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Section Four:
Alignment to Curriculum & Professional Standards

Introduction

The field of education has been shaped and influenced by rules and standards which are the

foundation of teaching practices. This section presents the standards and rules which apply to

each artifact I selected in the previous section, to showcase their relationships and the connection

between the standards and artifacts. The standards from which my artifacts are influenced by, are

the Interstate Teacher Assessment and Support Consortium (INTASC), The New York State

Code of Ethics for Educators, The Ontario Ethical Standards for the Teaching Profession, The P-

12 Common Core Learning Standards, The Ontario Ministry of Education Expectations, the

Medaille TEAC Claims, International Society for Technology Education for Teachers and

Students, and the Council for Exceptional Children. These standards and their connection to my

artifacts will be presented in a chart format so it is easy to read and understand, and showcases

my ability to draw on these standards when creating lessons, unit plans, and educational

activities both within this program, and in the classroom as a teacher, one day.

Curriculum and Professional Educational Standards

Interstate Teacher Assessment and Support Consortium (INTASC)

The INTASC are standards which help prepare and support new teachers with professional

development. The INTASC standards are made up of ten standards divided by four categories.

The four categories are The Learner and Learning, Content, Instructional Practice and

Professional Responsibility. Under The Learner and Learning is Standard #1 Learner

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Development, Standard #2 Learning Differences, and Standard #3 Learning Environments.

Under Content is Standard #4 Content Knowledge and Standard #5 Application of Content.

Under Instructional Process is Standard #6 Assessment, Standard #7 Planning for Instruction and

Standard #8 Instructional Strategies. Finally, Professional Responsibility is Standard #9

Professional Learning and Ethical Practice and Standard #10 Leadership and Collaboration.

Together, these Standards create a foundation for an all rounded teacher. A teacher must prepare

for learning, but also be aware of curriculum, professional development and collaboration.

These standards encompass all of these aspects and are incorporated into all of my artifacts as

they encompass the practices and ideologies I have learned at Medaille College.

NYS Code of Ethics for Educators

The NYS Code of Ethics for Educators are statements which provide expectations and

principles for professional practice. These principles are universal and reflect the core values of

an educator. There are six principles under this code of ethics which encompass all of the ethics

which a teacher should have. They are: Educators nurture the intellectual, physical, emotional,

social and civic potential of every student, educators create support and maintain challenging

learning environment for all, educators commit to their own learning in order to develop their

practice, educators collaborate with colleagues and other professionals in the interest of their

students leaning, educators collaborate with parents and community, building trust and

confidentiality, and educators advance an intellectual and ethical foundation of the learning

community. These ethics are incorporated into all of my artifacts as they reflect the morals and

ethics of educators.

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The Ontario Ethical Teacher Standards

The Ontario Ethical Teacher Standards are four standards reflecting the ethics which

educators should have within their teaching philosophies and practices. These are: care, respect,

trust and integrity. These standards are broad but should be the foundation for teaching practices

and reflective within the classroom. All of these standards are present within the artifacts in my

portfolio as these are universal concepts that all educators should refer to within their practices.

P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies, NYS
Leaning Standards and Ontario Ministry of Education Expectations

These are academic curriculum standards divided by Grade level. Each state in the United

States and each province in Ontario has an outline for subject material that must be covered for

each grade level. These are specific guidelines are at an important tool for teachers as they make

up the content and goals of the lesson. These standards are a checklist for teachers to refer to, to

ensure they have covered the appropriate content by the end of the grade. For the lesson plans

and unit plan included in the artifacts, these standards were incredibly important as they

constituted the content covered within the lessons.

TEAC/CAEP Claims 1-3: Division of Education TEAC (Teacher Education Accreditation

Council)/ CAEP (Council for Accreditation for Educator Preparation)

The Claims are commitments by Medaille Colleges Division of Education based on the

quality of its graduates who are competent to become teachers. These claims reflect the quality

of work and practice which Medaille College graduates should have by the time they complete

this program. Therefore, it is essential that the artifacts reflect these claims, as they are the proof

that I am a competent teacher and have taken the appropriate knowledge and skills from my

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studies at Medaille college. There are three claims: Medaille College graduates know the subject

matter in their certification area(s), Medaille College graduates meet the needs of diverse

learners through effective pedagogy and best teaching practices and Medaille College graduates

are caring educators. These claims encompass content, practices, and attitudes that educators

must have, and my artifacts reflect all of these aspects of teaching.

International Society for Technology Education for Teachers and

Students (ISTE)
The ISTE standards aid in designing, implementing and assessing learning experiences

for students, enrich professional practice and provide positive models for students, colleagues,

and the community. These standards are more advanced and forward-thinking, incorporating

media and technology into the learning experience. There are a total of five standards under

ISTE. These are, facilitate and inspire student learning and creativity, design and develop digital

age learning experiences and assessments, model digital age work and learning, promote and

model digital citizenship and responsibility and engage in professional growth and leadership.

Many of my lessons incorporate technology into the planning, implementing and assessing

process, and therefore these standards create a good guideline. For example, my iPad assignment

draws on technology as a means of practicing and learning new concepts, which is foundational

to the ISTE standards.

International Literacy Association Professional Standards

The International Literacy Association Professional Standards are a set of standards which

help guide the assessing of teaching and learning literacy. These international standards provide

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a basis for literacy through 11 standards which incorporate interactive learning, and involvement

of community, parents and families within the learning experience. These are important

standards as they constitute guidelines which teachers should be aware of. For example, my ELA

lesson draws on many of these standards such as interactive learning facilitated by the teacher

and drawing on the experiences of the students to learn the literary skills and vocabulary from

the lesson.

Council for Exceptional Children (ECE)

These standards focus on the professional manners in which teachers should focus on and

accommodate special education. These standards focus on the knowledge and skills needed for

educators to instruct students with special needs. These are incredibly important standards as

they encourage instruction which accommodates the needs of the students. All of my lessons and

unit plans are based on these standards, and these standards should be implemented into all

ideologies and practices. As a future educator, accommodating my students is crucial to create a

positive learning environment.

Alignment to the Curriculum and Professional Standards Chart

Refer to following page.

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ISTE
ILA
NYS P-12 Standards
NYS Code of International Ontario
Common NYS TEAC/ for Ontario
INTASC Ethics Literacy Teacher
Artifact Title Core Learning CAEP CEC Standards Curriculum
Standards Standards for Association Ethical
Learning Standards Claims Teachers Standards
Educators Professional Standards
Standards and/or
Standards
Students
Professional Overall: Solve
Operations &
Standard #1: competence problems
Algebraic
Learner Claim 3: and integrity involving the
Principle 1: Thinking -
Artifact #1: Development caring and exercising addition and
Promote 1.0A
educators professional subtraction of Ethic
Growth
Unit Plan Standard #3: and judgment to single-digit Standard
1. Use
Learning N/A effective N/A N/A benefit whole numbers, of Care
Principle 2: Addition and
Grade 1 Environments teaching individuals using a variety and
Promote Subtraction
skills. with of strategies. Respect
Student Within 20 to
Standard #6: exceptionalities
Learning Solve Word
Assessment and their Specific: Solve
Problems.
families. a variety of
problems

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Standard #7: involving the

Planning for addition and
Instruction subtraction of
whole numbers
Standard #8: to 20, using
Instructional concrete
Strategies materials and
drawings.

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Overall:
Generate,
gather, and
organize ideas
Standard #1:
and information
Learner B. Maintaining to write for an
Development. a high level of intended
professional
purpose and
Standard #3: Topic: Text competence
audience.
Learning Types and Claim 3: and integrity
Artifact #2: Principle 1:
Environments Purposes caring 1. The and exercising
Promote interests of Specific:
educators Ethic
ELA lesson Growth the student professional 1.5 identify and
Standard #6: 1.3 Write and Standard
plan are order main
Assessment narratives in N/A effective judgment to of Care
Principle 2: paramount in ideas and
Promote which they teaching assessment. benefit supporting
and
Standard #7: recount two skills. individuals Respect
Student details, initially
Planning for or more with
Learning 2 with support
Instruction appropriately exceptionalities
and direction,
sequenced and their
using simple
Standard #8: events. families.
graphic
Instructional
organizers and
Strategies
simple
organizational
patterns

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Facilitate
2.1 and inspire
understanding student
learning B. Maintaining
of world
and a high level of
cultures and
creativity professional A3.3 identify
civilizations,
competence countries of
including an Claim 3:
Standard #1: Principle 1: Design and and integrity personal or
analysis of caring
Learner Promote develop and exercising familial
important educators Ethic
Artifact #3 Development Growth digital age significance,
ideas, social and Standard
learning professional and locate them
and cultural N/A effective of Care
Tagxedo Standard #8: Principle 2: experiences judgment to on a globe
values, teaching and
Assignment Instructional Promote and benefit and/or print,
beliefs, and skills. Respect
Strategies Student assessments individuals digital, or
traditions.
Learning with interactive map
and
Model exceptionalities
interactions
digital age and their
of people or
work and families.
issues from a
learning
variety of
perspectives.

Standard #1:
Learner Claim 2: Facilitate B. Maintaining Grade 1
Development meet the and inspire a high level of Reading: 2.2

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Standard #2: Principle 1: needs of student professional recognize

Learning Promote diverse learning competence simple
Differences Growth learners and and integrity organizational Ethic
Standard #3: through creativity and exercising patterns in texts Standard
1. The
Learning Principle 2: effective interests of professional of Care
Environments Promote pedagogy Model the student judgment to Grade 3 and
Standard #5: Student and best digital age are benefit Writing: 2.1 Respect
Application Learning teaching work and paramount in individuals Write short
of Content practices learning assessment. with texts using a
INTASC N/A N/A exceptionalities variety of
Artifact #4: Standard #8: Claim 3: and their forms.
iPad Instructional caring families.
Assignment Strategies educators Grade 8 Data
and Management:
effective collect and
teaching organize date
skills. and display the
data in charts,
tables, and
graphs.
Grade 2
Science:
Identify and
describe major
physical
characteristics
of animals

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Grade 2
Science: 3.4
identify sources
of water in the
natural and built
environment

Grade 4
Reading: 2.4
identify various
elements of
style
including
alliteration,
descriptive
adjectives and
adverbs, and
sentences.

Grade 1
Number Sense
and
Numeration:
represent,
compare, and
order whole

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numbers to 50,
using a variety
of tools (e.g.,
connecting
cubes, ten
frames, base ten
materials,
number lines,
hundreds charts)
and contexts
(e.g., real-life
experiences,
number stories).

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Grade 6
Reading in
Claim 2: Analyzing
meet the Texts: 1.7
needs of B. Maintaining analyze
diverse a high level of complex texts
INTASC ELA W.6.3.b: learners professional and explain how
Standard #1: Using through competence the different
Artifact #5: Learner narrative effective and integrity elements in
Principle 1:
Cultural Development techniques, pedagogy and exercising them contribute
Promote
Awareness, INTASC such as and best to meaning Ethic
Growth
Responsive Standard #2: dialogue, teaching professional Standard
Teaching and Learning pacing, and N/A practices N/A judgment to Responding to of Care
Principle 2:
Learning Differences description, benefit and Evaluating and
Promote
Experience INTASC to develop Claim 3: individuals Texts: 1.8 make Respect
Student
Assignment Standard #8: experiences, caring with judgements and
Learning
Instructional events, and/or educators exceptionalities draw
Strategies characters and and their conclusions
effective families. about ideas in
teaching texts and cite
skills. stated or
implied
evidence from
the text to
support views.

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Claim 2:
meet the
needs of
diverse
learners Maintaining
Standard #1: through high level of
Learner effective professional
Principle 1:
Development pedagogy competence and
Artifact #6: Promote
and best integrity and Ethic
Consciousness Growth
Standard #2: teaching exercising Standard
Raising
Learning N/A N/A practices N/A N/A professional N/A of Care
Reflection Principle 2:
Differences judgment to and
Essay Promote
Claim 3: benefit Respect
Student individuals with
Standard #8: caring
Learning exceptionalities
Instructional educators
and their
Strategies and
families.
effective
teaching
skills.

Claim 2:
INTASC Ethic
meet the B. Maintaining
Artifact #7: Standard #1: Standard
needs of a high level of
Biography of Learner N/A N/A N/A N/A N/A of Care
diverse professional
Theorist Development and
learners competence
Respect
through

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INTASC Principle 1: effective and integrity and

Standard #2: Promote pedagogy and exercising Integrity
Learning Growth and best
Differences teaching professional
Principle 2: practices judgment to
INTASC Promote benefit
Standard #8: Student Claim 3: individuals
Instructional Learning caring with
Strategies educators exceptionalities
and and their
effective families.
teaching
skills.

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1. The
interests of
the student
are
paramount in
INTASC Principle 1: assessment.
Standard #1: Promote
Learner 5. important General: 3.
Growth
Claim 3: roles of
Development Applying
caring school,
INTASC Principle 2: home, and Knowledge of
educators
Artifact #8: Standard #8: Promote society in Language
and have
Class Instructional Student literacy Conventions
N/A N/A effective N/A N/A
Newsletter Strategies Learning development. and Presenting
teaching
INTASC Written Work
skills. 11. Families
Standard #10: Principle Effectively
must be
Leadership 5:Collaboration
involved as
and with parents Specific: 3.1
active,
Collaboration and essential spell familiar
communities. participants words correctly
in the
assessment
process.

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Conclusion

Section 4 of the capstone focused on creating relationships between the right artifacts I presented

in the previous section, and numerous educational and practical standards. In doing so, I

showcased my knowledge and ability to draw on these foundational skills when creating lessons

and practices. These standards are also the basis of my pedagogies and ideologies and the

foundation of my teaching practices and activities. By linking my artifacts to these standards, I

presented my ability to be an all rounded educator and my awareness of the standards which I

must meet when I am a teacher.

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