Section Four:

Alignment to Curriculum & Professional Standards

Introduction
It is commonplace in any profession to have work place standards. The profession of
teaching is no exception. The teaching profession contains curriculum and professional
standards. The curriculum standards are put in place for all teachers adhere to in order to provide
the students with an appropriate, uniform and government approved educational background that
will enable the students to embark on future educational endeavors.
The Professional standards are put in place to ensure that students are cared for in an
appropriate manner and that teachers understand and abide by a code of ethics for themselves,
their colleagues and the educational institution. Section three provided you the reader with
artifacts developed by myself. Those artifacts and the alignments to the curriculum and
professional standards were outlined in individual sub-sections. Section four of the M.S. Ed.
portfolio project will address the alignment of curriculum and professional standards through my
knowledge and ability as a teacher candidate for the role of a professional teacher. Section four
also contain a graphic organizer in the form of a chart that depicts the curriculum and
professional standards to assist with relaying my pedagogical knowledge, best teaching practices,
student motivation and my ability to be a supportive teacher candidate.

Curriculum & Professional Educational Standards

INTASC Standards
The Interstate New Teacher Assessment Support Consortium Standards (INTASC) is
designed to display improved student achievement through the effectiveness of best teaching
practices. The standards represent the teaching guide towards transforming the education system
to meet the needs of the learners. The INTASC Standard contains four sections that encompass
ten standards and are further broken down into three distinct color coded sub-categories
pertaining to performance, essential knowledge and critical disposition. The four sections are
The Learner and Learning, Content, Instructional Practice, and Professional Responsibility.
Standards one to three are Learner Development, Learning Differences, and Learning
Environments. Standards four and Five are Content Knowledge and Application of Content.
Standards six to eight are Assessment, Planning for Instruction and Instructional Strategies.
Standards nine and ten are Professional Learning and Ethical Practice, and Leadership and
Collaboration.
The artifacts outlined in section three of the portfolio project that connect to the INTASC
Standards are:
Artifact #1: DASA Certificate for Standard #9: Professional Learning and Ethical
Practice. 9(o)-The teacher understands the expectations of the profession including codes of
ethics, professional standards of practice, and relevant law and policy.
Artifact #2: School Violence Prevention and Intervention / Identification and Reporting
of Child Abuse and Maltreatment Certificates for Standard #9: Professional Learning and Ethical
Practice. 9(o)-The teacher understands the expectations of the profession including codes of
ethics, professional standards of practice, and relevant law and policy.

Artifact #3: Pecha Kucha Presentation for Standard #1: Learner Development. 1(d)-The
teacher understands how learning occurs--how learners construct knowledge, acquire skills, and
develop disciplined thinking processes--and knows how to use instructional strategies that
promote student learning.
Artifact #4: Educational Survey for Standard #1: Learner Development. 1(d)-The
teacher understands how learning occurs--how learners construct knowledge, acquire skills, and
develop disciplined thinking processes--and knows how to use instructional strategies that
promote student learning
Artifact #5: Cyber Safety Digital Citizenship for Standard #9: Professional Learning and
Ethical Practice. 9(h)-The teacher knows how to use learner data to analyze practice and
differentiate instruction accordingly
Artifact #6: Guided Reading Lesson Plan for Standard #4: Content Knowledge.
Artifact #7: Science Experiment Presentation for Standard #3: Learning Environments
Artifact #8: Health and Physical Education Unit and 5 Lesson Plans for Standard #8:
Instructional Strategies.

NYS Code of Ethics for Educators

This professional standard is expectations and principles to guide, practice and inspire
professional excellence. The standards embrace the core values of the teaching profession. This
standard is comprised of six principals. The principals are; Principle 1: Educators nurture the
intellectual, physical, emotional, social and civic potential of every student. Principle 2:
Educators create support and maintain challenging learning environment 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 their students leaning.
Principle 5: Educators collaborate with parents and community, building trust and
confidentiality. Principle 6: Educators advance an intellectual and ethical foundation of the
learning community.
The artifacts introduced in section three that connect with this professional standard are:
Artifact #1: DASA Certificate for Principle 5: Educators collaborate with parents and
community, building trust and respecting confidentiality.
Artifact #2: School Violence Prevention and Intervention / Identification and Reporting
of Child Abuse and Maltreatment Certificates for Principle 5: Educators collaborate with parents
and community, building trust and respecting confidentiality.
Artifact #3: Pecha Kucha Presentation for Principle 1: Educators nurture the intellectual,
physical, emotional, social, and civic potential of each student.
Artifact #4: Educational Survey for Principle 3: Educators commit to their own learning
in order to develop their practice.
Artifact #5: Cyber Safety Digital Citizenship for Principle 3: Educators commit to their
own learning in order to develop their practice.
Artifact #6: Guided Reading Lesson Plan for Principle 1: Educators nurture the
intellectual, physical, emotional, social, and civic potential of each student.
Artifact #7: Science Experiment Presentation for Principle 2: Educators create, support,
and maintain challenging learning environments for all.
Artifact #8: Health and Physical Education Unit and 5 Lesson Plans for Principle 1:
Educators nurture the intellectual, physical, emotional, social, and civic potential of each student.

Ontario Teacher Ethical Standards

The Ontario Teachers Ethical Standards possess four professional strands, CARE: The
ethical standard of Care includes compassion, acceptance, interest and insight for developing
students' potential. Members express their commitment to students' wellbeing and learning
through positive influence, professional judgment and empathy in practice. RESPECT: Intrinsic
to the ethical standard of Respect are trust and fair-mindedness. Members honor 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: The ethical standard of 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 of Integrity. Continual reflection assists members in exercising integrity in their
professional commitments and responsibilities.
The artifacts that connected with this professional standard are:
Artifact #1: DASA Certificate for Trust: The ethical standard of Trust embodies fairness
openness and honesty. Members professional relationships with students, colleagues, parents,
guardians and the public are based on trust.
Artifact #2: School Violence Prevention and Intervention / Identification and Reporting
of Child Abuse and Maltreatment Certificates for Trust: The ethical standard of Trust embodies
fairness openness and honesty. Members professional relationships with students, colleagues,
parents, guardians and the public are based on trust.
Artifact #3: Pecha Kucha Presentation for CARE: The ethical standard of 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 of Respect are
trust and fair-mindedness. Members honor 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.
Artifact #4: Educational Survey for INTEGRITY: Honesty, reliability and moral action
are embodied in the ethical standard of Integrity. Continual reflection assists members in
exercising integrity in their professional commitments and responsibilities.
Artifact #5: Cyber Safety Digital Citizenship for INTEGRITY: Honesty, reliability and
moral action are embodied in the ethical standard of Integrity. Continual reflection assists
members in exercising integrity in their professional commitments and responsibilities.
Artifact #6: Guided Reading Lesson Plan for CARE: The ethical standard
of 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 #7: Science Experiment Presentation for CARE: The ethical standard
of 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: Health and Physical Education Unit and 5 Lesson Plans for CARE: The

ethical standard of 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.
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies)
This standard is a key part of a much larger picture towards educational reform. The
Common Core Learning Standards have been developed to warrant that students are college and
career equipped upon graduation from high school. The artifacts outlined in section three are
connected to the curriculum standards in the following manner:
Artifact #6: Guided Reading Lesson Plan for:
A. Standards:
New York Speaking and Listening Standards K 5, Grade 1 - Comprehension and
Collaboration
1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions
(e.g., listening to others with care, speaking one at a time about the topics and texts under
discussion). b. Build on others talk in conversations by responding to the comments of others
through multiple exchanges.
Artifact # 7: Science Experiment Presentation for:
NYS P-12 ELA Common Core Standards ELA & Literacy
Standard Strand: Writing
Grade: 6
Topic Strand: Research to Build and Present Knowledge
Item Number and Statement:

7. Conduct short research projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate.

NYS Learning Standards

These NYS learning curriculum standards although not the core standards are still an
integral part of educational reform program that encompasses all education and professional
standards for students and teachers. The following artifacts from section three are displayed
below as connections to the NYS learning standards:
Artifact #7: Science Experiment Presentation for:
New York State Standards for Elementary Science
Standard 4: The Physical Setting
Key Idea: 4 Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator:
4.3a In chemical reactions, energy is transferred into or out of a system. Light, electricity, or
mechanical motion may be involved in such transfers in addition to heat.
Artifact #8: Health and Physical Education Unit and 5 Lesson Plans for:
A. Standards:
New York Standard 1 Personal Health and Fitness Elementary Physical Education
1. Students will perform basic motor and manipulative skills. They will attain competency in a
variety of physical activities and proficiency in a few select complex motor and sports activities.
Students will design personal fitness programs to improve cardiorespiratory endurance,
flexibility, muscular strength, endurance, and body composition.

Demonstrate mastery of fundamental motor, non-loco motor, and manipulative skills, and
understand fundamental principles of movement.

v Apply the concepts and principles of human movement to the development of new skills.

Ontario Ministry of Education Expectation

The goal of the Ontario ministry of education is to enable children, youth and adults to
develop the skills and the knowledge that will lead them to become personally successful,
economically productive and actively engaged citizens. They wish to be a part of the process
that will inspire children and youth to become capable adults and fully engaged citizens, ready
and able to contribute to their families and communities. This vision looks towards the
production of motivated innovators, community builders, creative talent, skilled workers,
entrepreneurs and leaders of tomorrow. The artifacts selected in section three will be displayed
here with there connections to the Ontario curriculum standards:
Artifact #6: Guided Reading Lesson Plan for:
A. Standards:
Ontario Oral Communication Grade 1 Listening to Understand Comprehension Strategies
1.3 Identify a few listening comprehension strategies and use them before, during, and after
listening in order to under- stand and clarify the meaning of oral texts, initially with support and
direction (e.g., use background knowledge, familiar word order, and context to make predictions
about content or vocabulary before listening to an oral text; think about what known words
might be related to the topic; ask questions to check under- standing during and after listening;
create mental pictures while listening to a read- aloud and draw or talk about what they

visualized; retell the important information presented in a class discussion or a think-pair-share

activity)
Artifact #7: Science Experiment Presentation for:
A. Standards:
Ontario Standards, NY State Standards, NYS P-12 Common Core Standards
Ontario Standards: Science and Technology
Overall Expectations:
By the end of Grade 6, students will:
2 investigate the characteristics of static and current electricity, and construct simple
circuits.
Specific Expectations:
By the end of Grade 6, students will:
2.3 use scientific inquiry/experimentation skills to investigate the characteristics of
static electricity.
2.4 design, build, and test a device that produces electricity.
2.6 use appropriate science and technology vocabulary, including current, battery, circuit,
transform, static, electrostatic, and energy, in oral and written communication.
Artifact #8: Health and Physical Education Unit and 5 Lesson Plans for:

A. Standards:
Ontario Grade 6 Health and Physical Education - B. Movement Competence: Skills, Concepts,
and Strategies.
B1.2 perform a wide variety of loco motor movements, in combination, at different speeds, in
different directions, and using different pathways, while moving around others and/or equipment.
B1.3 send and receive a variety of objects, adjusting for speed and distance, while applying
basic principles of movement.

TEAC/CAEP Claims
This professional standard details that the quality of my accomplishments as a graduate
who is professionally ready and competent to become a professional teacher. The artifacts
depicted below are from section three of my portfolio project and will display their connections
to the TEAC/CAEP Claims of professional standards:
Artifact #1: DASA Certificate for:

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 #2: School Violence Prevention and Intervention / Identification and Reporting

of Child Abuse and Maltreatment Certificates for:

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
Artifact #3: Pecha Kucha Presentation for:

Claim 3: Medaille College graduates are caring educators.

Artifact #4: Educational Survey for:

Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices

Artifact #5: Cyber Safety Digital Citizenship for:

Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices
Artifact #6: Guided Reading Lesson Plan for:

Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices
Artifact #7: Science Experiment Presentation for:

Claim 1: Medaille College graduates know the subject matter in their certification
area(s)
Artifact #8: Health and Physical Education Unit and 5 Lesson Plans for:

Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices

International Society for Technology Education for Teachers and Students (ISTE)
This is a very unique standard as it pertains to the use of technology and its guidelines,
expectations and professional standards are broken down for students and teachers. The stage of
development for learning, teaching and leading in the digital age is upon us. This initiative is
imperative and connections to the standards of my artifacts from section three can be found
below:
Artifact #5: Cyber Safety Digital Citizenship for:
Student
4.d. Use multiple processes and diverse perspectives to explore alternative solutions
Teacher
2.a. Design or adapt relevant learning experiences that incorporate digital tolls and
resources to promote student learning and creativity
Artifact #7: Science Experiment Presentation for:
Student
4.d. Use multiple processes and diverse perspectives to explore alternative solutions
Teacher
2.a. Design or adapt relevant learning experiences that incorporate digital tolls and
resources to promote student learning and creativity

Council for Exceptional Children (ECE)

This professional standard and curriculum standard advocates on behalf of children with
exceptionalities. The principals are outlined from A to L under Special Education Professional
Ethical Principles. The Council for Exceptional Children explores policy issues, develops

appropriate responses to those issues and influences local, state, provincial and federal legislation
for the purpose of ensuring that all members of our educational communities, needs are being
met. The artifacts outlined in section three of the portfolio are depicted via connections below:
Artifact #3: Pecha Kucha Presentation for:
Special Education Professional Ethical Principles
B. Maintaining a high level of professional competence and integrity and exercising professional
judgment to benefit individuals with exceptionalities and their families.
Artifact #6: Guided Reading Lesson Plan for:
Special Education Professional Ethical Principles
J. Advocating for professional conditions and resources that will improve learning outcomes of
individuals with exceptionalities.
Artifact #8: Health and Physical Education Unit and 5 Lesson Plans for:
Special Education Professional Ethical Principles
C. Promoting meaningful and inclusive participation of individuals with exceptionalities in their
schools and communities.

Conclusion
Section four has been a collection of curriculum and professional standards that have
been connected to the artifacts shared in section three. Section four has highlighted my
connections to curriculum and professional standards and thus demonstrating my pedagogical
competencies along with my best teaching practices, student motivation, abilities in caring, and
knowledge of subject matters. Section five will complete my portfolio project as I share my

reflection upon the portfolio process and my educational experiences in M.S. Ed. program at
Medaille.