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Section Four: Alignment to Curriculum & Professional Standards

Introduction

Section four of my Portfolio discusses the Alignment to the Curriculum and Professional

Standards. In this section, I address the importance of the Curriculum and the Professional

Standards as they relate to my knowledge, application and readiness to become a teacher. I

identify the expectations for each standard, the purpose they serve and what artifact relates to

them. The INTASC Standards, the NYS Code of Ethics for Educators, the Ontario Teacher

Ethical Standards, the P-12 NYS Common Core Learning Standards, the NYS Learning

Standards, the Ontario Ministry of Education Curriculum Expectation, the ISTE, the ILA

Professional Standards and the ECE are all included as part of the Curriculum and Professional

Education Standards. In this section, I also connect my professional development plan with the

claims of the Department of Education (DOE) and the Council for the Accreditation of Educator

Preparation (CAEP).

Finally, I have included a chart that identifies the relationship between the artifacts and

their standards. It creates a simplified version of each standard applicable to the artifacts found in

Section 3 of my Portfolio. This section is imperative since it demonstrates my ability to

understand the educational requirements for each grade level and how I am experienced, through

my artifacts, in meeting their rigorous requirements.

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Curriculum & Professional Educational Standards

INTASC Standards.

Definition

These Standards outline the knowledge and abilities teachers (in a transformed public

education system) should possess in order to ensure students are prepared for today’s college or

workforce. These standards outline the common principles and foundations of teaching practices

necessary to improve student achievement. The goals of these principles are: to empower every

learner to take ownership of their learning, to emphasize the learning of content and application

of knowledge and skill to real world problems, to value the differences each learner brings to the

learning experience, and to adapt to rapidly changing learning environments by recognizing the

possibilities they bring to maximize learning and engage learners (CCSSO, 2011, 3).

Purpose

The purpose of these Standards is to serve as a resource for states, districts, professional

organizations, teacher education programs, teachers, and others as they develop policies and

programs to prepare, license, support, evaluate, and reward today’s teachers. As noted above, a

systemic approach and supportive infrastructure are essential to successful implementation of

these standards (CCSSO, 2011, 5).

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Artifacts

The following Artifacts (introduced in Section 3) relate to the InTASC Standards:

 Artifact 1 : Weebly website

 Artifact 2: Science lesson plan

 Artifact 3 : Social studies lesson plan

 Artifact 4 : ELA lesson segment

 Artifact 5 : SMART Board author study presentation

 Artifact 6 : Literacy assessment

 Artifact 7 : Pecha Kucha presentation on visual impairment and low vision

 Artifact 8 : Professional development certificates

NYS Code of Ethics for Educators.

Definition

“The Code of Ethics is a public statement by educators that sets clear expectations and

principles to guide practice and inspire professional excellence. Educators believe a commonly

held set of principles can assist in the individual exercise of professional judgment” (New York

State Education Department, 2017).

Purpose

“This Code speaks to the core values of the profession. "Educator" as used throughout

means all educators serving New York schools in positions requiring a certificate, including
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classroom teachers, school leaders and pupil personnel service providers” (New York State

Education Department, 2017).

Artifacts

The following Artifacts (introduced in Section 3) relate to the InTASC Standards:

 Artifact 1 : Weebly website

 Artifact 2: Science lesson plan

 Artifact 3 : Social studies lesson plan

 Artifact 4 : ELA lesson segment

 Artifact 5 : SMART Board author study presentation

 Artifact 6 : Literacy assessment

 Artifact 7 : Pecha Kucha presentation on visual impairment and low vision

 Artifact 8 : Professional development certificates

Ontario Teacher Ethical Standards.

Definition

“The Ethical Standards for the Teaching Profession represent a vision of professional

practice. At the heart of a strong and effective teaching profession is a commitment to students

and their learning. Members of the Ontario College of Teachers, in their position of trust,

demonstrate responsibility in their relationships with students, parents, guardians, colleagues,

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educational partners, other professionals, the environment and the public” (Ontario College of

Teachers, 2019).

Purpose

“The purposes of these Standards for the teaching profession are: to inspire members to

reflect and uphold the honour and dignity of the teaching profession, to identify the ethical

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

actions in the teaching profession [and] to promote public trust and confidence in the teaching

profession” (Ontario College of Teachers, 2019).

Artifacts

The following Artifacts (introduced in Section 3) relate to the InTASC Standards:

 Artifact 1 : Weebly website

 Artifact 2: Science lesson plan

 Artifact 3 : Social studies lesson plan

 Artifact 4 : ELA lesson segment

 Artifact 5 : SMART Board author study presentation

 Artifact 6 : Literacy assessment

 Artifact 7 : Pecha Kucha presentation on visual impairment and low vision

 Artifact 8 : Professional development certificates

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

Definition

“This English Language Arts and Mathematics curriculum is comprehensive and meets

the needs of all teachers from Pre-Kindergarten to High School. These curriculum maps should

be used by districts across NYS as a foundation to guide the construction of their own curricula

based on the NYS P-12 Common Core Standards” (NYS curriculum, 2019).

Purpose

“Within the NYLearns system, districts can copy this entire body of work to their own

district account and then endlessly customize the maps to reflect their local curriculum needs.

This allows all districts to leverage a year’s worth of curriculum work and thus save a

considerable amount of their own limited resources as they advance a curriculum initiative.

Accessing this body of work will be extremely helpful for NYS districts as they create their own

standards-based curricula” (NYS curriculum, 2019).

Artifacts

The following Artifacts (introduced in Section 3) relate to the InTASC Standards:

 Artifact 2: Science lesson plan

 Artifact 3 : Social studies lesson plan

 Artifact 4 : ELA lesson segment

 Artifact 5 : SMART Board author study presentation

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NYS Learning Standards.

Definition

“ The New York State Education Department is responsible for setting student learning

expectations (standards) for what all students should know and be able to do as a result of skilled

instruction. Each local school district develops curricula based on these established standards”

(New York State Education Department, 2019).

Purpose

Their “mission is to raise the knowledge, skill, and opportunity of all the people in New

York. [Their] vision is to provide leadership for a system that yields the best educated people in

the world” (New York State Education Department, 2019).

Artifacts

The following Artifacts (introduced in Section 3) relate to the InTASC Standards:

 Artifact 1 : Weebly website

 Artifact 2: Science lesson plan

 Artifact 3 : Social studies lesson plan

 Artifact 4 : ELA lesson segment

 Artifact 5 : SMART Board author study presentation

 Artifact 6 : Literacy assessment

 Artifact 7 : Pecha Kucha presentation on visual impairment and low vision

 Artifact 8 : Professional development certificates

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Ontario Ministry of Education Curriculum Expectation.

Definition

“The Ontario government is committed to enabling all students to reach their potential,

and to succeed. [Their] challenge is that every student is unique and each must have

opportunities to achieve success according to his or her own interests, abilities, and goals.

[They] have defined high expectations and standards for graduation, while introducing a

range of options that allow students to learn in ways that suit them best and enable them to

earn their diplomas” (Ontario Government Services, 2010, 1). These Standards are “intended

to ensure that policy is clear, consistent, and well aligned across panels and across school

boards and schools, and that every student in the system benefits from the same high-quality

process for assessing, evaluating, and reporting achievement” (Ontario Government Services,

2010, 2).

Purpose

“Recognizing that the needs and circumstances of individual boards vary widely, the

policy outlined […] provides flexibility for boards to develop some locally focused

guidelines and implementation strategies within the parameters for consistency set by the

ministry” (Ontario Government Services, 2010, 2). These […] “fundamental principles lay

the foundation for rich and challenging practice. When these principles are fully understood

and observed by all teachers, they will guide the collection of meaningful information that

will help inform instructional decisions, promote student engagement, and improve student

learning” (Ontario Government Services, 2010, 6).

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Artifacts

The following Artifacts (introduced in Section 3) relate to the InTASC Standards:

 Artifact 2: Science lesson plan

 Artifact 3 : Social studies lesson plan

 Artifact 4 : ELA lesson segment

 Artifact 5 : SMART Board author study presentation

DOE Claims & CAEP Standards.

Definition

Medaille College believes “that a major component of professional teacher education

(…) includes preparing students to fulfill professional habits of conduct. As part of the learning

and preparation processes, students must understand and engage in professional behaviors that

adhere to both policy and guiding principles required in private and public schools and

community agencies” (Office of Student Teaching & Certification, 2018, 44).

“The CAEP Standards reflect the voice of the education field – on what makes a quality

educator. Their components flow from two principles: [the first is that there must be] solid

evidence that the provider’s graduates are competent and caring educators, [secondly,] 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”

(Council for the Accreditation of Educator Preparation, 2015).

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Purpose

“These Professional Dispositions of Medaille College Department of Education provide a

framework for these professional behaviors. Instructors and staff will demonstrate and work with

our students to assure that they understand and are able to demonstrate the dispositions in every

class and learning experience” (Office of Student Teaching & Certification, 2018, 44).

“ The five CAEP Standards flow from [the previously stated] principles and the standards

of evidence that define them are the backbone of the accreditation process. They define quality in

terms of organizational performance and serve as the basis for accreditation reviews and

judgments” (Council for the Accreditation of Educator Preparation, 2015).

Artifacts

The following Artifacts (introduced in Section 3) relate to the InTASC Standards:

 Artifact 1 : Weebly website

 Artifact 2: Science lesson plan

 Artifact 3 : Social studies lesson plan

 Artifact 4 : ELA lesson segment

 Artifact 5 : SMART Board author study presentation

 Artifact 6 : Literacy assessment

 Artifact 7 : Pecha Kucha presentation on visual impairment and low vision

 Artifact 8 : Professional development certificates

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

Definition

“The ISTE Standards are a framework for students, educators, administrators, coaches

and computer science educators to rethink education and create innovative learning

environments” (International Society for Technology in Education, 2019).

Purpose

“The standards are helping educators and education leaders worldwide re-engineer

schools and classrooms for digital age learning, no matter where they are on the journey to

effective edtech integration” (International Society for Technology in Education, 2019).

Artifacts

The following Artifacts (introduced in Section 3) relate to the InTASC Standards:

 Artifact 1 : Weebly website

 Artifact 2: Science lesson plan

 Artifact 3 : Social studies lesson plan

 Artifact 5 : SMART Board author study presentation

 Artifact 6 : Literacy assessment

 Artifact 7 : Pecha Kucha presentation on visual impairment and low vision

 Artifact 8 : Professional development certificates

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International Literacy Association (ILA) Professional Standards.

Definition

“The Standards are performance based, focusing on the knowledge, skills, and

dispositions necessary for effective educational practice in a specific role. Also, the Standards

are the result of a deliberative process that drew from professional expertise and research in the

reading field” (International Literacy Association, 2010).

Purpose

The purpose of these Standards is to establish “the criteria for developing and evaluating

preparation programs for reading professionals. The Standards describe what candidates for the

reading profession should know and be able to do in professional settings” (International

Literacy Association, 2010).

Artifacts

The following Artifacts (introduced in Section 3) relate to the InTASC Standards:

 Artifact 1 : Weebly website

 Artifact 2: Science lesson plan

 Artifact 3 : Social studies lesson plan

 Artifact 4 : ELA lesson segment

 Artifact 5 : SMART Board author study presentation

 Artifact 6 : Literacy assessment

 Artifact 7 : Pecha Kucha presentation on visual impairment and low vision

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Council for Exceptional Children (CEC).

Definition

“The CEC Professional Preparation Standards define the specialized expertise special

educators must master for the safe and effective practice of special education at the initial and

advance levels” (Council for Exceptional Children, 2019).

Purpose

“These standards are used to inform preparation programs, accreditation organizations,

and credentialing agencies” (Council for Exceptional Children, 2019).

Artifacts

The following Artifacts (introduced in Section 3) relate to the InTASC Standards:

 Artifact 1 : Weebly website

 Artifact 2: Science lesson plan

 Artifact 3 : Social studies lesson plan

 Artifact 4 : ELA lesson segment

 Artifact 5 : SMART Board author study presentation

 Artifact 6 : Literacy assessment

 Artifact 7 : Pecha Kucha presentation on visual impairment and low vision

 Artifact 8 : Professional development certificates

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Curriculum and Professional Standards Chart

I have included a chart that identifies the relationship between the artifacts and their

standards. It creates a simplified version of each standard applicable to the artifacts found in

Section 3 of my Portfolio. This section is imperative since it demonstrates my ability to

understand the educational requirements for each grade level and how I am experienced, through

my artifacts, in meeting their rigorous requirements.

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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 International Standards Curriculum Teacher
Standards Core Learning Standards CAEP for Literacy Standards Ethical
for Standards Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
Standard 3: Principle 6: N/A Standard 2: DOE Educator: Element 5.2 Standard 2: N/A Commit to
Artifact #1: Learning Advance the Integrated Claim 2: Standard 3: Design a social Safe, Students
Environments intellectual Learning Pedagogy Citizen environment to inclusive, and
Weebly 3(m): and ethical and Best Standard 4: optimize culturally Student
Teacher has foundation of Teaching Collaborator students’ responsive learning
website
knowledge the learning Practices 4d. Cultural opportunities learning
(Grade 4) and guides community. competency for learning to environment Leadershi
learners with Claim3: when read and write. . p in
technologies Caring communicati learning
educators ng with communit
students, ies
CAEP parents and
Standard colleagues.
1.1: Standard 5:
Understand Designer
standards 5a.
personalize
learning
experiences.

Student :
Standard 2:
Digital
citizen.
Standard 6:
Creative
Communicat
or
6d. publish or
present
content for
their intended
audiences
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Artifact #2: Stadard1: Principle 2: Science Learning Standard 2: DOE Educator Element 2.2 Standard 3: Science, Grade Commit
Learner Create, support 3-ESS2-3: Plan Integrated Claim 1: Standard 5: Use of Use 2; Understanding to
Science lesson Development and maintain & conduct an Learning Know the Designer appropriate and knowledge Earth and Space Students
1(b) develop challenging investigation to subject 5a: varied of curricula Systems: Air and
plan and
appropriate learning make Claim 2: personalize instructional to Water;
(Grade 2) instruction environments connections Pedagogy learning approaches. individualiz 2.4: investigate Student
between weather and Best experiences. e learning stages of the learning
Principle 5: and water Teaching Element 5.4 water cycle
Enhance process. Practices Student Use of a variety Standard 5: 2.6: use
school Standard 4a: of classroom Select, appropriate
program with CAEP Solving configurations adapt, and vocabulary to
parents and Standards problems to differentiate use communicate
community. 1.1: Standard 4c: instruction. instructional
Understands cyclical strategies to
tandards design advance
1.4. Prove process learning.
skills
commitment

Artifact #3: Standard 3: Principle 1: ELA; Speaking Standard 2: DOE Educator Element 2.2 Standard 3: Social Studies, Commit
Learning Educators & Listening. Integrated Claim 1: Standard 5: Use of Use Grade 4; A2. to
Social studies Environments nurture each [Link]- Learning Know the Designer appropriate and knowledge Inquiry: Ways of Students
3b: student [Link]. subject 5a: varied of curricula Life and
lesson plan and
collaborative potential. 5.1: personalize instructional to Relationships
(Grade 4) and self- Collaborative Claim 2: learning approaches. individualiz with the Student
directed Principle 2: discussion Pedagogy experiences. e learning Environment learning
learning Create, support 5.4: Report on a and Best Standard 6: Element 2.3 2.2: Gather and
3(r): Teacher and maintain topic and present Teaching Facilitator Use a wide Standard 5: organize
thoughtful challenging an opinion based Practices 6d. Model range of texts. Select, information on
and learning on relevant facts. and nurture adapt, and ways of life and
responsive environments CAEP creativity Element 5.4 use relationship with
listener. Standards Use of a variety instructional the environment
1.1: Student of classroom strategies to 2.4: Interpret and
Standard 5: Understand Standard 3: configurations advance analyse relevant
Application standards Knowledge to differentiate learning. information
of content 1.4. Constructor instruction. 3.4: Describe
5d: Foster Demonstrate events in early
problem skills societies.
solving commitment
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Standard 4: Principle 2: ELA; Speaking Standard 2: DOE N/A Element 2.2 Standard 3: Language, Grade Commit to
Artifact #4: Content Create, support & Listening. Integrated Claim 1: Use of Use 2, Reading for Students
knowledge and maintain CCSS. ELA; Learning Know the appropriate and knowledge meaning. and
ELA lesson 4(a): Use challenging Grade 2: subject varied of curricula 1.4 Demonstrate Student
multiple learning LITERACY Claim 2: instructional to understanding of learning
segment
representation environments RL.2.5 Pedagogy approaches. individualiz a text by
(Grade 2) s and Describe overall and Best e learning retelling the
explanations Principle 5: structure of text Teaching Element 5.4 story or restating
that capture Enhance Practices Use of a variety Standard 5: information from
key ideas. school of classroom Select, the text.
4(d) program with CAEP configurations adapt, and
Stimulate parents and Standards to differentiate use
learner community. 1.1: instruction. instructional
reflection and Understand strategies to
make standards advance
connections. 1.4. learning.
Demonstrate
skills
commitment

Artifact #5: Standard 4: Principle 2: Learning Standard 2: DOE Educator: Element 5.2 Standard 2: Mathematics Commit to
Content Create, support Standards Integrated Claim 1: Standard 2: Design a social Safe, standards; Grade Students
SMART knowledge and maintain Mathematics; Learning Know the Leader environment to inclusive, 4: Measurement and
4(g): Use challenging Grade 4: subject 2c. Model optimize culturally Attributes, Units, Student
Board author
supplementar learning Measurement Claim 2: use of new students’ responsive and learning
study y resources environments and Data Pedagogy digital opportunities learning Measurement
presentation and 1. Know relative and Best resources and for learning to environment Sense and Profession
(Grade 4) technologies sizes of Teaching tools for read and write. . Measurement al Practice
to ensure measurement Practices learning. relationships
accessibility units Standard 3:
and relevance CAEP Citizen Science
Science Learning Standards 3a. Create standards; Grade
Standards; Grade 1.1: positive 4: Understanding
5: Structure and Understand experiences earth and space
Properties of standards for learners systems, rocks
Matter5-PS1-3 1.4. 3b. Establish and minerals
Identify material Demonstrate a learning 1.1. assess costs
based on their skills culture. and benefits of
properties. commitment Standard 5: using objects
Designer made from rocks
CCSS. ELA; 5a: and minerals.
Grade 4: personalize 2.3 Use a variety
LITERACY learning of criteria to
RL.4.3. Describe experiences. classify rocks
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character, Standard 6: and minerals.
setting, or event Facilitator
in a story 6d. Model Social studies;
R.L.4.9 Compare and nurture Grade 4; A3.
and contrast creativity Inquiry:
similar themes Standard 7. Understanding
and topics. Analyst Context:
7b. Use Characteristics
technology to of Early
design Societies
formative 3.6 Identify and
and describe some of
summative the major
assessments scientific and
technological
Student developments in
Standard 4: the ancient
Innovative world.
Designer

Artifact #6: Standard 6: Principle 5: N/A Standard 2: DOE Standard 7. Element 3.2: Standard 4: N/A Profession
Assessment Enhance Integrated Claim 1: Analyst Select, develop, Use multiple al Practice
Literacy 6(g) school Learning Know the 7b. Use administer, and methods of
Effectively program with subject technology to interpret assessment
assessment
use multiple parents and Claim 2: design assessments and data in
(Grade 4) and community. Pedagogy formative making
appropriate and Best and Element 3.3: educational
types of Teaching summative Use assessment decisions.
assessment to Practices assessments information to
identify 7c. Use plan and Standard 5:
student’s CAEP assessment evaluate Select,
learning Standards data to guide instruction adapt, and
needs. 1.1: progress and use
Understand communicate instructional
standards with students strategies to
and parents. advance
learning.
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Standard 2: Principle 3: N/A Standard 1: DOE Standard 5: Element 4.1 Standard 2: N/A Commit to
Artifact #7: Learning Commit to Career Claim 1: Designer Recognize, Safe, Students
Differences own learning Development Know the 5a: understand, and inclusive, and
Pecha Kucha 2(h) to develop our subject personalize value the forms culturally Student
Understand practice Claim 2: learning of diversity that responsive learning
presentation
students with Pedagogy experiences. exist and their learning
on visual exceptional Principle 5: and Best Standard 6: importance in environment
impairment needs, and Enhance Teaching Facilitator learning. .
and low vision know how to school Practices 6d. Model
use strategies program with Claim3: and nurture
and resources parents and Caring creativity
to address community. educators
these needs.
CAEP
Standard
1.1:
Understand
standards

Artifact #8: Differences Principle 3: N/A Standard 1: DOE Educator: N/A Standard 2: N/A Profession
2(h) Commit to Career Claim 2: Standard 1: Safe, al
Professional Understand own learning Development Pedagogy Learner inclusive, Knowledg
students with to develop our and Best 1a. culturally e
development
exceptional practice Teaching Professional responsive
certificates needs, and Practices learning learning Ongoing
know how to Claim3: goals environment Profession
use strategies Caring 1b. . al
and resources educators Participate in Learning
to address local and
these needs. CAEP global
Standard learning
1.1: networks
Understand 1c. Stay
standards current on
improved
student
learning
outcomes.
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Conclusion

Section four discussed the Alignment to the Curriculum and Professional Standards. In

this section, I identified the expectations for each standard, the purpose they serve and what

artifact relates to them. The INTASC Standards, the NYS Code of Ethics for Educators, the

Ontario Teacher Ethical Standards, the P-12 NYS Common Core Learning Standards, the NYS

Learning Standards, the Ontario Ministry of Education Curriculum Expectation, the ISTE, the

ILA Professional Standards and the ECE are all included as part of the Curriculum and

Professional Education Standards. In this section, I also connected my professional development

plan with the claims of the Department of Education (DOE) and the Council for the

Accreditation of Educator Preparation (CAEP).

Moreover, a chart that identified the relationship between the artifacts and their standards

was included. It created a simplified version of each standard applicable to the artifacts found in

Section 3 of my Portfolio. This section demonstrated my ability to understand the educational

requirements for each grade level and how I am experienced, through my artifacts, in meeting

their rigorous requirements.

Finally, section five of the Portfolio is the Teacher Candidate Reflection. In this section, I

will reflect on my Portfolio Project and my Program of study. I will discuss my readiness to

become a teacher and will make connections with teacher competencies. This section will help a

future employer see my skills and abilities as an educator as well as the experiences I have

acquired during the creation of this Portfolio Project.

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