Section Four

Section Four:
Alignment to Curriculum & Professional Standards
Introduction
In this section, I will outline the alignment of each artifact to the professional standards
and curriculum. The ones that will be connected to artifacts are INTASC standards, New York
Code of Ethics for Educators, Ontario Teacher Ethical Standards, P-12 New York State Common
Core Learning Standards, New York State Learning Standards, Ontario Ministry of Education
Curriculum Expectations, the Department of Education Claims, International Society for
Technology Education, International Literacy Association Professional Standards, and lastly the
Council for Exceptional Children. The professional standards and curriculum are important for
teachers to understand because they have an obligation to meet the learning objectives for their
students and also provide best teaching practices, so every student feels safe in the learning
environment. To begin each section, I will define the standard or curriculum and explain the
importance of each, then I will list the artifacts that apply. Following the explanation, there will
be a chart that outlines each artifact and the specific professional standards and curriculum that
are in alignment. This section should demonstrate to prospective employers that I am capable of
applying professional standards and curriculum to the artifacts I have included and that by doing
so, I am prepared to become an effective teacher.
Curriculum & Professional Educational Standards
INTASC Standards
The Interstate New Teacher Assessment Support Consortium (INTASC) Standards define
a vision for teaching the learners of today and provide strategies that teachers can employ to
improve their practice. With standards that cover the learner and learning, content, instructional
practice, and professional responsibility, they are able to be applied across all subject areas and
grade levels. The broadness of these standards have made it possible to align with every one of
the artifacts that I have chosen to include in my portfolio. This determines that I am not only
prepared to be a teacher, but I am able to be an effective teacher for all the learners that are
present in my classroom.
The following artifacts from section 3 apply to the Interstate New Teacher Assessment
Support Consortium Standards:
- Artifact #1: Culturally Responsive Teaching
- Artifact #2: DASA Certificate
- Artifact #3: Guided Reading Lesson Plan
- Artifact #4: Science Learning Segment and Lesson Plan
- Artifact #5: Math Unit Plan
- Artifact #6: Survey Assignment
- Artifact #7: Weebly Website
- Artifact #8: Google Classroom
NYS Code of Ethics for Educators
The New York State Code of Ethics for Educators is a set of clear expectations and
principles that were put out to guide practice and inspire professional excellence among
educators. The belief with educators is that there is a commonly held set of principles that might
assist in the exercise of professional judgement. The ethical standards speak to the core values of
the profession and help to emulate the qualities of a good educator. Again, each one of my
artifacts was able to relate to the NYS Code of Ethics, which displays my readiness become an
educator.
The following artifacts from the previous section connect with the New York State Code
of Ethics for Educators:
P-12 NYS Common Core Learning Standards
The P-12 New York State Common Core Learning Standards is a reimagined educational
framework for English Language Arts (ELA), Mathematics, and Social Studies. The purpose of
these standards is to prepare our students to become lifelong learners and thinkers, as well as
active participants in civil, community, and professional endeavours. These standards were
designed to apply to the teaching and learning of all students in state schools, including English
Language Learners (ELLs), Multilingual Learners (MLLs), and Students with Disabilities
(SWD). The standards are a result of collaborative and deliberate efforts of many professionals
and experts in an effort to provide additional support and guidance to the diverse group of
learners present in our classrooms.
The following artifacts from section 3 are in alignment with the P-12 NYS Common Core
Learning Standards:

NYS Learning Standards
The New York State Learning Standards are responsible for setting the student learning
expectations for all that they should know and be able to do as a result of skilled instruction. The
standards that they outline include Arts, Career Development and Occupational Studies,
Computer Science and Digital Fluency, English Language Arts (ELA), Family and Consumer
Sciences, Health, Languages Other than English, Mathematics, Physical Education, Science,
Social Studies, and Technology Education. These standards and curricula are fundamental for
teachers to comprehend because they need to support their students to meet these learning
expectations.
The following artifacts from the previous section apply to the New York State Learning
Standards:
DOE Claims & CAEP Standards
The Department of Education at Medaille College is committed to the quality of their
graduates who are professionally prepared and competent to become school teachers. The
Department of Education bases its courses of study and assessments on these claims so when
their graduates are in the field, they have the skills and abilities to be effective educators.
The following artifacts from section 3 are in alignment with the Department of
Education’s Claims:

International Society for Technology Education for Teachers and Students (ISTE)
The International Society for Technology Education for Teachers and Students (ISTE)
includes standards that are a road map to helping students become empowered learners. These
standards focus on increasing both educators and students digital skills and knowledge.
Specifically, the educator standards will deepen their practice, promote peer collaboration,
challenge you to rethink current approaches, and prepare students to drive their own learning.
The ISTE standards are significant for educators because technology is at the heart of our
student’s lives and we need to integrate it into our teaching to help our students reach their full
potential.
The following artifacts from the previous section connect with the International Society
for Technology Education for Teacher and Students (ISTE):

International Literacy Association (ILA) Professional Standards
The International Literacy Association (ILA) is an organization that connects research
and practice in order to continuously improve literacy instruction around the globe. As literacy
skills including reading, writing, and communicating are essential to connecting with others and
feeling empowered, the ILA emphasizes the significance of providing effective literacy
instruction. The standards help to guide teachers and leaders with resources and expertise which
support and inspire both their students and each other. These professional standards are
important to teachers because millions of individuals are denied access to literacy education and
with a global community, the association is hoping to change this.
The following artifacts from the previous section apply to the International Literacy
Associate (ILA) Professional Standards:
Council for Exceptional Children (CEC)
The Council for Exceptional Children (CEC) has a set of standards that special educators
must master to provide safe and effective practice to exceptional students. The organization is
dedicated to improving the educational success of children and youth with disabilities and/or
gifts and talents. The standards are developed to provide educators with standards, ethics,
practices, and guidelines to ensure that their students will receive the best education possible.
The CEC hopes to accomplish this through advocacy, standards, and professional development.
These standards are essential for teachers to understand because we need to create a safe
classroom environment where every student feels not only welcome, but included. One of my
biggest goals as a teacher is to create this type of environment for every one of my students and
this is the reason that I was able to connect these standards to all of my artifacts.
The following artifacts from section 3 are in alignment with the Council for Exceptional
Children (CEC) Standards:
Ontario Ministry of Education Curriculum Expectation
The Ontario Ministry of Education Curriculum Expectations provides all publicly funded
schools with a specific set of expectations that their students should reach throughout their
elementary and secondary years. The subject areas that the Ontario curriculum covers are as
followed: The Arts, French as a Second Language, Health and Physical Education, The
Kindergarten Program, Language, Mathematics, Native Languages, Science and Technology,
Social Studies, History and Geography. The focus in the elementary years is to build a
foundation in the key areas that will help unlock each student’s potential. The government’s goal
is to construct strong literacy and numeracy skills for the success in other academics. They also
hope that 75 per cent of students achieve the provincial standard in reading, writing, and
mathematics. In order to help every student, reach their fullest potential, teachers must
understand the Ontario curriculum so they can deliver the appropriate instruction.
The following artifacts from the previous section connect with the Ontario Ministry of
Education Curriculum Expectation:
Ontario Teacher Ethical Standards
The Ontario Teacher Ethical Standards are a vision of professional practice because at the
heart of strong and effective teaching is a commitment to students and their learning. The
purposes for these standards 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 lastly,
to promote public trust and confidence in the teaching profession. The ethical standards are
fundamental for teachers to understand because in their position of trust, they have a
responsibility to uphold in the many relationships they experience in their environment and the
public. As an educator, I am prepared to emulate the standards of care, respect, trust, and
integrity in my teaching practice, which is shown through the presence of these standards in
every one of my artifacts.
The following artifacts from section 3 apply to the Ontario Teacher Ethical Standards:

Curriculum and Professional Standards Chart
The Standards Chart that follows, on the next page, will provide an overview of the
content found in Section three and four. The chart outlines the professional standards and
curriculum that connect with each artifact and provides the reader with a quick reference guide.
Conclusion
To sum up everything that has been stated in this section so far, professional standards
and curriculum are essential for teachers to understand and apply in their classrooms. The section
should have provided an organized layout where you are able to easily grasp how each artifact is
connected to the professional standards and curriculum. I began by outlining the main purposes
of the standards or curriculum and then listing the artifacts that were in alignment. Following this
part, there is a chart that clearly shows the exact professional standard or curriculum objectives
that applies to the artifact. I have enjoyed going through the many different standards and
relating them to the assignments that I have completed throughout my time at Medaille. I believe
that making these connections displays that I am prepared to become an elementary educator and
that I will be an effective educator who cares for my students.
[Back to Table of Contents]

Section Four: Alignment to Curriculum & Professional Standards Chart
Each artifact that is discussed in Section Three will be found in the chart below. This is to
give readers a quick overview of the curriculum and professional standards that algin with the
artifacts that I have chosen in the previous section.

Artifact INTASC NYS Code of NYS NYS DOE ISTE ILA CEC Ontario Ontario
Title Standards Ethics P-12 Learning Claims & Standards International Standards Curriculum Teacher
Standards for Common Standards CAEP for Teachers Literacy Standards Ethical
Educators Core Standards and/or Association Standar
Learning Students Professional ds
Standards Standards
Artifact #1: Standard 2: Principle 1: Claim 2: Standard 2: Standard 4: Standard 3: Standard
Learning Educators help Medaille Leader Diversity Promoting of
Culturally Differences students value graduates Educators meaningful Respect
Responsive their own meet the seek out and inclusive
Teaching Standard 7: identity and diverse opportunities participation
needs of
Planning for learn more for of
their
Instruction about their students leadership to individuals
cultural through support with
Standard 9: heritage. pedagogy student exceptionaliti
Professional and best empowermen es in their
Learning and Principle 2: teaching t and success schools and
Ethical Educators practices. and to communities.
Practice create, support, improve
and maintain Claim 3: teaching and
challenging Medaille learning.
graduates
learning
are caring
environments educators.
for all.
Principle 6:
Educators
advance the
intellectual and
ethical
foundations of
the learning
community.
Artifact #2: Standard 3: Principle 3: Claim 1: Standard 6: Standard 7: Standard
Learning Educators Medaille Professional Protecting of Care
DASA Environment commit to their graduates Learning and and
Certificate s own learning in know the Leadership supporting Standard
subject the physical of Trust
Standard 9: order to develop matter in and
Professional their practice. their psychologica
Learning and certificatio l safety of
Ethical Principle 6: n area(s). individuals
Practice Educators with
advance the Claim 2: exceptionaliti
intellectual and Medaille es.
ethical graduates
foundations of meet the Standard 8:
the learning diverse Neither
needs of
community. engaging in
their
students nor tolerating
through any practice
pedagogy that harms
and best individuals
teaching with
practices. exceptionaliti
es.
Claim 3:
Medaille Standard 11:
graduates
Engaging in
are caring
educators. the
improvement
of. The
profession
through
active
participation
in
professional
organizations
.
Standard 12:
Participating
in the growth
and
disseminatio
n of
professional
knowledge
and skills.
Artifact #3: Standard 1: Principle 2: Grade 1: Grade 1: Claim 1: Standard 5: Standard 2: Standard 6: Grade 1: Standard
Learner Educators Foundational Integration Medaille Designer Curriculum Using Reading for of Care
Guided Development create, support, Skills of graduates Educators and Instruction evidence, Meaning
Reading and maintain Knowledge know the design instructional Standard
Lesson Plan Standard 4: challenging 3. Know and and Ideas subject authentic, Standard 5: data, 1.6 extend of
Content learning apply grade- matter in learner- Literate research, and understanding Respect
Knowledge environment for level phonics 1R9: Make their driven Environment professional of texts by
all. and word connections certificatio activities and knowledge to connecting the
Standard 5: analysis between n area(s). environments inform ideas in them
Application skills in self and that practice. to their own
of Content decoding text (texts Claim 2: recognize knowledge and
words. and other Medaille and experience, to
Standard 6: people/ graduates accommodat other familiar
Assessment Grade 1: world). meet the e learner texts, and to
Reading diverse variability. the world
needs of
Standard 7: Standards for Grade 1: around them
their
Planning for Literature Phonics students
Instruction and Word through
9a. With Recognitio pedagogy 3.2 predict the
prompting n and best meaning of
and support, 1RF3a: teaching and solve
students will Know the practices. unfamiliar
make letter-sound words using
cultural correspond different types
connections ences for of cues,
to text and common including:
self. blends and semantic,
consonant syntactic, and
digraphs graphophonic
Artifact #4: Standard 1: Principle 2: Grade 5: Claim 1: Standard 1: Standard 10: Grade 5: Standard
Learner Educators Structure Medaille Learner Advocating Understanding of Care
Science Development create, support, and graduates Educators for Matter and
Learning and maintain Properties know the continually professional Energy Standard
Segment Standard 2: challenging of Matter subject improve their conditions of
and Lesson Learning learning matter in practice by and Understanding Respect
Plan Differences environment for 5-PS1-1 their learning resources Basic
all. Develop a certificatio from and that will Concepts
Standard 3: model to n area(s). with others improve
Learning Principle 3: describe and learning 3.2 identify
Environment Educators that matter Claim 2: exploring outcomes of properties of
s commit to their is made of Medaille proven and individuals
own learning in particles graduates promising with solids, liquids,
Standard 4: order to develop too small to meet the practices that exceptionaliti and gases
Content their practice. be seen. diverse leverage es.
Knowledge needs of technology 3.3 explain
their
5-PS1-3 to improve changes of
students
Standard 5: Make through student state in matter
Application observation pedagogy learning.
of Content s and and best
measureme teaching
Standard 7: nts to practices.
Planning for identify
Instruction materials
based on
Standard 8: their
Instructional properties.
Strategies
Artifact #5: Standard 1: Principle 2: Grade 6: Grade 6: Claim 1: Standard 3: Grade 5: Standard
Learner Educators 6.SP 5c. NY-6.SP Medaille Promoting D.Data of Care
Math Unit Development create, support, Giving Statistics graduates meaningful
Plan and maintain quantitative and know the and inclusive D1.5 Standard
Standard 2: challenging measures of Probability subject participation determine the of
Learning learning center matter in of mean and the Respect
Differences environment for (median 5c. their individuals median and
all. and/or mean) Calculate certificatio with identify the
Standard 3: and range and n area(s). exceptionaliti mode(s), if
Learning variability measures of es in their any, for
Environment (interquartile center, as Claim 2: schools and various data
s range and/or well as Medaille communities. sets involving
mean describe graduates whole
Standard 4: absolute any overall meet the Standard 6: numbers and
Content deviation), as pattern and diverse Using decimal
needs of
Knowledge well as any striking evidence, numbers, and
their
describing deviations students
instructional explain what
Standard 5: any overall from the through data, each of these
Application pattern and overall pedagogy research, and measures
of Content any striking pattern with and best professional indicates about
deviations reference to teaching knowledge to the data.
Standard 7: from the the context practices. inform
Planning for overall in which practice.
Instruction pattern with the data
reference to were
the context in gathered.
which the
data were
gathered.

Learning Educators Medaille Leader Developing of Trust
Survey Differences collaborate with graduates Educators relationships
Assignment parents and are caring seek out with families
educators.
Standard 9: community, opportunities based on
Professional building trust for mutual
Learning and and leadership to respect and
Ethical confidentiality. support actively
Practice student involving
Principle 6: empowermen families and
Standard 10: Educators t and success individuals
Leadership advance an and to with
and intellectual and improve exceptionaliti
Collaboratio ethical teaching and es in
n foundation of learning. educational
the learning decision
community. Standard 7: making.
Analyst
Educators Standard 6:
understand Using
and use data evidence,
to drive their instructional
instruction data,
and support research, and
students in professional
achieving knowledge to
their learning inform
goals. practice.
Weebly Leadership Educators Medaille Citizen Developing of Care
Website and collaborate with graduates Educators relationships
Collaboratio parents and meet the inspire with families Standard
n community, diverse students to based on of
needs of
building trust positively mutual Respect
their
and students contribute to respect and
confidentiality. through and actively Standard
pedagogy responsibly involving of Trust
and best participate in families and
Principle 6: teaching the digital individuals Standard
Educators practices. world. with of
advance an exceptionaliti Integrity
intellectual and Claim 3: Standard 6: es in
Medaille
ethical Facilitator educational
graduates
foundation of are caring Educators decision
the learning educators. facilitate making.
community. learning with
technology
to support
student
achievement
of the ISTE
Standards for
Students.
Google Content Educators Medaille Citizen Advocating of Care
Classroom Knowledge advance an graduates Educators for
intellectual and meet the inspire professional Standard
Standard 5: ethical diverse students to conditions of Trust
needs of
Application foundation of positively and
their
of Content the learning students contribute to resources
community. through and that will
pedagogy responsibly improve
and best participate in learning
teaching the digital outcomes of
practices. world. individuals
with
Claim 3: Standard 6: exceptionaliti
Medaille Facilitator es.
graduates
Educators
are caring
educators. facilitate
learning with
technology
to support
student
achievement
of the ISTE
Standards for
Students.

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Section Four:

Alignment to Curriculum & Professional Standards

Curriculum Expectations, the Department of Education Claims, International Society for

so, I am prepared to become an effective teacher.

Curriculum & Professional Educational Standards

Support Consortium Standards:

- Artifact #1: Culturally Responsive Teaching

- Artifact #2: DASA Certificate

- Artifact #3: Guided Reading Lesson Plan

- Artifact #4: Science Learning Segment and Lesson Plan

- Artifact #5: Math Unit Plan

- Artifact #6: Survey Assignment

- Artifact #7: Weebly Website

- Artifact #8: Google Classroom

NYS Code of Ethics for Educators

of Ethics for Educators:

- Artifact #1: Culturally Responsive Teaching

- Artifact #2: DASA Certificate

- Artifact #3: Guided Reading Lesson Plan

- Artifact #4: Science Learning Segment and Lesson Plan

- Artifact #5: Math Unit Plan

- Artifact #6: Survey Assignment

- Artifact #7: Weebly Website

- Artifact #8: Google Classroom

P-12 NYS Common Core Learning Standards

learners present in our classrooms.

- Artifact #3: Guided Reading Lesson Plan

NYS Learning Standards

- Artifact #3: Guided Reading Lesson Plan

- Artifact #4: Science Learning Segment and Lesson Plan

- Artifact #5: Math Unit Plan

DOE Claims & CAEP Standards

The Department of Education at Medaille College is committed to the quality of their

- Artifact #1: Culturally Responsive Teaching

- Artifact #3: Guided Reading Lesson Plan

- Artifact #4: Science Learning Segment and Lesson Plan

- Artifact #5: Math Unit Plan

- Artifact #6: Survey Assignment

- Artifact #7: Weebly Website

- Artifact #8: Google Classroom

for Technology Education for Teacher and Students (ISTE):

- Artifact #1: Culturally Responsive Teaching

- Artifact #3: Guided Reading Lesson Plan

- Artifact #4: Science Learning Segment and Lesson Plan

- Artifact #6: Survey Assignment

- Artifact #7: Weebly Website

International Literacy Association (ILA) Professional Standards

The International Literacy Association (ILA) is an organization that connects research

with a global community, the association is hoping to change this.

Associate (ILA) Professional Standards:

- Artifact #1: Culturally Responsive Teaching

- Artifact #2: DASA Certificate

- Artifact #3: Guided Reading Lesson Plan

Council for Exceptional Children (CEC)

Children (CEC) Standards:

- Artifact #1: Culturally Responsive Teaching

- Artifact #2: DASA Certificate

- Artifact #3: Guided Reading Lesson Plan