Professional Documents
Culture Documents
Introduction
This section, Section Four, will provide you with further details on the curriculum and
professional standards and how these align to my artifacts. Standards are well-researched
principles by educators used to guide teachers on what and how they should teach. Moreover,
they include skills and expectations of what students should learn over the year.
In this section, I will define and provide you with an overview of each standard and
which artifacts align to each. The purpose of this section is to demonstrate that each of my
artifacts aligns with standards that are grade-level appropriate, take into account a variety of
learners - including students with special needs, and that I follow a set of principles and ethics in
INTASC Standards.
national and state agencies, who help reform, certify and continued professional development of
#1 Learner Development – the teacher understands how learners gain knowledge, grow
and develop, and “designs and implements developmentally appropriate and challenging learning
experiences.” (Intasc, 2013, p. 8)
#5 Application of Content – The teacher can connect concepts across curriculums and
help students think critically, creatively and collaboratively.
#6 Assessment – The teacher uses various means to assess students for understanding.
#7 Planning for Instruction – The teacher plans for instruction that allows each student to
meet their learning objective, by using a variety of strategies and skills and knowing their
students’ abilities.
#8 Instructional Strategies – The teacher knows his learners and uses a variety of
instructional strategies to afford his students the opportunity to achieve their academic goals.
There are six core values or principles outlined in the Code of Ethics. They are
designed to guide educators in their professional conduct and development. The
Principles are:
Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic
potential of each student.
Principle 5: Educators collaborate with parents and community, building trust and
respecting confidentiality.
Principle 6: Educators advance the intellectual and ethical foundation of the learning
community.
These standards are designed to uphold the integrity of teachers in their professional
conduct in the Province of Ontario. As teachers are in a position of trust, these standards guide
the teachers’ ethics and judgement with students, parents and coworkers. There are four pillars to
these standards. They are: Care, Respect, Trust and Dignity.
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).
The NYS Common Core State Standards, are the expectations of what each student in
each grade should know by the end of their grade. It is a United States initiative that has been
adopted by many States within the US. The Common Core is a set of standards for ELA, Math
The NYS Learning Standards, are the standards set forth by the NYS Department of
Education. It is designed to outline all aspects of the curriculum which students should know at
the end of the school year. It includes all curriculum courses. The following artifacts align with
these Standards:
The Ontario Ministry of Education sets guidelines for standards and student expectations
from Kindergarten to Grade 12. The guidelines are designed basedo n extensive research and
teachers are expected to cover the curriculum content by the end of the year. Students are
expected to know what is outlined in their grade curriculum by the end of the school year. The
following artifacts align with these Standards:
The CAEP standards are a set of standards that outline a teacher candidate’s preparedness
for the teaching profession. It outline’s the steps the accrediting school has taken to ensure a
candidate is ready for the teaching profession. The following artifacts align to these standards:
Artifact #1: Annotated Bibliography
International Society for Technology Education for Teachers and Students (ISTE).
The ISTE Standards are standards that guide teachers on use of technology in the
classroom. It gives teachers a guideline on how to best accomplish learning in the classroom for
their students. It also sets out to ensure that teachers are using technology appropriately and as a
creative way to deliver instruction. The ISTE Standards for students ensures that students are
using technology to create analyze and research. The following artifacts align to these standards:
using these standards, educators can create lessons and assess for student understanding under a
ubiquitous set of ideals that takes into account cognitive development. The following artifacts
The CEC is a policy and advocacy group created to be the voice of children with special
needs. It is a set of standards of the expectations of educators who work with children with
special needs. The objective of these standards is to ensure students with special needs receive an
exceptional education by qualified special ed teachers. The following artifacts align to these
standards:
Directions: List each artifact that you have included in Section Three: Teacher Candidate Artifacts of your portfolio project.
Include the standard title, number, and key words needed to identify the standard accurately and provide meaningful context. This
chart should align with the curriculum and professional standard information that you have included in your rationale for each
artifact in Section Three.
Artifact Title INTASC NYS Code NYS NYS DOE ISTE ILA CEC Ontario Ontario
Standards of Ethics P-12 Common Learning Claims & Standards International Standards Curriculum Teacher
Standards Core Learning Standards CAEP for Literacy Standards Ethical
for Standards Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
Standard #3: Principle 3: W.5.3. Write English Claim 3: Standard Standard 1: N/A Grade 5, Ethic
Artifact #1: Learning Promote narratives Language provider #1a: Set Foundational Language, Standard
Environments Collaborati W.5.3. (a) ARTS: demonstra professiona Knowledge Writing: of Care
Annotated ve Learning Orient the Standard 2: tes the l learning Form 5.2.1
Bibliography reader Language impact of goals Standard 2: write longer
Instructional for Literary Curriculum
its Standard and more
Practices: Response and Instruction
Reading completer #1b Stay complex texts
Standard #8 and
Literature s on P-12 current
Instructional Expression Standard 5:
RL.1.3 student with
Strategies Literate
Describe learning research.
8 a) Environment
Characters,
and
Setting, and
developm Student
Major Events
ent Standard 1:
in a Story
Creativity
Using Detail
and
innovation.
Artifact #2: Standard #1: Principle Language Standard 1: Claim 4 Standard Standard 1: N/A Grade 3 Ethic
Learner #1, Arts, Grade 3 Language provider #1a: Set Foundational Language, Standard
ELED Development nurture the RF.3.4 for demonstra professiona Knowledge Reading. of Care
Assessment Standard #2 intellectual Reading with Information tes the l learning Reading
and Learning Fluency and impact of goals Standard 2: Familiar
Instruction Understandi Curriculum
Differences its Words - 3.1
Plan ng and Instruction
9
completer
s 5: Learners
and the
Literacy
Environment
Artifact #3: Standard #1: Principle RI.5.9 – Standard 1: Claim #1 Educators 2.2: Use Standrads Grade 7 - Ethic
Learner #1 nurture Integrate Language knowledg Standard appropriate 2.2 and Comprehensi Standard
Literacy Development the information for e #5 a) Use and varied 2.3 of the on Strategies of Care
Lesson Plan – Standard #2 intellectual Information technology instruction Standards
Summarizing and 1.3
Learning RI.4.2 – to create, for the
Understandi
Differences Principle Determine the adapt and Preparatio
ng
Standard #3: #2 create, main idea personalize n of
Learning support, learning Advanced
Environment and experience Gifted
s maintain Students: Education
Standard Specialists
#1 .
Students
leverage
technology
Artifact #4: Standards: Principle N/A Standard 1: N/A N/A N/A Standards N/A Care
2(b) #1 Language 1. Respect
Pecha Kucha 2(h) nurture the for Maintaini
on Cerebral intellectual Information ng
Palsy and challengin
Understandi
g
ng
expectatio
ns
2.
Maintaini
ng a high
level of
profession
al
competenc
e
10
Artifact # 5 Standards #1 Standards Grade 1 - Standard 3 – Claim #1 Educators: N/A N/A Grade 1 - Care
a), b), d) e), #1 and #2 1.MD.3 – Mathematics knowledg 1a: Set Read
Math: Telling f) Standard Telling time e professiona demonstratio
Time #2 Become l learning
proficient n digital
Grade 2 – goals Grade 2 - Tell
2.MD.7 and write
Telling Time time to the
quarter-hour
Artifact #6 Standards #1 Standards Grade 2 – Standard 2: Claim # 1 Educators N/A N/A Grade 2 – Care
a), b), c), e) #1 and #2 2.2.7 - World Knowledg Standard B.1.1.
Communities History e #5 a) Use compare
around the Standard 3: technology selected
world Geography to create, communities
adapt and from around
personalize the world
learning
experience
Students:
Standard
#1
Students
leverage
technology
Artifact # 7 Standard #1: Principle Grade 6 ELA Claim #1 N/A 3.2: Select, N/A Grade 6 Care
Assessing how learners #1 and #2: W.6.2 Standard 2: Knowledg develop, Literacy
Student grow and nurture the W.6.4 Language e administer W.6.2.1
Literacy develop intellectual W.6.7 for Literary 3.3: Use W.6.2.2
create, Response assessment W.6.2.3
support, and information W.6.2.4
and Expression W.6.2.5
maintain W.6.3.4
challengin W.6.3.5
g
11
Conclusion
The curriculum is in place to serve as a guide for teachers to follow throughout the year
to ensure they are teaching material mandated by the state or Province. When creating instruction
and activities, it is important for teachers to refer to the curriculum for their grade to ensure their
align my lessons, units and activities to the specific curriculum. I make sure I cover the
curriculum. Moreover, when creating a lesson plan, it is important that the teacher refer to the
curriculum first, and not try to match and shoehorn the curriculum into their already-built lesson.