Section Four: Alignment to Curriculum & Professional Standards

Introduction

Section Four of this Elementary Portfolio Project presents my knowledge of professional

standards to which teachers must adhere, the New York State curriculum standards, as well as

the Ontario curriculum expectations. This section will also demonstrate my ability to align these

standards to the everyday responsibilities expected of a professional teacher. Furthermore, this

section provides evidence of my pedagogy, subject knowledge, and best teaching practices that

prove my preparedness to enter the field of education as a professional elementary teacher.

Section Four highlights the importance of maintaining curricular and professional

standards. The standards I will be addressing are as follows. the Interstate New Teacher

Assessment Support Consortium Standards (InTASC), New York State Code of Ethics for

Educators, Ontario Teachers Ethical Standards, P-12 New York State Common Core Learning

Standards, New York State Learning Standards, Ontario Ministry of Education Curriculum

Expectations, Department of Education (DOE) and Council for Accreditation for Educator

Preparation (CAEP) Standards, International Society for Technology Education for Teachers and

Students (ISTE), International Literacy Association Professional Standards (ILA), as well as the

Council for Exceptional Children (CEC).

Curricular standards are important to teaching and student learning because they provide

a framework for teachers to facilitate academic success and readiness to move on to the next

grade. They also ensure a higher level of learning and helps teachers to stay on track.

Professional standards are equally as essential to teaching and student learning as they guide safe

and competent teaching practice. They also represent a commitment to student learning and

professional teaching practice. Included in this section as a curriculum and professional

standards alignment chart: a visual organizer of how my artifacts align with these standards,

meeting the needs of students.

Curriculum & Professional Educational Standards

INTASC Standards

The Interstate New Teacher Assessment Support Consortium Standards, or InTASC

standards, serve as a means to ensure new teachers are prepared and supported with professional

development. The ten InTASC standards are categorized into four sections: The Learner and

Learning, Content, Instructional Practice, as well as Professional Responsibility. Within the first

section are standards one through three: Learner Development, Learning Differences, and

Learning Environments. The second section comprises of standards four and five: Content

Knowledge and Application of Content. The third section consists of standards six through eight:

Assessment, Planning for Instruction, and Instructional Strategies. The last section contains the

final two standards, nine and ten: Professional Learning and Ethical Practice, as well as

Leadership and Collaboration. All ten of my artifacts meet the following InTASC standards.

Artifact #1: Classroom Management Tools.

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. 3(d) The teacher manages

the learning environment to actively and equitably engage learners by organizing, allocating,

and coordinating the resources of time, space, and learners’ attention. 3(k) The teacher knows

how to collaborate with learners to establish and monitor elements of a safe and productive

learning environment including norms, expectations, routines, and organizational structures. My

classroom management tools align with this standard because establishing classroom routines,
procedures, and expected behaviors facilitate a productive and respectful learning environment,

encourages positive and polite social interaction in addition to allowing me to manage the

learning environment, organize time, and students’ attention.

Artifact #2: DASA Certificate.

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. 2(m) The teacher respects learners as individuals

with differing personal and family backgrounds and various skills, abilities, perspectives, talents,

and interests. This artifact meets this standard in that my DASA training provided me with the

knowledge and competency to ensure an inclusive learning environment, understand the strength

and significance of diversity and utilize it to drive the lesson and enable each student to meet

high expectations.

Standard #9: Professional Learning and Ethical Practice - The teacher engages in

ongoing professional learning and uses evidence to continually evaluate his/her practice,

particularly the effects of his/her choices and actions on others (learners, families, other

professionals, and the community), and adapts practice to meet the needs of each learner. 9(m)

The teacher is committed to deepening understanding of his/her own frames of reference (e.g.,

culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and

their impact on expectations for and relationships with learners and their families. 9(o) The

teacher understands the expectations of the profession including codes of ethics, professional

standards of practice, and relevant law and policy. My artifact meets this standard in that DASA

training is professional learning that enhances best practice that enhances a teacher’s

understanding of the importance of student background and any personal biases they may have
had prior to the training. Additionally, my completion of DASA training enables me to adapt my

practice to meet the various needs of my students.

Artifact #3: Humor in the Classroom Certificate

Standard #9: Professional Learning and Ethical Practice - The teacher engages in

ongoing professional learning and uses evidence to continually evaluate his/her practice,

particularly the effects of his/her choices and actions on others (learners, families, other

professionals, and the community), and adapts practice to meet the needs of each learner. 9(a)

The teacher engages in ongoing learning opportunities to develop knowledge and skills in order

to provide all learners with engaging curriculum and learning experiences based on local and

state standards. My Humor in the Classroom Certificate aligns with this standard in that the

professional development workshop I completed serves as ongoing learning to enhance student

learning experiences.

Artifact #4: Literacy Lesson Using Book Creator

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. 3(m) The teacher knows

how to use technologies and how to guide learners to apply them in appropriate, safe, and

effective ways. My artifact aligns with this standard as the lesson utilized technology that

encouraged active student engagement in learning.

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. 5(c) The teacher

facilitates learners’ use of current tools and resources to maximize content learning in varied
contexts. 5(l) The teacher understands how to use digital and interactive technologies for

efficiently and effectively achieving specific learning goals. My Book Creator lesson aligns with

this standard in that it utilizes a current Google tool to foster creativity in connecting English

Language Arts concepts with technology.

Artifact #5: Pecha Kucha Presentation on Generalized Anxiety Disorder

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. 1(d) The teacher

understands how learning occurs--how learners construct knowledge, acquire skills, and develop

disciplined thinking processes--and knows how to use instructional strategies that promote

student learning. 1(e) The teacher understands that each learner’s cognitive, linguistic, social,

emotional, and physical development influences learning and knows how to make instructional

decisions that build on learners’ strengths and needs. My Pecha Kucha presentation aligns with

this standard in that it demonstrates my understanding of learning development of children with

Generalized Anxiety Disorder as well as my understanding of the social, emotional, and physical

influences that affect students with Generalized Anxiety Disorder.

Artifact #6: Literacy Lesson Plan: Compare & Contrast

Standard #4: Content Knowledge - The teacher understands the central concepts, tools of

inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences

that make these aspects of the discipline accessible and meaningful for learners to assure

mastery of the content. 4(b) The teacher engages students in learning experiences in the

discipline(s) that encourage learners to understand, question, and analyze ideas from diverse
perspectives so that they master the content. 4(m) The teacher knows how to integrate culturally

relevant content to build on learners’ background knowledge. My compare and contrast lesson

plan aligns with this standard in that it comprises methods of inquiry, my understanding of

concepts, and is an engaging cultural learning experience.

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. This artifact connects

to this standard in that it involves differing cultural perspectives.

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

teacher’s and learner’s decision making. This lesson plan meets this standard in that I include

differentiated methods of assessment, via a worksheet, to monitor learner progress which, in

turn, guides teacher decision making.

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. My artifact meets this standard with its connection to several New York and

Ontario curricular standards, as well as acknowledgement of community context.

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. This lesson

plan aligns with this standard because it contains a variety of instructional strategies: modelling,

discussion, group work, and differentiated/levelled worksheets as assessment.

 Artifact #7: Math Four-Lesson Learning Segment: Patterning

Standard #4: Content Knowledge - The teacher understands the central concepts, tools of

inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences

that make these aspects of the discipline accessible and meaningful for learners to assure

mastery of the content. 4(a) The teacher effectively uses multiple representations and

explanations that capture key ideas in the discipline, guide learners through learning

progressions, and promote each learner’s achievement of content standards. My math learning

segment aligns with this standard because it demonstrates my understanding of concepts across

four lessons, it guides learners through a segment of learning progressions throughout four

lessons, and the learning segment promotes student achievement of New York and Ontario

curricular 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. This math learning

segment evidences my understanding of how to connect concepts across a math unit and engage

students in critical thinking and collaborative problem solving.

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

teacher’s and learner’s decision making. My artifact connects with this standard in my creating a

quiz as an assessment to monitor student progress and was used in the next lesson to guide

decision making.

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. My artifact aligns with this standard in that my four-lesson plans for

instruction address multiple curricular standards and draws upon knowledge of patterning across

four lessons.

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. This math

learning segment aligns with this standard in that it utilizes a variety of instructional strategies,

scaffolded lessons, and the gradual release of responsibility.

Artifact #8: Culturally Responsive Teaching Activity

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. This artifact aligns to this standard in that my

culturally responsive teaching activity highlights my understanding of individual differences,

diverse cultures, diverse communities, and promotes an inclusive learning environment.

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. This standard connects

with my artifact in that the activity demonstrates my ability to work with students to create an

inclusive learning environment that facilitates and encourages positive social interaction and

inclusion.

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. 5(g) The teacher

facilitates learners’ ability to develop diverse social and cultural perspectives that expand their

understanding of local and global issues and create novel approaches to solving problems. My

artifact aligns with this standard in that it encourages students to develop diverse socio-cultural

perspectives through sharing of personal and community traditions.

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. My artifact connects to this last standard in that it

demonstrates my taking a leadership role in collaborating with learners to promote an inclusive

classroom culture.

Artifact #9: Literacy Newsletter to Parents

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. My ninth artifact aligns with this standard in that it

showcases my commitment to creating home-school partnerships and my taking a leadership role

in the responsibility of student learning and literacy achievement as well as my collaborating

with students and families to achieve academic success.

Artifact #10: Teacher Planning Document for Science

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. My tenth and final artifact connects with this InTASC standard in that the

weekly plan demonstrates rigorous learning goals in my ability to plan a week’s worth of science

lessons, drawing upon knowledge of the content area, as well as meeting both New York and

Ontario curriculum standards.

NYS Code of Ethics for Educators

The New York State Code of Ethics for Educators set of standards serve as a set of

expectations and principles that guide practice, set expectations, and inspire professional

excellence in teachers. The principles are laid out as follows. Principle 1: Educators nurture the

intellectual, physical, emotional, social, and civic potential of each student. Principle 2:

Educators create, support, and maintain challenging learning environments for all. Principle 3:

Educators commit to their own learning in order to develop their practice. Principle 4: Educators

collaborate with colleagues and other professionals in the interest of student learning. Principle

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

confidentiality. Principle 6: Educators advance the intellectual and ethical foundation of the

learning community. Each of my artifacts from section three connect to these standards as

follows.

Artifact #1: Classroom Management Tools

Principle 2: Educators create, support, and maintain challenging learning environments

for all. My artifact is supported by this standard in that it demonstrates my ability to establish a

clear standard of behavior and civility, effectively manage a class, time, and maintain a

challenging learning environment.

 Artifact #2: DASA Certificate

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. My artifact aligns with this standard in that completing DASA training

enables educators to nurture the social and civic potential of students.

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

respecting confidentiality. My DASA certificate aligns with this standard in that having

completed DASA training, I am able to collaborate with parents and community to build a

respectful home-school partnership.

Artifact #3: Humor in the Classroom Certificate

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

My certificate of completion from this workshop aligns with this standard in that it evidences my

commitment to learning, professional development, and developing of best practices.

Artifact #4: Literacy Lesson Using Book Creator

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

My lesson aligns with this standard in that it demonstrates my knowledge of subject matter and

understand the need to utilize technology in the classroom to learn in the 21st century.

Artifact #5: Pecha Kucha Presentation on Generalized Anxiety Disorder

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. My Pecha Kucha presentation aligns with this standard in that it

evidences my ability to understand and help others to understand how to respect others and

promote the intellectual, emotional, social and academic growth of students suffering from

Generalized Anxiety Disorder.

 Artifact #6: Literacy Lesson Plan: Compare & Contrast

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. My artifact aligns to this standard in that the lesson plan showcases my

ability to promote intellectual growth in the students.

Artifact #7: Math Four-Lesson Learning Segment: Patterning

Principle 2: Educators create, support, and maintain challenging learning environments

for all. The artifact I have chosen aligns to this standard in that I maintain challenging learning

environments through a range of curriculum, competence in subject matter, and utilize a variety

of instructional strategies and assessments.

Artifact #8: Culturally Responsive Teaching Activity

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

respecting confidentiality. My artifact aligns with this standard in that the activity recognizes

how students’ cultural heritage and various backgrounds shape learning experiences, promoting

students’ best interests.

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. My culturally responsive teaching activity meets this standard in that it

promotes students’ social and civic learning.

Artifact #9: Literacy Newsletter to Parents

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

respecting confidentiality. My newsletter to parents aligns with this standard because it

evidences my commitment to collaborate with parents and families to enhance student learning.
 Artifact #10: Teacher Planning Document for Science

Principle 2: Educators create, support, and maintain challenging learning environments

for all. My last artifact aligns with this code of ethics standard in that it demonstrates that I know

the curriculum and am able to plan for a week of engaging lessons.

Ontario Teacher Ethical Standards

The Ontario Teacher Ethical Standards represents a standard of professional practice for

teachers in Ontario, which facilitates a strong commitment to students and learning. These

standards are as follows. Care - The ethical standard of Care includes compassion, acceptance,

interest and insight for developing students' potential. Members express their commitment to

students' well-being and learning through positive influence, professional judgment and empathy

in practice. Respect - Intrinsic to the ethical standard of Respect are trust and fair-mindedness.

Members honour human dignity, emotional wellness and cognitive development. In their

professional practice, they model respect for spiritual and cultural values, social justice,

confidentiality, freedom, democracy and the environment. Trust - The ethical standard

of Trust embodies fairness, openness and honesty. Members' professional relationships with

students, colleagues, parents, guardians and the public are based on trust. Integrity - Honesty,

reliability and moral action are embodied in the ethical standard of Integrity. Continual

reflection assists members in exercising integrity in their professional commitments and

responsibilities. My ten artifacts align with these standards as follows.

 Artifact #1: Classroom Management Tools

Respect - Intrinsic to the ethical standard of Respect are trust and fair-mindedness. My

classroom management tools align with this standard in that they promote a fair classroom that

encourages respect for each other.

Artifact #2: DASA Certificate

Trust - The ethical standard of Trust embodies fairness, openness and honesty. My

DASA certificate aligns with this standard in that completing this training allows me to be a

more fair, open, and honest educator, and promote these elements in home-school partnership.

Respect - Intrinsic to the ethical standard of Respect are trust and fair-mindedness. My

artifact aligns with this standard in that DASA training enables an educator to honor students’

human dignity and emotional wellness.

Artifact #3: Humor in the Classroom Certificate

Care - The ethical standard of Care includes compassion, acceptance, interest and

insight for developing students' potential. My artifact meets this standard in that completing the

Humor in the Classroom workshop evidences my commitment to students’ well-being and

creating a positive learning environment.

Artifact #4: Literacy Lesson Using Book Creator

Care - The ethical standard of Care includes compassion, acceptance, interest and

insight for developing students' potential. My lesson aligns with this standard as it appeals to

students’ interest in technology, thereby creating positive learning experience.

 Artifact #5: Pecha Kucha Presentation on Generalized Anxiety Disorder

Care - The ethical standard of Care includes compassion, acceptance, interest and

insight for developing students' potential. My artifact meets this standard because the Pecha

Kucha presentation evidences my commitment to helping others to understand compassion and

acceptance for students with disabilities.

Artifact #6: Literacy Lesson Plan: Compare & Contrast

Care - The ethical standard of Care includes compassion, acceptance, interest and

insight for developing students' potential. My artifact aligns with this standard in that the lesson

plan expresses positive influence, student interest, and understanding of different cultures.

Artifact #7: Math Four-Lesson Learning Segment: Patterning

Care - The ethical standard of Care includes compassion, acceptance, interest and

insight for developing students' potential. My artifact meets this standard in that my math

learning segment employs learning through positive influence.

Artifact #8: Culturally Responsive Teaching Activity

Care - The ethical standard of Care includes compassion, acceptance, interest and

insight for developing students' potential. My eighth artifact aligns with this standard in that my

culturally responsive teaching activity articulates my compassion, acceptance, and commitment

to the well-being of my students.

Respect - Intrinsic to the ethical standard of Respect are trust and fair-mindedness. My

artifact aligns this standard in that the activity displays a commitment to maintaining human

dignity, respect for cultural values, and emotional wellness in the classroom.
 Artifact #9: Literacy Newsletter to Parents

Trust - The ethical standard of Trust embodies fairness, openness and honesty. My

artifact meets this standard in that my newsletter to parents expresses a commitment to

relationships with students and their parents and guardians, promoting a relationship of trust and

openness.

Artifact #10: Teacher Planning Document for Science

Care - The ethical standard of Care includes compassion, acceptance, interest and

insight for developing students' potential. My tenth and final artifact aligns with this standard

because the week-long planning document demonstrates my ability to develop students’ learning

potential.

P-12 NYS Common Core Learning Standards

The New York State Common Core Learning Standards are a set of standards that have

been developed to prepare students in K-12 to be both college and career ready upon graduation

of high school. The following artifacts align to these standards.

Artifact #4: Literacy Lesson Using Book Creator

CCSS.ELA-LITERACY.RL.4.3 - Describe in depth a character, setting, or event in a

story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or

actions). CCSS.ELA-LITERACY.RL.4.10 - By the end of the year, read and comprehend

literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band

proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-

LITERACY.W.4.3 - Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences. My lesson aligns with these
literacy common core standards in that it asks students to understand literature and re-write a

fairy tale and its characters, settings, and provide details.

Artifact #6: Literacy Lesson Plan: Compare & Contrast

CCSS.ELA-LITERACY.RL.3.1 - Ask and answer questions to demonstrate

understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.RL.3.4 - Determine the meaning of words and phrases as they are used

in a text, distinguishing literal from non-literal language.

CCSS.ELA-LITERACY.RL.3.7 - Explain how specific aspects of a text’s illustrations contribute

to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character

or setting). CCSS.ELA-LITERACY.RL.3.9 - Compare and contrast the themes, settings, and

plots of stories written by the same author about the same or similar characters (e.g., in books

from a series). CCSS.ELA-LITERACY.RL.3.11 - Recognize and make connections in

narratives, poetry, and drama to other texts, ideas, cultural perspectives, personal events, and

situations. My artifact aligns with these literacy common core standards in that the compare and

contrast lesson instructs students to ask and answer questions, determine the meanings of

culturally-specific words, utilizes compare and contrast, as well as make connections to cultural

perspectives and personal situations.

Artifact #7: Math Four-Lesson Learning Segment: Patterning

CCSS.MATH.CONTENT.4.OA.C.5 - Generate a number or shape pattern that follows a

given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For

example, given the rule “Add 3” and the starting number 1, generate terms in the resulting

sequence and observe that the terms appear to alternate between odd and even numbers. Explain

informally why the numbers will continue to alternate in this way. My artifact aligns with this
common core math standard in that the math learning segment employs generating number and

shape patterns to follow given rules throughout the four lessons.

Artifact #8: Culturally Responsive Teaching Activity

CCSS.ELA-LITERACY.SL.2.1a - Follow agreed-upon rules for discussions (e.g.,

gaining the floor in respectful ways, listening to others with care, speaking one at a time about

the topics and texts under discussion). CCSS.ELA-LITERACY.SL.2.5 - Create audio recordings

of stories or poems; add drawings or other visual displays to stories or recounts of experiences

when appropriate to clarify ideas, thoughts, and feelings. My artifact meets these literacy

common core standards in that the culturally responsive teaching activity employs speaking and

listening rules for discussion as well as utilizing visual representations to recount personal

experiences.

NYS Learning Standards

Although not the common core standards, the New York State learning standards are still

an essential part of achieving the best practices for academic success. The following artifacts

meet these standards.

Artifact #8: Culturally Responsive Teaching Activity

Grade 2 Social Studies: My Community and Other Communities

2.2a People living in urban, suburban, and rural communities embrace traditions and

celebrate holidays that reflect both diverse cultures and a common community identity.

 Students will examine the ethnic and/or cultural groups represented in their

classroom.

 Students will explore the cultural diversity of their local community by identifying

activities that have been introduced by different cultural groups.

  Students will identify community events that help promote a common community

identity.

My artifact aligns with this standard in that the culturally responsive teaching activity

encourages students to share and embrace cultural traditions, holidays, celebrations and

cultural diversity of the community.

Artifact #10: Teacher Planning Document for Science

MS-ESS2-4: Earth’s System

Students who demonstrate understanding can:

Develop a model to describe the cycling of water through Earth's

systems driven by energy from the sun and the force of gravity. [Clarification

Statement: Emphasis is on the ways water changes its state as it moves through the

multiple pathways of the hydrologic cycle. Examples of models can be conceptual or

physical.] [Assessment Boundary: A quantitative understanding of the latent heats of

vaporization and fusion is not assessed.]

My artifact aligns with this standard in that my weekly planning document for the water

cycle places emphasis on how water changes its state through the cycle.

Ontario Ministry of Education Curriculum Expectations

The Ontario Ministry of Education Curriculum Expectations are a set of curricular

standards that serve to enable students to achieve academic success and graduate with the

preparedness to become engaged citizens who understand their civic responsibilities as global

citizens. The following artifacts are connected to these curriculum expectations.

 Artifact #4: Literacy Lesson Using Book Creator

Grade 3 Reading: 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) 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) Grade 3

Writing: Form 2.1 - write short texts using a variety of forms (e.g., a personal or factual recount

of events or experiences that includes photographs or drawings and captions; a report

comparing transportation in urban and rural communities; a paragraph explaining how physical

geography and natural resources affected the development of early settler communities; a letter

from the point of view of a settler, describing how First Nations people have taught the settlers to

adapt to their new environment; a familiar story told from a new perspective; a patterned poem

using rhyme or repetition). Publishing 3.7 - use some appropriate elements of effective

presentation in the finished product, including print, script, different fonts, graphics, and layout

(e.g., use legible printing and some cursive writing; use different font sizes and colours on a

poster to attract attention; use proper paragraph form including spacing and margins; supply

captions for photographs) My artifact aligns with these reading and writing curriculum

expectations in that the lesson requires students to understand literature and re-write a fairy tale

with details, descriptions of setting and characters, as well as publish their work through the

Book Creator technology.

 Artifact #6: Literacy Lesson Plan: Compare & Contrast

Grade 3 Reading: Comprehension Strategies 1.3 - identify a variety of reading

comprehension strategies and use them appropriately before, during, and after reading to

understand texts (e.g., activate prior knowledge through brainstorming and/or developing mind

maps; ask questions to focus reading and clarify understanding; use visualization to clarify

details about such things as homes and clothing of early settlers; use pictures to confirm

understanding of printed text). Extending Understanding 1.6 - extend understanding of texts by

connecting the ideas in them to their own knowledge and experience, to other familiar texts, and

to the world around them. Text Features 2.3 - identify a variety of text features and explain how

they help readers understand texts (e.g., table of contents, charts and chart titles, headings, an

index, a glossary, graphs, illustrations, pictures, diagrams, hyperlinks, a menu). Reading

Unfamiliar Words 3.2 - predict the meaning of and rapidly solve unfamiliar words using

different types of cues, including:

 semantic (meaning) cues (e.g., prefixes, suffixes, base words, phrases, sentences, and
visuals that activate existing knowledge of oral and written language)

 syntactic (language structure) cues (e.g., word order, language patterns, punctuation)

• graphophonic (phonological and graphic) cues (e.g., onset and rime; syllables; similarities
between words with common spelling patterns and unknown words; words within words)
My artifact aligns with these curriculum expectations in that students asked and answered

questions, connected the ideas of the text to their own experiences, and worked with unfamiliar

words.

Artifact #7: Math Four-Lesson Learning Segment: Patterning

Grade 3 Patterning and Algebra: Patterns and Relationships- identify, extend and

create a repeating pattern involving two attributes (e.g., size, colour, orientation, number), using

a variety of tools (e.g., pattern blocks, attribute blocks, drawings) (Sample problem: Create a
repeating pattern using three colours and two shapes). Patterns and Relationships- represent

simple geometric patterns using a number sequence, a number line, or a bar graph (e.g., the

given growing pattern of toothpick squares can be represented numerically by the sequence 4, 7,

10,…, which represents the number of toothpicks used to make each figure). Patterns and

Relationships- extend repeating, growing, and shrinking number patterns (Sample problem:

Write the next three terms in the pattern 4, 8, 12, 16,….). Patterns and Relationships- create a

number pattern involving addition or subtraction, given a pattern represented on a number line

or a pattern rule expressed in words (Sample problem: Make a number pattern that starts at 0

and grows by adding 7 each time.) My artifact aligns with these curriculum expectations in that

the four-lesson math segment on patterning asks of students to identify and extend repeating,

growing, and shrinking numeric and geometric patterns involving a number of attributes.

Artifact #8: Culturally Responsive Teaching Activity

Grade 2 Social Studies

Strand A: HERITAGE AND IDENTITY: CHANGING FAMILY AND COMMUNITY

TRADITIONS - A3. Understanding Context: Tradition and Heritage - A3.4 describe some

significant traditions and celebrations of their families, their peers, and their own communities,

as well as of some other communities in Canada (e.g., fall fairs; faith holidays such as Easter,

Passover, Eid ul-Fitr; special days such as Remembrance Day, Canada Day, National

Aboriginal Day, Kwanzaa, Earth Day; religious ceremonies; ethnocultural festivals). My

standard meets this social studies curriculum expectation in that the culturally responsive

teaching activity celebrates cultural diversity and has students describing significant traditions or

celebrations in their family.

 Grade 2 Oral Communication

Active Listening Strategies 1.2- demonstrate an understanding of appropriate listening

behaviour by using active listening strategies in a variety of situations (e.g., demonstrate

understanding of when to speak, when to listen, and how much to say; restate what the speaker

has said and connect it to their own ideas; express personal interest in what has been said by

asking related questions: I like what ______ said about ______). Interactive Strategies 2.2-

demonstrate an understanding of appropriate speaking behaviour in a variety of situations,

including paired sharing and small- and large-group discussions (e.g., make connections to what

other group members have said; demonstrate an understanding of when to speak, when to listen,

and how much to say). Visual Aids 2.7- use a few different visual aids, (e.g., photographs,

artefacts, a story map) to support or enhance oral presentations (e.g., use a family photograph

as part of an oral recount of an event; use a story map to retell a story). My artifact aligns with

these literacy curriculum expectations in that the activity encourages respectful listening and

speaking behaviors, includes shares and discussions, and facilitates creativity using visual aids to

support their share.

Artifact #10: Teacher Planning Document for Science

Grade 2 Science: UNDERSTANDING EARTH AND SPACE SYSTEMS AIR AND WATER IN

THE ENVIRONMENT: 2. Developing Investigation and Communication Skills - 2.4 investigate

the stages of the water cycle, including evaporation (e.g., heat water in a kettle), condensation

(e.g., collect the water vapour from the kettle on an overturned mirror), precipitation (e.g., allow

the water vapour on the overturned mirror to collect, cool, and drop), and collection (e.g., let the

dripping water accumulate in a container). My artifact aligns with this science curriculum
expectation in that this weekly plan documents my week-long lessons examining the various

stages of the water cycle.

DOE Claims & CAEP Standards

The Council for the Accreditation of Educator Preparation (CAEP) claims are standards

that detail my professional competence and readiness to teach as a graduate of Medaille

College’s Department of Education. The CAEP and Department of Education claims are: 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. All of my artifacts from Section Three of this portfolio align with these

standards as follows.

Artifact #1: Classroom Management Tools

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices. My artifact aligns with this claim in that utilizing

effective classroom management techniques is a best teaching practice.

Artifact #2: DASA Certificate

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. My artifact aligns with these claims as the DASA training enables me to

conduct effective pedagogy and work as a caring teacher.

Artifact #3: Humor in the Classroom Certificate

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. My artifact aligns with these claims as this workshop has given me the

tools I need to be a caring educator who creates a memorable, safe, and effective learning

environment through pedagogical humor.

Artifact #4: Literacy Lesson Using Book Creator

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. My artifact aligns with these claims as this

lesson demonstrates my knowledge of subject matter and use of technology in my pedagogy.

Artifact #5: Pecha Kucha Presentation on Generalized Anxiety Disorder

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. My artifact aligns with these claims as it demonstrates my ability to meet

the needs of diverse learners and evidences that I am a caring educator through my

understanding of students suffering from Generalized Anxiety Disorder.

Artifact #6: Literacy Lesson Plan: Compare & Contrast

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. My artifact aligns with these claims as the lesson

plan displays my knowledge of compare and contrast and my ability to apply best teaching

practices to meet the needs of diverse learners.

Artifact #7: Math Four-Lesson Learning Segment: Patterning

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. My artifact aligns with these claims because the

math learning segment displays my knowledge of patterning across four lessons as well as

demonstrates a variety of teaching practices and assessments.

Artifact #8: Culturally Responsive Teaching Activity

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. My artifact aligns with these claims in that my culturally responsive

teaching activity demonstrates my use of best teaching practices to encourage an inclusive

classroom as a caring teacher.

Artifact #9: Literacy Newsletter to Parents

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. My artifact aligns with these claims in that my newsletter is an example of

my best teaching practices to create a strong home-school partnership with parents as guardians,

in addition to my commitment to students’ literacy achievement, a quality of a caring educator.

Artifact #10: Teacher Planning Document for Science

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. My artifact aligns with these claims in that the

weekly plan demonstrates my knowledge of the water cycle and how I can meet the needs of

diverse learners through my pedagogy.

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

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

standards are a specialized framework whereby teachers and students can work safely and

professionally. It is essential to have guidelines for use in this digital age and fluency in

technology is becoming more and more essential, for both educators and learners. The following

artifact aligns with some of these standards for teachers and students.

Artifact #4: Literacy Lesson Using Book Creator

Educators:

Designer - Educators design authentic, learner-driven activities and environments that

recognize and accommodate learner variability. 5a: Use technology to create, adapt

and personalize learning experiences that foster independent learning and accommodate learner

differences and needs. 5b: Design authentic learning activities that align with content area

standards and use digital tools and resources to maximize active, deep learning. My artifact

aligns with these standards as my lesson involves a learner-driven activity that utilizes Book

Creator technology for students to be creative and personalize their learning in their fractured

fairy tales.

Students:

Empowered Learner - Students leverage technology to take an active role in choosing,

achieving and demonstrating competency in their learning goals, informed by the learning

sciences. 1c: Students use technology to seek feedback that informs and improves their practice

and to demonstrate their learning in a variety of ways. Creative Communicator - Students

communicate clearly and express themselves creatively for a variety of purposes using the

platforms, tools, styles, formats and digital media appropriate to their goals. 6b: Students
create original works or responsibly repurpose or remix digital resources into new creations.

My artifact aligns with this standard in that students have a variety of ways to demonstrate their

learning while using this technology and allows them to express creatively.

International Literacy Association (ILA) Professional Standards

The International Literacy Association (ILA) has set forth standards for reading

professionals. These standards provide the criteria for these professionals to develop, evaluate,

and assess preparation programs. They are specifically designed with performance, professional

dispositions, and content knowledge in mind. The following artifacts meet the following ILA

standards.

Artifact #4: Literacy Lesson Using Book Creator

Standard 2: Curriculum and Instruction - Candidates use instructional approaches,

materials, and an integrated, comprehensive, balanced curriculum to support student learning in

reading and writing. Element 2.2: Candidates use appropriate and varied instructional

approaches, including those that develop word recognition, language comprehension, strategic

knowledge, and reading–writing connections. Standard 3: Assessment and Evaluation -

Candidates use a variety of assessment tools and practices to plan and evaluate effective reading

and writing instruction. Element 3.1: Candidates understand types of assessments and their

purposes, strengths, and limitations. My artifact aligns with these standards in that my lesson

using Book Creator provides a technology-integrated, balanced lesson where students use their

reading and writing skills to create a technology presentation. This artifact also includes a rubric

that I created, which demonstrates my ability to create and use a variety of assessment and

evaluation tools that meet the needs of learners.

 Artifact #6: Literacy Lesson Plan: Compare & Contrast

Standard #2 - Candidates use instructional approaches, materials, and an integrated,

comprehensive, balanced curriculum to support student learning in reading and writing.

Element 2.1: Candidates use foundational knowledge to design or implement an integrated,

comprehensive, and balanced curriculum. My artifact aligns with this standard in that the

compare and contrast lesson plan demonstrates my knowledge in subject matter and my use of

various teaching and assessment strategies to support the lesson.

Council for Exceptional Children (CEC)

The Council for Exceptional Children (CEC) advocates on behalf of students with

exceptionalities. The CEC has outlined a set of professional standards, principles, and policies

for professional special educators as a means of guiding them toward providing these students

with the policies they and their family need to ensure these children’s success. The following

artifacts align with some of these standards.

Artifact #2: DASA Certificate

Standard #1: 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. My artifact aligns with this standard in

that the certification has enabled me to understand how to ensure quality of life and respect the

dignity, culture, language, and background of children with exceptionalities.

Artifact #3: Humor in the Classroom Certificate

Standard #12: Participating in the growth and dissemination of professional knowledge

and skills. My artifact meets this standard in that the certification of this professional

development workshop serves as evidence of my growth and acquisition of professional skills.

 Artifact #4: Literacy Lesson Using Book Creator

Standard #3: Promoting meaningful and inclusive participation of individuals with

exceptionalities in their schools and communities. My artifact aligns with this standard in that the

use of Book Creator enables children of all abilities to participate and create meaningful learning

experiences.

Artifact #5: Pecha Kucha Presentation on Generalized Anxiety Disorder

Standard #2: Maintaining a high level of professional competence and integrity and

exercising professional judgment to benefit individuals with exceptionalities and their

families. Standard #5: Developing relationships with families based on mutual respect and

actively involving families and individuals with exceptionalities in educational decision

making. My artifact aligns with these standards in that this Pecha Kucha presentation

demonstrates my professional competence and integrity as well as my ability to develop

relationships with colleagues and families of students suffering from GAD.

Artifact #6: Literacy Lesson Plan: Compare & Contrast

Standard #3: Promoting meaningful and inclusive participation of individuals with

exceptionalities in their schools and communities. My artifact aligns with this standard in that the

compare and contrast lesson plan outlines how I promote inclusive participation of individuals

with exceptionalities.

Artifact #7: Math Four-Lesson Learning Segment: Patterning

Standard #3: Promoting meaningful and inclusive participation of individuals with

exceptionalities in their schools and communities. My artifact aligns with this standard in that the

four-lesson math segment outlines how I promote inclusive participation of individuals with

exceptionalities throughout the four lessons.

 Artifact #8: Culturally Responsive Teaching Activity

Standard #1: 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. My artifact aligns with this standard in that the

culturally responsive teaching activity maintains a safe space of trust, respect, acceptance, and

dignity for students. It also details accommodations and promotion of inclusive participation of

students with exceptionalities.

Curriculum and Professional Standards Chart

The graphic organizer on the following page is a representation of how my ten artifacts

align with the above professional and curricular standards and principles. These artifacts

showcase my pedagogy and best practices, but also demonstrate my competence and readiness as

a professional elementary teacher.