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Section Four: Alignment to Curriculum & Professional Standards

Introduction

In this section I will present knowledge of and the ability to align curriculum and

professional standards to daily work and responsibilities that are expected of an elementary

teacher. I will define the required standards and their purposes, as well as make connections to

the artifacts that I have included in my portfolio. This work will provide evidence of my

pedagogy, best teaching practices, subject matter knowledge and ability to be a caring,

supportive, and effective teacher. The curriculum and professional standards to be addressed

include: New York State P-12 Common Core, New York State Learning Standards, New York

State Code of Ethics for Educators, InTASC, ISTE, CEC, the DOE Claims and CAEP Standards.

To ensure that a higher level of learning is achieved, it is essential that future educators like

myself make sure that we align learning to standards. This section will highlight the importance

of these curriculum and professional standards, as well as, how they are connected and aligned to

the artifacts of this portfolio. I will also further define the importance of these curriculum and

professional standards as they relate to teaching and student learning. This information will also

be presented in a curriculum and professional standards chart.

Curriculum & Professional Educational Standards

INTASC Standards

The Interstate Teacher Assessment and Support Consortium (InTASC) identify ten

standards of the knowledge, dispositions, and skills expected of effective teachers. The standards

describe what future educators should know, how they should perform, and the necessary

disposition for effective teaching. The main purpose of the InTASC Standards is to prepare and

support new teachers with professional development.

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The following artifacts from the previous section connect with the InTASC standards:

 Artifact #2: Literacy Lesson Plan

 Artifact #3: Author Study

 Artifact #4: Pecha Kucha Presentation

 Artifact #5: Science Experiment Lesson Plan

 Artifact #6: Annotated Bibliography

 Artifact #7: Cultural Awareness Proposal

 Artifact #8: Dignity for All Students Act Training & Certificate

NYS Code of Ethics for Educators

The NYS Code of Ethics for Educators sets clear expectations and principles to guide

practice and inspire professional excellence for educators. To ensure that students receive a fair,

honest, and uncompromising education, educators must follow a professional code of ethics. The

NYS Code of Ethics summaries teachers' main responsibilities to their students and describes

their role in students' lives.

The following artifacts from the previous section connect with the NYS Code of Ethics

for Educators:

 Artifact #1: Weebly Website

 Artifact #2: Literacy Lesson Plan

 Artifact #3: Author Study

 Artifact #4: Pecha Kucha Presentation

 Artifact #5: Science Experiment Lesson Plan

 Artifact #6: Annotated Bibliography

 Artifact #7: Cultural Awareness Proposal

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 Artifact #8: Dignity for All Students Act Training & Certificate

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

The New York State P-12 Common Core Learning Standards (CCLS) are internationally-

benchmarked and evidence-based standards. These standards function as a reliable set of

expectations for what students must learn and be able to do. The Common Core State Standards

are a clear set of shared goals and expectations for the knowledge and skills students need in

English language arts, mathematics, and social studies at each grade level. These standards

prepare students to be successful in college, in their future career, and life.

The following artifacts from the previous sections are connected to the New York State

Common Core Learning Standards for ELA, Math, and Social Studies:

 Artifact #2: Literacy Lesson Plan

 Artifact #3: Author Study

 Artifact #5: Science Experiment Lesson Plan

 Artifact #7: Cultural Awareness Learning Experience

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

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

are standards for the use of technology in teaching and learning. The ISTE Standards are a basis

for students, educators, and administrators, to change education and generate innovative learning

environments. The standards are supporting educators and education leaders worldwide in re-

constructing schools and classrooms for digital age learning.

The following artifacts from the previous section are connected to the International

Society for Technology Education for Teachers and Students:

 Artifact #1: Weebly Website

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 Artifact #3: Author Study

 Artifact #4: Pecha Kucha Presentation

 Artifact #6: Annotated Bibliography

 Artifact #7: Cultural Awareness Learning Experience

DOE Claims & CAEP Standards

The purpose of the DOE claims are to ensure that Medaille teacher candidates are

professionally ready and competent to become school teachers.

The following claims are reflected in my portfolio:

 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.

The purpose of the CAEP Standards are to ensure that teacher candidates develop a deep

understanding of the critical concepts and principles of their disciplines and, by completion, are

able to use discipline-specific practices flexibly to advance the learning of all students toward

attainment of college- and career-readiness standards.

The following standards are reflected in my portfolio:

 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the

appropriate progression level(s) in the following categories: the learner and learning;

content; instructional practice; and professional responsibility.

 1.3 Providers ensure that candidates apply content and pedagogical knowledge as

reflected in outcome assessments in response to standards of Specialized Professional

Associations (SPA), the National Board for Professional Teaching Standards (NBPTS),
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states, or other accrediting bodies (ed., National Association of Schools of Music –

NASM).

 1.4 Providers ensure that candidates demonstrate skills and commitment that afford all P-

12 students access to rigorous college- and career-ready standards (e.g., Next Generation

Science Standards, National Career Readiness Certificate, Common Core State

Standards.

Curriculum and Professional Standards Chart

(See Below)

Conclusion

As you can see, I have provided evidence of best teaching practices by presenting my

ability to align curriculum and professional standards to daily work and responsibilities. I have

highlighted how curriculum and professional standards are connected and aligned to the artifacts

in my portfolio. Also, I have connected my professional development plan with DOE & CAEP

claims. In the next section of my portfolio, I will develop a reflection on my experience of

working on my Elementary Portfolio Project, educational experience during my program of

study with the Department of Education, and my readiness in becoming a teacher. I will also

make connections to the Department of Education TEAC/CAEP Claims.

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Section Four: Alignment to Curriculum & Professional Standards Chart

Artifact Title INTASC NYS Code of Ethics NYS ISTE

Standards Standards for Educators P-12 Common Core Standards for Teachers
Learning Standards and/or Students
Artifact #1: Principle #5: Educators ISTE Standards for
Weebly collaborate with parents Students - 2
Website and community, building ISTE Standards for
trust and confidentiality. Teachers - 2c
Artifact #2: Standard #1: Learner Principle #1: Educators CCSS.ELA-
Literacy Development nurture the intellectual, LITERACY.W.3.1:
Lesson Plan Standard #2: Learning physical, emotional, Write opinion pieces
Differences social and civic potential on topics or texts,
Standard #3: Learning of every student. supporting a point of
Environments view with reasons.
Standard #6: Assessment
Standard #7: Planning for
Instruction
Artifact #3: Standard #1: Learner Principle #2: Educators Common Core Social ISTE Standards for
Author Study Development create support and Studies - Civic Ideals Teachers – 2b, 5b, 7b
Standard #2: Learning maintain challenging and Practices 2.3 The ISTE Standards for
Differences learning environment United States is Students – 1c
Standard #3: Learning for all. founded on the
Environments Principle #3: Educators principles of
Standard #5: Application of commit to their own democracy, and these
Content learning in order to principles are
Standard #8: Instructional develop their practice. reflected in all types
Strategies of communities. 2.3c
The process of holding
elections and voting is
an example of
democracy in action
in schools,
communities, New
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York State, and the
nation. Students will
learn about the
process of voting and
what opportunities
adults in the
community have for
participation.
Students will
participate in voting
within the classroom
and in school, as
appropriate.
CCSS.ELA-
LITERACY.L.1.1
Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking. Produce,
expand, and
rearrange complete
simple and compound
sentences. Common
Core Science - 2.
Interdependent
Relationships in
Ecosystems 2-LS4-1.
Make observations of
plants and animals to
compare the diversity
of life in different
habitats.
Artifact #4: Standard #3: Learning Principle #2: Educators ISTE Standards for
Pecha Kucha Environments create support and Educators – 2b, 5a, 6d
Standard #4: Content maintain challenging ISTE Standards for
Knowledge learning environment Students – 1c
for all.
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Standard #5: Application of
Content
Standard #8: Instructional
Strategies
Artifact #5: Standard #1: Learner Principle #1: Educators Common Core
Science Development nurture the intellectual, Science - 2-PS1-1.
Experiment Standard #2: Learning physical, emotional, Plan and conduct an
Lesson Plan Differences social and civic investigation to
Standard #3: Learning potential of every describe and classify
Environments student. different kinds of
Standard #4: Content Principle #2: Educators materials by their
Knowledge create support and observable properties.
Standard #6: Assessment maintain challenging
Standard #7: Planning for learning environment
Instruction for all.
Artifact #6: Standard #9: Professional Principle #3: Educators ISTE Standards for
Annotated Learning & Ethical Practice commit to their own Educators– 1c
Bibliography Standard #10: Leadership & learning in order to
Collaboration develop their practice.
Artifact #7: Standard #1: Learner Principle #5: Educators Common Core Social ISTE Standards for
Cultural Development collaborate with parents Studies – 2.1 The Students – 3a, 3c
Awareness Standard #2: Learning and community, building study of world history
Proposal Differences trust and confidentiality. requires an
Standard #3: Learning Principle #6: Educators understanding of
Environments advance an intellectual world cultures and
Standard #4: Content and ethical foundation of civilizations, including
Knowledge the learning an analysis of
Standard #5: Application of community. important ideas, social
Content and cultural values,
Standard #6: Assessment beliefs, and traditions.
This study also
examines the human
condition and the
connections and
interactions of people
across time and space
and the ways different
people view the same
event or issue from a
variety of
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perspectives. Study
about different world
cultures and
civilizations focusing
on their
accomplishments,
contributions, values,
beliefs, and traditions.
Artifact #8: Standard #3: Learning Principle #1: Educators
Dignity for All Environments nurture the intellectual,
Students Act Standard #9: Professional physical, emotional,
Training & Learning & Ethical Practice social and civic potential
Certificate of every student.
Principle #3: Educators
commit to their own
learning in order to
develop their practice.
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