Section Four: Alignment to Curriculum & Professional Standards

Introduction

The following section of my portfolio is intended to demonstrate how my practice and the

artifacts presented in section three are in alignment to both curriculum and professional standards

for New York State and the Province of Ontario. Teaching is much more than a job, it is a duty,

and an essential aspect of a healthy society. A good education is a fundamental aspect of a

child’s growth and development and it is therefore essential that those who facilitate that

education abide by the standards and best practices that are established by experts in the field.

There are many sets of standards and best practices that address aspects of curriculum,

technology and professional disposition of educators. It is imperative that educators not only

ensure to align themselves with these standards, but they must also use them as a means to shape

guide their practice. Teachers are unique individuals and they each bring their own strengths to

the profession, it is therefore important that adherence to these standards compliments our

individual strengths as opposed to hindering them. In the following section I aim to demonstrate

how I have been able to align myself to these standards and best practices while maintaining my

own unique style of teaching. I will briefly describe each set of standards and make connections

between the artifacts I have provided in section 4 and the following curriculum and professional

standards: The Interstate Teacher Assessment and Support Consortium (INTASC), NYC Code of

Ethics for Educators, Ontario Teacher Ethical Standards, P-12 New York State Common Core

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

Curriculum Expectation, DOW Claims & CAEP Standards, The International Society for

Technology Education for Teachers and Students (ISTE), the International Literacy Associate

(ILA) and the Council for Exceptional Children. The section will then end with Curriculum and
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Professional standards chart that outlines in a table the standards that align with each of the 8

artifacts.

Curriculum & Professional Educational Standards

INTASC Standards

The Interstate New Teacher Assessment and Support Consortium (INTASC) is a state

and national education organization which aims to support the preparation and development of

teachers. Standards aim to ensure that teachers within the state and the nation maintain

effectiveness in educating students and in preparing them for the future. Standards address

approaches teachers can take at an individual and collaborative level in order to ensure effective

and up to date practice. There are 10 standards in total, each of which contain a set of sub-

standards that address the more specific practice expectations. Standards cover four primary

areas: (1) The Learner and Learning, (2) Content Knowledge, (3) Instructional Practice and (4)

Professional Responsibility. The following artifacts from section 3 are in alignment with a

number of the INTASC standards:

 Artifact 1: ELA Learning Segment – Inferencing

 Artifact 2: Mathematics Lesson Plan – Graphing on a Coordinate Plane

 Artifact 3: Science Lesson Plan – Engineering Design

 Artifact 4: Pecha Kucha Presentation – Anxiety Disorder

 Artifact 5: Individual Education Plan Analysis

 Artifact 6: Assessing Student Literacy

 Artifact 7: Teacher Survey Assignment

 Artifact 8: Child Abuse and Violence Prevention Training Certificates

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NYS Code of Ethics for Educators

The New York State Code of Ethics for Educators is a set of professional principles

established by the state of New York that sets clear guidelines on how teacher can practice both

professionally and ethically. These principles are based on the core values of the teaching

profession and should be employed in all aspects of a teachers work. There are 6 principles in

total and all 6 should be used by teachers to guide practice and should also be considered when

planning for lessons, employing instruction, conducting assessment and while managing the

classroom. The following artifacts from section 3 are in alignment with a number of the NYS

Code of Ethics for Educators standards:

 Artifact 1: ELA Learning Segment – Inferencing

 Artifact 2: Mathematics Lesson Plan – Graphing on a Coordinate Plane

 Artifact 3: Science Lesson Plan – Engineering Design

 Artifact 4: Pecha Kucha Presentation – Anxiety Disorder

 Artifact 5: Individual Education Plan Analysis

 Artifact 6: Assessing Student Literacy

 Artifact 7: Teacher Survey Assignment

 Artifact 8: Child Abuse and Violence Prevention Training Certificates

Ontario Teacher Ethical Standards

The Ontario Teacher Ethical Standards, similar to the NYS Code of Ethics for educators

are a set of standards and principles aimed at guiding the professional practice for teachers of

Ontario. They are guiding principles for the profession that guide practice in a way that ensures a
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teacher’s commitment to both their students and their learning. They guide both ethical and

professional responsibilities and decision making for all teachers and should be incorporated into

all aspects of a teacher’s practice. There are 4 standards in total and they encompass: Care,

Respect, Trust and Integrity. The following artifacts from section 3 are in alignment with a

number of the NYS Code of Ethics for Educators standards:

 Artifact 1: ELA Learning Segment – Inferencing

 Artifact 2: Mathematics Lesson Plan – Graphing on a Coordinate Plane

 Artifact 3: Science Lesson Plan – Engineering Design

 Artifact 4: Pecha Kucha Presentation – Anxiety Disorder

 Artifact 5: Individual Education Plan Analysis

 Artifact 6: Assessing Student Literacy

 Artifact 7: Teacher Survey Assignment

 Artifact 8: Child Abuse and Violence Prevention Training Certificates

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

The New York State Common Core Learning standards make up the fundamental

elements of the teaching profession. They are a set of learning expectations established by the

state based on a student’s grade and the subject in question. Teachers are expected to educate

their students in a way that allows them to meet the standards set out by New York State’s

Common Core curriculum. While the curriculum outlines the expectation of the students, it is the

teacher’s responsibility to find innovative and engaging ways to impart the necessary knowledge

and understanding to the students so that the standards can be met. Teachers must also ensure to

modify and accommodate for students with IEPs. The following artifacts from section 3 are in

alignment with a number of the NYS Common Core Curriculum:

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 Artifact 1: ELA Learning Segment – Inferencing

 Artifact 2: Mathematics Lesson Plan – Graphing on a Coordinate Plane

 Artifact 3: Science Lesson Plan – Engineering Design

 Artifact 6: Assessing Student Literacy

Ontario Ministry of Education Curriculum Expectation

Similar to New York State, the Ontario Ministry of Education has established a set of

learning expectations based on grade level and subject for its students. These standards set the

fundamental skills that a student must demonstrate by the end of the school year. They are

standardized across the entire province and all school boards must ensure that students are

instructed in a way that ensure they can demonstrate those skills. These learning standards

represent the fundamental goals a teacher should thrive for during education but it is imperative

that go beyond these standards to ensure lessons are engaging and effective. The following

artifacts from section 3 are in alignment with a number of the Ontario Ministry of Education

Curriculum Standards:

 Artifact 1: ELA Learning Segment – Inferencing

 Artifact 2: Mathematics Lesson Plan – Graphing on a Coordinate Plane

 Artifact 3: Science Lesson Plan – Engineering Design

 Artifact 6: Assessing Student Literacy

DOE Claims & CAEP Standards

The Division of Education and Council for Accreditation for Educator Preparation

(CAEP) are a set of standards outlined for institutes that prepare and train future teachers and

educators. There are 3 specific DOE claims that apply to Medaille College and they are
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commitments that the institute make regarding their preparedness of their graduate. They are in

place to ensure the quality of the program’s graduates and their readiness to educate students in

an ethical and effective way. CAEP standards are similar expectations set for the providers who

educate and prepare future teachers. They are commitments by the providers that ensure their

graduates are ready to enter the teaching profession. The following artifacts from section 3 are in

alignment with a number of DOE Claims and CAEP Standards:

 Artifact 1: ELA Learning Segment – Inferencing

 Artifact 2: Mathematics Lesson Plan – Graphing on a Coordinate Plane

 Artifact 3: Science Lesson Plan – Engineering Design

 Artifact 4: Pecha Kucha Presentation – Anxiety Disorder

 Artifact 5: Individual Education Plan Analysis

 Artifact 6: Assessing Student Literacy

 Artifact 7: Teacher Survey Assignment

 Artifact 8: Child Abuse and Violence Prevention Training Certificates

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

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

are a broad set of standards aimed at guiding best practices in the use of technology in education.

Standards are not exclusive to teachers, they are inclusive of students, leaders in the field of

education and coaches. The ISTE and its standards strive to create innovative technology based

solutions that drive improvement in the field of education whether it be to support students

requiring additional assistance, creating responsible digital stewardship or implementing

innovative ways to educate our students. The following artifacts from section 3 are in alignment

with a number of ISTE Standards:

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 Artifact 2: Mathematics Lesson Plan – Graphing on a Coordinate Plane

 Artifact 3: Science Lesson Plan – Engineering Design

 Artifact 4: Pecha Kucha Presentation – Anxiety Disorder

 Artifact 7: Teacher Survey Assignment

 Artifact 8: Child Abuse and Violence Prevention Training Certificates

International Literacy Association (ILA) Professional Standards

The International Literacy Association (ILA) has established a set of 7 professional

standards aimed at guiding candidates in literacy based education. The standards are based on

evidence-based research the outlines the skills, knowledge and disposition required to be an

effective literacy educator, where literacy is inclusive of reading, writing, speaking, listening and

viewing. The following artifacts from section 3 are in alignment with a number of ILA

Standards:

 Artifact 1: ELA Learning Segment – Inferencing

 Artifact 3: Science Lesson Plan – Engineering Design

 Artifact 4: Pecha Kucha Presentation – Anxiety Disorder

 Artifact 6: Assessing Student Literacy

 Artifact 8: Child Abuse and Violence Prevention Training Certificates

Council for Exceptional Children (CEC)

The Council for Exceptional Children (CEC) is a professional association which aims to

advocate for and support students with exceptionalities. They do so through advocacy for

exceptional students, facilitation of professional development for educators and the

establishment of standards aimed at providing guidance on the education of exceptional children.

The following artifacts from section 3 are in alignment with a number of ILA Standards:
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 Artifact 1: ELA Learning Segment – Inferencing

 Artifact 2: Mathematics Lesson Plan – Graphing on a Coordinate Plane

 Artifact 3: Science Lesson Plan – Engineering Design

 Artifact 4: Pecha Kucha Presentation – Anxiety Disorder

 Artifact 5: Individual Education Plan Analysis

 Artifact 6: Assessing Student Literacy

 Artifact 7: Teacher Survey Assignment

 Artifact 8: Child Abuse and Violence Prevention Training Certificates

Curriculum and Professional Standards Chart

The Curriculum and Professional Standards Chart below will provide you with an overview of

the artifacts provided in section 3 along with their alignment to the various standards mentioned

above.
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Section Four: Alignment to Curriculum & Professional Standards Chart

Artifact Title INTASC NYS Code of NYS NYS DOE ISTE ILA CEC Ontario Ontario
Standards Ethics P-12 Common Learning Claims & Standards Internationa Standards Curriculum Teacher
Standards Core Learning Standards CAEP for l Literacy Standards Ethical
for Standards Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
EXAMPLE: Standard 7 Principle 2 RL1.1 - Refer ELA 4R1 - 1.1 Subject Standard 1: 1- Language Respect
Planning for to details and Locate and matter Foundational Challenging Reading for
Artifact #1: Instruction examples in a refer to knowledge Knowledge Expectations Meaning
text when relevant 1.2 Standard 2: 2- Standard 1.5 -
ELA Learning Standard 6 explaining details and Pedagogica Curriculum Professional Make
Segment Assessment evidence l and Competence
what the text when Instruction s
inferences
(Grade 4) knowledge
says explicitly explaining 1.3Caring Standard 3: 3- about texts
and when what a text and Assessment Instruction using stated
drawing says effective and 10 - and implied
inferences explicitly/im teaching Evaluation Advocation ideas from the
from the text. plicitly and skills Standard 4: 11 - texts as
make logical Diversity Professional evidence
inferences. Standard 5: Engagement
(RI&R Literate 12 -
L) Environment Disseminati
Standard 6: on of
Professional Knowledge
Learning and
Leadership

Artifact #2 Standard 7 Principle 2 CCSS.MATH NY-5.G.1 1.1 Subject 1 - Facilitate Standard 1: 1- Geometry and Respect
Mathematics Planning for .CONTENT.5 matter and inspire Foundational Challenging Spatial Sense
Lesson Plan – Instruction .G.A.1 NY-5.G.2 knowledge student Knowledge Expectations
Graphing on a 1.2 learning and Standard 2: 2- Data
Coordinate Standard 6 Pedagogica creativity Curriculum Professional
Management
Plane (Grade Assessment l 3- and Competence
5) knowledge Educators Instruction s
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CCSS.MATH 1.3Caring inspire Standard 3: 3- and
.CONTENT.5 and students to Assessment Instruction Probability
.G.A.2 effective positively and 10 -
teaching contribute Evaluation Advocation Measurement
skills to and Standard 4: 11 -
responsibly Diversity Professional
participate Standard 5: Engagement
in the digital Literate 12 -
world. Environment Disseminati
Educators Standard 6: on of
5 - Engage Professional Knowledge
in Learning and
Professional Leadership
growth and
leadership

Artifact #3 Standard 7 Principle 2 3-5-ETS1-1 1.1 Subject 1 - Facilitate Standard 1: 1- Understanding Respect
Science Lesson Planning for matter and inspire Foundational Challenging Structures and
Plan – Instruction knowledge student Knowledge Expectations Mechanisms
Engineering 1.2 learning and Standard 2: 2- 2. Developing
Design Standard 6 Pedagogica creativity Curriculum Professional Investigation
Assessment l 3- and Competence and
knowledge Educators Instruction s Communicatio
1.3Caring inspire Standard 3: 3- n Skills
and students to Assessment Instruction 2.2 – Measure
effective positively and 10 - and compare,
teaching contribute Evaluation Advocation quantitatively
skills to and Standard 4: 11 - and/or
responsibly Diversity Professional qualitatively,
participate Standard 5: Engagement the force
in the digital Literate 12 - required to
world. Environment Disseminati move a load
Educators Standard 6: on of using different
5 - Engage Professional Knowledge mechanical
in Learning and systems
Professional Leadership 2.6 – Use a
growth and variety of
leadership forms (e.g.,
oral, written,
graphic,
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multimedia) to
communicate
with different
audiences and
for a variety of
purposes
Artifact #4 Standard 2 – Principle 3 1.3Caring 1 - Facilitate Standard 4: 1- Care
Pecha Kucha Learning and and inspire Diversity Challenging
Presentation – Differences effective student Standard 6: Expectations
Anxiety Standard 3 – teaching learning and Professional 3-
Disorders Learning skills creativity Learning and Instruction
Environmen 3- Leadership 5 - Family
ts Educators Involvement
inspire
6-
students to
Research-
positively
contribute Based
to and Instruction
responsibly 10 -
participate Advocation
in the digital 11 -
world. 12 -
Educators Disseminatio
5 - Engage n of
in Knowledge
Professional
growth and
leadership

Artifact #5 Standard 2 – Principle 3 1.3Caring Care

Learning and
Individual Differences effective Respect
Education Standard 3 – teaching
Plan Analysis Learning skills
Environmen
ts
Artifact # 6 Standard 1 – Principle 2 Grade 3: 3W1 3W3: Write 1.1 Subject Standard 1: 1- Grade 3: Respect
Learner narratives to matter Foundational Challenging Writing 3.8
Developmen Grade 2: 2W3 develop real knowledge Knowledge Expectations Producing
t or imagined
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Assessing experiences 1.2 Standard 2: 2- Finished
Student Standard 3 – or events Pedagogica Curriculum Professional Works:
Literacy Learning using l and Competence Produce
Environmen effective knowledge Instruction s pieces of
ts techniques, 1.3Caring Standard 3: 3- published
descriptive and Assessment Instruction work to meet
Standard 6 – details, and effective and 5 - Family
Assessments clear event teaching identified
Evaluation Involvement criteria based
sequences. skills
Standard 4: 6- on the
Diversity Research- expectations
2W1: Write
Standard 5: Based related to
an opinion
Literate Instruction content,
about a
Environment 10 - organization,
topic or
Standard 6: Advocation style, use of
personal Professional 11 -
experience, conventions
Learning and Professional
using clear and use of
Leadership Engagement
reasons and presentation
12 -
relevant strategies.
Disseminatio
evidence. n of
Knowledge
Grade 2:
Writing 2.1
write short
texts using a
variety of
forms (e.g., a
personal or
factual
recount of
events.
Artifact #7 Standard 9 – Principle 3 Standard 1 - Facilitate 1- Integrity
Professional 1.2 - and inspire Challenging
Teacher Learning Providers student Expectations
Survey and Ethical ensure that learning and 2-
Assignment Practice candidates creativity Professional
use 3- Competence
research Educators s
and inspire
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evidence to students to 6-
develop an positively Research-
understandi contribute Based
ng of the to and Instruction
teaching responsibly 10 -
profession participate Advocation
and use in the digital 11 -
both to world.
Professional
measure Educators
Engagement
their P-12 5 - Engage
students’ in
progress Professional
and their growth and
own leadership
professiona
l practice
Artifact #8 Standard 3 – Principle 6 1.3 Caring 1 - Facilitate Standard 1: 2- Care
Learning leadership and inspire Foundational Professional
Violence and Environmen skills - student Knowledge Competence Respect
Child Abuse ts learning and Standard 6: s
Training creativity Professional 5 - Family
Certificates 3- Learning and Involvement
Educators Leadership 6-
inspire
Research-
students to
Based
positively
contribute Instruction
to and 10 -
responsibly Advocation
participate 11 -
in the digital Professional
world. Engagement
Educators
5 - Engage
in
Professional
growth and
leadership

[Back to Table of Contents]

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Conclusion

The act of teaching is a sacred responsibility, and the shaping of young minds is something that

no individual should take lightly. Teachers have a very significant impact on their students and

their future, and for that reason, it is imperative that all the professionals within the field of

education adhere to standards and best practices that are put in place to protect our students.

There are many professional associations that exist both in the United States of America and

Canada, that have established standards aimed at guiding the practice of teachers. In this section,

I have demonstrated how my artifacts and therefore my practice are in alignment with a number

of these professional associations. While, alignment with these standards is an important part of

any teacher’s practice, it is essential that all teachers use these standards as guides. We as

teachers must strive for excellence in our classrooms and must go above and beyond the

fundamental standards that have been established. In the next section of this portfolio, I will

reflect on the various experiences I have had during my education and discuss my readiness to

becoming a teacher, which includes the unique outlook I will bring into the classroom that goes

beyond the established standards.