Section Four: Alignment to Curriculum & Professional Standards

Introduction

As with anything in life, there must be rules or guidelines in place to ensure order and

avert chaos. When it comes to teaching, the importance of consistency and using predetermined

standards is paramount to guiding teachers in their lesson plans, assessments, and day-to-day

tasks. More importantly, it ensures all students have access to the same information and the

opportunity to attain a higher level of learning.

This section identifies and explains the curriculum and professional educational standards

to which I aligned my artifacts, presented in Section 3. This exercise helped me clearly

understand the multitude of responsibilities teachers have in terms of what their lessons must

accomplish, and why. My ability to connect my artifacts to these standards demonstrates my

pedagogical proficiencies, subject matter knowledge, and ability to be a caring, supportive, and

effective teacher.

Following the definitions of the curriculum and professional educational standards is a

chart that organizes at-a-glance all my artifacts and the respective standards with which they

align. This will provide further insight into my ability to not only plan an effective lesson but

also to incorporate relevant content and important themes.

Curriculum & Professional Educational Standards

Below is a summary of all the curriculum and professional standards that apply to my

artifacts presented in Section 3, as well as their importance to teachers and students.

Interstate Teacher Assessment and Support Consortium (InTASC) Standards.

The InTASC standards are core teaching principles and foundations of effective teaching

that are necessary to improve student achievement. They outline what teachers should know and
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best teaching practices they should use to ensure every student is prepared to enter college or the

workforce.

InTASC standards apply to all grade levels (K-12), across all subjects, and are grouped

into the following four categories: The Learner and Learning (Standard 1: Learner development;

Standard 2: Learning differences; Standard 3: Learning environments); Content (Standard 4:

Content knowledge; Standard 5: Application of content); Instructional Practice (Standard 6:

Assessment; Standard 7: Planning for instruction; Standard 8: Instructional strategies); and,

Professional responsibilities (Standard 9: Professional learning and ethical practice; Standard 10:

Leadership and collaboration).

I have demonstrated my ability to use the InTASC Standards in all my artifacts. A

breakdown of the specific standards used can be found on the chart that follows this section.

NYS Code of Ethics for Educators.

The NYS Code of Ethics for Educators is comprised of six principles that guide teaching

practice and inspire excellence in the profession. These expectations speak to the core value of

the profession, and address key practices, such as: promoting growth in students, maintaining

challenging learning environments, committing to professional development, collaborating with

colleagues, parents and the community, and, advancing the intellectual foundation of students.

I have demonstrated my ability to use the NYS Code of Ethics for Educators in all my

artifacts. A breakdown of the specific principles used can be found on the chart that follows this

section.

Ontario Teacher Ethical Standards.

The Ethical Standards for the Teaching Profession is comprised of four principles that

represent a commitment to students and their learning. They are: care, respect, trust, and

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integrity. The purpose of these standards is to inspire members to uphold the 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.

I have demonstrated my ability to use the Ontario Teacher Ethical Standards in all my

artifacts. A breakdown of the specific standards used can be found on the chart that follows this

section.

NYS P-12 Common Core Learning Standards and NYS Learning Standards.

I combined the Common Core Learning Standards and Learning Standards because they

serve the same purpose: to maintain consistency in student learning expectations, across all

school boards in New York State. Each local school district develops curricula based on these

established standards. Not only does this give teachers a framework from which to plan their

units but also ensures every student is given the same opportunities in terms of education and

assessment. The goal is for all students to be equally prepared for college or work upon

graduation. Of course, this does not guarantee all students graduate at the same level but it does

ensure a standardized foundation from which to build. The Common Core provides standards

related to ELA, math and social studies, and the Learning Standards relate to Science.

I have demonstrated my ability to use the NYS P-12 Common Core Learning Standards

in the following artifacts. A breakdown of the specific standards used can be found on the chart

that follows this section.

 Artifact 1: SMART Notebook Presentation (also connects to NYS Learning

Standards)

 Artifact 4: Literacy Activity

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 Artifact 5: Literacy Lesson Plan

 Artifact 7: Math Learning Segment

Ontario Ministry of Education Curriculum Expectations.

Similar to the NYS standards, the goal of the Ontario Ministry of Education Curriculum

Expectations is to provide its students with the same educational foundation and learning

expectations in order to develop their skills and knowledge, to ensure they are prepared for the

future. These guidelines allow teachers the opportunity to create engaging learning segments that

can be adapted to meet the needs of each classroom while maintaining the integrity of the

curriculum framework created by the government.

I have demonstrated my ability to use the Ontario Ministry of Education Curriculum

Expectations in the following artifacts. A breakdown of the specific standards used can be found

on the chart that follows this section.

 Artifact 1: SMART Notebook Presentation

 Artifact 4: Literacy Activity

 Artifact 5: Literacy Lesson Plan

 Artifact 7: Math Learning Segment

DOE Claims & CAEP Standards.

DOE Claims are professional standards created by the Division of Education (DOE)

of Medaille College that outline the ways its graduates are competent and professionally

equipped to become successful educators. To ensure these claims are fulfilled, the M.S.Ed.

program – the courses of study and assessment systems – is designed around them. They are as

follows: (1) Medaille College graduates know the subject matter in their certification area(s);

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(2) Medaille College graduates meet the needs of diverse learners through effective pedagogy

and best teaching practices; (3) Medaille College graduates are caring educators.

The Council for the Accreditation of Educator Preparation (CAEP) Standards are created

to ensure educator preparation providers equip their students with the knowledge and skills to be

successful teachers who are well-prepared and able to support the development of all students.

There are five standards that serve as the basis for accreditation reviews and are based on the

following two principles: (1) There must be solid evidence that the provider’s graduates are

competent and caring educators; and, (2) There must be solid evidence that the provider’s

educator staff have the capacity to create a culture of evidence and use it to maintain and

enhance the quality of the professional programs they offer.

The five CAEP standards are (1) Content and pedagogical knowledge, (2) Clinical

partnerships and practice, (3) Candidate quality, recruitment and selectivity, (4) Program impact,

and, (5) Provider quality assurance and continuous improvement.

I have demonstrated my ability to meet the DOE Claims and CAEP Standards in all my

artifacts. A breakdown of the specific claims and standards used can be found on the chart that

follows this section.

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

Students.

In a digital world, it is imperative to have standards that relate to technology in education.

The purpose of the ISTE Standards for Educators is to help teachers expand their practice by

collaborating with peers and thinking ‘outside the box’ to empower students to drive their own

learning. The seven roles educators should undertake are: Learner, Leader, Citizen, Collaborator,

Designer, Facilitator, and Analyst.

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Most of today’s students are adept at using technology in their everyday life. The ISTE

Standards for Students address the skills and knowledge students need to learn effectively and

succeed in a digital society. More importantly, they ensure that learning is a student-driven

process. The seven roles students should undertake on their educational journey are: Empowered

learner, Digital Citizen, Knowledge Constructor, Innovative designer, Computational thinker,

Creative communicator, Global collaborator.

I have demonstrated my ability to use the ISTE Standards in the following artifacts. A

breakdown of the specific standards used can be found on the chart that follows this section.

 Artifact 1: SMART Notebook Presentation

 Artifact 2: Pecha Kucha

 Artifact 3: Weebly Website

International Literacy Association (ILA) Professional Standards.

The ILA Professional Standards outline the criteria for developing and evaluating

preparation programs for literacy professionals. “The standards focus on the knowledge, skills,

and dispositions necessary for effective educational practice in a specific role, and highlight

contemporary research and evidence-based practices in curriculum, instruction, assessment, and

leadership” (ILA, 2018). The standards include: Foundational knowledge, Curriculum and

instruction, Assessment and evaluation, Diversity and equity, Learners and the literacy

environment, Professional learning and leadership, and Clinical experiences (for specialized

literacy professionals only).

I have demonstrated my ability to use the ILA Professional Standards in the following

artifacts. A breakdown of the specific standards used can be found on the chart that follows this

section.

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 Artifact 1: SMART Notebook Presentation

 Artifact 4: Literacy Activity

 Artifact 5: Literacy Lesson Plan

Council for Exceptional Children (CEC) Standards.

The Council for Exceptional Children Standards are 12 ethical principles and

professional practice standards for Special Educators. They are guidelines to ensure that

individuals with exceptionalities have access to well-prepared, career-oriented special educators.

I have demonstrated my ability to use the CEC Standards in all my artifacts, except for

Artifact 1: SMART Notebook presentation. A breakdown of the specific standards used can be

found on the chart on the next page.

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Curriculum and Professional Standards Chart

Artifact title INTASC NYS Ontario NYS NYS Ontario Ministry DOE ISTE ILA CEC
Interstate Code of Teacher P-12 Common Learning of Education Department International International Council for
Teacher Ethics for Ethical Core Learning Standards Curriculum of Society for Literacy Exceptional
Assessment & Educators Standards Standards Expectations Education Technology Association Children
Support Claims & Education Professional Standards
Consortium CAEP Standards for Standards
Standards Council for Teachers &
Accreditation Students
for
Educator
Preparation
Standards
Artifact #1: Standard 1: Principle 2: Standard Grade 4: Science, Key Grade 4: DOE Claim Teacher Standard 2: N/A
Learner Create, of Care Integration of Idea 6: Plants Science and 2: Effective Standards Curriculum
SMART development support & knowledge & and animals Technology. pedagogy & 2. Leader: instruction
Notebook (b) Individual maintain ideas. depend on 3.1: Demonstrate best teaching (a) Empower
Presentation instruction challenging RL.4.9: each other and understanding of practices learning with Standard 3:
(d) Promote learning Compare & their physical habitats technology Assessment
(Grade 4) student learning environments contrast the environment. CAEP 5. Designer: & evaluation
for all treatment of 1(e) An Grade 4: Standard (b) Authentic
Standard 3: similar themes organism’s Language, 1: Content & learning Standard 5:
Learning & topics pattern of Writing. Pedagogical activities Literate
environments behavior is Organizing ideas. Knowledge 6. Facilitator: environment
(g) Technology Operations & related its 1.5: Identify & (b) Use of
etiquette Algebraic environment order main ideas technology &
Thinking. & details learning
Standard 4: 4.OA.3 Life Sciences, strategies
Content Use the four Standard 4: Grade 4:
knowledge operations to The Living Patterning and Student
(g) Accessibility solve multi-step Environment Algebra. Standards
& relevance word problems P-LS1-1: Solve missing 1. Empowered
Describe what number in learner:
familiar plants equations (a) Use
& animals involving technology to
need to multiplication of seek feedback
survive. one- and two-digit 2. Digital
numbers Citizen:
(b) Cyber
safety

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3. Knowledge
Constructor:
(d) Actively
explore

Artifact #2 Standard 4: Principle 2: Standard N/A N/A N/A DOE Claim Teacher N/A Principle 3:
Content Create, of Respect 3: Caring standards Promote
Pecha Kucha knowledge support & educators 3. Citizen: meaningful &
(g) Accessibility maintain (a) Empathetic inclusive
(Traumatic & relevance challenging CAEP behavior participation
Brain Injury) learning Standard
environments 1: Content & Student Principle 6:
for all Pedagogical standards Use evidence,
Knowledge 3. Knowledge instructional
constructor: data, research
(a) Research &
strategies professional
(c) Create knowledge
artifacts

Artifact #3 Standard 1: Principle 5: Standard N/A N/A N/A DOE Claim Teacher N/A Principle 3:
Learner Collaborate of Trust 2: Effective standards Promoting
Weebly development with parents & pedagogy & 4. Collaborator: meaningful &
Website (c) community, best teaching (c) Expand inclusive
Collaboration building trust practices experiences by participation
(Grade 4) & respecting engaging
Standard 4: confidentiality CAEP virtually Principle 5:
Content Standard 2: (d) Developing
knowledge Clinical Demonstrate relationships
(g) Accessibility partnerships cultural with families.
& relevance & practice competency

Standard 10: Student

Leadership & standards
collaboration 1. Empowered
(g) Global learner:
learning (b) Students
communities seek
informative
feedback
2. Digital
Citizen:
(b) Netiquette
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Artifact #4 Standard 1: Principle 2: Standard Kindergarten: N/A Grade 1: DOE Claim N/A Standard 5: Principle 1:
Learner Create, of Care ELA, Reading Language, 2: Effective Meet student Maintaining
Literacy development support, and Foundational Writing. pedagogy & needs & challenging
Activity on (d) Promote maintain Skills - Spelling best teaching collaborate expectations
Phonological student learning challenging Phonological Unfamiliar Words practices with school
Awareness learning Awareness 3.2: personnel
Standard 4: environments RF.K.2: Understand CAEP
(K) Content for all Demonstrate sound-symbol Standard
knowledge understanding relationships, 1: Content &
(c) Methods of of spoken word structures & pedagogical
inquiry & words, syllables word meanings knowledge
standards of & sounds.
evidence RF.K.2.C:
Blend &
segment onsets
& rimes
RF.K.2.E: Add
or substitute
sounds

Artifact #5 Standard 1: Principle 1: Standard Grade 2: N/A Grade 2: DOE Claim N/A Standard 2: Principle 1:
Learner Nurture the of Care ELA, Reading Language, 1: Subject Curriculum Maintaining
Literacy development potential of literature Writing 1.2 matter & challenging
Lesson Plan (b) Individual each student RL.2.1: Ask & Generate ideas experts instruction expectations
instruction answer
(Grade 2) Principle 2: questions to CAEP Standard 3:
Standard 7: Create, demonstrate Standard Assessment
Planning for support & understanding 1: Content & & evaluation
instruction maintain of key details in pedagogical
(d) Formative & challenging a text knowledge
summative learning
assessments environments
for all
Standard 8:
Instructional
strategies
(a) Adapted
instruction

Artifact #6 Standard 1: Principle 5: Standard N/A N/A N/A DOE Claim N/A N/A Principle 5:
Learner Collaborate, of Integrity 3: Caring Developing
Educational Development build trust and educators relationships
Survey (c) Collaboration with families
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respect CAEP
Standard 10: confidentiality Standard
Leadership and 2: Clinical
collaboration partnerships
(d) Mutual & practice
expectations &
ongoing
communication

Artifact #7 Standard 4: Principle 1: Standard Grade 3: N/A Grade 3: DOE Claim N/A N/A Principle 1:
Content Nurture the of Care Mathematics, Mathematics, 1: Subject Maintaining
Math knowledge potential of Measurement Data Management matter challenging
Learning (a) Guides each student and Data. and Probability: experts expectations
Segment through learning 3.MD.3: Collect &
& promotes Principle 2: Represent & organize CAEP Principle 6:
(Grade 3) achievement Create, interpret data. categorical or Standard Using
support & discrete primary 1: Content & evidence,
Standard 6: maintain data & display the pedagogical instructional
Assessments challenging data using charts knowledge data, research,
(b) Assessments learning & graphs. & knowledge
match learning environments to inform
objectives practice
(g) Identify
needs with
multiple types
of assessment

Standard 7:
Planning for
instruction
(d) Formative &
summative
assessments

Artifact #8 Standard 1: Principle 1: Standards N/A N/A N/A DOE Claim N/A N/A Principle 3:
Learner Nurture, of Care & 2: Effective Promoting
Classroom development. promote Respect pedagogy & meaningful &
Management (h) Teacher growth in, best teaching inclusive
Fun Box furthers learner respect & help practices participation
development students to
value their CAEP Principle 7:
own identity Standard Protecting
safety
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Standard 2: 1: Content &
Learning pedagogical
differences knowledge
(h) Teacher
understands
students with
exceptional
needs

Artifact #9 Standard 9: Principle 3: Standards N/A N/A N/A DOE Claim N/A N/A Principle 7:
Professional Commitment of Respect 3: Caring Protecting
Dignity for learning & to professional & educators safety
All Students ethical practice development Integrity
(DASA) (b) Professional CAEP Principle 8:
certificate learning Standard Not tolerating
experiences 2: Clinical harmful
(m) Frames of partnerships practices
reference & practice
(n) Life-long
learner

[Back to Table of Contents]

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Conclusion

As you can see, curriculum and professional educational standards are extremely

important to ensure a consistent and well-rounded educational experience. Being able to not only

learn about all the different educational standards that exist but also apply them to work I have

completed in the M.S.Ed. program, has been a very rewarding experience. It has opened my eyes

to the many ways you can create an engaging, inclusive, and effective classroom, and has

reinforced the importance of being able to educate all students. Although many of the standards

discussed in this section are not the same standards I would adhere to in Canada, I will certainly

research similar guidelines to maintain my pedagogical proficiencies, subject matter knowledge,

and ability to be a caring, supportive, and effective teacher.

In the next section, I will demonstrate my skills and ability to reflect on my experiences

acquired while developing this portfolio. I will consider the overall process, the collection of

materials, such as research materials and my artifacts, and the organization of the content. I will

also reflect on my educational experiences during the M.S.Ed. program at Medaille College. I

look forward to sharing with you how this project reinforced much of what I learned in class, and

how it enhanced my preparedness and capabilities to be a successful teacher.

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