Section Four: Alignment to Curriculum & Professional Standards

Introduction

In this section of my portfolio, Section Four: Alignment to Curriculum & Professional Standards,

I will be summarizing the artifacts that I shared in Section here: Artifacts, and explaining how they align

ad connect to the following standards: INTASC Standards, NYS Code of Ethics for Educators, Ontario

Teacher Ethical Standards, P-12 NYS Common Core Learning Standards (ELA, Math and Social

Studies), NYS Learning Standards, Ontario Ministry of Education Curriculum Expectations,

TEAC/CAEP Claims, ISTE Standards, ILA Professional Standards, and the CEC Standards. Within each

of these sections I will listing the different artifacts that I presented that link back to these standards to

clearly show evidence of my preparedness to be an educator.

Curriculum & Professional Educational Standards

INTASC Standards.

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

contains a common set of skills and objectives that relate to all subject areas to ensure

consistency within the field of education. They provide teachers with a set of principles in

relation to the learner and learning, content, instructional practice and professional

responsibilities.

The following artifacts from the previous section connect with the InTASC standards:

Artifact 1: Math Lesson Plan

Artifact 2: DASA Certificate

Artifact 3: School Violence Prevention and Intervention / Identification and Reporting of

Child Abuse and Maltreatment Certificates

Artifact 4: Annotated Bibliography

Artifact 5: Guided Reading Lesson Plan

 Artifact 6: Culturally Responsive Teaching Assignment

Artifact 7: Pecha Kucha Presentation

Artifact 8: Science Lesson Plan

NYS Code of Ethics for Educators.

The New York State Code of Ethics for Educators were created by educators to assist in the

reflection process and to create a guideline to follow. These standards help provide educators

with a set of core values to evaluate their teaching strategies and encourage excellence in the

classroom.

The following artifacts from the previous section connect with the NYS Code of Ethics for

Educators standards:

Artifact 1: Math Lesson Plan

Artifact 2: DASA Certificate

Artifact 3: School Violence Prevention and Intervention / Identification and Reporting of

Child Abuse and Maltreatment Certificates

Artifact 4: Annotated Bibliography

Artifact 5: Guided Reading Lesson Plan

Artifact 6: Culturally Responsive Teaching Assignment

Artifact 7: Pecha Kucha Presentation

Artifact 8: Science Lesson Plan

 Ontario Teacher Ethical Standards.

The purpose of the Ontario Teacher Ethical Standards is to create a set of principles that

encompass a professional practice for all educators. There are four main goals of these standards:

to inspire members to reflect and uphold the honor and dignity of the teaching profession, to

identify the ethical responsibilities and commitments in the teaching profession, to guide ethical

decisions and actions in the teaching profession, and to promote public trust and confidence in

the teaching profession (www.OCT.ca).

The following artifacts from the previous section connect with the Ontario Teacher Ethical

standards:

Artifact 1: Math Lesson Plan

Artifact 2: DASA Certificate

Artifact 3: School Violence Prevention and Intervention / Identification and Reporting of

Child Abuse and Maltreatment Certificates

Artifact 4: Annotated Bibliography

Artifact 5: Guided Reading Lesson Plan

Artifact 6: Culturally Responsive Teaching Assignment

Artifact 7: Pecha Kucha Presentation

Artifact 8: Science Lesson Plan

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

The P-12 New York State Common Core Learning Standards for ELA, Math and Social Studies

were created to ensure a well-rounded education for all students to prepare them for post-
secondary education. They provide a set of consistent standards whereby all students are given

the same learning opportunities.

The following artifacts from the previous section connect with the NYS Common Core

Learning Standards:

Artifact 1: Math Lesson Plan

Artifact 5: Guided Reading Lesson Plan

NYS Learning Standards.

Like the Common Core standards, the New York State Learning Standards provide educators

with a guideline of expectations for each student within each grade level and subject matter. This

creates consistency across the state to ensure a fair learning environment for all students.

The following artifacts from the previous section connect with the NYS Learning Standards:

Artifact 1: Math Lesson Plan

Artifact 5: Guided Reading Lesson Plan

Artifact 8: Science Lesson Plan

Ontario Ministry of Education Curriculum Expectation.

The Ontario Ministry of Education Curriculum Expectations create consistent standards for all

teachers to ensure students are receiving equal learning opportunities. They provide a guideline

for teachers to follow when planning lessons and units and help maintain this consistency across

the province.
 The following artifacts from the previous section connect with the Ontario Ministry of

Education Curriculum Expectations:

Artifact 1: Math Lesson Plan

Artifact 5: Guided Reading Lesson Plan

Artifact 8: Science Lesson Plan

TEAC/CAEP Claims.

The Teacher Education Accreditation Council claims are a set of principles which guide

educators in providing a caring learning environment for all students, ensuring that educators are

knowledgeable in their fields and meet the needs of diverse learners.

The following artifacts from the previous section connect with the TEAC/CAEP claims:

Artifact 1: Math Lesson Plan

Artifact 2: DASA Certificate

Artifact 3: School Violence Prevention and Intervention / Identification and Reporting of

Child Abuse and Maltreatment Certificates

Artifact 4: Annotated Bibliography

Artifact 5: Guided Reading Lesson Plan

Artifact 6: Culturally Responsive Teaching Assignment

Artifact 7: Pecha Kucha Presentation

Artifact 8: Science Lesson Plan

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

The International Society for Technology Education for Teachers was created to promote

effective and efficient use of technology in the classroom. The standards provide a guideline for

both students and teachers to define what tools and strategies are needed in the digital learning

environment.

The following artifacts from the previous section connect with the ISTE standards:

Artifact 1: Math Lesson Plan

Artifact 5: Guided Reading Lesson Plan

Artifact 6: Culturally Responsive Teaching Assignment

Artifact 7: Pecha Kucha Presentation

International Literacy Association (ILA) Professional Standards.

The main goal of the International Literacy Association Professional Standards was to enhance

literacy instruction by promoting the importance of reading. The standards are research-based

and provide educators with the standards needed for literacy instruction.

The following artifacts from the previous section connect with the ILA Professional

Standards:

Artifact 5: Guided Reading Lesson Plan

Council for Exceptional Children (ECE).

The Council for Exceptional Children outline principles and practices that are centered around

providing diverse students and their families the support and resources they need to succeed.
The following artifacts from the previous section connect with the CEC standards:

Artifact 2: DASA Certificate

Artifact 6: Culturally Responsive Teaching Assignment

Artifact 7: Pecha Kucha Presentation

Curriculum and Professional Standards Chart

 MSED ELEMENTARY PORTFOLIO PROJECT 8

Section Four: Alignment to Curriculum & Professional Standards Chart

Artifact Title INTASC NYS Code of NYS NYS TEAC/ ISTE ILA CEC Ontario Ont
Standards Ethics P-12 Common Learning CAEP Standards International Standards Curriculum Tea
Standards Core Learning Standards Claims for Literacy Standards Eth
for Standards Teachers Association Stan
Educators and/or Professional d
Students Standards
Artifact #1: Standard Principle 1: NYS Common Claim 2: Learner Grade 2, Ethic
#1: Learner Educators Core: Pedagogy Standard: 1a Measurement Stan
Math Lesson Developme nurture the CCSS.Math.C & Best and Data of
Plan nt intellectual, Teaching Resp
ontent.2.MD.
(Grade 2) physical, Practices
A.3
emotional, Estimate
social and lengths using
civic units of
potential of inches, feet,
every
centimeters,
student.
and meters.

Artifact #2 Standard Principle 6: Claim 2: Standard 7: Ethic

#2: Educators Pedagogy Protecting Stan
Dignity for Learning advance an & Best and of C
All Students Differences intellectual Teaching supporting
Act (DASA) and ethical Practices students.
Certificate foundation Claim 3:
of the Caring
learning educators
community
 MSED ELEMENTARY PORTFOLIO PROJECT 9

Artifact #3: Standard Principle 5: Claim 2: Ethic

#3: Educators Pedagogy Stan
School Learning collaborate & Best of C
Violence environme with parents Teaching
nt and Practices
Prevention
and community,
Claim 3:
Intervention building Caring
/ trust and educators
Identification confidentiali
and ty.
Reporting of Principle 6:
Child Abuse Educators
and advance an
Maltreatmen intellectual
t Certificates and ethical
foundation
of the
learning
community
Artifact #4: Standard Principle 4: Claim 1: Ethic
#6: Educators Subject Stan
Annotated Assessment collaborate Matter of
Bibliography with Integ
Standard colleagues Claim 2:
Pedagogy
#8: and other
& Best
Instruction professional Teaching
al s in the Practices
Strategies interest of
their Claim 3:
Standard students Caring
#10: leaning educators
Leadership
and
 MSED ELEMENTARY PORTFOLIO PROJECT 10

Collaborati
on
Artifact #5: Standard Principle 1: NYS P-12 Claim 1: Learner Standard 2: 7. Ontario Ethic
#5: Educators Common Subject Standard: 1a Curriculum Protecting Curriculum Stan
Guided Application nurture the Core Learning Matter and and Grades 1-8: of C
Reading of Content intellectual, Standards Instruction supporting Language
Standard physical, English Claim 2: students Overall
Lesson Plan
Pedagogy
(Grade 2) #7: emotional, Language Expectations:
& Best
Planning social and Arts & Teaching listen in order
for civic Literacy in Practices to understand
Instruction potential of History/Social and respond
every Studies, appropriately
student. Science and in a variety of
Principle 2: Technical situations for
Educators Subjects a variety of
create purposes;
support and Standard
maintain Strand: Specific
challenging Reading Expectations:
learning Standards for 1.6
environment Literature K-5
for all.
Grade: 2

Topic:
Responding to
Literature

Standard
Number(s)
and
Statement(s):
11. Make
 MSED ELEMENTARY PORTFOLIO PROJECT 11

connections
between self,
text and the
world around
them (text,
media and
social
interaction)

Artifact #6: Standard Principle 6: Learner Ethic

#1: Learner Educators Standard: 1a Stan
Culturally Developme advance an of
Responsive nt intellectual Resp
Teaching and ethical
Assignment Standard foundation
#2: of the
Learning learning
Differences community.

Standard
#5:
Application
of Content
Artifact #7: Standard Principle 3: Claim 1: Learner 7. Ethic
Pecha Kucha #4: Content Educators Subject Standard: 1a Protecting Stan
Presentation Knowledge commit to Matter and of
their own supporting Integ
Standard learning in Claim 2: students
Pedagogy
#5: order to & Best
Application develop Teaching
of Content their Practices
practice.
 MSED ELEMENTARY PORTFOLIO PROJECT 12

Standard Claim 3:
#9: Caring
Professiona educators
l Learning
and Ethical
Practice
Artifact #8: Standard Principle 2: NYS Common Claim 2: Grade 3, Ethic
#5: Educators Core: 2. Pedagogy Understandin Stan
Science Applicationcreate Interdepende & Best g Life of C
Lesson Plan of Content support and Teaching
nt Practices Systems,
(Grade 2) maintain Relationships Growth and
challenging in Ecosystems Changes in
Standard learning 2-LS2-1. Plan Plants
#6: environment
and conduct Overall
Assessment for all.
an Expectaion:
:
investigation demonstrate
to determine an
if plants need understanding
sunlight and that plants
water to grow grow and
2-LS4-1. Make change and
observations have distinct
of plants and characteristis
animals to Specific
compare the Exptectation:
diversity of 2.3 and 3.1
life in
different
habitats.
MSED ELEMENTARY PORTFOLIO PROJECT
13

Conclusion

Throughout section four of my portfolio I was able to align and connect my artifacts to

key sets of standards and claims which provide evidence of my preparedness to become an

educator. I explained in detail what the purpose of each set of standards were and then linked

them back to the specific assignments or certifications I included. This practice allowed me to

reflect on the entire learning process and the key aspects of teaching in a diverse community.

In the next section, Ill go into more detail about those reflections and share about my learnings

through this experience as well as summarize my readiness to become a teacher.