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Section Four: Alignment to Curriculum & Professional Standards

Introduction

Section four will highlight the curriculum & professional standards in which I base all of

my instruction, planning and actions upon. This section will demonstrate that the work that I

have completed thus far in my teaching career as well as what I do in the future is rooted in theo-

ry and connected to well researched standards. These standards help to provide teachers every-

where with guidelines for instruction and practice on a daily basis.

The standard help educators to ensure that they know which material is beneficial and

meaningful for students. The artefacts throughout section three address many of the standards

related to the educational field. Within section three, I will demonstrate the ways in which these

address, connect and follow the curriculum and professional standards. These standards include

the INTASC Standards, The NYS Code of Ethics for Educators, The Ontario Ethical Teacher

Standards, the NYS Common Core Learning Standards, the Ontario Curriculum, the TEAC/

CAEP Claims, the ISTE Standards, the International Literacy Standards and the Council for Ex-

ceptional Children Standards.

Curriculum & Professional Educational Standards

INTASC Standards.

The Interstate New Teacher Assessment Support Consortium Standard (INTASC) are a

group of standards that were put into place to prepare and support new teachers with professional

development. It provides strategies that teachers can employ to improve their practice in four

major areas. These areas include the learner, the content, instructional practice and professional

responsibility. These standards were created to help ensure that teachers have a resource to fur-
MSED ELEMENTARY PORTFOLIO PROJECT ! 85
ther develop their reteaching strategies to benefit a wide range of learners. In relation to my own

work, the INTASC standards applied to all eight of my teacher artefacts.

1. Weebly Website
2. Cyber Safety Presentation
3. Violence and Abuse Workshop Certification
4. Math Lesson Plan
5. Assessing Student Literacy Case Study
6. Literacy Lesson Plan
7. Pecha Kucha Presentation
8. Field Work Reflection

NYS Code of Ethics for Educators.

The New York State Code of Ethics for Educators is a set of standards that operates on

six principles that are used to outline and guide teachers practices and help them to work towards

professional excellence. As educators, we have a duty to teach, but we must do so by exercising

professional judgement. Each of the principles speak to the core values of the teaching profes-

sion and speak to a wide range of topics from the individual learner to the greater outside learn-

ing community. This code of ethics illustrates that idea that teachers have duties and responsibili-

ties that go beyond the four walls of the classroom. The NYS Code of Ethics for Educators apply

to all 8 of my artefacts within my portfolio.

1. Weebly Website
2. Cyber Safety Presentation
3. Violence and Abuse Workshop Certification
4. Math Lesson Plan
5. Assessing Student Literacy Case Study
6. Literacy Lesson Plan
7. Pecha Kucha Presentation
8. Field Work Reflection

Ontario Teacher Ethical Standards.

Much like the Code of Ethics in New York State, the Ontario Teacher Ethical

Standards provide teachers with a representation of the embodiment of professional practice

within education. The Ontario College of Teachers (OCT) has created these standards in the
MSED ELEMENTARY PORTFOLIO PROJECT ! 86
hopes of helping teachers to understand that part of their role as educators is a commitment to the

students and their learning, as well as a commitment to taking on the responsibility of maintain-

ing healthy relationships with all of those in the educational community. The standards are in-

tended to inspire educators to maintain professional dignity throughout their career, guide them

in acting ethical and to promote a sense of trust within their profession. Of my eight artefacts, six

of them connect to the Ontario Teacher Ethical Standards of Care, Respect, Trust and Integrity.

Six of my artefacts adhere to these aforementioned standards.

1. Weebly Website
2. Violence and Abuse Workshop Certification
3. Math Lesson Plan
4. Assessing Student Literacy Case Study
5. Pecha Kucha Presentation
6. Field Work Reflection

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

The New York State Common Core Learning Standards provide teachers with all of the

appropriate information for each grade level in order to guide students and their learning through

each year. There are requirements for the different school subject such as ELA, math and social

students so that teachers are able to plan effectively and have an organized view and understand-

ing of their teaching goals. These standards serve as the expectations for what students should be

learning throughout each year they are in school. If teachers follow these guidelines, students

should be able to stay on track and develop an appropriate preparedness for college and eventual-

ly a career. Two of my teacher artefacts feature these learning standards and address the major

learning areas of ELA and mathematics.

1. Math Lesson Plan

2. Literacy Lesson Plan
MSED ELEMENTARY PORTFOLIO PROJECT ! 87
Ontario Ministry of Education Curriculum Expectation.

The Ontario Ministry of Education Curriculum Expectations is a set of guidelines used to

aid teachers in presenting age appropriate information to their students. Ontarios guidelines are

not as stringent and detailed as New York State, but still offer teachers an important resource

when planning for students within their classrooms. The creators of this curriculum wants teach-

ers to know what students should be learning and completing when they are reaching the com-

pletion of each grade level. These documents aim to outline both specific and overall expecta-

tions for teachers in addition to providing additional support when it comes to implementation.

Educators experience in depth training and skill development, but still need ongoing guidance so

they are able to facilitate their students and help them become successful in their learning. Two

of my eight artefacts utilize these standards.

1. Math Lesson Plan

2. Literacy Lesson Plan

TEAC/CAEP Claims.

These two accreditation councils have created three distinct claims that apply directly to

students in the Education department at Medaille College. The claims speak to commitments of

the department to produce quality graduates who are competent and equipped with the skill and

knowledge to become successful members of the educational community. The purpose of these

claims is to keep education students cognizant of their duties as future educators. All of my eight

artefacts connect to these claims.

1. Weebly Website
2. Cyber Safety Presentation
3. Violence and Abuse Workshop Certification
4. Math Lesson Plan
5. Assessing Student Literacy Case Study
6. Literacy Lesson Plan
7. Pecha Kucha Presentation
8. Field Work Reflection
MSED ELEMENTARY PORTFOLIO PROJECT ! 88

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

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

have created standards directly related to technology within the education field. As society con-

tinues to evolve, there is an abundance of technological innovations that continue to be discov-

ered and created. As a future educator, it is important to embrace these new changes within the

classroom. The standards created by the ISTE work to support both students and teachers in

moving forward and embracing a technology skillset. The ISTE standards seek to amplify our

capacity for creativity, collaboration and communication. Two of my artefacts utilize these tech-

nological standards within the classroom.

1. Weebly Website
2. Cyber Safety Presentation

International Literacy Association (ILA) Professional Standards.

The International Literacy Association (ILA) Professional Standards are a unique set of

standards that focus primary on literacy. These standards were created so that educational profes-

sionals have guidelines on how to conduct successful reading programs. They outline the knowl-

edge, skills and dispositions that are necessary for educational practices to be effective. These

standards have been established based on expertise and research and they aim to increase literacy

within classrooms all over the country. Two of the artefacts selected for my portfolio highlights

the importance of the ILA standards.

1. Assessing Student Literacy Case Study

2. Literacy Lesson Plan

Council for Exceptional Children (CEC).

The Council for Exceptional Children standards address the specific needs for children

with exceptionalities. As educators, it is important to prepare ourselves for working with and

catering to students who each have a unique set of needs and skills. The standards developed my
MSED ELEMENTARY PORTFOLIO PROJECT ! 89
by CEC were created to ensure ethical practice, professionalism and preparation strategies. They

are kept current and are based upon well-structured research. Three of my artefacts highlight

these professional standards.

1. Math Lesson Plan

2. Pecha Kucha Presentation
3. Field Work Reflection

Section Four: Alignment to Curriculum & Professional Standards Chart

Artifact IN- NYS NYS TEA ISTE ILA CEC Ontario On-
Title TASC Code of P-12 C/ Stan- In- Stan- Curricu- tario
Stan- Ethics Common CAEP dards ternatio dards lum Teac
dards Stan- Core Claim for nal Lit- Stan- her
dards Learning s Teach- eracy dards Ethi-
for Ed- Stan- ers Associa- cal
ucators dards and/or tion Pro- Stan
Stu- fessional dards
dents Stan-
dards
Artifact Stan- Principl N/A Claim 3a, 3b, N/A N/A N/A Trust
#1 -
dard e5 2, 3c, 5b
Weebly
Website #10: Claim
Lead- 3
ership
and
Col-
labora-
tion
Artefact Standa Principl N/A Claim 4a, 4c, N/A N/A N/A N/A
#2 -
rd #4: e 6 1,
Cyber
Safety Conten Claim
Presenta- t 2,
tion Knowl Claim
edge, 3
Standa
rd #10:
Leader
ship
and
Collab
oration
MSED ELEMENTARY PORTFOLIO PROJECT ! 90
Artefact Standa Principl N/A Claim N/A N/A N/A N/A Trust
#3 -
rd #9: e 6 1,
Violence
and Profess Claim
Abuse ional 3
Worksho Learni
p
ng and
Certificati
on Ethical
Practic
e
Artefact Standa Principl 2.OA: Claim N/A N/A Princi Number Care
#4 -
rd #5: e 2 Working 1, ple 3: Sense
Grade 2
Math Applic with Claim Promo and
Lesson ation equal 2 ting Numerat
Plan of groups meani ion:
Conten of ngful Solve
t, objects and problems
Standa to gain inclusi involvin
rd #6: foundati ve g the
Assess ons for partici addition
ment, multiplic pation and
Standa ation. of subtracti
rd #7: indivi on of
Planni duals one and
ng for with two-digit
Instruc except whole
tion, ionalit numbers
Standa ies in using a
rd #8: their variety
Instruc school of
tional s and strategie
Strateg comm s and
ies unities investiga
. te
multiplic
ation and
division.
MSED ELEMENTARY PORTFOLIO PROJECT ! 91
Artefact Standa Principl N/A Claim N/A Standar N/A N/A Care
#5 -
rd #1: e 1 1, d 1:
Assessing
Student Learne Claim Foundat
Literacy r 2, ional
Case Develo Claim Knowle
Study
pment, 3 dge,
Standa Standar
rd #6: d 2:
Assess Curricul
ment, um &
Standa Instructi
rd #7: on
Planni
ng for
Instruc
tion
Artefact Standa Principl RI.4.2: Claim N/A Standar N/A Reading, N/A
#6 -
rd #5: e 2 Determi 1, d 1: Classifyi
Grade 4
Literacy Applic ne the Claim Foundat ng Ideas
Lesson ation main 2 ional 1.4:
Plan of idea of a Knowle Demonst
Conten text and dge, rate
t, explain Standar understa
Standa how it is d 2: nding of
rd #6: supporte Curricul a variety
Assess d by key um & of texts
ment, details; Instructi by
Standa summari on summari
rd #7: ze the zing
Planni text. importan
ng for t ideas
Instruc and
tion, citing
Standa importan
rd #8: t details
Instruc
tional
Strateg
ies
MSED ELEMENTARY PORTFOLIO PROJECT ! 92
Artefact Standa Principl N/A Claim N/A N/A Princi N/A Resp
#7 -
rd #2 e1 1, ple 2, ect
Pecha
Kucha Learni Claim Princi
Presnetati ng 2, ple 6,
on Differe Claim Princi
nces, 3 ple 12
Standa
rd #7:
Planni
ng for
Instruc
tion
Artefact Standa Principl N/A Claim N/A N/A Princi N/A Integ
#8 - Field
rd 9 e4 1, ple 6, rity
Work
Reflectio Profess Claim Princi
n ional 2, ple 11,
Learni Claim Princi
ng and 3 ple 12
Ethical
Practic
e

Conclusion
The curriculum and professional standards within section four was necessary to demon-

strate my ability as an educator to make connections and create meaningful and purposeful con-

tent for my students. The planned instruction, research and professional development that I take

part in is rooted within the curriculum and professional standards. Without proper curriculum

alignment, students learning would be disjointed and lacking structure. As an educator, I am

commented to teaching and learning what is mandated within these standards in order for my

future students to find success within my classroom and in their future.

As the portfolio progresses, section five will focus on my reflection process and the

knowledge that I have gained thus far in my educational experiences as both a student and pre-

service teacher. My hope is to showcase my learning and preparedness to become a full time ed-

ucator.

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