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Section 4

Alignment to Curriculum and Professional Standards


Introduction
Professional and academic standards play a large role in the field of Education.
Standards offer teachers and students a guide to success with each individual subject. Students
benefit greatly from studying the same content as their peers throughout the Province and State
respectively. I believe that the Province of Ontario and New York State have done an
outstanding job creating curriculums that offer students a well-rounded and diverse education.
The Medaille College MSED Childhood education program has given me the opportunity
to learn, explore, and apply a variety of educational standards to my work.
As I have created lesson plans, unit plans, and researched for content materials, I have
applied multiple Provincial and State standards to my work. I have used the Ontario Elementary
1-8 Curriculum. This includes curriculum in Mathematics, Science and Technology, Language,
Social Studies, Health and Physical Education, History, Geography, and The Arts.
I have also used the New York State P-12 Common Core Learning Standards which
include curriculum in Mathematics, Language Arts, History, Social Studies, and Science and
Technical Subjects. Both of these curriculums have been used to align my work with industry
standards.
I have also had the opportunity to apply the INTASC (Interstate New Teacher Assessment
Support Consortium Standards), NYS Code of Ethics for Educators, NYS Learning Standards,
TEAC (Teacher Education Accreditation Council), ISTE (International Society for Technology

Education for Teachers and Students), and ECE (Council for Exceptional Students) to my work.
All of these standards have played a large role in improving my knowledge of content materials
and educational standards.

Educational Standards

Artifact 1: Grade 4 Mathematics Geometry and Spatial Sense Lesson Plan Student
Teaching Placement.
INTASC Standards

Standard #7: Planning for Instruction: The teacher plans instruction that supports
every student in meeting rigorous learning goals by drawing upon knowledge of content
areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of
learners and the community context.

NYS Code of Ethics For Educators

Principle 2: Educators create support and maintain challenging learning environment for
all.

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

Geometry 4.G.A.1
Draw and identify lines and angles, and classify shapes by properties of their lines and
angles.
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.

Ontario Elementary Grade 3 Mathematics Curriculum

Overall Expectations:

Identify quadrilaterals and three-dimensional figures and classify them by


their geometric properties, and compare various angles to benchmarks

Specific Expectations:
3.13

Create and analyse symmetrical designs by reflecting a shape, or


shapes, using a variety of tools (e.g., pattern blocks, Mira, geoboard,
drawings), and identify the congruent shapes in the designs.

TEAC Claims

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

International Society for Technology Education for Teachers and Students (ISTE)
Standards for Teachers
1.

Facilitate and inspire student learning and creativity.


a) Promote, support and model creative and innovative thinking and
inventiveness.

Council for Exceptional Children (CEC)


Special Education Professional Ethical Principles

a) Maintaining challenging expectations for individuals with exceptionalities to develop


the highest possible learning outcomes and quality of life potential in ways that respect
their dignity, culture, language, and background.

Artifact 2: EDU 500 Grade 2 Social Studies Instructional Unit Plan


INTASC Standards

Standard #1: Learner Development: The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary individually within
and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.

NYS Code of Ethics For Educators

Principle 2: Educators create support and maintain challenging learning environment


for all.

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

RL 2.1

Ontario Elementary Grade 2 Social Studies Curriculum

Overall
A1. Application: compare some significant traditions and celebrations among diverse
groups and at different times, and identify some of the reasons for changes in these
traditions/celebrations (FOCUS ON: Perspective; Cause and Consequence)

Specific
A1.1 Compare ways in which some traditions have been celebrated over multiple
generations in their family, and identify some of the main reasons for changes in these
traditions (e.g., immigration to Canada, family members marrying someone from a
different culture, changes in technology)

TEAC Claims

Claim 3: Medaille College graduates are caring educators.

International Society for Technology Education for Teachers and Students (ISTE)
Standards for Teachers
1. Facilitate and inspire student learning and creativity.
b) Engage Students in exploring real-world issues and solving
authentic problems using digital tools and resources.
Council for Exceptional Children (CEC)
Special Education Professional Ethical Principles

b) Maintaining a high level of professional competence and integrity and exercising


professional judgment to benefit individuals with exceptionalities and their families.

Artifact 3: Grade 3 Language Text forms Assessment and Rubric Student Teaching
Placement
INTASC Standards

Standard #6: Assessment: The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and to
guide the teachers and learners decision making.

NYS Code of Ethics For Educators

Principle 6:

Educators advance an intellectual and ethical foundation of the

community.
P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies/ NYS
Leaning Standards

RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently.

Ontario Elementary Grade 3 Language Curriculum

Overall
Reading 2. Recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning;
Specific
Text Forms 2.1 identify and describe the characteristics of a variety of text forms, with a
focus on literary texts such as a fable or adventure story (e.g., plot development,
characters, setting), graphic texts such as a comic book (e.g., speech bubbles,
illustrations, captions), and informational texts such as a nature magazine (e.g., table of
contents, diagrams, photographs, labels, captions)

TEAC Claims

Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.

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

1. Facilitate and inspire student learning and creativity.


c) Promote student reflection using collaborative tools to reveal and
clarify students conceptual understanding and thinking, planning
and creative process.
Council for Exceptional Children (CEC)
Special Education Professional Ethical Principles

F) Using evidence, instructional data, research, and professional knowledge to inform


practice.

Artifact 4: Stone Soup Parental Permission Form Student Teaching Placement


INTASC Standards

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 For Educators

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


and confidentiality.

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

3.3 Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.

Ontario Elementary Grade 3 Language Curriculum

Overall
1. Read and demonstrate an understanding of a variety of literary, graphic, and
informational texts, using a range of strategies to construct meaning.

Specific
Analysing Texts 1.7 Identify specific elements of texts and explain how they contribute
to the meaning of the texts (e.g., narrative: setting, characters, plot, theme; explanation of
a procedure: procedure to be explained, sequence of steps)

TEAC Claims

Claim 3: Medaille College graduates are caring educators.

International Society for Technology Education for Teachers and Students (ISTE)
Standards for Teachers
1.

Facilitate and inspire student learning and creativity.


d) Model collaborative knowledge construction by engaging in
learning with students, colleagues, and others in face-to-face and
virtual environment.

Council for Exceptional Children (CEC)


Special Education Professional Ethical Principles

e) Developing relationships with families based on mutual respect and actively involving
families and individuals with exceptionalities in educational decision making.

Artifact 5: Grade 4 Science Kaleidoscope Project Student Teaching Placement


INTASC Standards

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 For Educators

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


learning community.

P-12 NYS Common Core Learning Standards for Science/ NYS Leaning Standards

Key Idea 2: Models are simplified representations of objects, structures, or systems, used
in analysis, explanation, or design. analyze, construct, and operate models in order to
discover attributes of the real thing discover that a model of something is different from

the real thing but can be used to study the real thing use different types of models, such
as graphs, sketches, diagrams, and maps, to represent various aspects of the real world.
Ontario Elementary Grade 4 Science Curriculum

Light and Sound


Overall
Investigate the characteristics and properties of light and sound;

Specific
1.4 Use technological problem-solving skills (see page 16) to design, build, and
test a device that makes use of the properties of light (e.g., a periscope, a
kaleidoscope) or sound (e.g., a musical instrument, a sound amplification
device)

TEAC Claims

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

International Society for Technology Education for Teachers and Students (ISTE)
Standards for Teachers
1. Engage in professional growth and leadership
a) Contribute to the effectiveness, vitality, and self-renewal of the teaching
profession and of their school and community.
Council for Exceptional Children (CEC)
Special Education Professional Ethical Principles

g) Protecting and supporting the physical and psychological safety of individuals with
exceptionalities.

Artifact 6: EDU 571 Smart Board Author Presentation


INTASC Standards

Standard #5: Application of Content: The teacher understands how to connect concepts
and use differing perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global issues.

NYS Code of Ethics For Educators

Principle 3: Educators commit to their own learning in order to develop their practice.

P-12 NYS Common Core Learning Standards for Science/ NYS Leaning Standards

3.6 With guidance and support from adults, use technology to produce and publish
writing (using keyboarding skills) as well as to interact and collaborate with others.

Ontario Elementary Grade 3 Language Curriculum

Overall
2. Create a variety of media texts for different purposes and audiences, using
appropriate forms, conventions, and techniques;

Specific
Producing Media Texts 3.4 produce media texts for specific purposes and audiences,
using a few simple media forms and appropriate conventions and techniques

TEAC Claims

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

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

3. Model digital age work and learning


a) Demonstrate fluency in technology systems and the transfer of
current knowledge to new technologies and situations

Council for Exceptional Children (CEC)


Special Education Professional Ethical Principles

L. Participating in the growth and dissemination of professional knowledge and skills.

Artifact 7 ESP 600 Professional Development Certificate


INTASC Standards

Standard #2: Learning Differences: The teacher uses understanding of individual


differences and diverse cultures and communities to ensure inclusive learning
environments that enable each learner to meet high standards.

NYS Code of Ethics For Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social and civic
potential of every student.

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

The Individuals with Disabilities Education Act 2004

Ontario Elementary Special Education Curriculum

Policy and Program Requirements Students With Special Education Needs


3.3.1 Accommodations, Modifications, and Alternative Expectations Students with
special education needs should be given every opportunity to achieve the curriculum
expectations set out in the Ontario curriculum policy documents. This may require that
the student be provided with accommodations and/or modifications to the curriculum
expectations. For some students, alternative expectations may also be developed.
Accommodations (such as specific teaching strategies and assistive technology)
allow a student access to the subject or course without any changes to the knowledge and

skills the student is expected to demonstrate. In situations where the student has an IEP,
the accommodations required to facilitate the students learning must be identified (see
section 3.3.2).
Modifications are changes made to the grade-level expectations for a subject or
course in order to meet a students learning needs. Modifications may include the use of
expectations at a different grade level and/or an increase or decrease in the number and/or
complexity of expectations relative to the curriculum expectations for the regular grade
level. At the secondary level, the principal will determine whether achievement of the
modified expectations will indicate successful completion of the course, and will decide
whether the student will be eligible to receive a credit for the course. The principal will
communicate his or her decision to the parents and the student.
Alternative expectations are developed to help students with special education
needs acquire knowledge and skills that are not represented in the Ontario curriculum.
Because they are not part of a subject or course outlined in the provincial curriculum
documents, alternative expectations are considered to constitute alternative programs or
alternative courses (see section 7.4). At the secondary level, the student will not be
granted a credit for the successful completion of a course that consists of alternative
expectations.

TEAC Claims

Claim 3: Medaille College graduates are caring educators.

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

Standards for Teachers


3. Promote and model digital citizenship and responsibility
b) Address the diverse needs of all learners by using learner-centered
strategies providing equitable access to appropriate digital tools
and resources.
Council for Exceptional Children (CEC)
Special Education Professional Ethical Principles

C. Promoting meaningful and inclusive participation of individuals with


exceptionalities in their schools and communities.

Artifact 8: Letters of Recommendation


INTASC Standards

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.

NYS Code of Ethics For Educators

Principle 3: Educators commit to their own learning in order to develop their practice.

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

College and Career Readiness Anchor Standards for Reading


Responding to literature. Respond to literature by employing knowledge of literary
language, textual features, and forms to read and comprehend, reflect upon, and interpret
literary texts from a variety of genres and a wide spectrum of American and world
cultures.

Ontario Elementary Grade 3 Language Curriculum

Overall
Oral Communication. 3. Reflect on and identify their strengths as listeners and
speakers, areas for improvement, and the strategies they found most helpful in

oral communication situations.


Specific
Extending Understanding. 1.6 extend understanding of oral texts by connecting
the ideas in them to their own knowledge and experience; to other familiar texts,
including print and visual texts; and to the world around them (e.g., brainstorm to
connect a topic to their background knowledge of the topic; compare oral texts

with similar themes from different cultures; connect messages in oral texts to
social issues of relevance to the class.
TEAC Claims

Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices

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

5. Engage in professional growth and leadership


a) Participate in local and global learning communities to explore
creative applications of technology to improve student learning.

Council for Exceptional Children (CEC)


Special Education Professional Ethical Principles

F. Using evidence, instructional data, research, and professional knowledge to inform


practice.

Professional Standards Chart

INTASC Standard
Teaching begins with the learner. To ensure that each student learns new knowledge and skills,
teachers must understand that learning and developmental patterns vary among individuals, that
learners bring unique individual differences to the learning process, and that learners need
supportive and safe learning environments to thrive.

Effective teachers have high expectations for each and every learner and implement
developmentally appropriate, challenging learning experiences within a variety of learning
environments that help all learners meet high standards and reach their full potential.
Teachers do this by combining a base of professional knowledge, including an
understanding of how cognitive, linguistic, social, emotional, and physical development occurs,
with the recognition that learners are individuals who bring differing personal and family
backgrounds, skills, abilities, perspectives, talents and interests.
Teachers collaborate with learners, colleagues, school leaders, families, members of the
learners communities, and community organizations to better understand their students and
maximize their learning. Teachers promote learners acceptance of responsibility for their own
learning and collaborate with them to ensure the effective design and implementation of both
self-directed and collaborative learning.
As I created, collaborated, research, planned, instructed, and assessed, I utilized INTASC
standards to ensure that I give every student I encounter the best opportunity to succeed.

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.

I plan to continuously uphold my dedication to the NYS Code of Ethics for Educators. I
believe that ethical treatment of students, parents, and colleagues is paramount to success in the
field of education. Every aspect of my education follows these professional ethics and I look
forward to upholding these standards in my future career.
P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies/NYS
Learning Standards
The Common Core State Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects are 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.
The Standards set requirements not only for English language arts (ELA) but also for
literacy in history/social studies, science, and technical subjects. 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 P-12 NYS Common Core Learning Standards and NYS learning standards allow all
students in New York State to achieve educational success. As part of my training I applied the
requisite standards to all of the lesson, and unit plan that I created. I plan to continue to uphold
those standards throughout my educational career.
Ontario Ministry of Education Expectation

Teaching is key to student success. Teachers are responsible for developing appropriate
instructional strategies to help students achieve the curriculum expectations, and appropriate
methods for assessing and evaluating student learning. They bring enthusiasm and varied
teaching and assessment approaches to the classroom, addressing individual students needs and
ensuring sound learning opportunities for every student.
Using a variety of instructional, assessment, and evaluation strategies, teachers provide
numerous opportunities for students to develop the skills and knowledge in reading, writing,
listening, speaking, viewing, and representing that will enable them to make meaningful
connections between what they already know and what they need to know. They provide students
with frequent opportunities to practise and apply new learning and, through regular and varied
assessment, give them the specific feedback they need in order to further develop and refine their
skills. By assigning tasks that promote the development of higher-order thinking skills, teachers
enable students to become thoughtful and effective communicators. In addition, teachers
encourage students to think out loud about their own language processes, and support them in
developing the language and techniques they need to assess their own learning. Opportunities to
relate knowledge and skills in language learning to wider contexts, both across the curriculum
and in the world beyond the school, motivate students to learn and to become lifelong learners.
I intend to be a life-long learner, and I will encourage all of my future students to do the
same. Gone are the days of educational endeavours having a shelf-life. I will continue to utilize
the Ontario Elementary School Curriculum Standards to offer my students the best opportunity
for success.
TEAC Claims 1-3

TEAC claims are commitments of the Division of Education 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.
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.
I currently follow and abide by the TEAC claims. They are foundational in my education,
and my work in the field is evidence of my success with these claims. I intend to uphold the
TEAC claims for as long as I am an educator, allowing all of my future students to have the best
chance at success.

International Society for Technology Education for Teachers and Students (ISTE)
Effective teachers model and apply the ISTE Standards for Students as they design,
implement, and assess learning experiences to engage students and improve learning; enrich
professional practice; and provide positive models for students, colleagues, and the community.
Technology is becoming the cornerstone of education. Never before has education been so
closely linked in the development of new ways to improve the classroom. Everyday brings about
new possibilities and better ways for students to learn. I intend to be a life-long technological
educator, an educator that gives every student the chance to succeed with the use of technology.

The ISTE standards give me a guideline to follow during that pursuit, and I intend to uphold each
and every standard.
Council for Exceptional Children (CEC)
Professional special educators are guided by the CEC professional ethical principles and
practice standards in ways that respect the diverse characteristics and needs of individuals with
exceptionalities and their families.
I plan on giving every student I encounter the same opportunities to succeed. Equality and
diversity is at the forefront of education today, it only makes sense that every single individual
student has their specific needs met in the classroom. With endeavours like the CEC, our
students will be the ultimate benefactors of these accommodations and guidelines.

Conclusion
Professional and academic standards play a large role in the field of Education. Standards
offer teachers and students a guide to success with each individual subject. Students benefit
greatly from studying the same content as their peers throughout the Province and State
respectively. I believe that the Province of Ontario and New York State have done an
outstanding job creating curriculums that offer students a well-rounded and diverse education.
The Medaille College MSED Childhood education program has given me the opportunity to
learn, explore, and apply a variety of educational standards to my work.

As I have created lesson plans, unit plans, and researched for content materials, I have
applied the INTASC (Interstate New Teacher Assessment Support Consortium Standards), NYS
Code of Ethics for Educators, NYS Learning Standards, TEAC (Teacher Education Accreditation
Council), ISTE (International Society for Technology Education for Teachers and Students), and
ECE (Council for Exceptional Students) to my work. All of these standards have played a large
role in improving my knowledge of content materials and educational standards.
I intend to continue to uphold these standards throughout my teaching career. I encourage
all educators to do the same. Having stringent professional standards will push education into
the place it needs to be, a place where everyone is welcome to learn and be held responsible for
their own successes.