Section Four4

Section Four: Alignment to Curriculum & Professional Standards
Introduction
Work place standards are crucial in every job. In the educational field, there are a variety
of standards that are put in place by different organizations. These include curriculum as well as
professional standards. Curriculum standards are designed to make sure that students will receive
an education that is approved by the government. Curriculum standards ensure that students are
getting an education that will support their learning and success. Professional standards are
adapted to ensure that teachers provide and meet the needs of their students, while also following
a code of ethics that encourages respect for themselves and their co-workers.
In Section Three of the Elementary Portfolio Project, I provided artifacts that showcased my
proficiency as a teacher candidate. The artifacts designed to be aligned with curriculum and
professional standards. Section Four of the Elementary Portfolio Project focuses on the curricular
and professional standards, as well as how my artifacts align within each standard. This section
features a graphic organizer that summarizes the overall alignment of standards for each artifact,
placing a focus on best teaching practices, my ability to teach and support my students, my
ability to design and implement lesson plans that builds on students’ past experiences and
background knowledge, as well as the ability to implement lessons that are appropriate to meet
the needs of all diverse learners, to help them develop and succeed in a safe and healthy
environment.
Curriculum & Professional Educational Standards

INTASC Standards
The Interstate New Teacher Assessment Support Consortium (INTASC) Standards are
designed to prepare and support new teachers to help raise the learning level in the USA. By
providing teachers with the varied opportunities for professional development. The standard
requires teachers to possess and use essential knowledge required to meet these goals.
The INTASC Standards are composed of four main sections, containing ten standards. Each of
the standards are further broken down into subsets. The four main sections are The Learner and
Learning, Content, Instructional Practice and Professional Responsibility. Standards one

through three, Learner Development, Learning Differences, and Learning Environment all fall
under the first main section, The Learner and Learning. Standards four and five, Content
Knowledge and Application of Content fall under the main section of Content Knowledge.
Standards six through eight, Assessment, Planning for Instruction, and Instructional
Strategies, all fall under the section of Instructional Practice. Finally, standards nine and ten,
Professional Learning and Ethical Practice and Leadership and Collaboration fall under the
section of Professional Responsibility.
The artifacts discussed in Section Three of the Elementary Portfolio Project that are
aligned with the INTASC Standards are:
Artifact #1: Annotated Bibliography

Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.
2(a): The teacher designs, adapts, and delivers instruction to address each student’s diverse
learning strengths and needs and creates opportunities for students to demonstrate their learning
in different ways.
Artifact #2: Literacy Lesson plan

Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.
2(j): The teacher understands that learners bring assets for learning based on their individual
experiences, abilities, talents, prior learning, and peer and social group interactions, as well as
language, culture, family, and community values.
Artifact #3: Educational survey

Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self-
motivation.
3(n): The teacher is committed to working with learners, colleagues, families, and communities
to establish positive and supportive learning environments.
Artifact #4: School Violence Prevention and Intervention / Identification and

Reporting of Child Abuse and Maltreatment Certificates
Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others
(learners, families, other professionals, and the community), and adapts practice to meet the
needs of each learner.
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 #5: DASA Certificate

Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others
(learners, families, other professionals, and the community), and adapts practice to meet the
needs of each learner.
9(o) The teacher understands the expectations of the profession including codes of ethics,
professional standards of practice, and relevant law and policy.
Artifact #6: Pecha Kucha Presentation
Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
1(b) The teacher creates developmentally appropriate instruction that takes into account
individual learners’ strengths, interests, and needs and that enables each learner to advance and
accelerate his/ her learning.
Artifact #7: Math Learning Segment

Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
1(b) The teacher creates developmentally appropriate instruction that takes into account
individual learners’ strengths, interests, and needs and that enables each learner to advance and
accelerate his/ her learning.
Artifact #8: Smart Board Assignment

Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic
local and global issues.
5(c): The teacher facilitates learners’ use of current tools and resources to maximize content
learning in varied contexts.
NYS Code of Ethics for Educators

The New York State Code of Ethics is a set of expectations and principles designed to
guide practice while also inspiring professional excellence. It is a set of six principles that speaks
to the core values of the profession of teaching. The principles are for all educators in New York
State schools. The six principles 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 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 their students learning; 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 discussed in Section Three of the Elementary Portfolio Project that are aligned with

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic
potential of each student. Educators promote growth in all students through the
integration of intellectual, physical, emotional, social and civic learning.
Educators respect the inherent dignity and worth of each individual. Educators help students to
value their own identity, learn more about their cultural heritage, and practice social and civic
responsibilities. They help students to reflect on their own learning and connect it to their life
experience.
Artifact #2: Literacy Lesson Plan

potential of each student. Educators promote growth in all students through the
integration of intellectual, physical, emotional, social and civic learning.
Educators respect the inherent dignity and worth of each individual. Educators help students to
value their own identity, learn more about their cultural heritage, and practice social and civic
responsibilities. They help students to reflect on their own learning and connect it to their life
experience. They engage students in activities that encourage diverse approaches and solutions to
issues, while providing a range of ways for students to demonstrate their abilities and learning.

Principle 3: Educators commit to their own learning in order to develop their
practice.
Educators recognize that professional knowledge and development are the foundations of their
practice. They know their subject matter, and they understand how students learn. Educators
respect the reciprocal nature of learning between educators and students. They engage in a
variety of individual and collaborative learning experiences essential to develop professionally
and to promote student learning. They draw on and contribute to various forms of educational
research to improve their own practice.

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. They also recognize how cultural and linguistic heritage,
gender, family, and community shape experience and learning. Educators respect the private
nature of the special knowledge they have about students and their families and use that
knowledge only in the students’ best interests. Thy advocate for fair opportunity for all children.

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. They also recognize how cultural and linguistic heritage,
gender, family and community shape experience and learning. Educators respect the private
nature of the special knowledge they have about students and their families and use that
knowledge only in the students' best interests

potential of each student.
Educators promote growth in all students through the integration of intellectual, physical,
emotional, social and civic learning. They respect the inherent dignity and worth of each
individual. Educators help students to value their own identity, learn more about their cultural
heritage, and practice social and civic responsibilities. They help students to reflect on their own
learning and connect it to their life experience. They engage students in activities that encourage
diverse approaches and solutions to issues, while providing a range of ways for students to
demonstrate their abilities and learning. They foster the development of students who can
analyze, synthesize, evaluate and communicate information effectively.

Principle 2 Educators create, support, and maintain challenging learning
environments for all.
Educators apply their professional knowledge to promote student learning. They know the
curriculum and utilize a range of strategies and assessments to address differences. Educators
develop and implement programs based upon a strong understanding of human development and
learning theory. They support a challenging learning environment. They advocate for necessary
resources to teach to higher levels of learning. They establish and maintain clear standards of
behavior and civility. Educators are role models, displaying the habits of mind and work
necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning
individuals who reflect upon and monitor their own learning.

Principle 3: Educators commit to their own learning in order to develop their
practice.
Educators recognize that professional knowledge and development are the foundations of their
practice. They know their subject matter, and they understand how students learn. Educators
respect the reciprocal nature of learning between educators and students. They engage in a
variety of individual and collaborative learning experiences essential to develop professionally
and to promote student learning. They draw on and contribute to various forms of educational
research to improve their own practice.
Ontario Teacher Ethical Standards

The Ontario Teachers Ethical Standards represent a vision of professional practice. At the
heart of a strong and effective teaching profession is a commitment to students and their
learning. Members of the Ontario College of 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 Ontario Teachers Ethical
Standards possess four professional strands, care, respect, trust, and integrity. The purpose of the
ethical standards for the teaching profession are to inspire members to reflect and uphold the
honour and dignity of the teaching profession, to identify the ethical responsibilities and
commitments in the teaching profession, to guide ethical decisions and actions in the teaching
profession, and to promote public trust and confidence in the teaching profession.
The artifacts discussed in Section Three of the Elementary Portfolio Project that are aligned with
the Ontario Teacher Ethical Standards are:

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
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.
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.

honor human dignity, emotional wellness and cognitive development. In their professional
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.
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.
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
RESPECT: Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members
freedom, democracy and the environment

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

developing students’ potential. Members express their commitment to students’ well-being and
P-12 NYS Common Core Learning Standards (ELA, Math and Science)
The New York State Common Core Learning Standards define general expectations that must be
met for students in Grades K-12. These standards were designed to provide students with
appropriate education expectations that include higher order skills required by students.
Artifacts discussed in Section Three of the Elementary Portfolio Project that are connected to the
P-12 NYS common core standards include:

Grade 1
Standards:
RL. 1. 9 - Integration of Knowledge and Ideas:
Compare and contrast the adventures and experiences of characters in stories. With prompting
and support, students will make cultural connections to text and self.
RL. 1. 11 - Responding: literature:
Make connections between self, text, and the world around them (text, media, social interaction).

Standards:
Measurement and Data
Grade 1
NYS 1. MD.1
Order three objects by length; compare the lengths of two objects indirectly by using a
third object.
NYS 1. MD.2:
Express the length of an object as a whole number of length units, by laying multiple
copies of a shorter object (the length unit) end to end; understand that the length
measurement of an object is the number of same-size length units that span it with no gaps
or overlaps. Limit to contexts where the object being measured is spanned by a whole
number of length units with no gaps or overlaps

Grade one science
P-LS1-1.
Observe familiar plants and animals including humans and describe what they need to survive.
Ontario Ministry of Education Curriculum Expectation.

Ontario is committed to the success and well-being of every student and child. Learners in the
province's education system will develop the knowledge, skills and characteristics that will lead
them to become personally successful, economically productive and actively engaged citizens.
Ontario will develop a high-quality teaching profession and strong leadership at all levels of the
system. The system is characterized by high expectations and success for all. Achieving
Excellence builds on the education system's three current priorities: increasing student
achievement, closing gaps in student achievement and increasing public confidence in publicly
funded education. It encompasses these goals and reaches deeper and broader, raising
expectations both for the system and for the potential of our children and students.The artifacts
discussed in Section Three of the Elementary Portfolio Project that are aligned with the Ontario
Teacher Ethical Standards are:
Standards:
Grade 1:
Extending Understanding 1.6

Extend understanding of oral texts by connecting the ideas in them to their own knowledge and
experience; to other familiar texts, including print and visual texts; and to the world around them
Clarity and Coherence 2.3:
Communicate ideas and information orally in a clear, coherent manner.

Grade 1: Measurement relationships
Compare two or three objects using measurable attributes (e.g., length, height, width, area,
temperature, mass, capacity), and describe the objects using relative terms (e.g., taller, heavier,
faster, bigger, warmer; “If I put an eraser, a pencil, and a meter stick beside each other, I can see
that the eraser is shortest and the meter stick is longest.”
Attributes, Units, and Measurement Sense.
-Demonstrate an understanding of the use of non-standard units of the same size (e.g., straws,
index cards) for measuring (Sample problem: Measure the length of your desk in different ways;
for example, by using several different non-standard units or by starting measurements from
opposite ends of the desk. Discuss your findings.).
-Estimate, measure (i.e., by placing nonstandard units repeatedly, without overlaps or gaps), and
record lengths, heights, and distances (e.g., a book is about 10 paper clips wide; a pencil is about
3 toothpicks long);

Grade one science
Needs and characteristics of living things
2. Developing Investigation and Communication Skills
2.2 investigate and compare the basic needs of humans and other living things, including the
need for air, water, food, warmth, and space, using a variety of methods and resources (e.g., prior
knowledge, personal experience, discussion, books, videos/DVDs, CD-ROMs
NYS Learning Standards

NYS are not the core standards but still a very important part, it encompasses all educational and
professional standards for both teachers and students. The artifacts discussed in Section Three of
the Elementary Portfolio Project that are aligned with the NYS Learning Standards are:
Standard 2:
Language for Literary Response and Expression Students will read and listen to oral, written, and
electronically produced texts and performances from American and world literature; relate texts
and performances to their own lives; and develop an understanding of the diverse
social, historical, and cultural dimensions the texts and performances represent. As speakers and
writers, students will use oral and written language that follows the accepted conventions of the
English language for self-expression and artistic creation.

Standard 3:
Math
Mathematics (Revised 2005) Students will understand the concepts of and become proficient
with the skills of mathematics; communicate and reason mathematically; become problem
solvers by using appropriate tools and strategies; through the integrated study of number sense
and operations, algebra, geometry, measurement, and statistics and probability.

Standard 4:
Science
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
ILA International Literacy Association Professional Standards

To support accreditation of outstanding teacher preparation programs, ILA is a specialty
professional association (SPA) of the Council for the Accreditation of Educator Preparation
(CAEP), the consolidation of the former National Council for Accreditation of Teacher
Education (NCATE) and the former Teacher Education Accreditation Council (TEAC).
Excellent teaching can only be delivered by excellent teachers—professionals who are ready to
meet the challenges of today's classrooms and to help all children succeed. That's why ILA
strongly advocates for outstanding teacher education and actively participates in organizations
dedicated to ensuring high-quality educator preparation. The artifact discussed in Section Three
of the Elementary Portfolio Project that is aligned with the ILA International Literacy
Association Professional Standards is:
2: Curriculum and Instruction
Candidates use foundational knowledge to critique and implement literacy curricula to meet the
needs of all learners and to design, implement, and evaluate evidence-based literacy instruction
for all learners.
International Society for Technology Education for Teachers and Students (ISTE)
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. The artifact discussed in Section
Three of the Elementary Portfolio Project that is aligned with the International Society for
Technology Education for Teachers and Students (ISTE) is:
Student:
1c. Empowered learner
Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
Educator:
2c-Leadder
DOE Claims and CAEP Standards
Model for colleagues the identification, exploration, evaluation, curation, and adoption of new
digital resources and tools for learning.
The School of Education at Medaille College is focused on a career-oriented curriculum building
on a liberal arts and sciences foundation to guide students toward initial and professional
certification. The staff and faculty are dedicated to graduating students who are effective
teachers, reflective practitioners and scholars guided by constructivist approaches to learning and
teaching. The artifact discussed in Section Three of the Elementary Portfolio Project that is
aligned with the DOE/CAEP Claims are:

Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices (TEAC QP 1.2).
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
pedagogy and best teaching practices (TEAC QP 1.2).
Artifact #4: School Violence Prevention and Intervention / Identification and Reporting of
Child Abuse and Maltreatment Certificates
Claim 1: Medaille College graduates know the subject matter in their certification area(s).
pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

Claim 3: Medaille College graduates are caring educators.

Claim 1: Medaille College graduates know the subject matter in their certification area(s)
(TEAC Quality Principal QP 1.1).

Council for Exceptional Children (CEC)

Professional special educators are guided by the CEC professional ethical principles,
practice standards, and professional policies in ways that respect the diverse characteristics and
needs of individuals with exceptionalities and their families. They are committed to upholding
and advancing principles to maintain challenging expectations for individuals with
exceptionalities, to maintain a high level of professional competence and integrity, and to
promote meaningful and inclusive participation of individuals with exceptionalities in their
schools and communities. The artifact discussed in Section Three of the Elementary Portfolio
Project that is aligned with the Council for Exceptional Children (CEC)
Claims are:

3. Promoting meaningful and inclusive participation of individuals with exceptionalities in their
schools and communities.
2.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.

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.

2.Maintaining challenging expectation 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.

1.Promoting meaningful and inclusive participation of individuals with exceptionalities in their
schools and communities.

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Section Four4

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Section Four: Alignment to Curriculum & Professional Standards

Curriculum & Professional Educational Standards

Learning, Content, Instructional Practice and Professional Responsibility. Standards one

Artifact #1: Annotated Bibliography

Artifact #2: Literacy Lesson plan

Artifact #3: Educational survey

Artifact #4: School Violence Prevention and Intervention / Identification and

Standard #9: Professional Learning and Ethical Practice

Artifact #5: DASA Certificate

Artifact #7: Math Learning Segment

Artifact #8: Smart Board Assignment

NYS Code of Ethics for Educators

Artifact #1: Annotated Bibliography

Artifact #2: Literacy Lesson Plan

Artifact #3: Educational survey

Artifact #4: School Violence Prevention and Intervention / Identification and

Artifact #5: DASA Certificate

Artifact #6: Pecha Kucha Presentation

Artifact #7: Math Learning Segment

Artifact #8: Smart Board Assignment

Ontario Teacher Ethical Standards

Artifact #1: Annotated Bibliography

Artifact #2: Literacy Lesson Plan

Artifact #4: School Violence Prevention and Intervention / Identification and

Artifact #7: Math Learning Segment

Artifact #8: Smart Board Assignment

Artifact #2: Literacy Lesson Plan

Artifact #7: Math Learning Segment

Artifact #8: Smart Board Assignment

Ontario Ministry of Education Curriculum Expectation.

Extending Understanding 1.6

Artifact #7: Math Learning Segment

Attributes, Units, and Measurement Sense.

Artifact #8: Smart Board Assignment

NYS Learning Standards

Artifact #2: Literacy Lesson Plan

Artifact #7: Math Learning Segment

Artifact #8: Smart Board Assignment

ILA International Literacy Association Professional Standards

2: Curriculum and Instruction

1c. Empowered learner

Artifact #1: Annotated Bibliography

Artifact #5: DASA Certificate

Artifact #6: Pecha Kucha Presentation

Artifact #7: Math Learning Segment

Artifact #8: Smart Board Assignment

Council for Exceptional Children (CEC)

Artifact #1: Annotated Bibliography

Artifact #6: Pecha Kucha Presentation

Artifact #7: Math Learning Segment

Artifact #8: Smart Board Assignment

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