Section Four:

Alignment to Curriculum & Professional Standards

Introduction

Standards are common throughout any type of occupation or profession. The teaching

profession has both curriculum and professional standards that are expected to be followed. The

standards are put in place to allow common grounds throughout the workforce. An emphasis is

placed on these standards to ensure students are have the education they deserve. This also

allows the government to monitor and maintain the procedures that allow students to move

through their educational lives.

The Professional Standards are in place to ensure that a professional standard is

maintained all the time. This allows teachers to follow the proper code of ethics set out by their

educational institution. Teaching is a profession that requires educators to be held at a high

standard. It is crucial to always be professional both in and out of the classroom. Section Three

of the MSED Portfolio allowed you as the reader to look through artifacts that highlight my

preparedness and readiness to become an education professional. These artifacts are all

connected to the multiple Curriculum & Professional Standards through various sections. Section

Four will discuss the alignment of these artifacts to each individual standard. This will be done

using my knowledge of the standards through my teaching candidate experiences. Section Four

will also contain a graphic organizer that will be easy to follow when connecting the artifacts to

the required Curriculum & Professional Standards. These connections will connect my artifacts,

experiences, knowledge, and my ability to become a teaching candidate.

INTASC Standards

The Interstate New Teacher Assessment Support Consortium Standards (INTASC) are

designed to serve as a resource for states, districts, professional organizations, teacher education

programs, teachers, and others as they develop policies. These standards set new and higher

expectations for teachers, and their roles as a leader. The INTASC Standards consists of ten

standards and are broken down into four sub-sections. These sections are The Learner and

Learning, Content, Instructional Practice, and Professional Responsibility. The first three

standards fall into the Learner and Learning category. These standards are Learning

Development, Learning Differences, and Learning Environments. The next two standards fall

into the Content category. These standards are Content Knowledge, and Application of Content.

The following three standards fall into the Instructional Practice category. These standards are

Assessment, Planning for Instruction, and Instructional Strategies. The remaining two standards

are Professional Learning and Ethical Practice, and Leadership and Collaboration. These are

part of the Professional Responsibility standard. Overall these are very important standards

because they hold teachers accountable and at a high standard.

The artifacts outlined in Section Three of the portfolio that connect to the INTASC

Standards are:

Artifact #1: ELED Assessment & Instruction Plan: The Learner & Learning Standard 1,

Instructional Practice Standards 6 and 7.

Artifact 2: School Violence, SAVE/CARE Workshop Certificates: Professional

Responsibility Standard 9.

Artifact 3: DASA Certificate: Professional Responsibility Standard 9

Standard 9

Artifact 5: Character Trait Lesson Plan: The Learner & Learning Standard 3, Content

Standard 5, Instructional Practice Standards 6 and 7

Artifact 6: Math Trails Assignment: The Learner & Learning Standard 1, and Instructional

Practice Standard 8.

Artifact 7: Smart Notebook: Instructional Practice Standard 8.

Artifact 8: Educational Survey: The Learner & Learning Standard 1, and Instructional Practice

Standard 8.

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 NYS Code of Ethics for Educators

The Code of Ethics sets clear expectations and principles to guide practice and inspire

professional excellence. The Code speaks to the core values of the profession. There are six

principles highlighted throughout the Code of Ethics. Principle 1; Educators nurture the

intellectual, physical, emotional, social, and civic potential of each student. Principle 2;

Educators create, support, and maintain challenging learning environments for all. Principle 3;

Educators commit to their own learning in order to develop their practice. Principle 4; Educators

collaborate with colleagues and other professionals in the interest of student learning. Principle

5; Educators collaborate with parents and community, building trust and respecting

confidentiality. Educators partner with parents and other members of the community to enhance

school programs and to promote student learning. Principle 6; Educators advance the intellectual

and ethical foundation of the learning community.

The artifacts in Section Three of the portfolio are connected to the NYS Code of Ethics

Professional Standard are:

Artifact 1: ELED Assessment & Instruction Plan: Principle 2: Educators create, support, and

maintain challenging learning environments for all.

Artifact 2: School Violence, SAVE/CARE Workshop Certificates: Principle 5; Educators

collaborate with parents and community, building trust and respecting confidentiality. Educators

partner with parents and other members of the community to enhance school programs and to

promote student learning.

Artifact 3: DASA Certificate: Principle 5; Educators collaborate with parents and community,

building trust and respecting confidentiality. Educators partner with parents and other members

of the community to enhance school programs and to promote student learning.

social, and civic potential of each student.

Artifact 5: Character Trait Lesson Plan: Principle 1; Educators nurture the intellectual,

physical, emotional, social, and civic potential of each student

Artifact 6: Math Trails Assignment: Principle 2: Educators create, support, and maintain

challenging learning environments for all.

Artifact 7: Smart Notebook: Principle 3; Educators commit to their own learning in order to

develop their practice.

Artifact 8: Educational Survey: Principle 6; Educators advance the intellectual and ethical

foundation of the learning community.

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 Ontario Teacher Ethical Standards

These professional standards represent a vision of professional practice. A strong teacher

focuses on their students and their learning. These standards place an emphasis on commitment,

trust, and responsibility. The teaching profession highlights honour and dignity. It is important to

identify ethical responsibilities and commitments in the teaching profession. These standards

also aim to guide ethical decisions throughout the teaching profession. There are four individual

standards that make up the total set. Care; Includes compassion, acceptance, interest and insight

for developing students' potential. Members express their commitment to students' well-being

and learning through positive influence, professional judgment and empathy in practice.

Respect; Intrinsic to the ethical standard are trust and fair-mindedness. Members honour human

dignity, emotional wellness and cognitive development. In their professional practice, they

model respect for spiritual and cultural values, social justice, confidentiality, freedom,

democracy and the environment. Trust; Embodies fairness, openness and honesty. Members'

professional relationships with students, colleagues, parents, guardians and the public are based

on trust. Integrity; Honesty, reliability and moral action are embodied in the ethical standard.

Continual reflection assists members in exercising integrity in their professional commitments

and responsibilities.

The artifacts in Section Three that are connected to the Ontario Teacher Ethical Standards

are:

Artifact 1: ELED Assessment & Instruction Plan: Care: Includes compassion, acceptance,

interest and insight for developing students' potential. Members express their commitment to

students' well-being and learning through positive influence, professional judgment and empathy

in practice
Artifact 2: School Violence, SAVE/CARE Workshop Certificates: Trust; Embodies fairness,

openness and honesty. Members' professional relationships with students, colleagues, parents,

guardians and the public are based on trust.

Artifact 3: DASA Certificate: Trust; Embodies fairness, openness and honesty. Members'

professional relationships with students, colleagues, parents, guardians and the public are based

on trust.

Artifact 4: IEP Analysis: Care; Includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

Artifact 5: Character Trait Lesson Plan: Care; Includes compassion, acceptance, interest and

insight for developing students' potential. Members express their commitment to students' well-

being and learning through positive influence, professional judgment and empathy in practice.

Artifact 6: Math Trails Assignment: Care; Includes compassion, acceptance, interest and

insight for developing students' potential. Members express their commitment to students' well-

being and learning through positive influence, professional judgment and empathy in practice.

Artifact 8: Educational Survey: Integrity; Honesty, reliability and moral action are embodied

in the ethical standard. Continual reflection assists members in exercising integrity in their

professional commitments and responsibilities.

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

This set of standards aim to give common ground throughout the state of New York. The

Common Core Learning Standards aim to have students prepared for post secondary

education after high school graduation.

The artifacts in Section Three that connect to the NYS P-12 Common Core Standards are:

Artifact 1: ELED Assessment & Instruction Plan:

CCS.ELA.Literacy.RF.3.3: Know and apply grade-level phonics and word analysis skills

in decoding words.

Artifact 5: Character Traits Lesson Plan

CCS.ELA.LITERACY.RL.2.7: Use information gained from the illustrations and words

in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Artifact 6: Math Trails Assignment : CCS.Geometry.3.1: Understand that shapes in different

categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides),

and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize

rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of

quadrilaterals that do not belong to any of these subcategories.

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 NYS Learning Standards

These standards are part of educational reform that will soon see the Common Core

Standards move out of the frame. These are new and updated standards that provide the

levels that both educators and students should be at during a certain grade. These

standards are crucial to follow to ensure students are receiving the proper grade level

information.

The artifacts in Section Three that connect to the NYS Learning Standards are:

Artifact 6: Math Trails Assignment:

Geometry-Grade 1-Reason With Shapes and Their Attributes

Distinguish between defining attributes versus non-defining attributes for a wide variety of

shapes. Build and/or draw shapes to possess defining attributes.

Ontario Ministry of Education

Education in Ontario strives to give children the resources they need in order to be

successful and reach their full potential. This curriculum offers a variety of resources

throughout the various grade levels that allow students to develop and learn while

preparing for the future. Through elementary school the curriculum focuses on

developing strong literacy, math, science, and social studies skills that build a base for all

future academic achievement,

The artifacts in Section Three that connect to the Ontario Ministry of Education

Standards are:

Artifact 1: ELED Assessment & Instruction Plan: Reading Familiar Words 3.1 automatically

read and understand many high-frequency words, some words with common spelling patterns,

and words of personal interest or significance, in a variety of reading contexts (e.g., the same
word in different graphic representations such as: on charts or posters; in shared-, guided-, and

independent reading texts; in shared- and interactive writing texts; in personal writing and the

writing of their peers).

Artifact 5: Character Trait Lesson Plan: Ontario-Reading-Grade 2-Understanding Form and

Style. 2.1 identify and describe the characteristics of a few simple text forms, with a focus on

literary texts such as a fairy tale (e.g., plot, characters, setting), graphic texts such as a primary

dictionary (e.g., words listed in alphabetical order, simple definitions accompanied by picture

clues or diagrams), and informational texts such as a “How to” book (e.g., materials listed in

order of use, numbered steps, labels, diagrams)

Artifact 6: Math Trails Assignment: Ministry of Education. (2005). The Ontario curriculum
grades 1-8 mathematics.

TEAC/CAEP Claims

These claims are part of the Department of Education from Medaille College to ensure
the graduates are professionally ready to become experiences teaching candidates. These
claims focus on the standards of subject matter, pedagogy and best teaching practices,
and caring educators.

Artifact 1: ELED Assessment & Instruction Plan: Claim 2: Medaille College graduates meet
the needs of diverse learners through effective

Artifact 2: School Violence SAVE/CARE Workshop Certificate:

TEAC/CAEP Claims 1-3

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

TEAC/CAEP Claims 1-3

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

Artifact 4: IEP Analysis: Claim 2: Medaille College graduates meet the needs of diverse

learners through effective pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

Artifact 5: Character Trait Lesson Plan:

TEAC/CAEP Claims 1-3

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

Artifact 6: Math Trails Assignment: Claim 2: Medaille College graduates meet the needs of

diverse learners through effective pedagogy and best teaching practices.

Artifact 7: SMART Notebook Presentation: Claim 2: Medaille College graduates meet the

needs of diverse learners through effective pedagogy and best teaching practices.

Artifact 8: Educational Survey: Claim 2: Medaille College graduates meet the needs of diverse

learners through effective pedagogy and best teaching practices.

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

This standard focuses on the guidelines surrounding technology in the classroom. It is

important because technology can often be dangerous if not followed properly. In a developing

technological world these standards play a major role in an education setting. These standards

are split up to focus on educators and students.

The artifact from Section Three that is connected to this standard is:

Artifact 7: SMART Notebook Presentation:

Leader: Educators seek out opportunities for leadership to support student

empowerment and success and to improve teaching and learning.

Facilitator: Educators facilitate learning with technology to support student

achievement of the ISTE Standards for Students.

Council For Exceptional Children (CEC)

These standards focus on children who have exceptionalities. In an education setting it is

crucial to follow standards and guidelines for these students who are in the classroom with us.

The standards are highlighted from 1-12 under the Special Education Professional Ethical

Principles strand.. The CEC standards focus on providing students with exceptionalities the care

they deserve. It also aims to ensure their needs are being met.

The artifacts in Section Three that are connected to the Council For Exceptional Children

Standards are:

Artifact 4: IEP Analysis: 1. Maintaining challenging expectations for individuals with

exceptionalities to develop the highest possible learning outcomes and quality of life potential in

ways that respect their dignity, culture, language, and background.

of individuals with exceptionalities in their schools and communities.

Artifact 7: SMART Notebook Presentation: 6. Using evidence, instructional data, research,

and professional knowledge to inform practice.

Artifact 8: Educational Survey: 9. Practicing within the professional ethics, standards, and

policies of CEC; upholding laws, regulations, and policies that influence professional practice;

and advocating improvements in the laws, regulations, and policies

International Literacy Association Professional Standards (ILA)

These standards focus on development for reading professionals. These standards are

performance based and focus on knowledge, skills, and dispositions necessary for effective

educational practice. Literacy is a large part of education which makes it important to be familiar

with these standards in order to become a ready teaching candidate.

The artifact from Section Three that connects to the International Literacy Association

Professional Standards is:

Artifact 5: Character Trait Lesson Plan: Standards 2010: Standard 3Assessment and

Evaluation: Candidates use a variety of assessment tools and practices to plan and evaluate

effective reading and writing instruction.

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 Artifact INTASC NYS Code Ontario NYS P-12 Common NYS
Title Standards of Ethics Ethical Core Standards Learning
Standards Standards
ELED The Principle 2: Ethic CCS.ELA.Literacy.RF.3. N/A
Assessment Learner & Educators Standard of 3: Know and apply
& Learning create, Care grade-level phonics and
Instruction Standard 1, support, and word analysis skills in
Plan Instruction maintain decoding words.
al Practice challenging
Standards 6 learning
and 7. environmen
ts for all.
School Responsibil Principle 5; Ethic N/A N/A
Violence ity Educators Standard of
SAVE/ Standard 9. collaborate Trust
CARE with parents
Workshop and
Certificate community.
DASA Responsibil Principle 5; Ethic N/A N/A
Certificate ity Educators Standard of
Standard 9. collaborate Trust
with parents
and
community.
IEP Instruction Principle 1; Ethic N/A N/A
Analysis al Practice Educators Standard of
Standard 7, nurture the Care
and intellectual,
Professiona physical,
l emotional,
Responsibil social, and
ity civic
Standard 9 potential of
each
student.
Character The Principle 1; Ethic CCS.ELA.LITERACY.R N/A
Trait Lesson Learner & Educators Standard of L.2.7: Use information
Plan Learning nurture the Care gained from the
Standard 3, intellectual, illustrations and words in
Content physical, a print or digital text to
Standard 5, emotional, demonstrate
Instruction social, and understanding of its
al Practice civic characters, setting, or
Standards 6 potential of plot.
and 7 each
student.
Math Trails The Principle 2: Ethic CCS.Geometry.3.1: Geometry-
Assignment Learner & Educators Standard of Understand that shapes in Grade 1-
Learning create, Care different categories (e.g., Reason
Standard 1, support, and rhombuses, rectangles, With
and maintain and others) may share Shapes and
Instruction challenging attributes (e.g., having Their
al Practice learning four sides), and that the Attributes
Standard 8. environmen shared attributes can Distinguish
ts for all. define a larger category between
(e.g., quadrilaterals). defining
attributes
versus non-
defining
attributes
for a wide
variety of
shapes.
Build
and/or draw
shapes to
possess
defining
attributes.
SMART Instruction Principle 3; N/A N./A N/A
Notebook al Practice Educators
Presentation Standard 8. commit to
their own
learning in
order to
develop
their
practice.
Educational The Principle 6; Ethic N/A N/A
Survey Learner & Educators Standard of
Learning advance the Integrity
Standard 1, intellectual
and and ethical
Professiona foundation
l of the
Responsibil learning
ity community.
Standard 9
 Artifact ISTE ILA CEC Ontario DOE/CAEP
Title Standards International Standards Curriculum Claims
for Teachers Literacy Standards
and/or Association
Students Professional
Standards
ELED N/A N/A N/A Grade 3: Claim 2:
Assessment Reading Pedagogy &
& Familiar Best
Instruction Words 3.1 Teaching
Plan Practices
School N/A N/A N/A Claim 1:
Violence Subject
SAVE/ matter
CARE
Workshop Claim 2:
Certificate Pedagogy &
Best
Teaching
Practices

Claim 3:
Caring
Educators
DASA N/A N/A N/A N/A Claim 1:
Certificate Subject
matter

Claim 2:
Pedagogy &
Best
Teaching
Practices

Claim 3:
Caring
Educators
IEP N/A N/A 1. Maintaining N/A Claim 2:
Analysis challenging Pedagogy &
expectations for Best
individuals Teaching
with Practices
exceptionalities
to develop the
highest possible
learning
 outcomes and
quality of life
potential in
ways that
respect their
dignity, culture,
language, and
background.
Character N/A Standard 3: 3. Promoting Grade 2: Claim 1:
Trait Assessment meaningful and Ontario- Subject
Lesson Plan and inclusive Reading- matter
Evaluation participation of Grade 2-
individuals Understanding Claim 2:
with Form and Pedagogy &
exceptionalities Style. 2.1 Best
in their schools Teaching
and Practices
communities.
Claim 3:
Caring
Educators
Math Trails N/A N/A N/A Ministry of Claim 2:
Assignment Education. Pedagogy &
(2005). The Best
Ontario Teaching
curriculum Practices
grades 1-8
mathematics
SMART Leader: N/A 6. Using N/A Claim 2:
Notebook Educators evidence, Pedagogy &
Presentation seek out instructional Best
opportunities data, research, Teaching
for leadership and Practices
to support professional
student knowledge to
empowerment inform practice.
and success
and to
improve
teaching and
learning.
Facilitator:
Educators
facilitate
learning with
technology to
 support
student
achievement
of the ISTE
Standards for
Students.
Educational N/A N/A 9. Practicing N/A Claim 2:
Survey within the Pedagogy &
professional Best
ethics, Teaching
standards, and Practices
policies of
CEC;
upholding laws,
regulations, and
policies that
influence
professional
practice; and
advocating
improvements
in the laws,
regulations, and
policies

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Curriculum & Professional Standards Chart

the MSED portfolio project. The chart is split into two separate parts to keep things neat and

organized. This highlights my ability to connect the work to the professional standards that are

crucial to the education profession. Thus, showing my ability and readiness to become a qualified

teaching candidate.

Conclusion

Section Four of this portfolio has connected the artifacts from Section Three to the proper

curriculum & professional standards. It is important as an educator to follow both curriculum &

professional standards in order to have a successful classroom that is both fundamentally and

ethically correct for all students. This section has highlighted my abilities in regards to the best

teaching practices, pedagogical competencies, and knowledge of various subjects. I look forward

to Section Five as it offers me the chance to reflect on the portfolio and my educational journey

at Medaille College.

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