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Section Four:

Alignment to Curriculum & Professional Standards

Introduction

Section four; Alignment to Curriculum and Professional Standards purpose is to present

professional standards and how they are a significant to teaching and the artifacts I have used to

exemplify my knowledge and the significance of teaching. There are standards in everything

that is important and need to be held accountable for in what we do as professionals. Teaching

and the education profession is no different and I feel it is even more important as we are shaping

the adults of the future and educating them to become successful in our society and possibly

make positive changes to our world. Creating standards and aligning them to what are valued,

essential and key aspects of education is what is necessary to keep up with our ever changing

world and continuity for the students.

Curriculum & Professional Educational Standards

INTASC Standards

INTASC standards are put into place to keep consistency for the learner and their learning. They

provide guidelines for the content, planning, instructional practice, assessment and professional

responsibility. There are 10 INTASC standards; each one are categorized into four sections. The

first category; The Learner and Learning which include Standards #1: Learner Development and

Artifact #4 Special Education Annotated Bibliography and Artifact #5- Pecha Kucha Special

Education meet this INTASC Standard. Standard #2: Learning Differences is present in Artifact

#4 Special Education Annotated Bibliography. Standard #3: Learning Environments is

incorporated in Artifact #4, Artifact #5 as well as Artifact #6 Theorist Presentation Maria

Montessori.
The second category is Content which includes Standard #4: Content Knowledge and Standard #5:

Application of Content which are met with Artifacts #1-ELA Unit Plan, #2 -CRT lesson plan and #3-

Math Lesson Plan.

The third category; Instructional Practice contains Standard #6: Assessment that is met in

Artifact #1- ELA Novel Study Unit Plan, Artifact #2- CRT Lesson Plan and Artifact #3- Math

Lesson Plan. Standard #7: Planning for Instruction is met in Artifact #1- ELA Novel Study Unit

Plan and Artifact #2 CRT Lesson Plan and Artifact #3-Math Lesson Plan. Standard #8:

Instructional Strategies are met in Artifacts #1- ELA Unit plan, #2 CRT Lesson Plan and #3

Math Lesson Plan. The fourth category is Professional Responsibility and it includes Standard#9:

Professional Learning is met in Artifact # 4-Annotated Bibliography and in Artifact #7 School

Violence Prevention and Intervention / Identification and Reporting of Child Abuse and

Maltreatment Certification. Ethical Practice and Standard #10: Leadership and Collaboration is

met in Artifact #8- Reference Letter from the Educational Field.

NYS Code of Ethics for Educators

The New York State Code of Ethics for Educators sets clear expectations and principles to guide

teaching practice and to inspire professional excellence. They are put into place to be understood

as core values of the Educator as the profession. This code is organized of six principals. The

principals 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 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.

The following artifacts connect with the New York State Code of Ethics for Educators:

Artifact #1 ELA Novel Study Unit Plan

Artifact #2 CRT Lesson Plan

Artifact #3 - Math Lesson Plan

Artifact #4 Annotated Bibliography

Artifact #5 Pecha Kucha Special Education Presentation

Artifact #6 Theorist Maria Montessori Presentation

Artifact #7 - School Violence Prevention and Intervention / Identification and Reporting of Child

Abuse and Maltreatment Certification

Artifact #8: Reference Letter from the Educational Field

The Ontario Ethical Teacher Standards

The Ontario Teachers Ethical Standards possess four professional strands

CARE: The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' wellbeing 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

honor 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.

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.

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.

Artifact one: ELA unit plan, artifact two: CRT lesson and artifact three: math lesson are

aligned with the Ontario standards of care, by providing students with a positive and engaging

lesson and respect for other students. They also aligned with Ontario Ethical Standard by

showing compassion and understanding of the needs of all students, respect of the students

requirements and building trust within the school and community.

Artifact four: Annotated bibliography is aligned with the Ontario standards of integrity as

it demonstrates reflection and development through developing skills for the students as well as

their well-being, potential and ability.

Artifact five: Pecha Kucha presentation and artifact six: Maria Montessori presentation

fall under 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. They also

align with the ethical standard of Respect are trust and fair-mindedness. Members honor 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.

Artifact seven: School Violence Prevention and Intervention / Identification and

Reporting of Child Abuse and Maltreatment Certification aligns with 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.

Artifact eight: Reference Letter from the Educational Field aligns with the Ontario

Standards of Trust; as it embodies fairness, openness and honesty. Members' professional

relationships with students, colleagues, parents, guardians and the public are based on trust.

It also aligns with the standard of Integrity; as it deals with 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.

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

The NYS Common Core Learning Standards provide guidance to teachers for teaching ELA,

math and social studies. These standards are used to maintain consistency across the education

field as it helps teachers with ideas for teaching these subject areas.

The following artifacts connect to the P-12 New York State Common Core Learning Standards:

Artifact #1 ELA Novel Study Unit Plan

Artifact #2 CRT Lesson Plan

Artifact #3 - Math Lesson Plan on Measurement


NYS Learning Standards
These NYS learning standards are not necessarily the core standards, are still an important part

of an educational program that incorporates the education and professional standards for students

and teachers. The following artifacts from section three are shown as connections to the NYS

learning standards:

Artifact #1 ELA Novel Study Unit Plan

Artifact #2 CRT Lesson Plan

Artifact #3 - Math Lesson Plan on Measurement

Ontario Ministry of Education Expectations

The Ontario standards are very much like the NYS standards in which teacher much incorporate

them into their teachings and ensure they are met for each grade, subject and within the

ministrys expectations.

Below are the artifacts from sections that relate to the Ontario Ministry of Education

Expectations:

Artifact #1 ELA Novel Study Unit Plan

Artifact #2 CRT Lesson Plan

Artifact #3 Math Lesson Plan on Measurement

TEAC Claims

TEAC claims 1-3 assure that the quality of graduates from the Medaille College are meeting the

expectations prior to graduation. They ensure that graduates are professionally ready and

competent to become school teachers.

The following artifacts connect with the TEAC Claims:


Artifact #1 ELA Novel Study Unit Plan

Artifact #2 CRT Lesson Plan

Artifact #3 - Math Lesson Plan on Measurement

Artifact #4 Annotated Bibliography

Artifact #5 Pecha Kucha Special Education Presentation

Artifact #6 Theorist Maria Montessori Presentation

Artifact #7 - School Violence Prevention and Intervention / Identification and Reporting of Child

Abuse and Maltreatment Certification

Artifact #8: Reference Letter from the Educational Field

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

The ISTE standards identify new skills and the various ways that educators need to teach, work

and learn in todays digital age. They relate to the use technology. They explain the guidelines,

expectation and professional standards that the teacher and the student need to understand.

The artifacts in section three that make connections to the standards can be found below:

Artifact #1 ELA Novel Study Unit Plan

Artifact #5- Pecha Kucha presentation

Council for Exceptional Children

Council for Exceptional Children (CEC) provides professional standard and curriculum standard

advocates on behalf of children with exceptionalities. The Council for Exceptional Children
explores policy issues, develops appropriate responses to those issues and influences local, state,

provincial and federal legislation for the purpose of ensuring that all members of our educational

communities needs are being met.

The following artifacts connect to CEC standards:

Artifact #1 ELA Novel Study Unit Plan

Artifact #2 CRT Lesson Plan

Artifact #3 Math Lesson Plan

Artifact #4 Annotated Bibliography

Artifact #5- Pecha Kucha Presentation

Standards Chart

The Standards chart provides a brief overview of the content found in Section 3. It outlines the

standards that connect with each artifact and provides the reader with a quick reference guide.

Section INTASC NYS NYS P-12 NYS TEAC ISTE CEC Ontario
Four: Standards Code of Common Learning Claims Standards for Standards Curricul
Alignment to Ethics Core Standards Teachers Standard
Curriculum Standar Learning and/or
& ds for Standards Students
Professional Educato
Standards rs
Chart
Artifact Title
ELA Novel INTASC: The NYS NYS P-12: NYS TEAC ISTE CEC Ministry
Studies Unit Learner and Code of Learning Learning Claims 1 Standards for Standards Education
Plan Learning: Ethics: standards Standards &2 Students: 1.3, 1.4 & The Onta
Standard #1: Principl Craft & Standard #2 1.5 Curriculu
Learner e 1 & 2: Structure: Key Ideas Communicatio Listen in
Development Nurturin 4. & Details n& order to
INTASC: The g Determine Describe Collaboration understan
Learner and Students the characters ISTE and respo
Learning: and meaning of in a story Standards for appropria
Standard #3: maintain general (e.g., their Students: y in a
Learning ing a academic traits, Standard #4 variety o
Environments challeng and motivation Critical situation
INTASC: ing domain- s, or Thinking, for a vari
Instructional learning specific feelings) Problem of purpos
Practice: environ words or and Solving & Compreh
Standard #6: ment phrase in a explain Decision sion
Assessment text how their Making Strategie
INTASC: relevant to actions ISTE 1.3 ident
a grade 3 contribute Standards for a variety
Instructional topics or to the Teachers: listening
subject sequence Standard #1 compreh
Practice: area. of events. Facilitate and ion
inspire student
Interpret strategies
Standard #7: learning and
words and and use
creativity
phrases as them
they are appropria
used in a y before,
text, during, a
including after
determining listening
technical, order to
connotative understan
and and clari
figurative the mean
meanings, of oral te
and analyze (e.g., ma
how notes to
specific summari
word what has
choices been hea
shape use graph
meaning organizer
and tone. diagrams
presented sketches
orally; record
prepare for informati
a visit to or ideas
the theatre
by
activating
prior
knowledge
of the
structure of
a play and
discussing
the subject
of the play
with peers)

INTASC: NYS NYS P-12 NYS TEAC CEC Ministry


Standard #1: Learning Learning
Learner Code of Standards Standards Claims 1 Standards Education
Development for English English
INTASC: Ethics: Language Language &2 1.3 & 1.6 The Onta
Standard #2: Arts & Arts
Learning Principl Literacy Standard Curriculu
Differences Reading #1:
INTASC: es 1 & Strand Language Grades 1-
Standard #3: Grade 6 for
CRT Lesson Learning 2: Topic: Key Informatio Language
Environments Ideas & n and
Plan INTASC: Nurturin Details # 1 Understan Standard
&3 ding
Standard #4: g Writing Standard Strand:

Content Students Strand #3: Reading

and Topic: Text Language Grade 6

maintain Types and for Critical Topic:

ing a Analysis Reading f

challeng and Meaning

ing Evaluation & 1.4

learning

environ

ment

Math Lesson INTASC: NYS NYS P-12 NYS TEAC N/A Ministry
Plan Standard #1: Code of Common Learning Claims Education
Learner Ethics: Core Standards #1, 2 & 3 Standard
Development Principl Learning Strand:
INTASC: es 1 & Standards Mathemati Mathema
Standard #2: 2: for cs, Science Grade:
Learning Nurturin Mathematic & Topic:
Differences g s Domain: Technolog Measurem
INTASC: Students Measureme y t M2, 2.1
Standard #3: and nt and Data Education
Learning maintain Grade: Standard
Environments ing a Kindergarte #3:
INTASC: challeng n Cluster Mathemati
Standard #4: ing Heading: cs
Content learning Describe
Knowledge environ and
INTASC: ment Compare
Measurable
Standard #5: attributes #1
&2
Application of
Content
INTASC:
Instructional
Practice:
Standard #6:
Assessment
INTASC:

Instructional

Practice:

Standard #7:

Planning for

Instruction

Annotated N/A N/A Claims N/A


Professiona Principle #1& 2 Engage in Research-
Bibliography l Learning 3: Professional Based
and Ethical Profession Growth and Instruction:
Practice:: al Leadership: Standard 6,
Standard Developm Standard 5.a, Advocation
9b: ent Engage in : Standard
Performanc Professional 10,
es, Growth and Professiona
Professiona Leadership: l
l Learning Standard 5.c Engagemen
and Ethical t: Standard
Practice: 11,
Standard Disseminati
9c: on of
Performanc Knowledge
es, : Standard
Professiona 12
l Learning
and Ethical
Practice:
Standard
9n: Critical
Disposition
s
Pecha Kucha Standard #1 Principle 1: N/A N/A Claims Engage in N/A
Professional
Presentation The Learner Educators #1& 2 Growth and
Leadership:
and Learning nurture the Standard 5.a,
Engage in
Envrionment intellectual,
Professional
physical,
Growth and
emotional,
Leadership:
social and
Standard 5.c
civic

potential of

every

student.

Principle 2:

Educators

create

support and

maintain

challenging

learning
environmen

t for all.

Principle 3:

Educators

commit to

their own

learning in

order to

develop

their

practice.

Maria Standard #1 Principle 5: N/A N/A Claims N/A N/A

Montessori The Learner Educators #1& 2

Presentation and Learning collaborate

Envrionment with parents

and

community,

building trust

and

confidentiality.

Principle 6:

Educators

advance an
intellectual and

ethical

foundation of

the learning

community.

Reference Professional Principle 1: N/A N/A Claims N/A N/A N/A

Letter Responsibility Educators #1& 2

nurture the

intellectual,

physical,

emotional,

social and

civic potential

of every

student.

Conclusion

Section Four demonstrates the importance of the various standards and expectations that

are implemented into our educational system. They are all a necessary part of planning,

practices, skills, reflecting and of course the teaching process that we must follow to assure all

the above sections and all aspects are being met. The relation of the artifacts that are represented

and their connection made with the standards display my abilities, competency and knowledge of
the subject matters along with my compassion towards students and their well being. Section

five is a reflection of this project, why it is important part of the MSED program and how it has

taught me about the student that I have been but also the lifelong learning I will do throughout

my career as a teacher.