Section Four: Alignment to Curriculum & Professional Standards

Introduction

The purpose of this section, Section Four: Alignment to Curriculum & Professional

Standards, is two-fold. Its first purpose is to demonstrate my knowledge and understanding of

the professional and curriculum standards that I will be held accountable to during my career as

an educator. Its second purpose is to identify and substantiate the connections to standards that I

listed in the last section, Section Three: Teacher Candidate Artifacts. This section contains four

parts. These are the Introduction, Curriculum & Professional Educational Standards, The

Curriculum and Professional Standards Chart, and the Conclusion. This Introduction will

outline the contents of this section, and each part within it. The Curriculum & Professional

Educational Standards will provide a detailed description of each standard that included in

Section Three and the Standard Alignments Chart. The importance of each standard set will be

explained, and in doing so my readiness to be a teacher will become apparent. This section will

also list the artifacts associated to each set of standards. The Curriculum and Professional

Standards Chart will present the association between my artifacts from Section Three and the

required standards in a concise table format. Finally, the Conclusion will summarize the contents

of this section and introduce key components of the next section.

Curriculum & Professional Educational Standards

One important thing that educators must never lose sight of is that our students are living,

growing individuals whom deserve our respect, our diligence, and our best efforts to educate

them as academics and as people. The professional standards that are outlined below are in place

to ensure that students are cared for adequately, and that teachers practice with the knowledge of

and expectation to follow best practice.

 INTASC Standards.

The Interstate Teacher Assessment and Support Consortium (InTASC) standards are a

“model core teaching standards that outline what teachers should know and be able to do to

ensure every K-12 student reaches the goal of being ready to enter college or the workforce in

today’s world” (InTASC, 2013). These standards are designed for beginner teachers and

professional veterans alike, with the intent of arming them with research informed best practice

knowledge associated to multiple aspects of their professional demeanor and student growth and

experience. The goal of these standards is for teachers who follow them to be able to provide

students with enhanced growth and achievement through research-based methods. These ten

standards are split into four groups. The breakdown is as follows: The Learner and Learning

includes Standard One – Learner Development, Standard Two – Learning Differences, and

Standard Three: Learning Environments; Content Knowledge includes Standard Four –

Content Knowledge and Standard Five – Application of Content; Instructional Practice

includes Standard Six – Assessment, Standard Seven – Planning for Instruction, and Standard

Eight – Instructional Strategies; and Professional Responsibility includes Standard 9 –

Professional Learning and Ethical Practice , and Standard Ten – Leadership and Collaboration.

Every artifact included in section three connect to at least one InTASC standard. This is

because of the broad, encompassing nature of the InTASC standards, and because at the time of

completion, my artifacts were created with best practices in mind.

 Artifact # 1: Educational Action Research Survey

 Artifact #2: Smart Board Presentation

 Artifact #3: Geography Lesson Segment

 Artifact #4: Math Lesson Plan – Discovering Pi

  Artifact #5: Welcome Letters for Parents & Students

 Artifact #6: Pecha Kucha – Deafness and Hearing Loss

 Artifact #7: Classroom Management Design/Model

 Artifact #8: Dignity for all Students Act (DASA) Certification

NYS Code of Ethics for Educators.

The NYS Code of Ethics is a set of principles that “set clear expectations and principles

to guide practice and inspire professional excellence…This Code speaks to the core values of the

profession.” (New York State Education Department, 2017). By following these explicitly stated

guiding principles, educators should be well poised to exercise ethical professional judgement

for the best interest of students and the school environment. As a beginning teacher, it is

important to understand and exercise this code because it will help us develop into reflective,

ethical educators. This code is comprised of six principles. They are as follows:

 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.

Once again, every artifact in this portfolio is connected to the NYS Code of Ethics for

Educators. This is because every artifact was created with the best interest of students and with

lifelong growth as a professional in mind.

 Artifact # 1: Educational Action Research Survey

 Artifact #2: Smart Board Presentation

 Artifact #3: Geography Lesson Segment

 Artifact #4: Math Lesson Plan – Discovering Pi

 Artifact #5: Welcome Letters for Parents & Students

 Artifact #6: Pecha Kucha – Deafness and Hearing Loss

 Artifact #7: Classroom Management Design/Model

 Artifact #8: Dignity for all Students Act (DASA) Certification

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

The Common Core Learning Standards for ELA, Math, and Social Studies are a series of K-

12 curriculum guidelines that are designed to help teachers prepare students to become college

and career ready by the end of grade 12. Common Core aims to do this by the creation of anchor

standards that students should be able to accomplish as they leave secondary school. All

standards from K-12 scaffold students up to these anchor standards. The creation of these

common core standards is part of a movement in public education which is attempting to

standardize school achievement country wide. As an educator, these standards should help you

teach to specific content areas, as well as ensure uniform learning across a wide geographic area.
 The following artifacts connect to these NYS Common Core Standards:

 Artifact #2: Smart Board Presentation

 Artifact #3: Geography Lesson Segment

 Artifact #4: Math Lesson Plan – Discovering Pi

NYS Learning Standards.

The NYS Learning Standards includes curriculum learning standards for students in

subjects other than ELA and Math. These curriculum requirements differ from the above in that

they only govern content area education within New York State, whereas is managed at a higher

level and is designed for use within multiple states. As a beginning teacher within New York

state, familiarity with these learning standards as well as Common Core is necessary so that we

can ensure we are teaching the correct content in appropriate, applicable ways to meet

professional expectations and maximize student growth and achievement.

The following artifacts are connected to these NYS Learning Standards:

 Artifact #3: Geography Lesson Segment

DOE Claims.

This set of standards is implemented by the Department of Education for Medaille

College. The college has specified these three claims as requirements that teacher candidates

must demonstrate they are proficient in to prove their readiness to become schoolteachers. The

main purpose of this portfolio is to compile evidence towards substantiating these three claims.

As such, I will take extended time here to explicitly outline how I have met each of the following

three claims.
 Claim 1: Medaille College graduates know the subject matter in their certification

area(s). To outline how I meet this claim, I must first identify the broad range of subject matter

covered within this program and certification. First, there is content area matter. I demonstrate

my ability to understand and teach content within Artifacts Two, Three, and Four. Another area

of subject matter covered in this program is that of consulting research and continuing my

professional education. In Artifacts One and Six I demonstrate my ability to find, analyze, and

interpret scholarly articles and collected data to inform best practices. Finally, there is the subject

matter of understanding learners and applying differentiating strategies as a professional.

Artifacts Six and Eight demonstrate my understanding of students as individuals, and my

commitment to treat them as such.

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices. I demonstrate my expertise in this claim in

multiple ways. In artifacts Two, Three, and Four, I use multiple communication methods to reach

students whom excel in different communication as well as incorporating accommodations for

students with IEPs. In Artifacts Five, Six and Seven I demonstrate an understanding of best

practices in building good relationships with families, sharing resources for meeting diverse

student needs, and designing a classroom management plan with its basis in Research and

Experts, such as Marzano and Dewey.

Claim 3: Medaille College graduates are caring educators. I believe this claim to be

both the most important and the most difficult. I feel it is the most important because without a

caring, supportive environments student will not succeed regardless of one’s content knowledge

or research informed methods. I feel it is the most difficult because disposition is not something

that can be taught. It is a personality trait that can only be adopted or exhibited by those who
naturally possess it or attempt to embody it of their own volition. This said, I do feel that these

personality traits are ones that I possess and have demonstrated such in my artifacts. For

example, Artifact One is a study that one would not undertake without genuine care for the

learning environment. Artifact Five and Seven were designed with the comfort, support and

holistic learning of students in mind. Lastly, during completion of Artifact Eight, I became

increasingly aware of the kinds of daily issues my students will face, and how I can be better

prepared to stand up and lead as a role model within schools.

As this portfolio is designed to fulfill these DOE claims, every artifact included connects

to at least one of these claims. To find specific lists of which artifacts connect to which claim(s),

please see section three, or the Alignment Chart later in this section.

 Artifact # 1: Educational Action Research Survey

 Artifact #2: Smart Board Presentation

 Artifact #3: Geography Lesson Segment

 Artifact #4: Math Lesson Plan – Discovering Pi

 Artifact #5: Welcome Letters for Parents & Students

 Artifact #6: Pecha Kucha – Deafness and Hearing Loss

 Artifact #7: Classroom Management Design/Model

 Artifact #8: Dignity for all Students Act (DASA) Certification

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

ISTE standards are a set of standards for individuals whom interact with technology in an

education setting. The purpose of these standards is to help educators prepare students to thrive

in the modern, technologically driven world. These standards are split between students and
teachers. Student standards pertain to responsible use, computational thinking, digital

communication and collaboration, and becoming an empowered, active learner. Teacher

standards pertain to modelling and engaging in responsible digital citizenship, designing, leading

and facilitating empowered student learning, and committing to collaborating and engaging as

your own life-long learner.

To teach in ignorance of the technology that surrounds us daily is a disservice to your

students, as well as against my personal philosophy. As such, it is of great importance to remain

in line with these standards, and to ensure that your students conduct themselves in line with

these standards. Teaching in line with ISTE standards it to teach student to be responsible digital

citizens and proficient users of technology for practical purposes.

Every artifact in this portfolio connects to the ISTE standards for either Students or Teachers.

This is an attestation to the integral role technology plays in our modern lives. This is also a

confirmation of my commitment to a constructivist philosophy if education and incorporating

meaningful technology use into education.

 Artifact # 1: Educational Action Research Survey

 Artifact #2: Smart Board Presentation

 Artifact #3: Geography Lesson Segment

 Artifact #4: Math Lesson Plan – Discovering Pi

 Artifact #5: Welcome Letters for Parents & Students

 Artifact #6: Pecha Kucha – Deafness and Hearing Loss

 Artifact #7: Classroom Management Design/Model

 Artifact #8: Dignity for all Students Act (DASA) Certification

 International Literacy Association (ILA) Professional Standards.

The International Literacy Association Standards are a series of standards designed for various

literacy education professionals that are designed to be research-based standards for the

preparation and certification of literacy professionals. These standards promote rigorous research

as the foundation of literacy leadership and education. These standards are important for

elementary education teachers to know because they instruct the gateway to life-long reading

skills and enjoyment. As students continue into higher education, literacy skills increasingly

becoming access skills to content area learning. As such, it is important that all educators are

aware of and adhere to literacy standards in their practice. The standards included in the ILA

Professional Standards include the following:

1. Foundational Knowledge. Candidates demonstrate knowledge of the theoretical,

historical, and evidence-based foundations of literacy and language and the ways in

which they interrelate and the role of literacy professionals in schools.

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.

3. Assessment and Evaluation. Candidates understand, select, and use valid, reliable, fair,

and appropriate assessment tools to screen, diagnose, and measure student literacy

achievement; inform instruction and evaluate interventions; participate in professional

learning experiences; explain assessment results and advocate for appropriate literacy

practices to relevant stakeholders.

4. Diversity and Equity. Candidates demonstrate knowledge of research, relevant theories,

pedagogies, essential concepts of diversity and equity; demonstrate and provide

 opportunities for understanding all forms of diversity as central to students' identities;

create classrooms and schools that are inclusive and affirming; advocate for equity at

school, district, and community levels.

5. Learners and the Literacy Environment. Candidates meet the developmental needs of

all learners and collaborate with school personnel to use a variety of print and digital

materials to engage and motivate all learners; integrate digital technologies in

appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich

learning environment.

6. Professional Learning and Leadership. Candidates recognize the importance of,

participate in, and facilitate ongoing professional learning as part of career-long

leadership roles and responsibilities.

The following artifacts are connected to these ILA Professional Standards:

 Artifact #2: Smart Board Presentation

 Artifact #3: Geography Lesson Segment

 Artifact #5: Welcome Letters for Parents & Students

 Artifact #6: Pecha Kucha – Deafness and Hearing Loss

 Artifact #7: Classroom Management Design/Model

 Artifact #8: Dignity for all Students Act (DASA) Certification

Council for Exceptional Children (ECE).

The standards set out by the Council for Exceptional Children (CEC) are unique in that they

provide ethical and professional standards regarding meeting the divers needs of students with

exceptionalities and their families. Since the onset of the Dignity for All Students, classrooms
have become increasingly inclusive, with many students of varying ability and exceptionalities

attending school in core classrooms. Due to these changes, it is now more important than ever

that educators understand and follow these standards in their practice. These are the CEC

standards:

1. 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.

2. Maintaining a high level of professional competence and integrity and exercising

professional judgment to benefit individuals with exceptionalities and their families.

3. Promoting meaningful and inclusive participation of individuals with exceptionalities in

their schools and communities.

4. Practicing collegially with others who are providing services to individuals with

exceptionalities.

5. Developing relationships with families based on mutual respect and actively involving

families and individuals with exceptionalities in educational decision making.

6. Using evidence, instructional data, research, and professional knowledge to inform

practice.

7. Protecting and supporting the physical and psychological safety of individuals with

exceptionalities.

8. Neither engaging in nor tolerating any practice that harms individuals with

exceptionalities.
 9. Practicing within the professional ethics, standards, and policies of CEC; upholding laws,

regulations, and policies that influence professional practice; and advocating

improvements in the laws, regulations, and policies.

10. Advocating for professional conditions and resources that will improve learning

outcomes of individuals with exceptionalities.

11. Engaging in the improvement of the profession through active participation in

professional organizations.

12. Participating in the growth and dissemination of professional knowledge and skills.

The following artifacts are connected to these CEC standards:

 Artifact # 1: Educational Action Research Survey

 Artifact #3: Geography Lesson Segment

 Artifact #5: Welcome Letters for Parents & Students

 Artifact #6: Pecha Kucha – Deafness and Hearing Loss

 Artifact #8: Dignity for all Students Act (DASA) Certification

Curriculum and Professional Standards Chart

 Section Four: Alignment to Curriculum & Professional Standards Chart

Artifact Title INTASC NYS Code of NYS NYS DOE ISTE ILA CEC
Standards Ethics Standards P-12 Common Core Learning Claims Standards for Professional Standards
for Educators Learning Standards Standards Teachers Standards
and/or
Students
Artifact # 1: InTASC Principle 1: Claim 3: Student Standard 6:
Standard # 3: Nurturing Caring Standard 2: Research
Educational Educator Digital Citizen Informed
Action
Learning Student Growth Practices
Research Environment & Potential Educator
Survey Standard 2: Standard 7:
InTASC Principle 4: Leadership Student Safety
Standard # 10: Commitment to
Educator
Leadership and Collaborate with Standard 3:
Collaboration Colleagues Model Good
Citizenship
Principle 5:
Collaboration
Educator
with Standard 7:
Community and Data Analyst
Cultural
Responsiveness
Artifact #2: InTASC Principle 2: CCSS.ELA- Claim 1: Educator Standard 2:
Standard # 2: Promote LITERACY.L.3.1. a. Subject Standard 5: Curriculum
Smart Board Demonstrate command Matter Learning Design Instruction
Presentation
Learning Challenging of the conventions of
Differences Student standard Claim 2:
Learning English grammar and Pedagogy
InTASC usage when writing or & Best
Standard # 4: speaking. Explain the Teaching
function of nouns, Practices
Content pronouns, verbs,
Knowledge
 adjectives, and adverbs
in general and their
functions
in particular sentences.
Artifact #3: InTASC Principle 2: CCSS.ELA- Standard 3: Claim 1: Student Standard 2: Standard 1:
Standard # 2: Promote LITERACY.RI.3.1. Students will use a Subject Standard 1: Curriculum Challenging
Geography Ask and answer variety of intellectual Matter Empowered Instruction Expectations
Lesson
Learning Challenging questions to skills to demonstrate Learner
Segment Differences Student demonstrate understanding of the Standard 3: Standard 3:
Learning understanding of a text, geography Student Assessment & Meaningful and
InTASC referring explicitly to of the interdependent Standard 6: Evaluation Inclusive
Standard # 4: the text as the basis for world in which we live— Creative Participation
answers. local, national, and Communicator for Resources
Content global—including the
Knowledge CCSS.ELA- distribution Educator
LITERACY.RI.3.7. of people, places, and Standard 5:
InTASC Use information gained environments over the Learning Design
Standard # 6: from illustrations (e.g., Earth’s surface.
maps, photographs) Educator
Assessment and the words in a text Standard 6:
to demonstrate Technological
InTASC understanding of the Facilitator
Standard # 7: text (e.g., where, when,
Planning for why, and how key
events occur).
Instruction

InTASC
Standard # 8:
Instructional
Strategies
Artifact #4: InTASC Principle 1: CCSS.Math.7. G.4. Claim 1: Student
Standard # 1: Nurturing Know the formulas for Subject Standard 3:
Math Lesson the area and Matter Knowledge
Plan –
Learner Student Growth circumference of a Constructor
Discovering Pi Development & Potential circle and use them to Claim 2:
solve problems; give an Pedagogy Student
InTASC Principle 2: informal derivation of & Best Standard 5:
Standard # 4: Promote the relationship Teaching Computational
between the Practices Thinker
Content Challenging circumference and area
Knowledge Student of a circle. Educator
Learning Standard 5:
InTASC Learning Design
Standard # 5:
 Application of
Content

InTASC
Standard # 7:
Planning for
Instruction

InTASC
Standard # 8:
Instructional
Strategies
Artifact #5: InTASC Principle 1: Claim 2: Educator Standard 4: Standard 3:
Standard # 3: Nurturing Pedagogy Standard 3: Diversity Meaningful and
Welcome & Best Model Good Inclusive
Letters for
Learning Student Growth Teaching Citizenship Standard 5: Participation
Parents & Environment & Potential Practices Literate
Students Educator Environment Standard 5:
InTASC Principle 5: Claim 3: Standard 4: Respectful
Standard # 10: Collaboration Caring Collaboration Relationships
Educator with Families
Leadership and with
Collaboration Community and
Cultural
Responsiveness
Artifact #6: InTASC Principle 1: Claim 2: Educator Standard 4: Standard 6:
Standard # 2: Nurturing Pedagogy Standard 1: Diversity Research
Pecha Kucha – & Best Continued Informed
Deafness and
Learning Student Growth Teaching Learning Standard 6: Practices
Hearing Loss Differences & Potential Practices Professional
Educator Learning & Standard 9:
InTASC Principle 3: Standard 2: Leadership Practicing
Standard # 9: Commitment to Leadership Within Ethics
and Laws
Professional Continue Educator
Learning and Learning Standard 4: Standard 12:
Ethical Collaboration Share
Practice Principle 4: Professional
Commitment to Skills
InTASC Collaborate with
Standard # 10: Colleagues
 Leadership and Principle 6:
Collaboration Contribute to
advance
foundation of
the
learning
community
Artifact #7: InTASC Principle 1: Claim 2: Student Standard 4:
Standard # 1: Nurturing Pedagogy Standard 3: Diversity
Classroom & Best Knowledge
Management
Learner Student Growth Teaching Constructor Standard 5:
Design/Model Development & Potential Practices Literate
Student Environment
InTASC Principle 2: Claim 3: Standard 4:
Standard # 3: Promote Caring Innovative
Educator Designer
Learning Challenging
Environment Student Educator
Learning Standard 2:
Leadership

Educator
Standard 6:
Technological
Facilitator
Artifact #8: InTASC Principle 3: Claim 3: Educator Standard 4: Standard 8:
Standard # 9: Commitment to Caring Standard 1: Diversity Abstaining from
Dignity for all Educator Continued Harmful
Students Act
Professional Continue Learning Standard 6: Activities
(DASA) Learning and Learning Professional
Certification Ethical Learning & Standard 9:
Practice Leadership Practicing
Within Ethics
and Laws
InTASC
Standard # 10: Standard 11:
Leadership and Participation in
Collaboration Professional
Organizations
Conclusion

In Section Four I have provided detailed explanations of each set of professional and

curriculum standards that my artifacts are accountable to and aligned with. I have also explained

my justifications for including these standards within this portfolio. For each set of standards,

there are important connections to my future practice as a teacher that make them an integral part

of my daily practice as an educator. I have also provided a list of the artifacts and the standards

they align with. This list is provided sorted by standard type, as well as in a table format.

As we have seen throughout, there are some common themes running through many of

the standards included in this section. Committing to continued personal education, professional

development, and contributing to the collective educational knowledge is seen across many

standards, as well as multiple of my artifacts. In addition, conducting oneself as a caring,

supportive educator whom provides an ideal environment for students to learn within is a

common thread across standards. As seen in the chart above, several of my artifacts attest to my

understanding of what a good learning environment is, and my desire and willingness to provide

this for students within my classroom and the school community as a whole.

The next section, Section Five: Teacher Candidate Reflection, will comprise my personal

reflection on the process of assembling this portfolio and my time spent within this teacher

education program. In writing this reflection on the teacher training process, I will demonstrate

that I am able to critically reflect upon my own experiences, identify lessons I have learned or

are still in the process of understanding, and set goals for my future growth and development.

Effective reflection such as this is an integral part of being a life-long learner, and therefore

being an effective educator.