Section Four: Alignment to Curriculum & Professional Standards

Introduction

In this section of my portfolio, I have highlighted Curriculum and Professional Standards

and included a brief summary of their goals/ expectations. Additionally, I have included a list of

my artifacts from section three that pertain to each standard. I have also created a standard’s

chart which summaries the standards that I applied to each of my artifacts in Section Three. As a

teacher candidate, it is extremely important that I understand how they are applied in the

classroom to ensure I am meeting the requirements and expectations of New York State and

Ontario. Standards ensure that every student, no matter what school, or board they are in,

receives the same education and treatment. In doing so, we are preparing our students for success

both in and out of the classroom.

Curriculum & Professional Educational Standards

INTASC Standards.

The INSTAC Standards acknowledge that teaching begins with the learner. In order for

students to be successful, teachers must understand that learning and developmental patterns

vary among individuals. Effective teachers have high expectations for each and every learner and

implement developmentally appropriate, challenging learning experiences. Teachers promote

learners’ acceptance of responsibility for their own learning and collaborate with them to ensure

effective design and implementation of both self-directed and collaborative learning.

The following artifacts connect with the INTASC Standards:

1. Artifact #1: Guided Reading Lesson Plan

2. Artifact #3 Science Fieldtrip Proposal

3. Artifact #4 Classroom Management Plan

4. Artifact #5 Literacy Learning Segment

5. Artifact #6 Survey Assignment

6. Artifact #7 Cyber Safety Presentation

7. Artifact #8: DASA Certification

NYS Code of Ethics for Educators.

The Code of Ethics for educators is a public statement which sets principles and

expectations for excellence. There are six different principles in this code and they are, put

briefly, as follows:

1. Principle 1: Educators nurture the potential of every student.

2. Principle 2: Educators create a supporting environment for all.

 3. Principle 3: Educators commit to their own learning to develop their knowledge.

4. Principle 4: Educators collaborate with other professionals to better assist their students.

5. Principle 5: Educators collaborate with parents and the community to build relationships.

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

The following artifacts connect with the NYS Code of Ethics for Educators:

1. Artifact #1: Guided Reading Lesson Plan

2. Artifact #2 Weebly Website

3. Artifact #3 Science Fieldtrip Proposal

4. Artifact #4 Classroom Management Plan

5. Artifact #5 Literacy Learning Segment

6. Artifact #6 Survey Assignment

7. Artifact #7 Cyber Safety Presentation

8. Artifact #8: DASA Certification

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

The NYS Common Core Learning Standards outline the teaching expectations in

Mathematics, Social Studies as well as English Language Arts. These standards are used in

classrooms in the entire state of New York. The purpose of these standards is to ensure that all

students, regardless of what school, educator, or board they are in, are taught the same

foundations according to their appropriate grade level. These standards ensure that all students

are meeting the same expectations across the state in regard to their education.

The following artifacts connect with the P-12 New York State Common Core Learning

Standards:

1. Artifact #1: Guided Reading Lesson Plan

2. Artifact #4 Classroom Management Plan

3. Artifact #5 Literacy Learning Segment

4. Artifact #7 Cyber Safety Presentation

5. Artifact #8: DASA Certification

NYS Learning Standards.

The NYS Learning Standards highlight curriculum resources for all subjects including:

Arts, CDOS Standards, Computer Science and Digital Fluency, English Language Arts, Family

and Consumer Sciences, Languages Other than English, Mathematics, Physical Education,

Science, Social Studies and Technology Education. The purpose of these standards is to set

student learning expectations about what all students should know and be able to do as a result of
skilled instruction. Each local school district develops curricula based on these established

standards.

The following artifacts connect with the NYS Learning Standards:

1. Artifact #1: Guided Reading Lesson Plan

2. Artifact #5 Literacy Learning Segment

DOE Claims & CAEP Standards.

The Medaille College DOE and CAEP Claims are commitments from the college that

graduates are professional, and competent teachers. Three are three claims set out by the college,

and they are as follows:

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 Three: Medaille College graduates are caring educators.

Furthermore, the TEAC claims are related to content and pedagogical knowledge. They

ensure that teacher candidates develop an understanding of the critical concepts and principles of

their disciples upon completion of the program.

The following artifacts connect the Medaille College DOE/TEAC/CAEP Claims:

1. Artifact #1: Guided Reading Lesson Plan

2. Artifact #2 Weebly Website

3. Artifact #3 Science Fieldtrip Proposal

4. Artifact #4 Classroom Management Plan

5. Artifact #5 Literacy Learning Segment

6. Artifact #6 Survey Assignment

7. Artifact #7 Cyber Safety Presentation

8. Artifact #8: DASA Certification

Ontario Teacher Ethical Standards.

The Ontario Teachers Ethical Standards are: Care, Respect, Trust and Integrity. More

specifically, the standard of care includes compassion, acceptance, interest and insight for

developing students’ potential. The standard of respect includes fairness and open-mindedness to

honour human dignity and development. The standard of trust includes fairness, openness and

honesty. Finally, the standard of integrity includes honesty, reliability and moral action. Each of
these standards is designed to create a nurturing, inclusive and fair learning environment for all

students.

The following artifacts connect with the Ontario Teachers Ethical Standards:

1. Artifact #1: Guided Reading Lesson Plan

2. Artifact #2 Weebly Website

3. Artifact #3 Science Fieldtrip Proposal

4. Artifact #4 Classroom Management Plan

5. Artifact #5 Literacy Learning Segment

6. Artifact #7 Cyber Safety Presentation

7. Artifact #8: DASA Certification

International Literacy Association (ILA) Professional Standards.

The International Literacy Association Professional Standards set forth a criterion 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 standards are performance based, and focus on the knowledge, skills

and dispositions necessary for effective educational practice in a specific role.

The following artifacts connect the International Literacy Association Professional

Standards:

1. Artifact #1: Guided Reading Lesson Plan

2. Artifact #5 Literacy Learning Segment

Ontario Ministry of Education Curriculum Expectation.

The Ontario Curriculum Expectations are designed to ensure that all students are

receiving the same education at the appropriate grade level. Teachers are expected to create

lessons and administer assessments in accordance with the curriculum. Doing so ensures that

every child at each grade level receives the same education, regardless of the school that they

attend.

The following artifacts connect with the Ontario Curriculum Expectations:

1. Artifact #1: Guided Reading Lesson Plan

2. Artifact #3 Science Fieldtrip Proposal

3. Artifact #5 Literacy Learning Segment

4. Artifact #6 Survey Assignment

International Society for Technology Education for Teachers and Students (ISTE).
 The ISTE standards provide skills and knowledge for teacher candidates to work with

technology to advance their teaching practice. More specifically, it is designed to inspire the

creation of solutions and connections that improve opportunities for all learners by delivering

practical guidance, evidence-based professional learning, virtual networks, thought-provoking

events and the ISTE standards.

The following artifacts connect the International Society for Technology Education:

1. Artifact #2 Weebly Website

2. Artifact #3 Science Fieldtrip Proposal

3. Artifact #4 Classroom Management Plan

4. Artifact #6 Survey Assignment

5. Artifact #7 Cyber Safety Presentation

Council for Exceptional Children (ECE).

The Council for Exceptional Children (CEC) define the specialized expertise special

educators must master for safe and effective practice. The CEC advocates for appropriate

governmental policies, sets, professional standards, provides professional development, and

helps professionals obtain conditions and resources necessary for effective practice. It is the

source for special educators.

The following artifacts connect to the Council for Exceptional Children:

1. Artifact #1: Guided Reading Lesson Plan

2. Artifact #4 Classroom Management Plan

3. Artifact #5 Literacy Learning Segment

4. Artifact #8: DASA Certification

Curriculum and Professional Standards Chart.

Found below is the Standards Chart which summarizes the information found in Section

3 of my portfolio and explained above in detail. Each artifact is given its own individual section

with the appropriate standards horizontal to the title.

 Section Four: Alignment to Curriculum & Professional Standards Chart

Artifact Title INTASC NYS Code of NYS NYS DOE Claims & ISTE ILA CEC Ontario Ontario Teacher
Standards Ethics P-12 Learning CAEP Standards for International Standards Curriculum Ethical
Standards for Common Standards Standards Teachers Literacy Standards Standards
Educators Core and/or Association
Learning Students Professional
Standards Standards
Artifact #1: Standard #2: Principle 1: 5. Describe English Claim 1: N/A Standard 1: 1.1 Systematically 1.4 Demonstrate an Ethic Standard of
Guided Learning Social and Civic the overall Language Arts Medaille Foundational individualize understanding of a text by Care
Reading differences Responsibilities structure of a Standards: College Knowledge instructional retelling the story or restating
Lesson Plan 2(a) story, Graduates know variables to maximize information from the text with
2(f) Principle 2: including 2R1 the subject Standard 2: the learning outcomes the inclusion of a few
2(n) Promote Student describing Develop and matter Curriculum and of individuals with interesting details.
Learning how the answer Instruction exceptionalities 1.7 Identify the main idea and
Standard #3: beginning questions to Claim 2: some additional elements of text
Learning introduces demonstrate an Medaille
Environments the story and understanding College
3(d) the ending of key ideas and graduates meet
2(i) concludes details in a text. the needs of
the action diverse learners
2R3
11. Make In literary texts, Claim 3:
connections describe how Medaille
between self, characters College
text and the respond to graduates are
world major events caring educators
around them and challenges.
(text, media, (RL) In Standard 1:
social informational Content and
interaction). texts, describe Pedagogical
the connections Knowledge
between ideas,
 concepts, or a
series of events.

2R9
Make
connections
between self
and text (texts
and other
people/ world).

Artifact #2
Weebly
Website
N/A Principle 5: N/A N/A Claim 3: 5C Explore N/A N/A N/A Ethic Standard of
Educators Medaille and apply Care
Collaborate with College instructional
Parents and graduates design
Community are caring educa principle to
Members tors. create
innovative
CAEP Standard digital
1: Content and learning
Pedagogical environments
Knowledge that engage
and support
learning.
Artifact #3
Science
Fieldtrip
Proposal
Standard 3: Principle 5: N/A N/A Claim 1: N/A N/A N/A N/A Ethic Standard of
Learning Educators Medaille Trust
Environment Collaborate with College
Parents and Graduates know
Community the subject
Members matter

Artifact #4
Classroom
Managemen
t Plan
Standard 3: Principle 1: N/A N/A Claim 3: N/A N/A N/A N/A Ethic Standard
Learning Social and Civic Medaille of Respect
Environment Responsibilities College
graduates are Ethic Standard
Principle 5: caring educators
of Trust
Educators
Collaborate with
Parents and
Community
Members

Artifact #5
Literacy
Learning
Segment
Standard 1: Principle 2: 3. Write English Claim 1: N/A Standard 2: 1.1Systematically 1.2 Generate ideas about a Ethic Standard
Learner Nurturing narratives to Language Art Medaille Curriculum and individualize potential topic, using a variety of Care
Development Student develop real Standards College Instruction instructional of strategies and resources
Potential or imagined Graduates know variables to maximize 1.4 Sort ideas and information Ethic Standard
experiences 3W3: Write the subject the learning outcomes for their writing in a variety of
Standard 3: of Integrity
or events narratives to matter ways
Learning using develop real or Standard 5: of individuals with 1.5 Identify and order main
Environments effective imagined Claim 2: Literate exceptionalities ideas and supporting details into
technique, experiences or Medaille Environment units that could be used to
descriptive events using College 1.4 Create safe, develop a short, simple
details, and effective graduates meet effective and paragraph using graphic
clear event techniques the needs of culturally responsive organizers
sequence. descriptive diverse learners learning
details, and environments which 1.6 Extend understanding of
3a. Establish clear event Claim 3: contribute to texts by connecting the ideas in
a situation sequences Medaille fulfillment of needs, them to their own knowledge
and College stimulation of and experience, to other familiar
introduce a 3W3a: Establish graduates are learning, and texts, and to the world around
narrator a situation and caring educators realization of positive them
and/or introduce a self-concepts
characters; narrator and/or CAEP
organize an character Standards 1:
event Content and
sequence 3W3b: Use Pedagogical
that unfolds descriptions of Knowledge
naturally actions,
thoughts, and Standard 3:
3b. Use feelings to Candidate
dialogue and develop Quality,
descriptors experiences and Recruitment and
of actions, events or show Selectivity
thoughts, the response of
and feelings characters to
to develop situations
experiences
and events 3W3c: Use
or show the temporal words
response of and phrases to
characters to signal event
situations. order

3c. Use 3W3d: Provide

temporal a conclusion
words and
phrases to
 signal event
order

3d. Provide
a sense of
closure.

4. With
guidance
and support
from adults,
produce
writing in
which the
development
and
organization
are
appropriate
to task and
purpose

Artifact #6
Survey
Assignment
N/A Principle 4: N/A N/A Claim 1: N/A N/A N/A Ethical Standard
Collaborate Medaille of Trust
with College
Colleagues Graduates
know the
Principle 5: subject matter
Collaborate of their
with Parents certification
and the area(s)
Community
CAEP
Standard 1:
Content and
 Pedagogical
Knowledge

Artifact #7
Cyber
Safety
Presentation
Standard 3: Principle 1: N/A N/A Claim 3: 3c Mentor N/A N/A N/A Ethical Standard
Learning Social and Civic Medaille students in of Care
Environments Responsibilities College safe, legal and
3(g) graduates are ethical Ethical Standard
Principle 5: caring educators practices with
3(m) of Trust
Collaborate digital tools
with Parents and the
protection of
and the
intellectual
Community rights and
property

3d Model and
promote
management
of personal
data and
digital identity
and protect
student data
privacy

Artifact #8
DASA
Certificatio
n
Standard 3: Principle 1: N/A N/A Claim 3: N/A N/A 1.4 Create safe, N/A Ethical Standard
Learning Medaille effective and of Care
Environments Social and Civic College culturally responsive
3(f) Responsibilities graduates are learning Ethical Standard
caring educators environments which of Respect
Principle 3: contribute to
Commitment fulfillment of needs,
Ethical Standard
to Learning stimulation of
learning, and of Trust
realization of positive
self-concepts Ethical Standard
of Integrity
 Conclusion

In this section, I defined the following Standards: INSTAC, NYS Code of Ethics

Standards for Educators, NYS P-12 Common Core Learning Standards, NYS Learning

Standards, DOE Claims & CAEP Standards, ISTE Standards for Teachers and/or Students, ILA

International Literacy Association Professional Standards, CEC Standards, Ontario Curriculum

Standards and Ontario Teacher Ethical Standards. After explaining each of these Standards as

described on their appropriate site, I then created a summary list of each artifact that reflected the

standard. I concluded this section with a chart summarizing the information from Section Three,

as well as Section Four. This summary chart is an at a glance of how I have incorporated each

standard effectively.

In Section Five, I have completed a reflection of my experience with completing my

Elementary Portfolio Project. I will reflect upon experiences during my program and my

readiness to become a teacher.