Section Four: Alignment to Curriculum & Professional Standards

Curriculum & Professional Educational Standards

The curriculum and educational standards are an important aspect of our education

system. They ensure that teachers as well as all other educators follow specific guidelines that

are beneficial in the classroom. The standards increase the effectiveness of teaching instruction

and professional development. The curriculum and educational standards are also a guidelines to

measure student success. Educators should use these standards to assess the progress of the

students, reflect on the knowledge and skills being obtained and o ensure that the students are

learning the necessary curriculum to be able to achieve success throughout their educational

journey. The rest of this section will list the artifacts mentioned in Section three alongside the

curriculum and professional educational standards that correspond with it.

INTASC Standards

The Interstate New Teachers Assessment and Support Consortium Standards (INTASC)

is designed to assist teachers when providing teaching instruction. There are ten standards that

are divided into four categories. The first category is called the Learner and Learning. The

standards are Learner Development, Learning Difference and Learning Environment. The second

category is specific to Content. The standards in this category are called Content Knowledge and

Application of Content. The third category is called Instructional Practices. The standards in this

section are called Assessments, Planning for Instruction and Instructional Strategies. The last

category is called Professional Responsibility with standards called Professional Learning and

Ethical Practices, and Leadership and Collaboration.

Artifact #1 Survey: 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

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. 8(a) The teacher

uses appropriate strategies and resources to adapt instruction to the needs of individuals and

groups of learners.

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.

Artifact #2 Child Abuse and Maltreatment/ violence prevention: 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.

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.

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. 10(m) The teacher understands that alignment of family,

school, and community spheres of influence enhances student learning and that discontinuity in

these spheres of influence interferes with learning.

Artifact #3 Pecha Kucha: 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.

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 standard.

Artifact #4 Verbs Lesson Plan: 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.

 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(c) The teacher designs instruction to build on

learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate

their understandings. 2(h) The teacher understands students with exceptional needs, including

those associated with disabilities and giftedness, and knows how to use strategies and resources

to address these needs.

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 the discipline accessible and meaningful for learners to assure mastery of the content. 4(d)

The teacher stimulates learner reflection on prior content knowledge, links new concepts to

familiar concepts, and makes connections to learners’ experiences. 4(l) The teacher knows and

uses the academic language of the discipline and knows how to make it accessible to learners.

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. 6(e) The teacher engages learners in multiple ways of

demonstrating knowledge and skill as part of the assessment process.

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. 8(a) The teacher

uses appropriate strategies and resources to adapt instruction to the needs of individuals and

groups of learners. 8(d) The teacher varies his/her role in the instructional process (e.g.,
instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and

the needs of learners.

Artifact #5 Colors of Us: 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.

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 the discipline accessible and meaningful for learners to assure mastery of the content.

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

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.

Artifact #6 Videotaped Lesson, Voice in Text- 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(j) The teacher takes responsibility for promoting learners’ growth and

development.

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(c) The teacher designs instruction to build on

learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate

their understandings, and 2(h) The teacher understands students with exceptional needs,

including those associated with disabilities and giftedness, and knows how to use strategies and

resources to address these needs.

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 the discipline accessible and meaningful for learners to assure mastery of the content. 4(g)

The teacher uses supplementary resources and technologies effectively to ensure accessibility

and relevance for all learners, and 4(h) The teacher creates opportunities for students to learn,

practice, and master academic language in their content.

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. 6(e) The teacher engages learners in multiple ways of

demonstrating knowledge and skill as part of the assessment process.

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. 8(a) The teacher

uses appropriate strategies and resources to adapt instruction to the needs of individuals and
groups of learners. 8(d) The teacher varies his/her role in the instructional process (e.g.,

instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and

the needs of learners.

Artifact #7 Fractions Lesson Plan- 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.

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(c) The teacher designs instruction to build on learners’ prior

knowledge and experiences, allowing learners to accelerate as they demonstrate their

understandings. 2(h) The teacher understands students with exceptional needs, including those

associated with disabilities and giftedness, and knows how to use strategies and resources to

address these needs. 2(n) The teacher makes learners feel valued and helps them learn to value

each other.

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 the discipline accessible and meaningful for learners to assure mastery of the content. 4(d)

The teacher stimulates learner reflection on prior content knowledge, links new concepts to

familiar concepts, and makes connections to learners’ experiences. 4(g) The teacher uses
supplementary resources and technologies effectively to ensure accessibility and relevance for all

learners. 4(l) The teacher knows and uses the academic language of the discipline and knows

how to make it accessible to learners.

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. 6(e) The teacher engages learners in multiple ways of

demonstrating knowledge and skill as part of the assessment process. 6(r) The teacher takes

responsibility for aligning instruction and assessment with learning goals.

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. 8(a) The teacher

uses appropriate strategies and resources to adapt instruction to the needs of individuals and

groups of learners. 8(d) The teacher varies his/her role in the instructional process (e.g.,

instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and

the needs of learners.

Artifact #8 Writing Checklist- Standard #1: Learner Development 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.

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(c) The teacher designs instruction to build on

learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate
their understandings, and 2(h) The teacher understands students with exceptional needs,

including those associated with disabilities and giftedness, and knows how to use strategies and

resources to address these needs.

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 the discipline accessible and meaningful for learners to assure mastery of the content. 4(g)

The teacher uses supplementary resources and technologies effectively to ensure accessibility

and relevance for all learners, and 4(h) The teacher creates opportunities for students to learn,

practice, and master academic language in their content.

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. 6(b) The teacher designs assessments that match

learning objectives with assessment methods and minimizes sources of bias that can distort

assessment results. 6(e) The teacher engages learners in multiple ways of demonstrating

knowledge and skill as part of the assessment process. 6(g) The teacher effectively uses multiple

and appropriate types of assessment data to identify each student’s learning needs and to develop

differentiated learning experiences.

NYS Code of Ethics for Educators.

The New York State Code of Ethics for Educators is a standard created by educators

outlining practices and principles that educators should follow. These principles support the

values of the teaching profession. Below are the artifacts from section three alongside the

corresponding ethical standards.

 Artifact #1 Survey: Principle 4 Educators collaborate with colleagues and other

professionals in the interest of student learning.

Artifact #2: Child Abuse and Maltreatment/ Violence Prevention: Principle 1: Educators

nurture the intellectual, physical, emotional, social and civic potential of every student and

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

Artifact #3 Pecha Kucha: Principle 2: Educators create, support, and maintain

challenging learning environments for all and Principle 5: Educators collaborate with parents

and community, building trust and respecting confidentiality.

Artifact #4Verbs Lesson Plan: Principle 1: Educators nurture the intellectual, physical,

emotional, social and civic potential of every student and Principle 2: Educators create, support,

and maintain challenging learning environments for all.

Artifact #5 Colors of Us: Principle 1: Educators nurture the intellectual, physical,

emotional, social and civic potential of every student, Principle 2: Educators create, support, and

maintain challenging learning environments for all and Principle 5: Educators collaborate with

parents and community, building trust and respecting confidentiality. Principle 6

Artifact #6 Videotaped Lesson: Principle 1: Educators nurture the intellectual, physical,

emotional, social and civic potential of every student and Principle 2: Educators create, support,

and maintain challenging learning environments for all. Principle 6: Educators advance the

intellectual and ethical foundation of the learning community.

Artifact #7 Fractions Lesson Plan: Principle 1: Educators nurture the intellectual,

physical, emotional, social and civic potential of every student and Principle 2: Educators create,

support, and maintain challenging learning environments for all.

 Artifact #8 Writing Checklist: Principle 1: Educators nurture the intellectual, physical,

emotional, social and civic potential of every student and Principle 2: Educators create, support,

and maintain challenging learning environments for all.

Ontario Teacher Ethical Standards

The Ontario Teacher Ethical Standards express teachers’ willingness and commitment to

having compassion towards students. The purpose is to inspire members to honor the teaching

profession, identify ethical responsibilities, guide ethical decisions and practices and to promote

trust and confidence in the teaching profession. Below are the artifacts from section three and the

corresponding standards.

Artifact #1 Survey- Care, Trust, Respect

Artifact #2 Child Abuse and Maltreatment/ Violence Prevention Certificates- Care, Trust

Artifact #3 Pecha Kucha – Care, Respect, Trust, Integrity

Artifact #4 Verbs Lesson Plan- Care, Respect

Artifact #5 Colors of Us - Care, Respect, Trust, Integrity

Artifact #6 Videotaped Lesson – Care, Respect

Artifact #7 Fraction Math Lesson Plan - Care and Respect

Artifact #8 Writing Checklist – Care, Integrity, Trust

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

The New York State P-12 Common Core Learning Standards (CCLS) are internationally-

benchmarked and evidence-based standards. These standards are expectations for what students

should learn and be able to do, so that we can ensure that every student across New York State is
on track for college and career readiness. Below are artifacts from section three and the

corresponding common core learning standards.

Artifact #4 Verbs Lesson Plan – ELA Grade 1: L.1.1.B- Use frequently occurring nouns and
verbs

Artifact #7 Fraction Math Lesson Plan – Math NYS Common Core: 3.N.F. 1

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b

equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Ontario Ministry of Education Curriculum Expectation

Similar to the New York State Common Core Standards, the Ontario Curriculum

expectations assist educators with ensuring that teaching instruction, lesson plans and assessment

align with the government expectations of what the students should learn at each grade level.

Below are the artifacts from section three and the corresponding Ontario Curriculum

Expectations.

Artifact #4 Verbs Lesson – Language- Grade 1- 3.5 (specific): use parts of speech
appropriately to communicate their meaning clearly, with a focus on the use of: verbs to tell
what they do and feel

Artifact #6 Videotaped Lesson Writing Grade 5 2.2 establish an appropriate voice in their
writing, with a focus on modifying language and tone to suit different circumstances or
audiences (ex. excited, sad angry, nervous, scared, etc.)
-Students will recognize different emotions in text

Artifact #7 Fraction Math Lesson Plan Grade 3 Writing: 2.6 identify elements of their writing
that need improvement, 2.7 make revisions to improve the content, clarity
DOE Claims & CAEP Standards

The DOE are claims that graduates from Medaille College potential, competencies and

readiness in becoming professional educators. It organizes its courses of study and assessment

systems in the teacher education program based on the following three claims; subject matter,

pedagogy and best teaching practices and caring educators.

Artifact #1 Survey- Claim 1: subject matter, Claim 2: pedagogy and best teaching practices

CAEP Standards 1.1, 1.3, 1.4

Artifact #2 Child Abuse and Maltreatment/ Violence Prevention Certificates- Claim 1:

subject matter, Claim 3: caring educators.

Artifact #3 Pecha Kucha – Claim 1: subject matter, Claim 2: pedagogy and best teaching

practices. Claim 3: caring educators.

Artifact #4 Verbs Lesson Plan- Claim 1: subject matter, Claim 2: pedagogy and best teaching

practices. Claim 3: caring educators.

Artifact #5 Colors of Us - Claim 1: subject matter, Claim 2: pedagogy and best teaching

practices. Claim 3: caring educators.

Artifact #6 Videotaped Lesson – Claim 1: subject matter, Claim 2: pedagogy and best teaching

practices. Claim 3: caring educators.

Artifact #7 Fraction Math Lesson Plan - Claim 1: subject matter, Claim 2: pedagogy and best

teaching practices

Artifact #8 Writing Checklist – Claim 2: pedagogy and best teaching practices. Claim 3: caring

educators

International Society for Technology Education for Teachers and Students (ISTE)
 The ISTE are standards for administrators, students and educators. These standards are

guidelines for introducing and incorporating technology in our classrooms and teaching

practices. This creates a more exciting, engaging, interactive and innovative learning

environment.

Artifact #1 Survey- Teacher Standard 1 Pursue professional interests by creating and

actively participating in local and global learning networks c)staying current with research that

supports improved student learning outcomes

Artifact #2 – Child Abuse and Maltreatment/ Violence Intervention and Prevention

Certificates – Teacher Teacher Standard 1: Pursue professional interests by creating and actively

participating in local and global learning networks

Artifact #3 Pecha Kucha – Teacher Standard 3 Model digital age work and learning -

3b. Collaborate with students, peers, parent and community members using digital tools and

resources to support student success and innovation. Teacher Standard 5: Engage in professional

growth and leadership

Artifact #4 Verbs Lesson Plan – Educator Standard 6d) Model and nurture creativity

and creative expression to communicate knowledge or connection

Artifact #5 Colors of Us – Educator Standard 6d) Model and nurture creativity and creative

expression to communicate knowledge or connection

Artifact #6 Videotaped Lesson - Student Standard 3: Students create meaningful

knowledge for themselves and others. Educator Standard 6d) Model and nurture creativity and

creative expression to communicate knowledge or connection.

 Artifact #7 Fractions Lesson Plan - Educator Standard 5: Designer Educators design

authentic, learner-driven activities. Student 3: Knowledge Constructor Students create

meaningful knowledge for themselves and others

Artifact #8 Writing Checklist - Educator Standard 6a: Fosters a culture here students

can take ownership. of their learning goals and outcomes in both independent and group settings.

International Literacy Association (ILA) Professional Standards

The ILA Standards demonstrates the guidelines and criteria for developing and

evaluating preparation programs for reading professionals. The Standards reflect performances,

paying special attention to the knowledge, skills, and dispositions necessary for effective

educational practices. They help in enhancing the skills of literacy educators and also setting the

standards for educators and assessment. Below are the artifacts from section three and the

corresponding standards.

Artifact #1 Survey-Standard 6: Professional Learning and Leadership- Candidates

recognize the importance of, demonstrate, and facilitate professional learning and leadership as a

career-long effort and responsibility

Artifact #2 Child Abuse and Maltreatment/ Violence Prevention Certificates -

Standard 6: Professional Learning and Leadership- Candidates recognize the importance of,

demonstrate, and facilitate professional learning and leadership as a career-long effort and

responsibility.

Artifact #4 Verbs Lesson Plan- Standard #2 Curriculum and Instruction: Candidates

use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum

to support student learning in reading and writing.

 Artifact #5 Colors of Us - Standard #4 Diversity: Candidates create and engage their

students in literacy practices that develop awareness, understanding, respect, and a valuing of

differences in our society.

Artifact #6 Videotaped Lesson – Standard #2 Curriculum and Instruction: Candidates

use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum

to support student learning in reading and writing

Artifact #7 Fraction Math Lesson Plan - Standard #2 Curriculum and Instruction:

Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced

curriculum to support student learning in reading and writing.

Artifact #8 Writing Checklist – Standard #2 Curriculum and Instruction: Candidates

use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum

to support student learning in reading and writing. Standard 3: Assessment and Evaluation

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

and writing instruction.

Council for Exceptional Children (CEC).

Artifact #2 Child Abuse and Maltreatment/ Violence Prevention Certificates-

Principle 11: Engaging in improvement of the profession through active participation in

professional organization, Principle 12: Participating in the growth and dissemination of

professional knowledge and skills.

Artifact #3 Pecha Kucha – Principle 3: Promoting meaningful and inclusive

participation.
Principle 5: Developing relationships with families, Principle 4: Practicing collegially with

others providing service to individuals with exceptionalities

Artifact #4 Verbs Lesson Plan –Principle 3: Promoting meaningful and inclusive

participation, Principle 4: Practicing collegially with others providing service to individuals with

exceptionalities

Artifact #5 Colors of Us – Principle 3: Promoting meaningful and inclusive participation

Artifact #6 Videotaped Lesson – Principle 3: Promoting meaningful and inclusive

participation

Artifact #7 Fraction Math Lesson Plan - Principle 1: Maintaining challenging

expectations for individuals with exceptionalities, Principle 3: Promoting meaningful and

inclusive participation, Principle 4: Practicing collegially with others providing service to

individuals with exceptionalities

Conclusion

This section provided insight on various educational standards and professional

developments implemented by Ontario and New York State. Teachers, students and various

other educators and administrators are encouraged to use these standards as guidelines for their

practice and profession. These standards ensure that our students are receiving the best education

possible and that educators are effectively providing students with a great learning experience.

This section continues to connect eight artifacts to various standards. The section

illustrates how these artifacts fulfill the standards and how they will be beneficial in the

classroom and my teaching profession. The Alignment to Curriculum and Professional Standards

also clearly displays all the standards discussed alongside the appropriate artifacts. This section
truly showcases how my artifacts abide with New York State and Ontario Standards and will

assure school boards and employers that I am knowledgeable in the subject and capable and

willing to apply these standards in my daily practices.

 Section Four: Alignment to Curriculum & Professional Standards Chart

Artifact Title INTASC NYS Code of NYS NYS DOE ISTE ILA
Standards Ethics P-12 Common Learning Claims & Standards Internationa
Standards Core Learning Standards CAEP for Literacy
for Standards Standards Teachers Association
Educators and/or Professional
Students Standards
EXAMPLE: Learner & Principle 4 N/A N/A Claim 1: Standard 1c: Standard 1:
Learning: Educators Subject Stay current Foundational
Artifact #1: Standard #2: collaborate matter with Knowledge
Learning with research
Differences: colleagues and
Survey Claim 2: that Standard 6:
other
Content: professionals Pedagogy supports Professional
Standard 4: in the interest & Best improved Learning and
Content of student Teaching student Leadership
Knowledge learning. Practices learning
outcomes
Instructional CAEP
Practices: Standards
Standard #8 1.1, 1.3 &
Instructional 1.4
Strategies

Standard #10:
Leadership
and
Collaboration

Artifact #2 Standard #1: Principle 1 N/A N/A Claim 1: Standard 1:

Child and Learner Educators Subject Pursue Standard 6:
Maltreatment/ Development nurture the matter professional Professional
Violence intellectual, interests by Learning and
Standard #9: physical, Claim 3: Leadership
Prevention creating and
Professional emotional, caring
and Learning and social, and actively
Intervention educators participating
Ethical civic potential
Certificates Practice of each in local and
student. global
Standard #10: learning
Leadership Principle 3 networks
and Educators
Collaboration commit to
their own
learning
Artifact #3 Standard #1: Principle 2: N/A N/A Claim 1: Standard 3: N/A
Learner Support and subject Model digital
Pecha Kucha Development maintain matter age work and
challenging learning.
Standard #9: learning Claim 2: .
Professional environment pedagogy & Standard 5:
Learning and for all. Best Engage in
Ethical teaching professional
Practice Principle 5: practices growth and
Collaborate leadership
with parents Claim 3:
and caring
community educators
Artifact #4 Standard #1: Principle 1: Grade 1: N/A Claim 1: Educator Standard 2:
Learner Nurture the L.1.1.B- Use subject Standard 6d: Curriculum
Verbs Lesson Development intellectual frequently matter Model and and Instructio
Plan and social occurring nouns nurture
Standard #2: potential of and verbs Claim 2: creativity and
Learner students pedagogy & creative
Differences Best expression to
Principle 2: teaching communicate
Standards #4: Support and practices knowledge or
Content maintain connection
Knowledge challenging Claim 3:
learning caring
Standard #6 environment educators
Assessment for all.

Standard #8:
Instructional
Strategies
Artifact #5 Standard #1: Principle 1: N/A Claim 1: Educator Standard 4:
Colors of Us - Learner Nurture the subject Standard 6d: Diversity
Diversity Development intellectual matter Model and
Lesson and social nurture
Standard #2: potential of Claim 2: creativity and
Learner students pedagogy & creative
Differences Best expression to
Principle 2: teaching communicate
Standards #4: Support and practices knowledge or
Content maintain connection
Knowledge challenging Claim 3:
learning caring
Standard #5: environment educators
Application for all.
of Content.
Principle 6
Standard #8: Educators
Instructional advance the
Strategies intellectual
and ethical
foundation of
the learning
community.
Artifact #6 Standard #1: Principle 1: N/A Claim 1: Student Standard 2:
Learner Nurture the subject Standard 3: Curriculum
Videotaped Development intellectual matter Students and Instructio
Lesson: and social create
Standard #2: potential of Claim 2: meaningful
Learner students pedagogy & knowledge
Voice in Text Differences Best for
Principle 2: teaching themselves
Standards #4: Support and practices and others.
Content maintain
Knowledge challenging Claim 3: Educator
learning caring Standard 6d:
Standard #8: environment educators Model and
Instructional for all. nurture
Strategies creativity and
creative
expression to
communicate
knowledge or
connection

Artifact #7 Standard #1: Principle 1: NYS Common N/A Claim 1: Educator Standard 2:
Learner Nurture the Core: 3.N.F. 1 subject Standard 5: Curriculum
Fractions Development intellectual Understand a matter Designer and Instructio
and social Educators
Lesson Plan fraction 1/b as
Standard #2: potential of Claim 2: design
Learner students the quantity pedagogy & authentic,
Differences formed by 1 part Best learner-
Principle 2: when a whole is teaching driven
Standards #4: Support and partitioned into b practices activities
Content maintain
equal parts;
Knowledge challenging Student 3:
learning understand a Knowledge
Standards #6: environment fraction a/b as Constructor
Assessment for all. the quantity Students
create
formed by a
Standard #8: meaningful
Instructional parts of size 1/b. knowledge
Strategies for
themselves
and others.

Artifact #8 Standard #1: Principle 1: N/A Claim 2: Educator Standard 2:

Learner Nurture the pedagogy & Standard 6a: Curriculum
Writing Development intellectual Best Fosters a and Instructio
Checklist and social teaching culture here
Standard #2: practices
Learner potential of students can Standard 3:
Differences students Claim 3: take Assessment
caring ownership Evaluation
Standards #4: Principle 2: educators of their
Content Support and
learning
Knowledge maintain
challenging goals and
learning outcomes in
Standard #6 environment both
Assessment for all. independent
and group
Standard #8: settings.
Instructional
Strategies