Section Four: Alignment to Curriculum & Professional Standards

Introduction

Curriculum and professional standards are very important to add to my portfolio project.

Within this portfolio project I have shown my ability to plan, instruct and assess, but what would

all of that be with connecting it to a curriculum or standards. Curriculum and professional

standards are there to help keep teachers on the same path. They are the expectations that should

be meet my teachers and other professionals in the school system. Without the curriculum

students at different schools and different districts would all be learning something different.

Curriculum & Professional Educational Standards

INTASC Standards.

The INTASC Standards are a set of standards that help support new teachers to

teach effectively for college readiness. These standards focus on the learner and learning,

content knowledge, instructional practice, and professional responsibility. The learner

and learning standards are to ensure that the teacher understands how the student learns

and develops. The content knowledge standards are to ensure that the teacher knows the

content that she is teaching and that she can connect that connect to real life applications.

The instructional practice is how the teacher plans and assesses her students. Lastly,

professional responsibility is how the teacher shows leadership in her own learning and

the students’ learning.

The artifacts below are connected to the INTASC Standards:

1.! Artifact #1 – Grade 5 Interdisciplinary Lesson Plan

2.! Artifact #2 – Annotated Bibliography Assignment

3.! Artifact #3 – Pecha Kucha Presentation

4.! Artifact #4 – Assessing Student Learning

5.! Artifact #5 – ELED Assessment Assignment

6.! Artifact #6 – Survey Assignment with Data Analysis

7.! Artifact #7 – Child Abuse and Violence Certifications

8.! Artifact #8 – College Supervisor Summary Performance Evaluation

NYS Code of Ethics for Educators.

The NYS Code of Ethics for Educators are a set of guidelines that set the

professional standards for teachers during their practice and their career as educators.

This code of ethics are the core values of being an educator. They contain six principles

that are each connected to the educators’ themselves and the environment that they

create. Principle 1 is about the teacher’s ability to nurture the students, principle 2 is

about the teacher’s ability to create a proper learning environment for their students,

principle 3 is about the teacher’s commitment to the development of their own learning,

principle 4 is the ability for a teacher to collaborate with other in the interest of the

students, principle 5 is the ability for a teacher to collaborate with the parents and

community, and lastly, principle 6 is the ability for an educator to understand how

important trust is to those around them.

The artifacts below are connected to the NYS Code of Ethics for Educators:

1.! Artifact #1 – Grade 5 Interdisciplinary Lesson Plan

2.! Artifact #2 – Annotated Bibliography Assignment

3.! Artifact #3 – Pecha Kucha Presentation

4.! Artifact #4 – Assessing Student Learning

5.! Artifact #5 – ELED Assessment Assignment

6.! Artifact #6 – Survey Assignment with Data Analysis

7.! Artifact #7 – Child Abuse and Violence Certifications

8.! Artifact #8 – College Supervisor Summary Performance Evaluation

Ontario Teacher Ethical Standards.

The Ontario Teacher Ethical Standards are a set of standards that show the

professional practice of the educators. The purpose of these standards are to help

educators show their ability to make ethical decisions and actions when necessary and

show their ability to commit and be responsible within their role as an educator. These

standards include the educator’s ability to show care, respect, trust and integrity to her

students, fellow teachers, and community.

The artifacts below are connected to the Ontario Teacher Ethical Standards:

1.! Artifact #1 – Grade 5 Interdisciplinary Lesson Plan

2.! Artifact #2 – Annotated Bibliography Assignment

3.! Artifact #3 – Pecha Kucha Presentation

4.! Artifact #4 – Assessing Student Learning

5.! Artifact #5 – ELED Assessment Assignment

6.! Artifact #6 – Survey Assignment with Data Analysis

7.! Artifact #7 – Child Abuse and Violence Certifications

8.! Artifact #8 – College Supervisor Summary Performance Evaluation

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

The NYS Common Core Learning Standards are a set of standards that show what

students should be learning and mastering during every grade level. These standards were

created fairly recently by the input of the government, teachers, experts in the field, and

leading thinkers. The standards in the past were less about critical thinking and more

about teaching facts that students needed to memorize. These standards were created to

ensure that students were getting the real world learning that they needed to succeed in

their future schooling, in their future careers, and in their life. These standards include

English language arts, mathematics and social studies.

The artifacts below are connected to the P-12 NYS Common Core Learning Standards:

1.! Artifact #1 – Grade 5 Interdisciplinary Lesson Plan

2.! Artifact #4 – Assessing Student Learning

3.! Artifact #5 – ELED Assessment Assignment

NYS Learning Standards.

The NYS Learning Standards are a set of standards for New York State that

include the art, science, health, physical education, along with the common core

standards. These standards are to keep each state on track but the common core standards

are to make sure that local curriculums are all aligned. We want to make sure that no

matter what state a student is learning in they are all being prepared for their future as

efficiently as possible. Each subject has their own learning standards that are also

connected to the common core standards.

These artifacts are connected to the NYS Learning Standards:

1.! Artifact #1 – Grade 5 Interdisciplinary Lesson Plan

2.! Artifact #4 – Assessing Student Learning

3.! Artifact #5 – ELED Assessment Assignment

Ontario Ministry of Education Curriculum Expectation.

The Ontario Ministry of Education Curriculum expectations are a set of standards

and expectations that teachers in Ontario are expected to meet through each grade level.

This curriculum is similar to that of the of the NY state standards. They were created by

the Ministry of Education to ensure that whether students go to public school, private

school, or home-school they are all still following the same expectations. It is important

for teachers to connect their lessons to these standards to show their school boards and

principals that they are teaching what they are supposed to be teaching.

These artifacts are connected to the Ontario Ministry of Education Curriculum:

1.! Artifact #1 – Grade 5 Interdisciplinary Lesson Plan

2.! Artifact #4 – Assessing Student Learning

3.! Artifact #5 – ELED Assessment Assignment

DOE Claims & CAEP Standards.

The DOE Claims & CAEP Standards are a set of standards set out by Medaille

College and the Council for the Accreditation of Educator Preparation to ensure that, me

as a student, is meeting the necessary expectations of becoming a teacher. The DOE

Claims are set out by Medaille College and they include that Medaille College graduates

know the subject matter, they meet the needs of diverse learners through pedagogy and
best teaching practices and that they are caring individuals. The CAEP Standards are

connected to make sure that teacher candidates understand their responsibility of being a

teacher by committed to the many standards, curriculum, and expectations that the state

or province put out.

These artifacts are connected to the DOE Claims & CAEP Standards:

1.! Artifact #1 – Grade 5 Interdisciplinary Lesson Plan

2.! Artifact #2 – Annotated Bibliography Assignment

3.! Artifact #3 – Pecha Kucha Presentation

4.! Artifact #4 – Assessing Student Learning

5.! Artifact #5 – ELED Assessment Assignment

6.! Artifact #6 – Survey Assignment with Data Analysis

7.! Artifact #7 – Child Abuse and Violence Certifications

8.! Artifact #8 – College Supervisor Summary Performance Evaluation

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

The International Society of Technology Education for Teachers and Students are

a newer set of standards the ensure that teachers are learning what they need to, to teach

technology to their students. It is also to help teachers remember that they need to keep

up with the digital age that our society is now in. We want to make sure that students are

prepared for the what the future holds. These standards are also to make sure that teachers

are using technology in their classroom and getting the necessary training to be able to

use it.
These artifacts are connected to the International Society for Technology Education for

Teachers and Students:

1.! Artifact #1 – Grade 5 Interdisciplinary Lesson Plan

2.! Artifact #2 – Annotated Bibliography Assignment

3.! Artifact #3 – Pecha Kucha Presentation

4.! Artifact #4 – Assessing Student Learning

5.! Artifact #5 – ELED Assessment Assignment

6.! Artifact #6 – Survey Assignment with Data Analysis

7.! Artifact #7 – Child Abuse and Violence Certifications

8.! Artifact #8 – College Supervisor Summary Performance Evaluation

International Literacy Association (ILA) Professional Standards.

The International Literacy Association Professional Standards are a set of

research backed standards that focus on literacy instruction and assessment for all

classroom teachers.

These artifacts are connected to the International Literacy Association Professional

Standards:

1.! Artifact #4 – Assessing Student Learning

2.! Artifact #5 – ELED Assessment Assignment

Council for Exceptional Children (ECE).

The Council for Exceptional Children standards are a set of standards that define

special education and how to serve individuals with exceptionalities.

These artifacts are connected to the Council for Exceptional Children standards:

1.! Artifact #1 – Grade 5 Interdisciplinary Lesson Plan

2.! Artifact #2 – Annotated Bibliography Assignment

3.! Artifact #3 – Pecha Kucha Presentation

4.! Artifact #4 – Assessing Student Learning

5.! Artifact #5 – ELED Assessment Assignment

6.! Artifact #8 – College Supervisor Summary Performance Evaluation

 Section Four: Alignment to Curriculum & Professional Standards Chart

Artifact Title INTASC NYS Code NYS NYS DOE ISTE ILA CEC Ontario Ontario
Standards of Ethics P-12 Common Learning Claims & Standards for International Standards Curriculum Teacher
Standards Core Learning Standards CAEP Teachers Literacy Standards Ethical
for Standards Standards and/or Association Standards
Educators Students Professional
Standards
Artifact #1: Learner & Principle 2: 3.MD.2: Solve P. Physical Claim 1: Teacher N/A Teaching Grade 5: 2.3 Ethic
Learning: Promote problems Sciences Subject Standard 5: and – Use Standard of
Grade 5 Standard #3: Student involving P-PS1-1: Ask matter Educators Assessment scientific Care
Interdisciplin Learning Learning: measurement questions and designs 1.2, 1.4 inquiry/exper
ary Lesson Environments: Educators and estimation of use Claim 2: authentic, imentation
Plan Create create, intervals of time, observations Pedagogy & learner-driven skills to
(Math/Science environments support, and liquid volumes, to test the Best activities and investigate
) that support maintain and masses of claim that Teaching environments changes of
individual and challenging objects. different Practices that recognize state and
collaborative learning kinds of and changes in
learning environment E.P3.1: Observe matter exist CAEP accommodate matter
s for all. and describe as either solid Standards learner
Content: properties of or liquid. 1.1, 1.3 & variability. Grade 5: 3.1
Standard #5: materials, using 1.4 – Identify
Application of appropriate tools. Measuremen Student matter as
Content: t and Data: Standard 5: everything
Engage learners CH.M1.1: Use 5.MD Computational that has mass
in critical algebraic and Thinker and occupies
thinking, geometric space
creativity, and representations
collaborative to describe and Grade 5
problem solving communicate (Math) –
mathematically Determine,
Instructional through
Practice: investigation,
Standard #7: the
Planning for relationship
Instruction: between
Meeting rigorous capacity and
learning goals by volume
drawing upon
knowledge of
 content areas,
curriculum,
cross-disciplinary
skills, and
pedagogy

Artifact #2: Standard #1: Principle 3: N/A N/A Claim 2: Teacher N/A Teaching N/A Ethic
Learner Educators Pedagogy & Standard 7: and Standard of
Annotated Development: commit to Best Educators Assessment Care,
Bibliography The teacher their own Teaching understand and : 1.2 Respect, and
Assignment understands how learning in Practices use data to drive Trust
learners grow order to their instruction
and develop, develop Claim 3: and support
recognizing that their Caring students in
patterns of practice. Educators achieving their
learning and learning goals.
development Principle 6: CAEP
vary individually. Educators Standards Student
advance the 1.1, 1.3 & Standard 1:
Standard #2: intellectual 1.4 Students
Learning and ethical leverage
Differences: The foundation technology to
teachers uses of the take an active
understanding of learning role in choosing,
individual community. achieving and
differences and demonstrating
diverse cultures competency in
and communities their learning
to ensure goals, informed
inclusive by the learning
learning sciences.
environments
that enable each
learner to meet
high standards.
 Standard #7:
Planning for
Instruction:
The teacher plans
instruction that
supports every
student in
meeting rigorous
learning goals.

Standard #9:
Instructional
Strategies: The
teacher engages
in ongoing
professional
learning and uses
evidence to
continually
evaluate his/her
practice.

Artifact #3: Standard #9: Principle 3: N/A N/A Claim 2: Teacher N/A Teaching N/A Ethic
Professional Educators Pedagogy & Standard 3: and Standard of
Pecha Kucha Learning and commit to Best Educators Assessment Care and
Presentation Ethical their own Teaching inspire students 1.2, 1.5 Respect
Practice: The learning in Practices to positively
teacher engages order to contribute to
in ongoing develop Claim 3: and
professional their Caring responsibility
learning and uses practice. Educators participate in the
evidence to digital world.
continually Principle 6: CAEP
evaluate his/her Educators Standards Teacher
practice. advance the 1.1, 1.3 & Standard 6:
intellectual 1.4 Educators
and ethical facilitate
foundation learning with
of the technology to
learning support student
community. achievement of
the 2016 ISTE
 Standards for
Students.

Artifact #4: Standard #1: Principle 1: Grade 6: Write CCLS.ELA. Claim 1: Teacher Element 2.2 Teaching W.1.5: Ethic
Learner Educators informative/expl Literacy Subject Standard 7: and Identify and Standard of
Assessing Development: nurture the anatory texts to W.6.2: Write Matter Educators Element 3.3 Assessment order main Care and
Student The teacher intellectual, examine and informative/e understand and : 1.2 points and Respect
Literacy understands how physical, convey complex xplanatory Claim 2: use data to drive supporting
Learning learners grow emotional, ideas and texts to Pedagogy & their instruction details and
and develop, social and information examine a Best and support group them
recognizing that civic clearly and topic and Teaching students in into units that
patterns of potential of accurately convey ideas, Practices achieving their could be used
learning and each through the concepts, and learning goals. to develop a
development student. effective information Claim 3: structured,
vary individually. selection, through the Caring multi-
Principle 2: organization, and selection, Educators paragraph
Standard #6: Educators analysis of organization, piece of
Assessment: create, content. and analysis CAEP writing, using
The teacher support, and of relevant Standards a variety of
understands and maintain Grade 6: content. 1.1, 1.3 & strategies and
uses multiple challenging Produce clear 1.4 organizationa
methods of learning and coherent CCLS.ELA. l patterns.
assessment to environment writing in which Literacy
engage learners s for all. the development, L.6.1: W.2.3: Use
in their own organization, and Demonstrate vivid and/or
growth, to style are command of figurative
monitor learning appropriate to the language and
progress, and to task, purpose, conventions innovative
guide the and audience. of standard expressions
teacher’s and English to enhance
learner’s decision grammar and interest.
making. usage when
writing or W.3.4: Use
Standard #7: speaking. punctuation
Planning for appropriately
Instruction: CCLS.ELA. to
The teacher plans Literacy communicate
instruction that W.6.4: their intended
supports every Produce clear meaning in
student in and coherent longer and
meeting rigorous writing in now more
learning goals. which the complex
development, sentences,
organization, with a focus
 Standard #8: and style are on the use of:
Instructional appropriate to commas to
Strategies: The task, purpose, separate
teacher and audience. words in a
understands and list or after an
uses a variety of introductory
instructional word or
strategies to phrase;
encourage quotation
learners to marks in
develop deep dialogue; and
understanding of some uses of
content areas and the colon,
their connections, semi-colon
and to build and brackets.
skills to apply
knowledge in
meaningful ways.

Artifact Title INTASC NYS Code NYS NYS DOE ISTE ILA CEC Ontario Ontario
Standards of Ethics P-12 Common Learning Claims & Standards for International Standards Curriculum Teacher
Standards Core Learning Standards CAEP Teachers Literacy Standards Ethical
for Standards Standards and/or Association Standards
Educators Students Professional
Standards
Artifact #5: Standard #1: Principle 1: Grade 2: Read RL.2.5: Claim 1: Teacher Element 2.2 Teaching Grade 5: 2.3 Ethic
Learner Educators and comprehend Describe the Subject Standard 7: and – Use Standard of
ELED Development: nurture the complex literacy overall matter Educators Element 3.3 Assessment scientific Care and
Assessment The teacher intellectual, and structure of a understand and 1.2, 1.4 inquiry/exper Respect
Assignment understands how physical, informational story, Claim 2: use data to drive imentation
learners grow emotional, texts including Pedagogy & their instruction skills to
and develop, social and independently describing Best and support investigate
recognizing that civic and proficiently. how the Teaching students in changes of
patterns of potential of beginning Practices achieving their state and
learning and each Grade 2: introduces the learning goals. changes in
development student. Determine the story and the Claim 3: matter
vary individually. meaning of ending Caring
Principle 2: words and concludes the Educator Grade 5: 3.1
Standard #6: Educators phrases in a text. action. – Identify
Assessment: create, CAEP matter as
The teacher support, and RF.2.4: Read Standards everything
understands and maintain with 1.1, 1.3 & that has mass
uses multiple challenging sufficient 1.4 and occupies
methods of learning accuracy and space
assessment to environment fluency to
engage learners s for all. support Grade 5
in their own comprehensio (Math) –
growth, to n. Determine,
monitor learning through
progress, and to investigation,
guide the the
teacher’s and relationship
learner’s decision between
making. capacity and
volume
Standard #7:
Planning for
Instruction:
The teacher plans
instruction that
supports every
student in
meeting rigorous
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.

Artifact #6: Learner Principle 3: N/A N/A Claim 2: Teacher N/A N/A N/A Ethic
Development: Educators Pedagogy & Standard 7: Standard of
Survey The teacher commit to Best Educators Care
Assignment understands how their own Teaching understand and
with Data learners grow learning in Practices use data to drive
Analysis and develop, order to their instruction
Summary recognizing that develop Claim 3: and support
patterns of their Caring students in
learning and practice. Educators achieving their
development learning goals.
vary individually. Principle 6: CAEP
Educators Standards
Standard #2: advance the 1.1, 1.3 &
Learning intellectual 1.4
Differences: The and ethical
teachers uses foundation
understanding of of the
individual learning
differences and community.
diverse cultures
and communities
to ensure
inclusive
learning
environments
that enable each
learner to meet
high standards.

Standard #9:
Instructional
 Strategies: The
teacher engages
in ongoing
professional
learning and uses
evidence to
continually
evaluate his/her
practice.

Artifact Title INTASC NYS Code NYS NYS DOE ISTE ILA CEC Ontario Ontario
Standards of Ethics P-12 Common Learning Claims & Standards for International Standards Curriculum Teacher
Standards Core Learning Standards CAEP Teachers Literacy Standards Ethical
for Standards Standards and/or Association Standards
Educators Students Professional
Standards
Artifact #7: Standard #9: Principle 3: N/A N/A Claim 2: Teacher N/A N/A N/A Ethic
Professional Educators Pedagogy & Standard 1: Standard of
Child Abuse Learning and commit to Best Educators Trust
and Violence Ethical their own Teaching continually
Certification Practice: The learning in Practices improve their
teaching engages order to practice by
in ongoing develop Claim 3: learning from
professional their Caring and with others
learning and uses practice. Educator and exploring
evidence to proven and
continually Principle 4: CAEP promising
evaluate his/her Educators Standards practices that
practice, collaborate 1.1, 1.3 & leverage
particularly the with 1.4 technology to
effects of his/her colleagues improve student
choices and and other learning.
actions on others. professional
s in the
Standard #10: interest of
Leadership and student
Collaboration: learning.
The teacher seeks
appropriate
leadership roles
and opportunities
to take
responsibility to
student learning,
to collaborate
with learners,
families,
colleagues, other
school
professionals,
and community
members to
ensure learner
growth.
Artifact #8: Standard 3: Principle 3: N/A N/A Claim 2: N/A N/A Teaching N/A Ethic
Learner Educators Pedagogy & and Standard of
College Environment: commit to Best Assessment Care and
Supervisor The teacher their own Teaching : 1.2 Respect
Summary works with learning in Practices
Performance others to create order to
Evaluation environments develop Claim 3:
that support their Caring
individual and practice. Educators
collaborative
learning, and that Principle 4: CAEP
encourage Educators Standards
positive social collaborate 1.1, 1.3 &
interaction, with 1.4
active colleagues
engagement in and other
learning and self professional
motivation. s in the
interest of
Standard #4: student
Content learning.
Knowledge: The
teacher
understands the
central concepts,
tools of inquiry,
and structures of
the disciplines he
or she teaches
and creates
learning
experiences that
make the
discipline
accessible and
meaningful for
learners to assure
mastery of the
content.

Standard #7:
Planning for
Instruction:
The teacher plans
instruction that
supports every
student in
meeting rigorous
learning goals.

Standard #9:
Instructional
Strategies: The
teacher engages
in ongoing
professional
learning and uses
evidence to
continually
evaluate his/her
practice.
Conclusion

Standards and curriculum the guidelines that teachers go by to plan their lessons. Without

them teachers wouldn’t know what they should be teaching. Within teaching there is so much

freedom and the standards give them what they need so they can teacher as they see fit for their

classroom. They are also helpful in keeping all teachers in the United States and Canada stay on

the same path for success. Every teachers goal is the same, to have your kids learn and be

engaged by what they are learning. My goal is to know the curriculum and standards well

enough that I could focus on the less administrative side of teaching; the students.

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