Section 4

MSED ELEMENTARY PORTFOLIO PROJECT
Section Four: Alignment to Curriculum & Professional Standards

Introduction
The role of the teacher is particularly multifaceted; we have to be knowledgeable of the
content, honest, reliable good role models and life-long learners, we have to be respectful and
respectable, we have to promote a safe, inclusive and accepting environment not only in our
classroom but in our community, we have to enrich the lives of our students through academics,
culture and love of life and the community. Teachers are the instructor, the therapist, the
mediator, the tech guru, the communicator, the compromiser, the mentor and most importantly,
the catalyst for change. Curriculum, ethical and professional standards are in place to guide us in
our educational practices; they are in place to ensure that teachers are able to become each of the
roles that we are expected to fulfil each day, they provide uniformity of intent and practice. In
this section, I will explain the different curriculum, ethical and professional standards that are
available to teachers and that guide our practice. I will connect these standards to the artefacts I
presented in Section Three, using the standards chart, and explain how using multiple standards
for each artefact improves the quality of teaching as well as strengthens the classroom
community. These standards guide and compliment the teachers duty to enrich our students
lives academically, socially, emotionally, physically, and technologically. This section will
demonstrate the influence the standards have on my teaching practice, as well as the value I
place in them due to my personal ethics and ambitions when it comes to teaching.
Curriculum & Professional Educational Standards
INTASC Standards.
The Interstate Teacher Assessment and Support Consortium (INTASC) is comprised
of education agencies and organisations dedicated to the reform of the preparation,
licensing, and on-going professional development of teachers (INTASC Resources, n.d.) and
is guided by the premise that, an effective teacher must be able to integrate content knowledge
with the specific strengths and needs of students to ensure that all students learn and perform at
high levels, (InTASC Resources, n.d.). The INTASC Standards address the areas of The
Learner and Learning, Content Knowledge, Instructional Practice and Professional
Responsibility and guide the teacher through many of their responsibilities by joining all the
considerations together.
Teaching begins with the learner and the goal that they will glean knowledge from each
lesson, however, to ensure that the learner (the student) does learn, the teacher must be aware of
how this happens. In the first category of The Learner and Learning, the standards guide the
teachers understanding of learner development, learning differences and learning environments.
Learner development is central to Piagets Stage Theory of Cognitive Development and is crucial
for implementing lessons in appropriate ways. At various stages in life, people are cognitively
prepared to comprehend different types of information or reason in different ways. The teacher
must be aware of these innate cognitive abilities as they different through lifes stages.
Additionally, as Gardner becomes one of the more prominent theorists in education, we have
learned about the Multiple Intelligences, or the variety of ways in which individuals learn and
remember information. This relates to learning differences, and is crucial for the teacher who
aims to differentiate her lessons to address these interests and learning styles in her students.
Finally, like learning styles, the environments that students find most conducive to learning may
also vary. As such, it is important that the teacher provide flexibility in the environment
whether that is different classrooms for different subjects, using technology as a teaching
platform, outdoor classrooms or flexible seating. The learning environment is important because
it sets a tone for collaboration, engagement, independent work, positivity and encouragement and
appropriate social and emotional interactions. The type of environment depends very much on
the type of learner, and the type of learner may vary depending on the developmental stage of the
learner. Though these considerations may become second nature, it is important to take the time
to understand how they vary among students and how to best differentiate lessons in order to
address the learner and create opportunities for learning.
Opportunities for learning, however, cannot exist without something to learn and thus
Content standards are in place (in addition to curriculum standards). The teacher has a duty to
have a deep understanding of the content, and to be able to teach the skills that can be employed
to make meaningful connections to the content across subjects. The teacher must understand the
central concepts and the big ideas of the content which she must teach, but also be able to make
it accessible for her students to understand, learn and ultimately master the content themselves.
In making the content accessible, the teacher must engage different perspectives, connect content
from one subject to another, and make the information relevant to each of her students. Unless
there is differentiation in how the content can be applied, not every student will be able to master
it.
Our instructional practices depend on what we are teaching, and who we are teaching it
to. Once we have focused on our goals, teachers can us the Instructional Practice standards in
order to plan for assessment and instruction and develop specific strategies that will encourage
all our learners to develop deep understanding of the content. This is the part where teachers
need to step back, be critical of their own practice and find a way to make something old new
again, to get away from monotony and engage students wherever possible. Teachers are
constantly trying to reinvent the wheel in order to make teaching engaging; creating assessments
where the students dont realise they are even working; using inquiry and problem solving to
think holistically about a topic rather than focusing in on details. Our instructional practices need
to change as our students change and need to be adapted to fit the mood and the interest and the
learning styles.
As the content is revised, the students in our classrooms change and the societal and
cultural mood of our communities change, educators have a responsibility to change along with
them. The Professional Responsibility standards guide the teacher in this growth. Professional
development days, additional qualifications and personal emotional growth make teachers more
well-rounded and better prepared to address the challenges we see in the classroom. We must
partake in professional learning and ethical practices to evaluate ourselves and our teaching
and think about everything we do is affecting others. It means having the tools to teach the
content, but also to address the hidden curriculum of the social and emotional well-being of
every member of our schools community, including ourselves. It means never being afraid to
ask for help, to get another perspective and to work as a part of a team. I believe that each of our
lesson plans should comprise of at least one standard from each of the areas. I think this results
in acute awareness of what we are doing and the long-lasting affects we intend for education to
have.
Artefacts Demonstrating INTASC Standards:
-
Artefact #1: Grade Two/Three Money Lesson Plan and Student Teaching Observation
Artefact #2: Media Literacy and Social Studies Cross-Curricular Assessment
Artefact #3: Educational Applications for the Elementary Classroom
Artefact #4: Educational Survey: The Effects of Bullying on on Student Learning and Social Life
Artefact #5: Virtual Field Trip of Queens Park Engagement Lesson
Artefact #6: Cultural Field Trip
Artefact #7: Curriculum Mapping: Grade Two and Three Science
Artefact #8: Grade Two Literacy Lesson Plan
Artefact #9: Oppositional Defiant Disorder Pecha Kucha Presentation and Transcript
NYS Code of Ethics for Educators.

The New York State Code of Ethics for Educators is a set of principles to guide best
practices and ethics in teaching. Each of the the six principles guide educators as they nurture the
students, create challenging learning environments, commit to their own learning, engage in
collaboration with colleagues and members of the school community and strive to advance the
ethical and intellectual foundation of the community (Office of Teaching Initiatives, n.d.). Like
the INTASC Standards, the NYS Code of Ethics is an all-encompassing guide to the many roles
and duties the educator has.
Principle 1 guides educators as they nurture the intellectual, physical, emotional and civic
potential of each student. Teachers teach the academic curriculum, but they also promote respect
of the inherent dignity and worth of each student. Culturally responsive teaching is a means of
understanding our students as individuals, being respectful of the identity of each student and
helping the student to grow in their individuality. By giving respect to the variety of cultural and
social identities of our students, we teach them to value those differences in themselves, we teach
them to respect those differences in each other. Principle 1 encourages educators and students to
engage in their culture and in their community in order to inspire diverse approaches to learning
and problem solving, foster a sense of civic responsibility and develop higher order thinking.
Principle 2 guides educators as they create supportive and challenging learning
environments for their students. This principle combines knowledge of the curriculum with
awareness of the students to guide meaningful teaching and assessment practices. It uses human
development and learning theory to guide best teaching practices and to create lessons and
environments that are conducive to learning based on the needs of the students. The importance
of necessary and appropriate resources supports higher academic outcomes. A supportive and
challenging learning environment also results in students who are prepared for the challenges of
academic life. It promotes a strong work ethic and attention to detail that inspires students to
become active in their learning.
Principle 3 commits educators to their own learning. Although we are teachers, we do not
stop being the student. The world around us is in constant flux and we must recognise this in our
practice. This principle dictates the importance of not only knowing the subject matter and
curriculum expectations, but knowing out students and understanding how they learn.
Professional learning experiences, inside and out of the classroom, can help us to become better
educators, to better promote student learning and to improve how other educators view and
implement their practice. Our own learning may be formal or informal, involve drawing on or
contributing to educational research or may simply be rooted in reflection, but no matter the form
it takes, our learning must never cease.
Principle 4, like Principle 3, guides educators in their growth in order to promote student
learning. It inspires educators to see the value of collaboration with their peers, to support each
other, and to maintain and promote high standards of teaching. In addition to collaboration to
improve teaching practice, there is an emphasis on improving the school and the relationship
with the community to benefit the needs of the students.
Principle 5 guides building relationships with member of the school community and
respecting confidentiality. Parents and community members are important allies for educators
and schools. Building these relationships aids teachers in understanding the community and the
cultural, social and linguistic heritage of the students. These relationships make culturally
responsive teaching easier to implement and more beneficial for the students. In building these
relationships, educators may also learn of sensitive information and have a responsibility to
respect the privacy of the students and their families, or to act as advocates when it is in the best
interest of the students.
Finally, Principle 6 recognises the responsibility of educators to advance intellectual and
ethical foundations of the learning community. This means a responsibility for teaching, for
encouraging students to pursue knowledge, for making information comprehensible. It also
means establishing your role as a confidant, mentor and advocate for the students. This principle
focuses on the diverse rules and lessons that teachers must instil in each of their students.
Artefacts Demonstrating NYS Code of Ethics for Educators Alignment:
-
Ontario Teacher Ethical Standards.

The foundation for education is not only the content and curriculum, but the relationships
that are built within the school community. The Ontario Teacher Ethical Standards guide these
relationships with the students, their guardians, colleagues, educational partners outside of the
school, other professionals, the environment and the public. Ethical Standards in the teaching
profession inspire teachers to reflect and uphold honour and dignity of the profession, help to
identify the ethical responsibilities and commitments, guide ethical decisions and actions and
promote trust and confidence with those who we build relationships with (Ontario College of
Teachers, 2016).
The four Ethical Standards in teaching are Care, Respect, Trust and Integrity. Together,
these Ethical Standards guide our teaching practice and the relationships we build within the
school community. Care includes compassion, acceptance, interest and insight for developing
students potential [it is the] commitment to students well-being and learning through positive
influence, professional judgement and empathy in practice, (Ontario College of Teachers, 2016).
Respect builds on that Standard when expressed as trust and fair-mindedness. It honour[s]
human dignity, emotional wellness and cognitive development [is it modelled by] respect for
spiritual and cultural values, social justice, confidentiality, freedom, democracy and the
environment, (Ontario College of Teachers, 2016). Like our personal relationships, professional
relationships are based on trust. Whether with our students, their guardians, colleagues,
educational partners outside of the school, other professionals, the environment and the public
these relationships embody fairness, openness and honesty, (Ontario College of Teachers,
2016). Finally, integrity is embodied by reliability, moral action and continual reflection upon
professional commitments and responsibilities.
Artefacts Demonstrating Ontario Teacher Ethical Standards:

-
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).
The P-12 NYS Common Core Learning Standards are the academic standards that are
common across most of the United States. The Common Core has detailed expectations
mandated by this curriculum. The purpose of the curriculum is to ensure uniformity of the
content being taught, no matter where the student is. The benefit of having common standards
across the nation is that no matter where a student is learning, no matter where the educator is
teaching the expectations are the same. There is no difference to the standards based on location
and thus students of each cohort have the same academic expectations.
In mathematics, the Common Core Learning Standards is designed on the principles of
focus, coherence and rigor. The principle of focus guides the curriculum in such a way that
students and teachers can focus their time and energy on fewer topics, in order to form deeper
understandings, gain greater skill and fluency and more robustly apply what is learned,
(EngageNY, n.d.). The principle of coherence means logical progression over grade levels to
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build students understanding. Rigour is the combination of exercises, reasoning, abstract and
contextual activities throughout each module. It is the rigour that develops students fluency,
deep understanding, application and dual intensity within the subject matter.
The Common Core Learning Standards for English Language Arts and Literacy are
defined by general, cross-disciplinary expectations. This integrated model of literacy creates the
opportunity for many avenues in literacy learning. These language standards build students
fluency, comprehension, analytic and communication skills. These skills demonstrate and
improve cogent reasoning and use of evidence, which improves deliberation skills necessary for
academics and in personal and purposeful deliberation.
In social studies, the Common Core Learning Standards have integrated the previous
New York State Learning Standards. The broad practices are identified, followed by the key
ideas which are broken down into conceptual understandings and content specifications. These
Common Core Learning Standards guide local districts as they incorporate local social histories
into the social studies curricula.
These Common Core expectations are also not the end-all-be-all of the teaching process,
rather they provide a basis for planning in which spiralling and scaffolding can occur throughout
a unit and from grade to grade. Additionally, the curriculum is designed in such a way as to
promote cross-curricular learning. Whether students are using the skills learned in one subject to
assist them in another subject, or making connections from one unit to another, cross-curricular
engagement reinforces what is being taught and provides another avenue for students to be able
to understand and utilise the knowledge.
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Artefacts Demonstrating P-12Common Core Learning Standards or NYS Learning

Standards:
-
Ontario Ministry of Education Expectations.

The Ontario Ministry of Education has detailed expectations mandated by the curriculum.
The purpose of the curriculum is to ensure uniformity of the content being taught, no matter
where the student is. These expectations are the broad strands covered in each subject, the overall
expectations (the big ideas) and the specific expectations. The overall expectations describe in
general terms the knowledge and skills that must be taught. The specific expectations give more
detail about each of the overall expectations. The broad strands, overall expectations and specific
expectations exist across the subjects in order to be easily accessible and comprehensible to
teachers as they plan for instruction. The expectations are also not the end-all-be-all of the
teaching process, rather they provide a basis for planning in which spiralling and scaffolding can
occur throughout a unit and from grade to grade. Additionally, the curriculum is designed in such
a way as to promote cross-curricular learning. Whether students are using the skills learned in
one subject to assist them in another subject, or making connections from one unit to another,
cross-curricular engagement reinforces what is being taught and provides another avenue for
students to be able to understand and utilise the knowledge.
12
Artefacts Demonstrating Ontario Ministry of Education Expectations:

-
TEAC/CAEP Claims.
The Teacher Education Accreditation Council (TEAC) and Council for the Accreditation
of Education Preparation (CAEP) have established claims that the Division of Education at
Medaille College has committed to in order to ensure that its graduates are professionally ready
and prepared to become educators. Medaille College simplifies this through three claims.
Claim 1 says Medaille College graduates know the subject matter in their certification
area(s). Like the INTASC Standards, the TEAC/ CAEP Claims begin with the importance of
knowing the subject matter, in this case the expectations of the New York State, Common Core
and Ontario curricula. One cannot be an effective teacher if one does not herself know and
understand the material.
Claim 2 says Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices. Like the INTASC Standards, the TEAC/ CAEP
Claims also focus on how educators plan for instruction, the strategies used during instruction,
the application of content and the classroom and behaviour management strategies. These
components all fall under pedagogy and best teaching practices as they help to define the method
and practice of teaching that educators continually develop. These best teaching practices are in
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constant flux, because the best way to teach one group is not necessarily the same as the best
way to teach another group. It involves knowing your students, building relationships with them,
and then determining how to teach most effectively to address the needs, interests and abilities of
the students.
Finally, Claim 3 says Medaille College graduates are caring educators. I believe that
caring is the reason that most people become educators. It is because of a duty to make a
difference, a desire to contribute knowledge, tolerance and acceptance and a quest to change the
world and make it a better place. Every lesson starts with an academic concept, how you teach it,
and what life lessons you choose to teach at the same time are the ultimate testament to how
much you care. The time you spend getting to know the students and differentiating for them is a
testament to how much you care. The ability to build meaningful relationships, create a safe
place and be the teacher that each individual needs is a testament to how much you care. These
are the things that teachers just do, these are the things that come naturally no matter what else
may try to deter or dishearten you. Being a caring educator cannot be taught and it cannot be
measured, but it is observable, it is something that you can see when you read a lesson plan, that
you can hear in the classroom, and that you can feel in the air.
The TEAC/ CAEP Claims are broad, and in that they focus on the most important aspects
of becoming a great educator. The educators knowledge of the subject matter is the primary
reason that teachers exist. We pass on knowledge, information, problem solving strategies and
life skills. We develop best teaching practices based on the content and the needs of our students.
We show caring, and teach caring. These are the duties of the teacher, these are the
responsibilities we have to our students and the future of the world.
14
Artefacts Demonstrating TEAC/CAEP Claims:

-
International Society for Technology Education for Teachers and Students (ISTE).
Technology is one of the areas where our students are most interested and as educators
we need to be able to implement technology into the teaching and learning process. Students are
engaged, interested and motivated when they are using technology, demonstrating and showing
off for their classmates and using it to further support what they have learned or want to learn
through creative activity and assessment. Technology can be a valuable tool for both teaching
and learning, and by increasing the variety of instances that technology can be utilised we are
building confidence in our students for using technology as well as in the various subjects they
are expected to learn.
Our students are immersed in the digital age and the ISTE Standards are necessary to
ensure that technological tools arent viewed and used as toys. The ISTE Standards are used to
guide educators in their application of technology as a teaching, learning and assessment tool;
they are used to guide our students in the variety of creative uses for technology as well as to
15
foster higher order thinking and problem solving; they are used to remind us of our
interconnectedness and responsibility for [digital] citizenship. In my artefacts I demonstrate my
comfort employing technology in the classroom, whether during lessons, for activities or as
assessment and develop lessons that have clear academic and technological goals. I continue to
learn as much as I can about technology because the devices and the variety of ways they can be
utilised in the classroom will continue to improve. I also demonstrate my knowledge of and
comfort implementing the ISTE Standards for both students and teachers.
Artefacts Demonstrating ISTE Alignment:
-
Council for Exceptional Children (CEC).

The Council for Exceptional Children has developed special education professional
standards, ethics and practice guidelines. These guidelines ensure that students with
exceptionalities have access to the same quality education as all students in their class. These
guidelines respect the diversity of needs of all our students, our students with exceptionalities
and their families. Whether you have students with special needs in your class or not, there will
always be students with unique needs. The CEC Standards mirror many other curriculum,
professional and ethical standards, but make a concerted effort to hold educators accountable for
their interactions with their most vulnerable students.
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Principle A recognizes the importance of 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. This to me in
the backbone of education, no matter who your students are. When it comes to our students with
exceptionalities however, it is imperative to create an environment where the student is a part of
the learning community and not just an observer. It is important to have goals set for, or with
those students, to build on their strengths and to support their weaknesses. Like all of our
students, we must teach our students with exceptionalities in a manner that is culturally
responsive, as well as responsive to their learning styles and abilities.
Principle B aims at maintaining a high level of professional competence and integrity and
exercising professional judgement to benefit individuals with exceptionalities. Every students
needs are unique, and when we have students with exceptionalities it may be even more difficult
for an educator to address these needs. I believe that it is important for educators to be well
educated themselves about the abilities of their students in order to best support them. This
professional education will support the teacher in making informed and appropriate decisions to
benefit the continued growth of the student.
Principle C promotes meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities. Programs which give our students real-world
experiences are beneficial for immersing students in the community and providing meaningful
ways of participating in the academic aspects of education as well as in building life skills.
Inclusive participation also engages students with exceptionalities with other students. It allows
all students to feel a sense of belonging; it gives some students an opportunity to see a very
different way of life and it encourages a sense of friendship and community among students.
17
Principle D supports collaboration with others who are providing services to others with
exceptionalities. This principle supports all the caregivers, educators and support workers of
students with exceptionalities because it provides the opportunity from them to learn from each
other. Conversation about teaching methods, behaviour management approaches, routines and
more can benefit each of these individuals, as well as ensure that there is consistency in the life
of the student with exceptionalities in meaningful and beneficial ways.
Principle E promotes developing relationships based on mutual respect and actively
involving families and students with exceptionalities in educational decision making. This
standard values the experiences and opinions of those who best know the student and is a
valuable tool for decision making and program planning. Additionally, it upholds continuity of
expectations and practice which is most beneficial for the student.
Principle F encourages the use of evidence, instructional data, research and professional
knowledge to reform practice. Like any educator would reflect on the lessons they teach, the
educator also must reflect upon their practice when it comes to teaching, engaging and including
students with disabilities. This reflection may be on personal experiences, but may incorporate
professional and academic research in the field.
Principle G aims to protect and support the physical and psychological safety of
individuals with exceptionalities. This means ensuring that the school and classroom are
accessible and safe for the students, as well as that the community is accepting and inclusive
toward the students. The physical and emotional atmosphere of the school is important to all
students, least of all, students who may already feel outcaste, different or discriminated against.
Principle H further protects students with exceptionalities by forbidding engaging in and
tolerating practices that may harm students. This is an important ethical standard for all our
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students, but especially important to our students who may already feel outcaste, different or
discriminated against.
Principle I stimulates the practice of professional ethics, standards and policies of the
CEC; upholds laws, regulations and policies that influence the professional practice and
advocates for improving laws regulations and policies that affect students with exceptionalities.
This engages teachers and professionals who work with students with exceptionalities in aiming
to improve the standards and quality of life and education of students with exceptionalities. It
brings people together in support of those who are oftentimes marginalised and who cannot
defend themselves.
Principle J guides advocating for professional conditions and resources to improve the
learning outcomes of students with exceptionalities. Resources are extremely important for
teaching and learning, however, this may not be more evident than for our students with
exceptionalities. Modified academic resources, technologies and accessibility throughout the
school all aim toward improving the quality of the educational experience for students with
exceptionalities. It allows for our students with exceptionalities to receive the same quality
education and improve the academic outcomes.
Like Principle I, Principle K aims at improving the profession by active participation in
professional organisations. This will improve knowledge related to the exceptionalities of our
students as well as improve the practices we use when engaging with those students.
Lastly, Principle L builds on the previous two principles, by encouraging participation in
the growth and dissemination of professional knowledge and skills. This may involve action
research in your classroom or academic research from reliable resources then sharing and
comparing your findings with others in the field.
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Artefacts Demonstrating CEC Alignment:

-
Curriculum and Professional Standards Chart

The curriculum and professional standards chart is a one-stop display of how each
artefact presented in Section Three aligns to multiple curriculum and professional standards. As
mentioned, using several standards is important to guide well-rounded academic, social,
emotional and professional teaching and growth, whether in our students, or ourselves. The chart
displays how I have conscientiously aligned my lessons, activities, assessments and professional
development to these standards.
Conclusion
The curriculum and professional standards outlined in this section and aligned with the
artefacts in Section Three are important for merging and guiding the academic, social, emotional
and ethical responsibilities that educators have toward their students and every member of the
school community. The ability to merge more than one type of standard, especially when it
becomes subconscious, is the mark of an educator who aims to nurture her students as much as
she aims teach them. Curriculum standards maintain consistency in the goals of education across
20
a grade level in a given province, state or nation and are a necessary guide for teachers to ensure
that our students are being taught appropriate content. Ethical standards ensure that morals are
taught and maintained within the classroom. These standards hold educators to a high standard,
one that our students will learn and emulate. Finally, professional show that even teachers dont
ever stop being students. They promote life-long learning, growth, cooperation and collaboration.
This section has revealed my comfort in aligning my work, as well as my life, to these
standards. They are not just standards to abide by, they are principles to guide effective and
holistic teaching practices. They build on best teaching practices and strong pedagogy and
encourage social, emotional and academic growth. Our role is not simply to teach and assess, its
to engage with our students meaningfully, its to have our students contemplate new
perspectives, its to teach our students to accept people for who they are but question things that
dont seem right, its to encourage our students to strive for their best, to grow in spirit and in
knowledge even when they think there is nowhere else to go. These standards are, to me, the
standards of a growth mindset for me as an educator and for each of my students.
In the following section I will take the time to reflect on the (often daunting) process of
putting together this portfolio. The portfolio has already inspired self-reflection and
consideration of so many experiences that have aided in my growth into the individual I am
today. I will reflect upon what I have learned, what I have yet to learn and everything I still wish
to accomplish as I continue on this educational journey, albeit from a new perceptive. I have no
doubt that I am well prepared to become a teacher, but that by no means implies that I am ready
to stop learning!
[Back to Table of Contents]
21
MSED ELEMENTARY
Section Four: Alignment to Curriculum & Professional Standards Chart
Artefact
Title
INTASC
Standards
MSED ELEMENTARY
NYS Code of
Ethics
Standards
for
Educators
Ontario
Ethical
Teacher
Standard
s
Care
Artefact #1:
Grade
Two/Three
Money
Lesson Plan
and Student
Teaching
Observation
The Learner
and Learning:
Standard 2
Learning
Differences
Content:
Standard 5
Application of
Content
Instructional
Practice:
Standard 8
Instructional
Strategies
Principle 2 Challenging
learning
environment
Artefact #2:
Media
Literacy and
Social
Studies
CrossCurricular
Assessment
The Learner
and Learning:
Standard 2
Learning
Differences
Content:
Standard 5
Application of
Content
Instructional
Practice:
Standard 6
Assessment
Principle 1
Nurture the
intellectual,
physical,
emotional, social
and civic
potential of
every student.
Respect
Care
NYS
P-12 Common
Core Learning
Standards/
NYS Learning
Standards
Ontario
Curriculum
Standards
TEAC
Claims
Measurement and
Data
Work with Time and
Money
2.MD.8
Number Sense
and
Numeration
Quantity
Relationships
Social Studies
Standard 5
Civics, Citizenship
and Government
Key Ideas 1, 3
ELA Writing
Standard
5.W.2a
ELA Speaking and
Listening
5.SL.5
People and
the
Environment:
The Role of
Responsible
Government
Inquiry:
Differing
Perspectives on
Social and
Environmental
Issues
B2.1
B2.2
ISTE
Standards
for
Teachers
and/or
Students
CEC
Standard
s
Claim 1:
Subject
Matter
Claim 2:
Pedagogy
, Best
Teaching
Practices
for
Diverse
Learners
Student
Standard
Creativity and
Innovation
1c
Principle A:
Challenging
expectations
Principle B:
Professional
competence
Principle C:
Promoting
meaningful
participation
Principle D:
Collegial
practice
Claim 2:
Pedagogy
, Best
Teaching
Practices
for
Diverse
Learners
Student
Standard
Creativity and
Innovation
1a, b
Communicatio
n and
Collaboration
2a, b, c, d
Research and
Information
Fluency
3a, b, c, d
Teacher
Standard
Design and
Develop
Digital Age
Learning
Experiences
and
Assessment
2a, c
Teacher
Standard
Facilitate and
Inspire Student
Learning and
Creativity
1a, b, c, d
Design and
Develop
Digital-Age
Learning
Experiences
and
Assessments
2a, c
Principle A:
Challenging
expectations
Principle B:
Professional
competence
Principle C:
Promoting
meaningful
participation
22
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MSED ELEMENTARY
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Section 4

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MSED ELEMENTARY PORTFOLIO PROJECT

Section Four: Alignment to Curriculum & Professional Standards

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

Artefact #2: Media Literacy and Social Studies Cross-Curricular Assessment

Artefact #3: Educational Applications for the Elementary Classroom

Artefact #5: Virtual Field Trip of Queens Park Engagement Lesson

MSED ELEMENTARY PORTFOLIO PROJECT

Artefact #6: Cultural Field Trip

Artefact #7: Curriculum Mapping: Grade Two and Three Science

Artefact #8: Grade Two Literacy Lesson Plan

NYS Code of Ethics for Educators.

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

Artefact #2: Media Literacy and Social Studies Cross-Curricular Assessment

Artefact #3: Educational Applications for the Elementary Classroom

Artefact #5: Virtual Field Trip of Queens Park Engagement Lesson

Artefact #6: Cultural Field Trip

Artefact #7: Curriculum Mapping: Grade Two and Three Science

Artefact #8: Grade Two Literacy Lesson Plan

MSED ELEMENTARY PORTFOLIO PROJECT

Ontario Teacher Ethical Standards.

MSED ELEMENTARY PORTFOLIO PROJECT

Artefacts Demonstrating Ontario Teacher Ethical Standards:

Artefact #2: Media Literacy and Social Studies Cross-Curricular Assessment

Artefact #3: Educational Applications for the Elementary Classroom

Artefact #5: Virtual Field Trip of Queens Park Engagement Lesson

Artefact #6: Cultural Field Trip

Artefact #7: Curriculum Mapping: Grade Two and Three Science

Artefact #8: Grade Two Literacy Lesson Plan

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

Artefacts Demonstrating P-12Common Core Learning Standards or NYS Learning

Artefact #2: Media Literacy and Social Studies Cross-Curricular Assessment

Artefact #5: Virtual Field Trip of Queens Park Engagement Lesson

Artefact #6: Cultural Field Trip

Artefact #7: Curriculum Mapping: Grade Two and Three Science

Artefact #8: Grade Two Literacy Lesson Plan

Ontario Ministry of Education Expectations.

MSED ELEMENTARY PORTFOLIO PROJECT

Artefacts Demonstrating Ontario Ministry of Education Expectations:

Artefact #2: Media Literacy and Social Studies Cross-Curricular Assessment

Artefact #5: Virtual Field Trip of Queens Park Engagement Lesson

Artefact #6: Cultural Field Trip

Artefact #7: Curriculum Mapping: Grade Two and Three Science

Artefact #8: Grade Two Literacy Lesson Plan

MSED ELEMENTARY PORTFOLIO PROJECT

MSED ELEMENTARY PORTFOLIO PROJECT

Artefacts Demonstrating TEAC/CAEP Claims:

Artefact #2: Media Literacy and Social Studies Cross-Curricular Assessment

Artefact #3: Educational Applications for the Elementary Classroom

Artefact #5: Virtual Field Trip of Queens Park Engagement Lesson

Artefact #6: Cultural Field Trip

Artefact #7: Curriculum Mapping: Grade Two and Three Science

Artefact #8: Grade Two Literacy Lesson Plan

MSED ELEMENTARY PORTFOLIO PROJECT

Artefact #2: Media Literacy and Social Studies Cross-Curricular Assessment

Artefact #3: Educational Applications for the Elementary Classroom

Artefact #5: Virtual Field Trip of Queens Park Engagement Lesson

Council for Exceptional Children (CEC).

MSED ELEMENTARY PORTFOLIO PROJECT

Principle A recognizes the importance of maintaining challenging expectations for