Section Four: Alignment to Curriculum & Professional Standards

Introduction

This section of my portfolio, Section Four: Alignment to Curriculum & Professional

standards, connects the curriculum and professional standards to the artifacts that were presented

in the previous section, Section Three: Artifacts. This section four is broken down into two main

parts; Curriculum and Professional Educational Standards and Curriculum and Professionals

Standards Chart. Each of these sections are further broken down into diverse Professional

Standards sections; The Interstate Teacher Assessment and Support Consortium (InTASC), NYS

Code of Ethics for Educators, the P-12 NYS Common Core Learning Standards for ELA, Math

and Social Studies, Ontario Ministry of Education Expectations, Teacher Education

Accreditation Council (TEAC) Claims, the International Society for MSED Elementary Portfolio

project 161 Technology Education for Teacher and Students (ISTE), Council for Expectational

Children (CEC), and Ontario Teacher Ethical Standards. Each of these standards will be

connected to the artifacts that were presented in the previous section three. The chart to follow

that will present a visual overview of my written explanations throughout this section four. These

connections to curriculum and professional standards are crucial for educators to refer to as they

set the continuum for best practice.

Curriculum & Professional Educational Standards

INTASC Standards.

The interstate Teacher Assessment and Support Consortium (InTASC) is a model of standards

outlined for teachers that state a common knowledge and skills that applies across all subject

areas and grade level to provide continuity for students. The purpose of the INTASC Standards is
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to prepare and support new teachers with professional development. These standards are

extremely important as they create consistency as well as provide educators with a framework to

correlate with their learning experiences. The following artifacts presented in section three

connect with the InTASC standards.

 Artifact 1: Literacy Lesson Plan Learning Segment

 Artifact 2: Science Field Trip Proposal

 Artifact 3: ELA Block

 Artifact 4: Professional Development References

 Artifact 6: Curriculum Training Development

NYS Code of Ethics for Educators.

The New York State Code of Ethics for Educators is a set of expectations and principals to guide

professional standards and practices in the classroom while encouraging professional excellence.

Its outlines a set of professional judgment that speaks to the core values of the profession. The

following Artifacts in section three connect with the NYS Code of Ethics for Educators.

 Artifact 1: Literacy Learning Segment

 Artifact 3: ELA Block

 Artifact 4: Professional Development References

 Artifact 6: Curriculum Training Development

 Artifact 8: NYS Report Card Analysis

Ontario Teacher Ethical Standards.

The Ontario Teacher Ethical Standards are outlined in four sections Care, Respect, Trust and

Integrity. They are standards that guide Ontario teachers and their ethical beliefs when working
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in Canadian classrooms. These standards have four main goals which are to create a vison for the

teaching profession that embodies a holistic, social emotional commitments and responsibilities

that are to be exercised and implemented by teachers daily. The following artifacts presented in

section three connect with the Ontario Teacher Ethical Standards.

 Artifact 1: Literacy Learning Segment

 Artifact 2: Science Field Trip

 Artifact 4: Professional Development References

 Artifact 5: Padlet

 Artifact 6: Curriculum Training Development

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

The NYS Common Core Learning Standards for ELA, Math and Social Studies is a set of

standards aimed to reimagine the educational framework with the goal of better supporting

educators in their instructional practice and to provide additional guidance on achieving a vision

of 21st century literacy. The following artifacts presented in section three connect with the NYS

Common Core Learning Standards.

 Artifact 1: Literacy Learning Segment

 Artifact 2: Science Field Trip Proposal

 Artifact 3: ELA Block

 Artifact 5: Padlet
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NYS Learning Standards.

The New York State Education Department is responsible for setting student learning

expectations or standards for what all students should know and be able to do as a result of

skilled instruction. Each local school district develops curricula based on the NYS established

standards. The following artifacts in section three connect with the NYS learning standards.

 Artifact 4: Professional Development

 Artifact 6: Curriculum Training Development

 Artifact 8: NYS Report Card Analysis

Ontario Ministry of Education Curriculum Expectation.

The Ministry of Education developed by the Ontario Ministry of Education Expectations. The

expectations are to ensure that the curriculum remains, current, relevant and developmentally

appropriate for students from Kindergarten the Grade twelve. The curriculum is developed with

policy and programs to support educational setting to continue safe, quality learning and care in

Ontario. The following artifacts outlined in section three connect with the Ontario Ministry

Education Curriculum expectations.

 Artifact 4: Professional Development

 Artifact 6: Curriculum Training Development

 Artifact 7: IEP Analysis

DOE Claims & CAEP Standards.

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

quality of its graduates who are professionally ready and competent to become schoolteachers.
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Claims are outlined in categories of three. Claim 1: Medaille College graduates know the subject

matter in their certification areas. 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. The following artifacts in section three connect with the DOE

Claims and CAEP Standards.

 Artifact 4: Professional Development

 Artifact 6: Curriculum Training Development

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

The International Society for Technology Education for Teachers and Students was developed to

create effective technology innovative driven classrooms. ISTE standards for students are skills

and knowledge that students need to learn in this increasing digital age. The ISTE standards for

teachers were designed with the goal to help teacher effectively implement new technological

skills into learning content in their classrooms. The following artifacts from section three are

connected to the International Society for Technology Education for Teachers and Students

(ISTE).

 Artifact 5: Padlet

 Artifact 7: IEP Analysis

 Artifact 8: NYS Report Card Analysis

International Literacy Association (ILA) Professional Standards.

International Literacy Association Professional Standards sets forth the criteria for developing

and evaluating preparation programs for reading professionals. The standards describe what

candidates for the reading profession should know and be able to do in professional settings. The
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standards are performance based, focusing on the knowledge, skills and dispositions necessary

for effective educational practice in a specific role. The artifacts outlined in section three connect

with the ILA professional standards.

 Artifact 1: Literacy Learning Segment

 Artifact 3: ELA Block

Council for Exceptional Children (ECE).

Special Education Professional Ethical Principles and Practice Standards (CEC) are a set of

principles and practices that respect the diverse needs of students with exceptionalities and non

neuro typical students and families. The following artifacts outlined in section three connect to

the Special Education Professional Ethical Principles and Practice Standards.

 Artifact 7: IEP Analysis

Curriculum and Professional Standards Chart

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Section Four: Alignment to Curriculum & Professional Standards Chart

Directions: List each artifact that you have included in Section Three: Teacher Candidate Artifacts of your portfolio project.
Include the standard title, number, and key words needed to identify the standard accurately and provide meaningful context. This
chart should align with the curriculum and professional standard information that you have included in your rationale for each
artifact in Section Three.
Artifact Title INTASC NYS Code of NYS NYS DOE ISTE ILA CEC Ontario Ontar
Standards Ethics P-12 Common Learning Claims & Standards International Standards Curriculum Teach
Standards Core Learning Standards CAEP for Literacy Standards Ethic
for Standards Standards Teachers Association Stand
Educators and/or Professional ds
Students Standards
Standard #1: Principle 1: Principal 1: Claim 2 1: 2: Curriculum Standard 1: Care 1:
Artifact #1: Learner Educators Nurture full Reading Impowered and Instruction Learning Conten
Literacy Developmen nurture potential of Literature 2.3 Learner Candidates use Developme and
Learning t intellectual, every student RL.1.1: Students foundational nt and Pedago
Segment physical, Principle 2: Ask and leverage knowledge to Individual cal
Answer
Standard #2: emotional, Promote technology critique and Learner Knowle
Questions
Learning social and Student about Key
to take an implement Differences ge 1.1
Differences civic Learning Details in a active role literacy 1.3
potential of Principal 3: Text in choosing, curricula to 1.4
Standard #7: each student. Commitment to achieving meet the needs
Planning for professional Reading and of all learners
Instruction learning Literature demonstrati and to design,
Principal 4: RL.1.3 ng implement,
Collaboration Describe competency and evaluate
Principal 5: Characters, in their evidence-
Community Setting, and learning based literacy
Major Events
relationships goals. instruction for
in a Story
Principal 6: Using Detail all learners.
advancement of
learning
community
Artifact #2 Standard #3 Principle 2: Claim 2 2. Leader 1: Care 1.3
Learning Educators Foundational
Science Field Environmen Create, 2.3 Knowledge 1.4
Trip ts Support and
maintain 2: Curriculum
Standard #4: challenging and Instruction
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Content learning
Knowledge environments
for all
Standard #6:
Assessment Principle #5
Artifact #3 Standard #1 Principle #2: Principal 1: Reading Claim 1 1# Learner 2. Curriculum Care
Learner Educators Nurture full Literature 1.1 and Instruction
ELA Block Developmen create, potential of RL.1.1: 1.3 2# Leader Respect
t support and every student Ask and 1.4 3. Assessment
Principle 2: Answer
maintain #3 Citizen and Evaluation
Promote Student Questions
Standard #2: challenging Learning about Key
Claim 2
Learning learning Principal 3: Details in a #4
Differences environments Commitment to Text Claim 3 Collaborator
professional
Standard #5: Principle #3: learning Reading #5 Designer
Application Educators Principal 4: Literature
of Content commit to Collaboration RL.1.3
their own Principal 5: Describe
Standard #6: learning in Community Characters,
Assessment order to relationships Setting, and
Principal 6: Major Events
develop their
advancement of in a Story
Standard #7: practice learning Using Detail
Planning for community
Instruction

Standard #8:
Instructional
Strategies
Artifact #4 Standard #9 Principle #3: Principal 1: Claim #2 #4 #6 Standard Trust
Professional Educators Nurture full Collaborator Professional #2
Professional Learning commit to potential of 2.1 Learning Integrity
Development their own every student 2.2 #3 2.1
Principle 2:
References Standard learning in 2.3 Knowledge #7 Practicum/ 2.2
Promote Student
#10: order to Learning
Constructor Clinical 2.3
Leadership develop Principal 3: Experiences
and practice Commitment to
Collaboratio professional
n Principle #4: learning
Educators Principal 4:
collaborate Collaboration
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with Principal 5:
colleagues Community
and other relationships
professionals Principal 6:
advancement of
in the interest
learning
of student community
learning

Principle #5
Principle #6
Artifact #5 Standard #4 Principle #2: Principal 1: Reading Claim 1 Standards Standard #5: Care
Content Educators Nurture full Literature #1 Learners and Respect
Padlet Knowledge create, potential of RL.1.1: Claim 2 #2 Literacy
support and every student Ask and #3 Environments
Principle 2: Answer
Standard #5 maintain Standard #4
Promote Student Questions
challenging Learning about Key
#4
Standard #6 learning Principal 3: Details in a 4.1
environments Commitment to Text 4.2
Standard #8 professional
learning Reading
Principal 4: Literature
Collaboration RL.1.3
Principal 5: Describe
Community Characters,
relationships Setting, and
Principal 6: Major Events
advancement of in a Story
learning Using Detail
community
Standard #5 Principle #4: Principal 1: Claim 1 Standards Standards Trust
Educators Nurture full #1 Learner #6
Artifact #6 Standard #6 collaborate potential of Claim 2 #2 Leader #7 Integrity
with colleges every student #3Citzen
Principle 2:
Curriculum Standard #7 and other Claim 3
Promote Student
Training professionals Learning
Development Standard #8 in the interest Principal 3: Standard
of student Commitment to #5
Standard #9 learning professional 5.1
learning 5.2
Standard Principle #5 Principal 4: 5.3
#10 Collaboration 5.4
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Principal 5: 5.5
Community
relationships
Principal 6:
advancement of
learning
community
Artifact #7 Standard #1 Principle #2: Principal 1: Claim 1 Standard Standard Care
Educators Nurture full #4 #1
IEP Analysis Standard #2 create, potential of Claim 2 #5 1.1 Respect
support and every student 1.2
Principle 2:
Standard #3 maintain Claim 3
Promote Student
challenging Learning
learning Principal 3: Standard
environments Commitment to #2
for all professional 2.1
Principle #3 learning
Principal 4:
Collaboration
Principal 5:
Community
relationships
Principal 6:
advancement of
learning
community
Artifact #8 Standard #7: Principle #4 Principal 1: Claim #2 Respect
Planning for Educators Nurture full
NYS Report Instruction collaborate potential of 2.1 Trust
Card with every student 2.2
Principle 2:
Standard #8 colleagues
Promote Student
and other Learning
Standard #9 professionals Principal 3:
in interest of Commitment to
Standard student professional
#10 learning learning
Principal 4:
Collaboration
Principal 5:
Community
relationships
Principal 6:
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advancement of
learning
community

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Conclusion

Throughout this section of my portfolio I connected the curriculum and professional standards to

the artifacts I presented in Section Three. These segments were presented to help you have a

visual of the standards and guide your thinking throughout the curriculum and professional

standards in a significant context. This section outlined my thinking as an educator when

connecting educational artifacts with professional standards. It is my hope you see the

determination, professional experience and way of thinking it takes as an educator to get you to

this point of thinking professionally.

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