Professional Documents
Culture Documents
Introduction
knowledge of the curriculum and professional standards and my ability to align them to the daily
practice of an elementary school teacher. The significance of alignment to the curriculum and
professional standards as related to my artifacts will be addressed and I will also explain how the
artifacts in the portfolio support each of these standards. Following this introduction, I will
provide a brief explanation of each standards category purpose and connect them to my artifacts
explaining why and how they support each other. The curriculum and professional standards are
as listed: INTASC Standards, NYS Code of Ethics for Educators, Ontario Teacher Ethical
Standards, P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies), NYS
TEAC/CAEP Claims, International Society for Technology Education for Teachers and Students
(ISTE), International Literacy Association (ILA) Professional Standards, and Council for
Exceptional Children (ECE). Finally, I will present how my artifacts connect to the curriculum
and professional standards in the form of a chart. Knowing and being able to apply the
curriculum and professional standards is very important for a teacher, especially a new one
because they lay out the foundation for what is expected of them when they enter the classroom.
INTASC Standards:
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standards whose purpose is to prepare and support new teachers with professional development.
It is important for teachers because teaching begins with the learner. To ensure that each student
learns new knowledge and skills, teachers must understand that learning and developmental
patterns vary among individuals, that learners bring unique individual differences to the
learning process, and that learners need supportive and safe learning environments to thrive
effective instructional practice require that teachers understand and integrate assessment,
planning, and instructional strategies in coordinated and engaging ways. In addition, teachers
must have an excellent understanding of their content areas and be able to draw upon content
knowledge as they work with learners to access information, apply knowledge in real world
settings, and address meaningful issues to assure learner mastery of the content. Finally, creating
and supporting safe, productive learning environments that result in learners achieving at the
highest levels is a teachers primary responsibility. The following artifacts from the previous
section connect with the Interstate New Teacher Assessment Support Consortium:
The New York State Code of Ethics is a public statement by educators that sets clear
expectations of principles and expectations to guide practice and inspire professional excellence.
Teachers must follow this code at all times while in the classroom to ensure they are meeting the
expectation of the state in providing a nurturing, challenging environment. Teachers also must be
committed to their own learning and collaborate with parents and colleagues in the interest of
The following artifacts from the previous section connect with the NYS Code of Ethics
for Educators:
a strong and effective teaching profession is a commitment to students and their learning. New
teachers, in their position of trust, demonstrate responsibility in their relationships with students,
parents, guardians, colleagues, educational partners, other professionals, the environment and the
public. The purpose of the standards is to inspire members to reflect and uphold the honour and
dignity of the teaching profession, to identify the ethical responsibilities and commitments in the
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teaching profession, to guide ethical decisions and actions in the teaching profession, to promote
public trust and confidence in the teaching profession. The following artifacts from the previous
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).
The P-12 NYS Common Core Learning Standards provide a road map for the elementary
curriculum in New York State. This is an important document for teachers, especially new ones,
as it lays out exactly what the states expectation is for what students should be taught
throughout the school year from P-12. The standards are internationally-benchmarked and
evidence-based standards. These standards are a consistent set of expectations for what students
should learn and be able to do, so that every student across New York State is on track for
college and career readiness.The following artifacts from the previous section connect with the
The New York State Learning Standards and core curriculum guidance documents are the
foundation upon which State assessments are developed and aligned. The States responsibility is
to set student learning expectations for what all students should know and be able to do as a
result of skilled instruction. The following artifacts from the previous section connect with the
Education and its purpose is to lay out what the ministry expects teachers to teach in their
classrooms in all grades and what students are to learn, understand, and apply by the end of their
current grades.The following artifacts from the previous section connect with the Ontario
TEAC/CAEP Claims.
TEAC/CAEP claims ensure the quality of the graduates of Medaille College, that they
professionally ready and competent to enter into the field as school teachers. The following
artifacts from the previous section connect with the Medaille College TEAC/CAEP Claims:
International Society for Technology Education for Teachers and Students (ISTE).
The ISTE Standards for Educators are a road map to helping students become
empowered learners. These standards deepen a teachers practice, promotes collaboration with
peers, challenge teachers to rethink traditional approaches and prepares students to drive their
own learning. The ISTE Standards for Students are designed to empower student voice and
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ensure that learning is a student-driven process. The following artifacts from the previous section
The International Literacy Association Professional Standards provide the criteria for
developing and evaluating preparation programs for reading professionals. The Standards
describe what candidates for the reading profession should know and be able to do in
professional settings. These are important for teachers both new and experienced. The following
artifacts from the previous section connect with the International Literacy Association
Professional Standards:
The CEC professional ethical principles, practice standards, and professional policies
guide teachers in ways that respect the diverse characteristics and needs of individuals with
exceptionalities and their families. The following artifacts from the previous section connect
Conclusion
knowledge of the curriculum and professional standards and my ability to align them to the daily
practice of an elementary school teacher. The significance of alignment to the curriculum and
professional standards as related to my artifacts was addressed and I also explained how the
artifacts in the portfolio support each of these standards. Following this introduction, I provided a
brief explanation of each standards category purpose and connected them to my artifacts
explaining why and how they support each other. The curriculum and professional standards I
mentioned are as listed: INTASC Standards, NYS Code of Ethics for Educators, Ontario Teacher
Ethical Standards, P-12 NYS Common Core Learning Standards (ELA, Math and Social
Medaille College TEAC/CAEP Claims, International Society for Technology Education for
Teachers and Students (ISTE), International Literacy Association (ILA) Professional Standards,
and Council for Exceptional Children (ECE). Finally, I presented how my artifacts connect to the
The next section, Section five, Teacher Candidate Reflection Guidelines, is the
section of the portfolio where I will exhibit my ability to reflect upon my overall experiences in
readiness to enter into the field of education, my confidence in my abilities as a teacher will be
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addressed, and an explanation of how I met the TEAC/CAEP Claims will also be discussed at
length.
Assessing INTASC NYS Code of NYS TEAC/ ISTE ILA CEC Ontario Ontario
Student Standards Ethics P-12 Common CAEP Standards International Standards Curriculum Teacher
Literacy Standards Core Learning Claims for Literacy Standards Ethical
Learning for Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
Artifact #1: Learner & Principle 2: Reading Claim 1: Standard 2: N/A Grade 5 Ethic
Learning: Promote Literature Subject Curriculum Reading for Standard
Student matter Instruction Meaning of Care
Assessing Standard #1 Learning RL.5.1 Quote
Student Learner accurately from Claim 2: Standard 3: Demonstrating
Literacy developmen a text when Pedagogy Assessment & Understanding
Learning t explaining & Best Evaluation 1.4 demonstrate
what the text Teaching understanding
Grade 5 Standard #2: says explicitly Practices Standard 5: of a variety of
Learning and when Literate texts by
Differences: drawing Claim 3: Environment summarizing
inferences from Caring important ideas
the text. educator and citing
Instructional supporting
Practices: RL.5.2 details
Standard #7: Determine a
Planning for theme of a Listening to
Instruction story, drama, or Understand
poem from Grade 5
Standard #8 details in the 1. listen in
Instructional text, including order to
Strategies how characters understand and
in a story or respond
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Developing and
Organizing
Content
Organizing
Ideas 1.5
identify and
order main
ideas and
supporting
details and
group them into
units that could
be used to
develop several
linked
paragraphs,
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using a variety
of strategies
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Assessing INTASC NYS Code of NYS TEAC/ ISTE ILA CEC Ontario Ontario
Student Standards Ethics P-12 Common CAEP Standards International Standards Curriculum Teacher
Literacy Standards Core Learning Claims for Literacy Standards Ethical
Learning for Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
Artifact #1: Learner & Principle 2: Reading Claim 1: Standard 2: N/A Grade 5 Ethic
Learning: Promote Literature Subject Curriculum Reading for Standard
Student matter Instruction Meaning of Care
Assessing Standard #1 Learning RL.5.1 Quote
Student Learner accurately from Claim 2: Standard 3: Demonstrating
Literacy developmen a text when Pedagogy Assessment & Understanding
Learning t explaining & Best Evaluation 1.4 demonstrate
what the text Teaching understanding
Grade 5 Standard #2: says explicitly Practices Standard 5: of a variety of
Learning and when Literate texts by
Differences: drawing Claim 3: Environment summarizing
inferences from Caring important ideas
the text. educator and citing
Instructional supporting
Practices: RL.5.2 details
Standard #7: Determine a
Planning for theme of a Listening to
Instruction story, drama, or Understand
poem from Grade 5
Standard #8 details in the 1. listen in
Instructional text, including order to
Strategies how characters understand and
in a story or respond
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Developing and
Organizing
Content
Organizing
Ideas 1.5
identify and
order main
ideas and
supporting
details and
group them into
units that could
be used to
develop several
linked
paragraphs,
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using a variety
of strategies
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Artifact 3 INTASC NYS Code of NYS TEAC/ ISTE ILA CEC Ontario Ontario
Annotated Standards Ethics P-12 Common CAEP Standards International Standards Curriculum Teacher
Bibliography Standards Core Learning Claims for Literacy Standards Ethical
for Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
Artifact #3: Learner & Principle 3: Reading Claim 1: Standard 2: N/A Ontario Ethic
Learning: Promote Literature Subject Curriculum Health and Standard
Annotated Standard #2: Student matter Instruction Physical of Care
Bibliography Learning Learning Education
Differences: Claim 2: Standard 3: Curriculum
Pedagogy Assessment &
Grades 1-8
& Best Evaluation
Instructional Teaching
Practices: Practices Standard 5:
Standard #7: Literate
Planning for Claim 3: Environment
Instruction Caring
educator
Standard #8
Instructional
Strategies
Content:
Standard 4:
Content
Knowledge
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Artifact 4 INTASC NYS Code of NYS TEAC/ ISTE ILA CEC Ontario Ontario
Sexual Standards Ethics P-12 Common CAEP Standards International Standards Curriculum Teacher
Education Standards Core Learning Claims for Literacy Standards Ethical
Survey for Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
Artifact #4: Learner & Principle 2: New York Claim 1: N/A Grades 1-8 Ethic
Learning: Promote State Subject Human Standard
Sexual Standard #2: Student standards for matter Development of Care
Education Learning Learning health and and Sexual
Survey Differences: physical Claim 2: Health
Pedagogy
education: & Best
Instructional Teaching
Practices: Standard 1: Practices
Standard #7: Personal
Planning for Health and Claim 3:
Instruction Fitness) Caring
educator
Standard #8
Instructional
Strategies
Content:
Standard 4:
Content
Knowledge
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Artifact 5 INTASC NYS Code of NYS TEAC/ ISTE ILA CEC Ontario Ontario
Science Unit Standards Ethics P-12 Common CAEP Standards International Standards Curriculum Teacher
Plan Standards Core Learning Claims for Literacy Standards Ethical
for Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
Artifact #5: Learner & Principle 2: Standard 4: Claim 1: Standard Standard 2: Standards Understanding Ethic
Learning: Promote The Physical Subject #5 Curriculum 1.3. 1.5. Matter and Standard
Grade 5 Student Setting matter Facilitator Instruction Energy of Care
Science Unit Standard #1: Learning
Plan Learner Claim 2: Standard Standard 3: 3. Ethic
Developmen Pedagogy Assessment & Demonstrate Standard
#6
t & Best Evaluation an of Trust
Standard #2: Teaching Designer
understanding
Learning Practices Standard 5: of how forces Ethic
Differences: Literate Standard
cause
Claim 3: Environment of
Caring movement Respect
Standard #3: educator and changes
Learning in movement Ethic
Environmen Standard
ts 3.1 identify a of
Instructional force as a Integrity
Practices: push or a pull
that causes an
Standard #6: object to
Assessment move
3.4 explain
Standard #7:
Planning for how forces
Instruction are exerted
through direct
Standard #8 contact
Instructional
Strategies
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Artifact 6 INTASC NYS Code of NYS TEAC/ ISTE ILA CEC Ontario Ontario
Pecha Kucha Standards Ethics P-12 Common CAEP Standards International Standards Curriculum Teacher
Presentation Standards Core Learning Claims for Literacy Standards Ethical
for Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
Artifact #6: Learner & Principle 3: N/A Claim 3: Standard # 1 N/A N/A N/A Ethic
Learning: Educators Caring Learner Standard
Pecha Kucha Standard #2: commit to educator of Care
Presentation Learning their own Standard # 5
Differences: learning. Designer Ethic
Standard
of Trust
Instructional
Practices: Ethic
Standard #7: Standard
Planning for of
Instruction Respect
Standard #8 Ethic
Instructional Standard
Strategies of
Integrity
Content:
Standard 4:
Content
Knowledge
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Artifact 7 INTASC NYS Code of NYS TEAC/ ISTE ILA CEC Ontario Ontario
Professional Standards Ethics P-12 Common CAEP Standards International Standards Curriculum Teacher
Training Standards Core Learning Claims for Literacy Standards Ethical
for Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
Artifact #4: Standard # 9 Principle #3 N/A Claim 1: Standard # 1 Standard 2: N/A N/A Ethic
Subject Learner Curriculum Standard
Professional Professional Educators matter Instruction of Care
Training Learning commit to
and Ethical their own Claim 2: Standard 3: Ethical
Practice learning to Pedagogy Assessment & Standard
develop their & Best Evaluation of Trust
practice: Teaching
Practices Standard 5:
Literate
Claim 3: Environment
Caring
educator
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Artifact 8 INTASC NYS Code of NYS TEAC/ ISTE ILA CEC Ontario Ontario
Weebly Standards Ethics P-12 Common CAEP Standards International Standards Curriculum Teacher
Teacher Standards Core Learning Claims for Literacy Standards Ethical
Website for Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
Artifact #8: Standard Principle 2: N/A Claim 1: Standard Standard 2: N/A N/A Ethic
#10: Educators Subject #1 Curriculum Standard
Weebly Leadership commit to matter Learner Instruction of Care
Teacher and their own Ethic
Website Collaborati learning in Claim 2: Standard Standard 3:
order to Pedagogy Assessment & Standard
on #4
develop their & Best Evaluation of
practice Teaching Collaborat Respect
Practices or Standard 5:
Literate Ethical
Claim 3: Standard Environment Standard
Caring #6 of Trust
educator Facilitator
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