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 is broken down into two main

parts; Curriculum and Professional Educational Standards and Curriculum and Professional

Standards Chart. Each of these sections will be broken down further into different 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,

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

Accreditation Council (TEAC) Claims, the International Society for Technology Education for

Teachers and Students (ISTE), Council for Exceptional Children (CEC), and Ontario Teacher

Ethical Standards. Each of these sections will be connected back to my artifacts which I

presented in Section Three. The Chart that will follow will be presented as an easy overview of

my explanations below. These connections to the curriculum and professional standards are

important for educators to refer to because they lay out best practices and objectives for

educators to work towards.

Curriculum & Professional Educational Standards

INTASC Standards

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

for teachers that state a common knowledge and skill set that cuts across all subject areas and

great levels to provide consistency for students. These guidelines provide educators with
standards related to the learner and learning, content, instructional practice, and professional

responsibilities. These standards are important for educators to create consistency as well as

provide educators with a set of standards that can help them improve their teaching.

The following artifacts from Section Three connects with the InTASC standards:

 Artifact 1: Pecha Kucha – Fetal Alcohol Syndrome Disorder

 Artifact 2: School Violence Prevention and Intervention/Identification and Reporting of

Child Abuse and Maltreatment Certificates

 Artifact 3: Guided Reading Lesson Plan

 Artifact 5: Science Lesson Plan

 Artifact 6: Annotated Bibliography

 Artifact 7: Assessing Student Literacy Learning

 Artifact 8: Field Work Formal Reflection

NYS Code of Ethics Standards for Educators

The New York State Cod of Ethics Standards for Educators is a set of expectations and

principles to help guide educator’s practices in the classroom while inspiring professional

excellence. These commonly held set of principles developed by educators can assist in

professional reflection as this code speaks to the core value of professional educators.

 Artifact 1: Pecha Kucha – Fetal Alcohol Syndrome Disorder

 Artifact 2: School Violence Prevention and Intervention/Identification and Reporting of

Child Abuse and Maltreatment Certificates

 Artifact 3: Guided Reading Lesson Plan

 Artifact 5: Science Lesson Plan

  Artifact 6: Annotated Bibliography

 Artifact 7: Assessing Student Literacy Learning

 Artifact 8: Field Work Formal Reflection

Department of Education Claims & Council for the Accreditation of Educator

Preparation (DOE Claims & CAEP Standards)

The DOE Claims and CAEP Standards are set in place to ensure that graduating students from

Medaille College are striving to meet curriculum standards while carrying out best practices.

They outline the standards we, as teacher candidates, should be aiming to meet in the lesson

plans we create and sets the tone of how we should conduct ourselves – not only with students

but also how we should be interacting and exchanging with our professors and colleagues.

The following artifacts from Section Three are connected to the DOE Claims and CAEP

Standards:

 Artifact 1: Pecha Kucha

 Artifact 2: School Violence

 Artifact 3: Guided Reading Lesson Plan

 Artifact 6: Annotated Bibliography

 Artifact 7: Assessing Student Literacy Learning

 Artifact 8: Field Work Formal Reflection

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 classrooms. The ISTE standards for students include skills and knowledge that
students need to learn effectively and live productively in our increasingly digital society. The

ISTE standards for teachers were designed to help teachers define the new skills and insights that

are needed to be taught in this digital age.

The following artifacts from the previous Section are connected to the ISTE Standards for

Teachers and/or Students:

 Artifact 4: Unit Plan Social Studies

 Artifact 6: Annotated Bibliography

 Artifact 8: Field Work Formal Reflection

NYS P-12 Common Core Learning Standards

The New York State Common Core Learning Standards for ELA, Science and Social Studies

define expectations that must be met for students, which are referred to as standards. These

standards were developed to improve students’ skills to prepare them for college. These

standards were also developed for teachers to better equip educators to teach lessons the same

way across the board in hopes to create a fair learning environment for all students.

The following artifacts from the previous section are connected to the New York State Common

Core Learning Standards for ELA, Science and Social Studies.

 Artifact 3: Guided Reading Lesson Plan

 Artifact 4: Unit Plan Social Studies

 Artifact 5: Science Lesson Plan

 Artifact 7: Assessing Student Literacy Learning

 International Literacy Association Professional Standards (ILA)

The ILA is a global advocacy groups composed of literacy educators, researchers, and experts

across 78 countries who set the standard for how literacy is defined, taught and evaluated. The

members of ILA aim to empower educators, inspire students, and encourage leaders with the

resources they need to make literacy accessible for all.

The following articles from Section Three are connected to the ILA Standards:

 Artifact 3: Guided Reading Lesson Plan

 Artifact 7: Assessing Student Literacy Learning

Council for Exceptional Children Standards (CEC)

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, along

with their families.

The following artifacts from the previous section are connected to the Special Education

Professional Ethical Principles and Practice Standards:

 Artifact 1: Pecha Kucha

 Artifact 5: Science Lesson Plan

 Artifact 7: Assessing Student Literacy Learning

Ontario Ministry of Education Expectation

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

expectations are reviewed intermittently to ensure that the curriculum remains current, relevant

and developmentally appropriate for students from Kindergarten to Grade 12. The curriculum
expectations that are developed are to guide knowledge and skills that are expected of students to

demonstrate in each subject, which are divided by grade level.

The following artifacts from the previous section are connected to the Ontario Ministry of

Education Expectations:

 Artifact 3: Guided Reading Lesson Plan

 Artifact 4: Unit Plan Social Studies

 Artifact 5: Science Lesson Plan

 Artifact 7: Assessing Student Literacy Learning

Ontario Teacher Ethical Standards

The Ontario Teacher Ethical Standards provide a framework of principles that articulate the

goals of people working in the teaching profession. These standards set out to guide the daily

practices of Ontario teachers. These standards have four main goals which are (1) Create a

shared vision for the teaching profession. (2) Help members identify values, knowledge and

skills that are relevant to educators. (3) Help guide educators’ professional judgement and

actions. And lastly, (4) Promote a common language between teaching members.

The following artifacts previously seen in Section Three are connected to the Ontario Teacher

Ethical Standards:

 Artifact 1: Pecha Kucha

 Artifact 2: School Violence Prevention and Intervention/Identification and Reporting of

Child Abuse and Maltreatment Certificates

 Artifact 3: Guided Reading Lesson Plan

 Artifact 4: Unit Plan Social Studies

  Artifact 5: Science Lesson Plan

 Artifact 6: Annotated Bibliography

 Artifact 7: Assessing Student Literacy Learning

 Artifact 8: Field Work Formal Reflection

Curriculum and Professional Standards Chart

 Section Four: Alignment to Curriculum & Professional Standards Chart

Each artifact is listed from Section Three of the portfolio. This is to give you a quick overview of the standards that align with the
artifacts I selected in the previous section.

Artifact Title INTASC NYS Code of NYS NYS DOE ISTE ILA CEC Ontario Ontario
Standards Ethics P-12 Common Learning Claims & Standards International Standards Curriculum Teacher
Standards Core Learning Standards CAEP for Literacy Standards Ethical
for Standards Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
EXAMPLE: Standard 1: Principle 2: Claim 1: Teacher Standard 2: Standard 2: Ethic
Learner Promote Subject Standard 1: Curriculum Maintaining Standard
Artifact #1: Development Student matter Facilitate Instruction a high level of Care
(1d) Learning and inspire of and
Pecha Kucha Claim 2: student professional Respect
Standard 7: competence
Pedagogy learning and
and integrity
Planning for & Best creativity. and
Instruction Teaching Student exercising
(7a) Practices professional
Standard 1: judgment to
Claim 3: Creativity benefit
Medaille and individuals
College innovation. with
graduates exceptionalit
are caring ies and their
families.
educators

Artifact #2: Standard 9: Principle 5: Claim 1: Ethic

Professional Educators Subject Standard
School Learning collaborate matter of Trust
Violence and Ethical with parents
Prevention Practice and Claim 2:
and (9o) community, Pedagogy
Intervention/I building trust & Best
dentification and Teaching
and Reporting respecting Practices
of Child condfidentiali
Abuse and ty. Claim 3:
Maltreatment Medaille
Certificate College
graduates
are caring
educators
Artifact #3: Principle 1: Reading Claim 2: Grade 2: Ethic
Guided Educators Literature Pedagogy Reading for Standard
Reading nurture the RL.1.1: & Best Meaning: of Care
Lesson Plan intellectual, Ask and Teaching Analyzing
physical, Answer Practices Texts
emotional, Questions 1.7
social, and about Key
civic Details in a
potential of Text
each student.
Reading
Literature
RL.1.3
Describe
Characters,
Setting, and
Major Events
in a Story
Using Detail
Artifact #4: 4b. Belief 2c: A3: Ethic
Unit Plan systems, ways Communica Understanding Standard
Social Studies of living, and te relevant context: Life in of
social information Colonial Collabor
structures and ideas Communities ation
varied across effectively A2: Inquiry:
Native to students, Community
American parents, and Challenges and
groups peers using Adaptations
a variety of A1:Application
digital age Life in Canada
media and – Then and
formats Now
Standard 10: Principle 1: Writing 7: Standard 2: Standard 3: 2.6: use Ethic
Artifact #5: Leadership Educators Conduct short Curriculum Promoting appropriate Standard
Science Lesson and nurture the research Instruction meaningful science and of
Plan Collaboratio intellectual, projects to and technology Respect
n physical, answer a Standard 3: inclusive vocabulary in
 The teacher emotional, question, Assessment & participatio oral and written
seeks social, and drawing on Evaluation n of communication
appropriate civic several sources individuals
leadership potential of and refocusing Standard 5: with
roles and each student. the inquiry Literate exceptional
opportunitie when Environment ities in
s to take appropriate. their
responsibilit schools and
y for student communiti
learning, to es.
collaborate
with
learners,
families,
colleagues,
other school
professional,
and
community
members to
ensure
learner
growth, and
to advance
the
profession.
Standard 9: Principle 3: Claim 1: 5: Engage in Ethic
Artifact #6: Professional Educators Subject professional Standard
Annotated Learning commit to matter growth and of
Bibliography and Ethical their own leadership. Integrity
Practice learning in and Care
order to Claim 3:
develop their Medaille
own practice. College
graduates
are caring
educators

Artifact #7: Standard 1: Principle 2: 10: With Claim 1: Standard 2: Standard 1: Grade 2: Ethic
Assessing Learner Promote prompting and Subject Curriculum Facilitate Reading for Standard
Student Development Student support, read matter Instruction and inspire Meaning: of
(1d) Learning prose and student
Literacy poetry of Claim 2: Standard 3: learning Analyzing Respect
Learning Standard 7: appropriate Pedagogy Assessment & and Texts and Care
Planning for complexity for & Best Evaluation creativity. 1.7
Instruction grade 1. Teaching
(7a) Practices Standard 5: Grade 2:
Literate Patterning,
Claim 3: Environment Data
Medaille Management.
College
graduates
are caring
educators

CAEP
Standards
1.1, 1.3 &
1.4
Standard 1: Principle 3: Claim 2: Student 4d: Ethic
Artifact#8: Learner Educators Pedagogy Use Standard
Field Work Developmen commit to & Best multiple of
Formal t their own Teaching processes Integrity
Reflection learning in Practices and diverse
Standard 9: ordewr to perspectives
Professional develop their to explore
Learning practice. alternative
and Ethical solutions.
Practice
Teacher 1a:
Promote,
support, and
mode
creative and
innovative
thinking and
inventivenes
s.
Conclusion

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

to the artifacts I presented in the previous section. The two segments of this section were

presented to help you have an organized glance of the standards and help to put the curriculum

and professional standards into a meaningful context for you. This was also an opportunity for

me to reflect on the curriculum and professional standards. It was a great learning experience to

read through all the standards. There were standards which I found that I have applied to my

work that I will not be including and daily aiming to strive for in my own personal work

standards.

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