacy skills and

understandings required for college and career readiness in multiple disciplines.

The following artifacts from section three connect with the P-12 NYS Common

Core Learning Standards:

o Artifact #1 ELED assessment and instruction plan

(CCSS.ELA.LITERACY.RL.1.1, 1.2, 1.3; CCSS.ELA.LITERACY.RF.1.3, 1.4)

o Artifact #2 ELA lesson plan (CCSS.ELA.LITERACY.RL.1.2, 1.3, 1.7, 1.9)

o Artifact #3 ELA unit plan (CCSS.ELA.LITERACY.RL.2.3)

Ontario Ministry of Education Curriculum Expectation.

Language development is central to students’ intellectual, social, and emotional growth,

and must be seen as a key element of the curriculum. The language curriculum is based on the

belief that literacy is critical to responsible and productive citizenship, and that all students can

become literate. The curriculum is designed to provide students with the knowledge and skills

that they need to achieve this goal. This curriculum organizes the knowledge and skills that

students need to become literate in four strands, or broad areas of learning – Oral

Communication, Reading, Writing, and Media Literacy. These areas of learning are closely

interrelated, and the knowledge and skills described in the four strands are interdependent and

complementary. Teachers are expected to plan activities that blend expectations from the four

strands in order to provide students with the kinds of experiences that promote meaningful

learning and that help students recognize how literacy skills in the four areas reinforce and

strengthen one another.

 The following artifacts from section three connect with the Ontario Ministry of Education

Curriculum Standards:

o Artifact #1 ELED assessment and instruction plan (grade 1 reading 1.4, 1.7, 3.1;

writing 3.1, 3.2)

o Artifact #2 ELA lesson plan (grade 1 reading 1.4, 1.6, 1.7)

o Artifact #3 ELA unit plan (grade 1 reading 1.7)

DOE Claims & CAEP Standards.

Claims are commitments of the Division of Education (DOE) of Medaille College about

the quality of its graduates who are professionally ready and competent to become school

teachers. It is based on these claims that the DOE organizes its courses of study and assessment

systems in your teacher education program. Thus, as you formulate your objectives in the areas

of competencies, be cognizant of these claims of the Division of Education.

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

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.

CAEP Standard 1. Content and Pedagogical Knowledge : The provider ensures that

candidates develop a deep understanding of the critical concepts and principles of their

disciplines and, by completion, are able to use discipline-specific practices flexibly to advance

the learning of all students toward attainment of college- and career-readiness standards.
 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the

appropriate progression level(s) in the following categories: the learner and learning; content;

instructional practice; and professional responsibility.

1.3 Providers ensure that candidates apply content and pedagogical knowledge as

reflected in outcome assessments in response to standards of Specialized Professional

Associations (SPA), the National Board for Professional Teaching Standards (NBPTS), states, or

other accrediting bodies (ed., National Association of Schools of Music – NASM).

1.4 Providers ensure that candidates demonstrate skills and commitment that afford all P-

12 students access to rigorous college- and career-ready standards (e.g., Next Generation Science

Standards, National Career Readiness Certificate, Common Core State Standards.

The following artifacts from section three connect with the DOE Claims & CAEP

Standards:

o Artifact #1 ELED assessment and instruction plan (claims 1, 2)

o Artifact #2 ELA lesson plan (claims 1, 2)

o Artifact #3 ELA unit plan (claims 1, 2)

o Artifact #4 Pecha Kucha presentation (claim 3)

o Artifact #5 IEP analysis (claims 2, 3)

o Artifact #6 DASA certification (claim 3)

o Artifact #7 Math trail (claims 1, 2)

o Artifact #8 CARE presentation (claims 2, 3)

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

The ISTE Standards are a framework for innovation in education helping educators and

education leaders prepare learners to thrive in work and life. The ISTE Standards for Educators
are a road map to helping students become empowered learners. The standards will deepen

practice, promote collaboration with peers, challenge rethinking of traditional approaches and

prepare students to drive their own learning. The seven educator standards are: #1 learner, #2

leader, #3 citizen, #4 collaborator, #5 designer, #6 facilitator, and #7 analyst. The ISTE

Standards for Students are designed to empower student voice and ensure that learning is a

student-driven process. The seven student standards are: #1 empowered learner, #2 digital

citizen, #3 knowledge constructor, #4 innovative designer, #5 computational thinker, #6 creative

communicator, and #7 global collaborator.

The following artifacts from section three connect with the ISTE Standards:

o Artifact #2 ELA lesson plan (student standards #1, and #3)

o Artifact #4 Pecha Kucha presentation (educator standard #1)

o Artifact #5 IEP analysis (educator standards #1 and #4)

[Back to Table of Contents]

Curriculum and Professional Standards Chart

 Section Four: Alignment to Curriculum & Professional Standards Chart

Artifact Title INTASC NYS Code of NYS DOE Claims & ISTE Ontario Ontario
Standards Ethics Standards P-12 Common Core CAEP Standards for Curriculum Teacher
for Educators Learning Standards Standards Teachers and/or Standards Ethical
Students Standards

Artifact #1 Standards #6, Principle 2 CCSS.ELA.LITER Claims #1 and N/A Grade 1 reading 1.4, Care
ELED assessment #7, and #8 ACY.RL.1.1, 1.2, #2 1.7, 3.1
and instruction plan 1.3; Grade 1 writing 3.1,
CCSS.ELA.LITER 3.2
ACY.RF.1.3, 1.4

Artifact #2 Standards #1, Principle 2 CCSS.ELA.LITER Claims #1 and Student Grade 1 reading 1.4, Care
ELA lesson plan #2, #6, #7, and ACY.RL.1.2, 1.3, #2 standards #1 1.6, 1.7
#8 1.7, 1.9 and #3

Artifact #3 Standards #4 Principles 2 and 3 CCSS.ELA.LITER Claims #1 and N/A Grade 1 reading 1.7 Care and
ELA unit plan and #5 ACY.RL.2.3 #2 integrity

Artifact #4 Standards # 2, Principles 1, 3, 4, N/A Claim #3 Educator N/A Care,

Pecha Kucha #3, #9, and #10 and 5 standard #1 respect,
presentation trust, and
integrity
Artifact #5 Standards # 2, Principles 1, 3, 4, N/A Claims #2 and Educator N/A Care,
IEP analysis #3, #9, and #10 and 5 #3 standards #1 respect,
and #4 trust, and
integrity

Artifact #6 Standards #3, Principles 1, 5, N/A Claim #3 N/A N/A Care,

DASA certification #9, and #10 and 6 respect, and
trust

Artifact #7 Standards #3, Principle 2 N/A Claims #1 and N/A N/A Care
Math trail #4, #5, #6, #7, #2
and #8

Artifact #8 Standards #1, Principles 1, 3, N/A Claims #2 and N/A N/A Care,
CARE presentation #2, #3, #7, #9, and 5 #3 respect, and
and #10 trust

Conclusion

After explaining the importance of teachers following and incorporating standards in their teaching, as well as showing how the

artifacts that I shared in section three of the portfolio connect to the standards I have proven that I understand the standards and that I am

capable of following and using them when I am a professional teacher. The next section of the portfolio is teacher candidate reflection in

which I will showcase my reflection skills acquired through the development of this portfolio. The section will consist of an introduction,

portfolio project/teacher education learning experiences, readiness to become a teacher, and a conclusion.