Section Four: Alignment to Curriculum & Professional Standards

Introduction

As referenced in the previous section, curriculum and professional standards play an

important role in ensuring the teachers are provided with a framework for accountability. This

framework applies to the specificity of addressing curriculum requirements that determine the

elements of learning that students must receive as mandated by New York State (NYS), as well

as the Province of Ontario. These curriculum standards form the foundation of the learning to

which students are entitled and must be specifically addressed through the instruction that is

designed and delivered by the educator. In addition to the curriculum standards, there are a

number of professional standards that require teachers to demonstrate professional and ethical

qualities designed to ensure that students not only receive the requisite curriculum content, but

are exposed to educators that exemplify the values, ethics and conduct requirements of the

profession.

The standards that will be explored in this section include the Interstate Teacher

Assessment and Support Consortium (INTASC), the New York State Code of Ethics Standards

for Educators, the Ontario Ethical Standards for the Teaching Profession, the NYS P-12

Common Core Learning Standards, the NYS Learning Standards, the Ontario Ministry of

Education Curriculum Expectations, the Medaille Division of Education (DOE) and the Council

for the Accreditation of Educator Preparation (CAEP), the International Society for Technology

Education for Teachers and Students (ISTE), the International Literacy Association (ILA)

Professional Standards, and the Council for Exceptional Children (CEC). Throughout this

section, I will draw specific connections between the artifacts that I have included in this
portfolio, and the standards that I have delineated above. Also included in this section is a

comprehensive chart for easily referencing these connections.

Curriculum & Professional Educational Standards

INTASC Standards

The INTASC standards represent a model for effective teaching and learning in the

modern classroom and provide an outline for what teachers should be able to know and do to

ensure that each student is equipped with the assets required to continue into post-secondary

education, or to join the workforce. Each of the artifacts that have been included in this

document connect to the INTASC standards in several meaningful ways.

The first artifact, the Weebly Teacher Website, connects to Learner & Learning: Standard

#1: Learner Development & Standard #3: Learning Environments in that it creates a virtual

environment in which learning can occur. The information contained on many pages of the

website connect to Content Knowledge: Standard #4: Content Knowledge. Resources

surrounding cyber safety and parental engagement support Professional Responsibility:

Standard #9: Professional Learning and Ethical Practice.

The Survey & Data Analysis connects to a number of INTASC standards beginning with

Learner & Learning: Standard #1: Learner Development & Standard #3: Learning Environments.

The data collected helps to develop these standards when applied to educator pedagogy. The

manner in which the analysis of the data informs instructional strategies connects to Instructional

Practice: Standard #8: Instructional Strategies. The collaborative nature of this peer-based survey

aligns with Professional Responsibility: Standard #10: Leadership & Collaboration.

Artifact number three, the Annotated Bibliography, exemplifies the idea of an educator

seeking to create opportunities for professional development, and deepen understanding of

Professional Responsibility: Standard #9: Professional Learning & Ethical Practice.

The fourth artifact is a Mathematics Lesson Plan, which is directly related to three of the

INTASC standards. The essential knowledge conveyed through the instructional strategies

within the learning segment are a direct reflection of the first standard, Learner & Learning:

Standard #1: Learner Development. Since the learning plan contains a formative and summative

assessment, as well as an explicitly stated plan for delivering instruction, it clearly connects to

Instructional Practice: Standard #6: Assessment & Standard #7: Planning for Instruction.

The Culturally Responsive Teaching Learning Activity which comprises the fifth artifact

in this portfolio aligns with several INTASC standards and is an excellent exemplar of the

second standard which focuses on learning differences. The specific standards that can be

connected to this artifact are Learner & Learning: Standard #1: Learning Development &

Standard #2: Learning Differences, as well as Instructional Practice: Standard #7: Planning for

Instruction & Standard #8: Instructional Strategies. It should be noted that this artifact is

instrumental in helping to promote an environment that supports a new vision of teaching which

coincides with the INTASC vision for a transformed classroom.

The sixth artifact in this portfolio, the Guided Reading Lesson Plan, represents an

essential tool that educators must be able to implement in order to meet key learning objectives.

This artifact has been designed to comply with Learner & Learning: Standard #1: Learner

Development & Standard #3: Learning Environments, Content Knowledge: Standard #4:

Content Knowledge, as well as Instructional Practice: Standard #7: Planning for Instruction &

Standard #8: Instructional Strategies. This artifact really embodies the concepts of standard 8(m)
which demand that a teacher understands how multiple forms of communication can convey

ideas and develop relationships.

Similarly to the previous artifact, the English Language Arts Lesson Plan, artifact seven,

is a critical example of instructional content designed to meet many curriculum and professional

objectives. In relation to the INTASC standards, this artifact’s adherence to the NYS P-12

Common Core suggests that it is well adapted to the following INTASC standards: Learner &

Learning: Standard #1: Learner Development & Standard #3: Learning Environments, Content

Knowledge: Standard #4: Content Knowledge, as well as Instructional Practice: Standard #7:

Planning for Instruction & Standard #8: Instructional Strategies. Its connection to the fostering of

an inclusive learning environment is demonstrated through the adaptable nature of both the

individual and group work, and the variety of ways in which formative assessment can occur.

The eighth and final artifact, the Mathematics Learning Segment, directly aligns with all

but two of the INTASC standards. This learning segment has a broad mandate to accomplish a

number of goals, including both formative and summative assessments, adherence to a

substantial number of curriculum requirements for both NYS and Ontario, an observance of best

practices relating to differentiated instruction and the fostering of an inclusive environment, and

the acknowledgement of the varying needs of the classroom students. For these reasons, this

artifact can be understood to connect to the following INTASC standards: Learner & Learning:

Standard #1: Learner Development, Content Knowledge: Standard #4: Content Knowledge &

Standard #5: Application of Content, and finally Instructional Practice: Standard #6: Assessment

& Standard #7: Planning for Instruction.

NYS Code of Ethics for Educators

is the imperative of conducting oneself with the highest regard for the ethical obligations of the

profession. Understanding the ethical imperatives of teaching is essential for any educator, and

will inform pedagogy, instructional practice, culturally responsive teaching patterns, and even

the manner in which relationships are conducted with students and their families. New York

State has clearly defined these ethical responsibilities, and throughout this subsection I will

demonstrate the ways in which the artifacts selected for inclusion in this portfolio connect to the

NYS Code of Ethics for Educators.

Artifact one exemplifies Principle 2, since by definition an education website embodies

the idea of a newly created learning environment. The new skills that I have developed through

its creation can be linked to Principle 3. The fact that elements of this website are designed for

parents and caregivers and provide access to cyber safety resources connect directly to Principle

5. The second artifact is a living record of professional development, and therefore connect to

Principle 3. The collaborative nature of the data collection and the inclusion of professional peers

as resources for data collection aligns with Principle 4. The annotated bibliography speaks to a

thirst for ongoing learning and knowledge on behalf of the educator, linking it to Principle 3. Its

dissemination to other colleagues constitutes adherence to Principle 6. The fourth artifact, the

mathematics lesson plan, connects well to Principle 1 and Principle 2, in that it is a detailed plan

consistent with the fostering of a challenging learning environment, and nurtures the potential of

students. Artifact five, relating to culturally responsive teaching, in addition to meeting the

standards of Principle 1 and Principle 2, also serves to advance the intellectual and ethical

foundations of the education community by virtue of its forward-looking attitudes towards the

inclusion of the study of race, race relationships, and the historical treatment of Black Americans
throughout the 20th century. This aligns neatly with Principle 6. The sixth artifact reflects

Principle 1 and Principle 2, since it constitutes a critical element of ELA curriculum. Due to the

nature of the media and techniques involved in the lesson, however, it also represents alignment

with Principle 3. The ELA lesson plan that has been included as the seventh artifact also

demonstrates alignment to Principle 1 and Principle 2. The inclusion of word work and word

grouping activities also represents commitment to the furthering of teacher learning and thus

connects to Principle 3. The final artifact connects directly to Principle 1 and Principle 2, being

that the learning segment is devoted to representing short- to mid-term planning designed to

further the potential of students and the maintenance of a challenging learning environment.

Ontario Teacher Ethical Standards

In contrast to the NYS Code of Ethics for Educators, the Ontario Teacher Ethical

Standards focus intently on the connection of teaching practices to four primary ethical concerns:

Care, Respect, Trust and Integrity. These four tenets of ethical conduct can be expanded to more

clearly delineate their relationships to the teaching profession, but the simplicity of the syntax

makes for a powerful connection to the artifacts included in this portfolio. Artifact one connects

to the elements of Respect, Trust and Integrity, because the website is designed to be a tool that

connects teacher, students and parents in an environment that promotes respectful

communication, honest feedback, and trustworthy resources. Artifact two contains a survey that

was distributed to professional colleagues, and approaching them required Respect, and an

implicit Integrity in the nature of the survey questions and the ways in which the data was

analyzed. The annotated bibliography requires Integrity on the part of the author in order to

preserve the intent and findings of the original article. The final five artifacts all consist of either

lesson plans or learning segments. Since this is the case, it is clear that all five of these artifacts
are items that will be directly used in the instructional process and are essentially student-facing

documents that will have a direct impact on every student that participates in the learning

process. For this reason, I have designed each of these artifacts to connect to all four of the

Ontario Teacher Ethical Standards, because I firmly believe that every interaction, plan and

learning strategy that engages students directly should be emblematic of the entirety of the

principles of ethical conduct as expressed by the Ontario Teacher Ethical Standards. As such, I

can confidently aver that each of the artifacts four through eight are aligned with the standards of

Care, Respect, Trust and Integrity.

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

Artifact 1: Weebly Teacher Website

N/A

Artifact 2: Survey & Data Analysis

N/A

Artifact 3: Annotated Bibliography

N/A

Artifact 4: Mathematics Lesson Plan

[Link].1: Measure the length of an object to the nearest whole by selecting and using

appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Artifact 5: Culturally Responsive Teaching Learning Activity

SS-7.7 Reform Movements: Social, political, and economic inequalities sparked various reform

movements and resistance efforts.

SS-7.8 A Nation Divided: Westward expansion, the industrialization of the North, and the

increase of slavery in the South contributed to the growth of sectionalism.

1R7: Use illustrations and details in literary and informational texts to discuss story elements

and/or topics. (RI&RL)

1RF3a: Know the letter-sound correspondences for common blends and consonant digraphs (e.g.

sh, ch, th).

1RF4a: Read beginning reader texts, appropriate to individual student ability, orally with

accuracy, appropriate rate, and expression on successive readings.

Artifact 7: English Language Arts Lesson Plan

1RF3b: Decode long vowel sounds in regularly spelled one-syllable words (e.g., final –e

conventions and common vowel teams).

1RF3c: Decode regularly spelled one-syllable words.

1RF3g: Read most common high-frequency words by sight.

Artifact 8: Mathematics Learning Segment

[Link].1: Measure the length of an object to the nearest whole by selecting and using

appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

[Link].2: Measure the length of an object twice, using different “length units” for the two

measurements; describe how the two measurements relate to the size of the unit chosen.

[Link].3: Estimate lengths using units of inches, feet, centimeters, and meters.

NYS Learning Standards

Artifact 1: Weebly Teacher Website

[Link].2 Compare and explain rules related to computing technologies and digital

information.

[Link].2 Identify and describe data collection tools from everyday life.
[Link].5 Describe and navigate to various locations where digital information can be

stored.

Artifact 2: Survey & Data Analysis

N/A

Artifact 3: Annotated Bibliography

N/A

Artifact 4: Mathematics Lesson Plan

N/A

Artifact 5: Culturally Responsive Teaching Learning Activity

N/A

Artifact 6: Guided Reading Lesson Plan

N/A

Artifact 7: English Language Arts Lesson Plan

N/A

Artifact 8: Mathematics Learning Segment

N/A

Ontario Ministry of Education Curriculum Expectation

Artifact 1: Weebly Teacher Website

N/A

Artifact 2: Survey & Data Analysis

N/A

Artifact 3: Annotated Bibliography

N/A
 Artifact 4: Mathematics Lesson Plan

Grade 2: Spatial Sense Strand

E2.1: Choose and use non-standard units appropriately to measure lengths, and describe the

inverse relationship between the size of a unit and the number of units needed

Artifact 5: Culturally Responsive Teaching Learning Activity

Grade 6: SS B2: Inquiry: Responses to Global Issues

SS B2.1: Formulate questions to guide investigations into global issues of political, social,

economic, and/or environmental importance their impact on the global community, and

responses to the issues.

Artifact 6: Guided Reading Lesson Plan

Grade 1: Reading for Meaning

1.4: Demonstrate understanding of a text by retelling the story or restating information from the

text, including the main idea.

Grade 1: Reading for Fluency

3.2: Predict the meaning of and solve unfamiliar words using different types of cues, including:

semantic cues; syntactic cues; graphophonic cues.

3.3: Read appropriate, familiar texts at a sufficient rate and with sufficient expression to convey

the sense of the text to the reader.

Artifact 7: English Language Arts Lesson Plan

Grade 1: Reflecting on Reading Skills and Strategies

4.1 Begin to identify, with support and direction, a few strategies they found helpful before,

during, and after reading.

Grade 1: Reading for Fluency

semantic cues; syntactic cues; graphophonic cues.

3.1: Automatically read and understand some high-frequency words and words of personal

interest or significance.

Artifact 8: Mathematics Learning Segment

Grade 2: Spatial Sense Strand

E2.1: Choose and use non-standard units appropriately to measure lengths, and describe the

inverse relationship between the size of a unit and the number of units needed.

E2.2: Explain the relationship between centimeters and meters as units of length, and use

benchmarks for these units to estimate lengths.

E2.3: Measure and draw lengths in centimeters and meters, using a measuring tool, and

recognize the impact of starting at points other than zero.

DOE Claims & CAEP Standards

Artifact one certainly can be shown to connect to the Medaille DOE claims 1, 2 and 3. It

demonstrates a mastery of subject matter through the inclusion of elements like the guided

reading lesson and exemplifies best teaching practices and a commitment to modeling care in

education. The survey and the annotated bibliography, artifacts two and three, meet the standards

of DOE Claims 1 and 2, but since they are not student-facing artifacts, it cannot be said that they

achieve representation of Claim 3. Once again, the final five artifacts (4-8) are all student facing

lesson plans and lesson segments. They have been designed to ensure that subject matter claims

are met by ensuring that appropriate curriculum standards are achieved and denoted in every

case. Additionally, they incorporate best teaching practices through the use of research-supported

instructional strategies, the inclusion of formative and summative assessment opportunities, and
a reliance on experts in relevant fields when designing instruction, learning activities, and

assessment. All of these final five artifacts have also been carefully designed to ensure that the

instruction and accommodations for students are implemented in a caring and compassionate

manner to create and foster a classroom environment of inclusion and safety. For these reasons,

artifacts four through eight all connect meaningfully to Medaille DOE Claims 1, 2 and 3. Each

and every artifact in this portfolio connect to CAPE Standards 1.1, 1.3 and 1.4, inasmuch as they

reflect the INTASC standards as previously indicated, they reflect the application of content and

pedagogical knowledge, and they comply with the appropriate Common Core standards, and

demonstrate my commitment to adhering to these standards.

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

In years past, the ISTE standards might have only applied to one or two artifacts in a

portfolio. In the field of education in 2021, however, technology has become ubiquitous and

almost all lessons now incorporate the usage of technology to varying degrees. Reflecting this,

all eight of the eight artifacts in this portfolio are connected to ISTE and achieve alignment with

the relevant student and/or teacher standards.

Unsurprisingly, the Weebly Teacher Website leads the way in ISTE compliance,

connecting with the following standards: Teacher Standards: 1. Learner, 2. Leader, and 3.

Citizen, as well as the Student Standards: 1. Empowered Learner, 2. Digital Citizen, and 3.

Knowledge Constructor. The skills and knowledge required to construct and maintain the

website are directly tied to these standards for teachers, and the students’ use of the website, and

proficiency that entails contribute to the formation of young digital citizens.

Artifacts two and three align with the ISTE standards purely from a teacher perspective,

since they are not student-oriented materials. The survey and data analysis are intensively
technology-based exercises, from the creation of the survey itself in a Google form, to the design

of the results presentation in a PowerPoint deck. Additionally, the content of the survey revolves

around understanding the need for (or the obviation of) technology in the classroom and serves

to further the conversation around the judicious implementation of education technology. This

artifact connects to Teacher Standards 1. Learner, 2. Leader, 3. Citizen, 4. Collaborator and 5.

Designer. The annotated bibliography reflects the skill I employed to proficiently navigate the

use of online reference databases and libraries, and the usage of appropriate American

Psychological Association (APA) Style, 7th Edition. Thus, this artifact connects to Teacher

Standards 1. Learner and 3. Citizen.

The fourth artifact, the mathematics lesson plan, connects with Teacher Standards 3.

Citizen, and Student Standards 2. Digital Citizen as a result of the usage of the internet as a

resource for a video implemented as a lesson hook, and the option for accommodating students

through the use of personal computing devices. Artifact five asks students to reflect the learning

retained during the study of the chosen text, and permits the opportunity to use education

technology as a means through which to do this. This can be understood to include video, audio,

and presentation software. For these reasons, this artifact connects to Teacher Standards 3.

Citizen and 5. Designer, and Student Standards 2. Digital Citizen and 6. Creative Communicator.

In the preamble to the guided reading lesson, as well as the ELA lesson plan, the internet will be

a resource for a video that will be screened for the students, with cyber safety and online

etiquette being observed and demonstrated. A large-text digital version of the book will be made

available on a personal computing device for the student who has a vision impairment. Thus,

artifacts six and seven connect to Teacher Standards 3. Citizen, and Student Standards 2. Digital

Citizen. Lastly, artifact eight, the mathematics learning segment, connects to Teacher Standards
3. Citizen and 5. Designer, as well as Student Standards 2. Digital Citizen and 6. Creative

Communicator. This alignment is due to the repeated use of video as lesson hooks, and options

provided to students to express the results of the formative assessment in Lesson 2 through the

use of software tools.

International Literacy Association (ILA) Professional Standards

The ILA Professional Standards are focused on elucidating the skills and knowledge that

a reading professional should have in order to effectively shepherd students through the journey

of literacy. As such, these standards apply only to those artifacts with an obvious literacy

component, typically exclusive to those in the English Language Arts. Artifact five, the CRT

Learning Activity, is the lone exception to this rule. Despite being designed to satisfy social

studies curriculum standards, there is a strong literacy component in the activity. This requires

that the teacher have a clear understanding of the reading level of the class when designing the

groups that will work through the text together, and be well-equipped to provide sound guidance

throughout the reading process. As a result, this artifact connects to Standard 2: Curriculum and

Instruction and Standard 3: Assessment and Evaluation.

Artifact 6, a guided reading lesson plan, meets the following ILA Standards: Standard 1:

Foundational Knowledge, Standard 2: Curriculum and Instruction, Standard 3: Assessment and

Evaluation, Standard 4: Diversity and Equity, and Standard 5: Learners and the Literacy

Environment. This artifact is based on accepted research into contemporary literacy learning

approaches and has been designed to encompass the full range of standards delineated by the

ILA as being integral to the effective reading teacher. Clear examples of assessment, and the

provisions for diversity and equity for all students ensure that this artifact meets the compliance

requirements of these standards. The same can be said of artifact seven, an ELA lesson plan that
has been designed with the same considerations in mind. This lesson specifically includes the

usage of word sorts and broadly embraced literacy instructional techniques designed to allow for

differentiated instruction, and enhanced reading and spelling development. This artifact connects

to Standard 1: Foundational Knowledge, Standard 2: Curriculum and Instruction, Standard 3:

Assessment and Evaluation, Standard 4: Diversity and Equity, and Standard 5: Learners and the

Literacy Environment.

Council for Exceptional Children (ECE)

The Council for Exceptional Children, established nearly 100 years ago, exists to

advocate for the equitable treatment of exceptional children by influencing government policy

makers and legislators, and establishing itself as the leading authority on professional conduct,

development, and resources for special educators. For the purpose of this portfolio, I will be

connecting the selected artifacts to many of the principles outlined by the CEC in order to

demonstrate the consideration that has been given in the design of these artifacts to the need for

sensitivity to the exceptionalities commonly found in many students, in order to provide

equitable access to the general curriculum and foster a classroom environment of inclusivity and

safety.

Artifact one, the Weebly Teacher Website, demonstrates a commitment to professional

representation in an online space, an intentional effort to facilitate relationships with students and

their families, and a focus on equipping students with the knowledge and tools to remain safe in

the online space. As such, it connects to Standard 1: Challenging Expectations, Standard 2:

Professional Competence and Integrity, Standard 5: Family Relationship, and Standard 8: Zero-

tolerance for Harm.

understanding of the efficacy and ubiquity of education technology, which can be directly

applied to the methods by which certain accommodations can be made to better serve students

with special needs. For this reason, this artifact aligns with Standard 6: Evidence, Instructional

Data & Research. Artifact five, the CRT learning activity, was not required to demonstrate the

holistic approach to planning that is seen in a conventional lesson plan. No hypothetical

accommodations are observed for students with special needs, but the imperative of fostering a

safe classrooms space certainly exists. This artifact upholds Standard 8: Zero-tolerance for Harm.

The four artifacts that consist specifically of lesson plans and a learning segment will be

addressed concurrently. While the specifics of the classroom demographics differ across these

plans, they all contain students with a variety of exceptionalities, including learning disabilities

and physical disabilities. With this in mind, each of these instructional plans has been designed

to ensure that specific accommodations or modifications exist for all students that may require

them. The instruction also commits to ensuring that these students will have equitable access to

the general curriculum and will be sufficiently challenged by teacher expectations. Finally, as an

implicit maxim within every class that I will teach, is the imperative that the classroom be a

place of safety and inclusivity where no harm, be it physical, emotional or mental, shall come to

any student. Predicated on these premises, it can be stated that artifacts four, six, seven and eight

connect directly to Standard 1: Challenging Expectations, Standard 2: Professional Competence

and Integrity, and Standard 8: Zero-tolerance for Harm.

Artifact INTASC NYS Code NYS P-12 NYS DOE ISTE ILA CEC Ontario Ontario
Title Standards of Ethics Common Learning Claims & Standards Professional Standards Curriculum Teacher
Standards Core Standards CAEP for Standards Standards Ethical
for Learning Standards Teachers Standards
Educators Standards and/or
Students

Weebly Learner & Principle 2: N/A NY-2- Claim 1: Teacher N/A Standard 1: N/A Respect
Teacher Learning: Educators [Link].2 Subject Standards Challenging
Trust
Website Standard #1: create, Matter Expectations
Learner support, and Compare 1. Learner
Integrity
and explain
maintain 2. Leader
Development rules related
challenging Claim 2: Standard 2:
& Standard #3: to 3. Citizen
learning Pedagogy
Learning computing Professional
environments & Best
Environments technologies Competence
for all. Teaching
and digital Student and Integrity
Practices
information. Standards
Content
Principle 3: 1.
Educators Standard 5:
Knowledge: NY-2- Claim 3: Empowered
commit to Caring Learner Family
Standard #4: [Link].2
their own Educators Relationship
Content learning 2. Digital
Identify and
Knowledge in order to describe Citizen
develop their data CAEP 3. Standard 8:
practice. collection Standards Knowledge
Professional tools from Zero-
Constructor
Responsibility: everyday 1.1, 1.3, & tolerance for
Principle 5: life. 1.4 Harm
Standard #9:
Professional Educators
collaborate
with parents
 Learning and and NY-2-
community, [Link].5
Ethical Practice
building trust
Describe
and
and
respecting
navigate to
confident-
various
iality.
locations
where
digital
information
can be
stored.

Survey & Learner & Principle 3: N/A N/A Claim 1: Teacher N/A Standard 6: N/A Respect
Data Learning: Educators Subject Standards
Analysis Standard #1: commit to Matter Evidence, Integrity
Learner their own 1. Learner Instructional
learning Data &
2. Leader
Development Research
in order to Claim 2:
& Standard #3: 3. Citizen
develop their Pedagogy
Learning practice. & Best 4. Collab-
Environments Teaching orator
Practices
Principle 4: 5. Designer
Instructional Educators
Practice: collaborate CAEP
Standard #8: with Standards
Instructional colleagues
Strategies and other 1.1, 1.3, &
professionals 1.4
in the interest
 Professional of student
Responsibility: learning.
Standard #10:
Leadership &
Collaboration

Annotated Professional Principle 3: N/A N/A Claim 1: Teacher N/A N/A N/A Integrity
Bibliography Responsibility: Educators Subject Standards
commit to Matter
Standard #9: 1. Learner
their own
Professional
learning 3. Citizen
Learning &
in order to Claim 2:
Ethical Practice
develop their Pedagogy
practice. & Best
Teaching
Practices
Principle 6:
Educators
advance the CAEP
intellectual Standards
and ethical
foundation of 1.1, 1.3, &
the learning 1.4
community.

Mathematics Learner & Principle 1: [Link].1: N/A Claim 1: Teacher N/A Standard 1: Grade 2: Care
Lesson Plan Learning: Educators Measure the Subject Standards Challenging Spatial Sense
Respect
Standard #1: nurture the length of an Matter Expectations Strand
3. Citizen
Learner intellectual, object to the Trust
Development physical, nearest
emotional, whole by
 social, and selecting and Claim 2: Student Standard 2: E2.1: Choose Integrity
civic using Pedagogy Standards and use non-
Instructional Professional
potential of appropriate & Best standard units
Practice: 2. Digital Competence
each student. tools such as Teaching appropriately
Standard #6: Citizen and Integrity
rulers, Practices to measure
Assessment &
yardsticks, lengths, and
Standard #7:
Principle 2: meter sticks, describe the
Planning for and Standard 8: inverse
Educators Claim 3:
Instruction measuring relationship
create, Caring Zero-
support, and tapes. Educators tolerance for between the
maintain Harm size of a unit
challenging and the
learning CAEP number of
environments Standards units needed
for all.
1.1, 1.3, &
1.4

Culturally Learner & Principle 1: SS-7.7 N/A Claim 1: Teacher Standard 2: Standard 8: Grade 6: Care
Responsive Learning: Educators Reform Subject Standards
Teaching Standard #1: nurture the Movements: Matter Curriculum Zero- Social Respect
Learning Learning intellectual, 3. Citizen and tolerance for Studies:
Trust
Social, Instruction Harm
Activity Development physical, 5. Designer B2: Inquiry:
political, and Integrity
& Standard #2: emotional, Claim 2: Responses to
economic
Learning social, and Pedagogy Global Issues
inequalities Standard 3:
Differences civic & Best Student
sparked
potential of Teaching Standards Assessment
various
each student. Practices and B2.1:
reform 2. Digital
Instructional Evaluation Formulate
movements Citizen
Practice: and questions to
Standard #7: Principle 2: resistance Claim 3: 6. Creative guide
Planning for Educators efforts. Caring Commun- investigations
Instruction & create, Educators icator into global
Standard #8: support, and issues of
 Instructional maintain political,
Strategies challenging social,
SS-7.8 A CAEP
learning economic,
Nation Standards
environments and/or
Divided:
for all. 1.1, 1.3, & environmental
Westward 1.4 importance
expansion, their impact
Principle 6: the on the global
Educators industrial- community,
advance the ization of the and responses
intellectual North, and to the issues.
and ethical the increase
foundation of of slavery in
the learning the South
community. contributed
to the growth
of
sectionalism.

Guided Learner & Principle 1: 1R7: Use N/A Claim 1: Teacher Standard 1: Standard 1: Grade 1: Care
Reading Learning: Educators illustrations Subject Standards Foundational Challenging Reading for
Respect
Lesson Plan Standard #1: nurture the and details in Matter Knowledge Expectations Meaning
3. Citizen
Learner intellectual, literary and Trust
Development physical, informational
& Standard #3: emotional, texts to Claim 2: Standard 2: Standard 2: 1.4: Integrity
Learning social, and discuss story Pedagogy Student Demonstrate
Environments civic elements Standards Curriculum Professional
& Best understanding
potential of and/or topics. and Competence
Teaching 2. Digital of a text by
each student. (RI&RL) Instruction and Integrity
Practices Citizen retelling the
Content story or
Knowledge: restating
Standard #4: Principle 2: 1RF3a: Standard 3: Standard 8: information
Educators Know the from the text,
create, letter-sound
Content support, and correspond- Claim 3: Assessment Zero- including the
Knowledge maintain ences for Caring and tolerance for main idea.
challenging common Educators Evaluation Harm
learning blends and
Instructional environments consonant Grade 1:
Practice: for all. digraphs CAEP Standard 4: Reading for
Standard #7: (e.g. sh, ch, Standards Fluency
th). Diversity
Planning for
1.1, 1.3, & and Equity
Instruction & Principle 3:
1.4
Standard #8: Educators 3.2: Predict
Instructional commit to 1RF4a: Read the meaning
Strategies their own beginning Standard 5:
of and solve
learning reader texts, Learners and unfamiliar
in order to appropriate the Literacy words using
develop their to individual Environment different
practice. student types of cues,
ability, orally including:
with semantic
accuracy, cues;
appropriate syntactic
rate, and cues; grapho-
expression phonic cues.
on
successive
readings. 3.3: Read
appropriate,
familiar texts
at a sufficient
rate and with
sufficient
expression to
convey the
sense of the
 text to the
reader.

English Learner & Principle 1: 1RF3b: N/A Claim 1: Teacher Standard 1: Standard 1: Grade 1: Care
Language Learning: Educators Decode long Subject Standards Foundational Challenging
Expectations Reflecting on
Respect
Arts Lesson Standard #1: nurture the vowel Matter Knowledge
Plan Learner intellectual, sounds in 3. Citizen Reading
Trust
Skills and
Development physical, regularly
& Standard #3: emotional, spelled one- Integrity
Claim 2: Standard 2: Standard 2: Strategies
Learning social, and syllable Student
Pedagogy
Environments civic words (e.g., Standards Curriculum Professional
& Best
potential of final –e Teaching and Competence
2. Digital 4.1 Begin to
each student. conventions Practices Instruction and Integrity
Citizen identify, with
Content and common support and
Knowledge: vowel direction, a
Standard #4: Principle 2: teams). Standard 3: Standard 8:
Claim 3: few strategies
Content Educators Caring Assessment Zero- they found
Knowledge create, Educators and tolerance for helpful
support, and 1RF3c: Evaluation Harm before,
maintain Decode during, and
Instructional challenging regularly CAEP after reading.
Practice: learning spelled one- Standards Standard 4:
Standard #7: environments syllable
Planning for for all. words. 1.1, 1.3, & Diversity Grade 1:
Instruction & 1.4 and Equity Reading for
Standard #8: Fluency
Instructional Principle 3: 1RF3g:
Strategies Educators Read most Standard 5:
commit to common 3.2: Predict
their own high- Learners and
the Literacy the meaning
learning frequency of and solve
in order to Environment
unfamiliar
 develop their words by words using
practice. sight. different
types of cues,
including:
semantic
cues;
syntactic
cues; grapho-
phonic cues.

3.1:
Automatically
read and
understand
some high-
frequency
words and
words of
personal
interest or
significance.

Mathematics Learner & Principle 1: [Link].1: N/A Claim 1: Teacher N/A Standard 1: Grade 2: Care
Learning Learning: Educators Measure the Subject Standards Challenging Spatial Sense
Respect
Segment Standard #1: nurture the length of an Matter Expectations Strand
Learner intellectual, object to the 3. Citizen
Trust
Development physical, nearest
emotional, whole by Integrity
Claim 2: Standard 2: E2.1: Choose
social, and selecting and Student and use non-
Pedagogy
civic using Standards standard units
Content & Best
Knowledge: appropriate appropriately
to measure
Standard #4: potential of tools such as Teaching 2. Digital Professional lengths, and
Content each student. rulers, Practices Citizen Competence describe the
Knowledge & yardsticks, and Integrity inverse
6. Creative relationship
Standard #5: meter sticks,
Commun- between the
Application of Principle 2: and Claim 3:
icator size of a unit
Content Educators measuring Caring Standard 8: and the
create, tapes. Educators
Zero- number of
support, and units needed.
tolerance for
Instructional maintain
Harm
Practice: challenging [Link].2: CAEP
Standard #6: learning Measure the E2.2: Explain
Standards
Assessment & environments length of an the
Standard #7: for all. object twice, 1.1, 1.3, & relationship
1.4 between
Planning for using
centimetres
Instruction different and metres as
“length units of
units” for the length, and
two measure- use
ments; benchmarks
describe how for these units
the two to estimate
measure- lengths.
ments relate
to the size of E2.3:
the unit Measure and
chosen. draw lengths
in centimetres
and metres,
[Link].3: using a
Estimate measuring
lengths using tool, and
units of recognize the
inches, feet, impact of
starting at
centimeters, points other
and meters. than zero.
Conclusion

The attention paid to the professional standards and dispositions within this section

speaks to their critical role within the profession of education. As teachers, the responsibility

placed upon us as mentors, educators and guides for the students we are entrusted to teach is

significant, and requires a clear understanding of the accountability this responsibility entails.

These standards reflect that accountability, and establish a benchmark for expectations of

conduct, knowledge, skill and understanding. I am confident that my analysis and explanation of

these standards and, most importantly, the clear connections that I have drawn between my

selected artifacts and the standards, serve to evidence my knowledge of, and commitment to, the

upholding of these essential tenets of education. I look forward to continuing to stay abreast of

the changes and updates that these standards may undergo in the future, and will continue to seek

out emerging best-practices for professional conduct and development as they arise.

The next section embodies an essential skill for any educator: the ability to reflect. As I

move along the journey of teaching, my ability to reflect upon my successes and challenges will

be the foundation for positive progress and development. Section five consists of a critical

evaluation of the process of creating this portfolio project, examining the learning that has

occurred, and thought process behind the collection of materials and the inclusion of artifacts.

The section will also consider how the experience of developing this project connects to the

Medaille DOE Claims and the CAEP Standards.