Section 4

Alignment to Curriculum and Professional Standards

Introduction
The previous section of this portfolio showcased the wide range of artifacts that I have

created and will implement in my future classroom. In section four I will showcase how these

artifacts align to the curriculum set forth by Ontario and New York State. Along with

professional standards, principles and guidelines from various institutions. The section will

explain what each standard encompasses and how it reflects to the artifacts I have chose. The

standards, principles and guidelines included in this section are INTASC Standards, NYS Code of

Ethics, Ontario Teaching ethical Standards, NYS Learning Standards, TEAC/CAEP Claims, ISTE,

Ontario Ministry of Education Standards. It is my hope with this section that you the reader will

have a sense of confidence in the work I have done to align with these standards, principles and

guidelines.

Curriculum and Professional Standards

INTASC Standards

The Interstate New Teacher Assessment Support Consortium Standards have the

purpose to prepare and support new teachers with professional development. Meeting the

needs of the students for success should be the forefront of an educator’s ambitions. The

INTASC standards are there to help teachers achieve this goal. There are four sections that

include 10 standards in total. The four sections are; The learner and Learning, Content,

Instructional Practice and Professional Responsibility. Standards 1 to 3 are Learner

Development, Learning Differences, Learning Environments. Standards 4 and 5 are Content

knowledge and Application of Content. Standards 6-8 are Assessment, Planning for Instruction

and Instructional Strategies. Standards 9 and 10 include Professional Learning and Ethical

Practice and Leadership and Collaboration. All eight artifacts included is section three reflect

the INTASC Standards.

NYS Code of Ethics for Educators

The expectations and principles that encompass the NYS Code of Ethics, guide teachers

to achieve professional practices and inspire professional excellence. It reflects the value of the

profession of an educator. There are six principles these include; Principle 1: Educators nurture

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

Educators create support and maintain challenging learning environment 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 their students

leaning. Principle 5: Educators collaborate with parents and community, building trust and

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

learning community. All eight artifacts included in section three reflect the NYS Code of Ethics

for Educators.

Ontario Teacher Ethical Standards

The Ontario Teacher Ethical Standards provides teachers the opportunity to self reflect

and see if their teaching methods embody those set out for a compassionate classroom. There

are four standards that make up this following. They include; CARE: The ethical standard

of Care includes compassion, acceptance, interest and insight for developing students'

potential. Members express their commitment to students' well-being and learning through

positive influence, professional judgment and empathy in practice. RESPECT: Intrinsic to the

ethical standard of Respect are trust and fair-mindedness. Members honour human dignity,

emotional wellness and cognitive development. In their professional practice, they model

respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy and

the environment. TRUST: The ethical standard of Trust embodies fairness, openness and

honesty. Members' professional relationships with students, colleagues, parents, guardians and

the public are based on trust. INTEGRITY: Honesty, reliability and moral action are embodied in

the ethical standard of Integrity. Continual reflection assists members in exercising integrity in

their professional commitments and responsibilities. All eight artifacts in section three reflect a

standard put forth.

NYS Learning Standards

The NYS Learning standards are set forth to provide curriculum excellence for teachers

and students. They are organized by grade and pertain to the lesson or topic being taught.

Artifacts that have a standard listed in the NYS learning include artifact 3, 5 and 6.

TEAC/CAEP Claims

These standards and claims are set out by Medaille College about the quality of its

graduates who are professionally ready and competent to become school teachers. There are

three claims set forth the college which include, 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. Artifacts 1,2,4, 6-8 reflect a claim listed.

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

These standards to guide teachers are relatively new as they are guidelines and

expectations that reflect technology use and its use in the classroom. These are professional

standards for teachers to follow as they use technology. It is an important aspect in teaching as

more and more technology is being introduced in the classroom. The artifacts that pertain to

these standards in section three include artifact 4, 7 and 8.

Ontario Ministry of Education Expectation

The goal of the Ontario ministry of education is to enable children, youth and adults to

develop skills and the knowledge that will lead them to become successful, productive and

engaged citizens. These standards of the Ontario curriculum focus of creating a classroom

environment that is engaging and productive to the success of the students. Lesson plans and

other tasks in the class can be attributed to these standards and guidelines. It is with the work

od the Ontario ministry that a professionalism towards teaching can be met. The artifacts in

section three that reflect these standards are artifact 3, 5 and 6.

Curriculum and professional Standards chart.

The chart below serves as a graphic organizer for sections three and four respectively. It

is a way of viewing artifacts and the aligned standards with ease.

Artifact INTASC NYS Code of NYS TEAC/CAEP ISTE Ontario Ontario Teacher
Standards Ethics Learning Claims and Standard Curricul Ethical
standards standards s for um standards
teacher Standard
and s
Students
DASA Standard #9: Principle 5: N/A Claim 3: Medaille N/A N/A TRUST: The
Professional Educators College graduates ethical standard
Learning and collaborate are caring of Trust  embodi
Ethical Practice with parents educators es fairness,
and openness and
community honesty.
CRT Standard #2: Principle 6: N/A Claim 2: Medaille N/A N/A RESPECT:
Learning Educators College graduates Intrinsic to the
Differences advance an the needs of ethical standard
Standard #3: intellectual diverse learners of Respect are
Learning and ethical trust and fair-
Environments foundation mindedness.
Math Content: Principle 2: 3.MD.1 N/A N/A 3.c. CARE: The
Teachers must Educators
Lesson have a deep create Tell and Read ethical standard
and flexible support and Write time of Care  includes
understanding maintain Time to using compassion …
of their challenging
content areas learning the analogu
environment nearest e clock.
Standard #4: for all minute.
Content
Knowledge:
The teacher
understands
the central
concepts

Standard #5:
Application of
Content: The
teacher
understands
how to connect
concepts
Padlet Standard #8: Principle 2: N/A Claim 2:  4.d. Use N/A RESPECT:
Instructional Educators Medaille College multiple Intrinsic to the
Strategies: The create graduates meet processe ethical standard
teacher support and the needs of s and of Respect are
understands maintain diverse learners diverse trust and fair-
and uses a challenging through perspec mindedness.
variety of learning effective pedagogy  tive to
instructional environment and best teaching explore
strategies for all. practices alternati
ve
Standard #9: solutions
Professional
Learning and
Ethical
Practice: The
teacher
engages in
 ongoing
professional
learning
Science Standard #3: Principle 2: 3-LS4-1 Claim N/A 2.2 CARE: The
Learning Educators Scientific 1: Medaille College investiga ethical standard
Activity Environments: create Knowledg graduates know te the of Care  includes
The teacher support and e the subject compon compassion,
works with maintain Assumes matter in their ents of
others to challenging an Order certification area(s) soil
create learning and
environments environment Consisten 2.5 Use
that support for all. cy in appropri
individual and Natural ate
collaborative Systems. science
learning, Science and
assumes technolo
consistent gy
patterns vocabula
in natural ry
systems.

3-LS4-4
Systems
and
System
Models. A
system
can be
described
in terms
of its
compone
nts and
their
interactio
ns
ELED Standard #4: Principle 1: 4SL1a: Claim N/A 1.3: CARE: The
Content Educators come to 2: Medaille College identify ethical standard
Assessm Knowledge: nurture the discussion graduates meet a verity of Care  includes
ent The teacher intellectual, s the needs of of compassion
understands physical, prepared, diverse learners reading
the central emotional, having through compreh
concepts, social and read or effective pedagogy  ension
civic studied and best teaching strategie
Standard #6: potential of required practices. s and
Assessment: every material; use
The teacher student. draw on them
understands that appropri
and uses preparati ately
multiple on and before
methods of other after
assessment to informati and
engage on known during
learners about the reading
topic to to
explore understa
ideas nd text.
under 1.5:
 discussion making
. inferenc
es about
texts
using
stated or
implied
ideas
from the
text as
evidence
.

Cyber Professional Principle 3: N/A Claim 2.a. N/A INTEGRITY:

Responsibility: Educators 2: Medaille College Design Honesty,
Digital Creating and commit to graduates meet or adapt reliability and
Citizen supporting their own the needs of relevant moral action are
safe, learning in diverse learners learning embodied in the
productive order to through experien ethical standard
learning develop their effective pedagogy  ces that of Integrity.
environments practice. and best teaching incorpor
practices. Claim ate
Standard #9: Principle 4: 3: Medaille College digital
Professional Educators graduates tolls and
Learning and collaborate are caring educato resource
Ethical with rs. s to
Practice: The colleagues promote
teacher and other student
engages in professionals learning
ongoing in the and
professional interest of creativit
learning their y.
students
Standard #10: leaning
Leadership and
Collaboration:
The teacher
seeks
appropriate
leadership
roles
Bitmoji Standard #2: Principle 1: N/A Claim 2.a. N/A INTEGRITY:
Learning Educators 2: Medaille College Design Honesty,
Differences: nurture the graduates meet or adapt reliability and
The teacher intellectual, the needs of relevant moral action are
uses physical, diverse learners learning embodied in the
understanding emotional, through experien ethical standard
of individual social and effective pedagogy  ces that of Integrity.
differences civic and best teaching incorpor
Standard #3: potential of practices. ate
Learning every Claim digital
Environments: student. 3: Medaille College tolls and
The teacher graduates resource
works with Principle 2: are caring educato s to
others to Educators rs. promote
create create student
environments support and learning
that support maintain and
 individual and challenging creativit
collaborative learning y.
learning environment
for all.

Conclusion
To conclude section four demonstrates how standards, principles and guidelines are

met within the artifacts of section three. The standards showcased in this section pertain to all

the artifacts shared in section three. It is my hope that this section demonstrates my ability to

fulfill a teacher’s obligations in the classroom. As you continue to read section five is a

reflection of the process of creating portfolio and the attributes associated to it.