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Section Four: Alignment to Curriculum & Professional Standards
Introduction
As with all leading professions, teaching has established standards and professional
dispositions that all educators must adhere to while in this profession. In this section of the
Elementary Portfolio Project, the professional and curriculum standards mentioned in section 3
will be defined and explained, demonstrating the purpose and importance of each standard. The
standards included in this section are the Interstate Teacher Assessment and Support Consortium
(INTASC), The New York State Code of Ethics for Educators, The Ontario Ethical Teacher
Standards, The NYS P-12 Common Core Learning Standards for Math, ELA, and Social Studies,
The NYS Learning Standards, The Ontario Curriculum Standards, the Medaille TEAC Claims,
The International Society for Technology Education for Teachers (ISTE), and lastly, the Council
for Exceptional Children (CEC). The standards will also be linked to the artifacts presented in
section 3, and this data will be presented in a table, which can be used as a quick, visual
reference. The above mentioned standards are very important elements in the teaching profession
and thus for educators. Therefore, it is essential to include them in this portfolio.
Curriculum & Professional Educational Standards
INTASC Standards.
The INTASC standards serve as a model for teachers to follow in order to help prepare
students throughout their elementary and high school careers for post-secondary education and
for the real world in general (Council of Chief School Officers, 2013) As mentioned in my
Philosophy of Education, the role of the school is to prepare students to be valuable members of
society, which is exactly what the INTASC standards aim to do. Also, these standards
demonstrate what effective teaching and learning should look like in a classroom. The standards
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aim to have classrooms that empower every learner to take ownership of their learning, that
emphasize the learning of content and application of knowledge and skill to real world problems,
and that value the differences each learner brings to the learning experience (Council of Chief
School Officers, 2013). The INTASC comprises of 10 standards. The standards will be listed
below, along with the artifacts that connect to each standard. Although most of the standards are
applicable to each artifact, the list below is based on the rationales from section 3, which
highlights those standards which are of particular relevance.
Standard #1: Learner Development: The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Standard # 1 connects with the following artifact(s):
1. Artifact One: Mathematics Unit Plan
2. Artifact Three: Guided Reading Lesson
3. Artifact Six: Annotated Bibliography
Standard #2: Learning Differences: The teacher uses understanding of individual differences
and diverse cultures and communities to ensure inclusive learning environments that enable each
learner to meet high standards.
1. Artifact Four: Virtual Field Trip
Standard #3: Learning Environments: The teacher works with others to create environments
that support individual and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self-motivation.
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1. Artifact Eight: DASA Certificate
Standard #4: Content Knowledge: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that
make the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content: The teacher understands how to connect concepts and
use differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.
2. Artifact Two: SMART Author Study
Standard #6: Assessment: The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the teachers and
learners decision making.
Standard #7: Planning for Instruction: The teacher plans instruction that supports every
student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.
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Standard #8: Instructional Strategies: The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content areas and
their connections, and to build skills to apply knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice: The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
2. Artifact Seven: SMART Certification
Standard #10: Leadership and Collaboration: The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members to ensure learner growth, and to
advance the profession.
1. Artifact Five: Weebly Website
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NYS Code of Ethics for Educators.
The NYS Code of Ethics for Educators is a public statement set out by educators in order
to ensure consistency and clear expectations in the teaching profession. The principles are meant
to guide practice, inspire professional excellence, and to serve as a guide to help individual
educators with exercising professional judgement. The NYS Code of Ethics for Educators
consists of 6 principles. Those which pertain to the artifacts from section 3 are listed below.
Principle 1: Educators nurture the intellectual, physical, emotional, social and civic potential of
every student.
Principle 1 connects with the following artifact(s):
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 5: Educators collaborate with parents and community, building trust and confidentiality.
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Ontario Teacher Ethical Standards.
Similar to NYS, educators in the province of Ontario also have a code of ethics to abide
by. The purpose of this code is to identify ethical responsibilities and commitments, guide ethical
decisions and actions, promote public trust and confidence, and to uphold honor and dignity in
the teaching profession (Ontario College of Teachers, n.d.). Care, Respect, Trust and Integrity
make up the Ontario Teacher Ethical Standards. The standards that directly apply to my artifacts
are described below.
CARE: 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.
Care connects with the following artifact(s):
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.
Respect connects with the following artifact(s):
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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.
Trust connects with the following artifact(s):
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies) and
NYS Learning Standards.
In order to ensure uniformity in what students are learning, there must be curriculum
standards in place. Uniform standards provide teachers, parents, and students with a set of clear
expectations to ensure that all students have the skills and knowledge necessary to succeed in the
workforce or higher education. The Common Core Learning Standards are a set of guidelines
developed for teachers to follow when teaching math, science and ELA throughout the United
States which New York State has adopted. For the remaining subjects, The NYS learning
standards are in place which are consistent throughout the state.
The following artifacts connect to the NYS Common Core Learning Standards or the NYS
Learning Standards:
a. Domain: Operations and Algebraic Thinking 1.OA
Grade: 1
Cluster Heading: Add and subtract within 20
Standard Number and Statement: 6. Add and subtract within 20, demonstrating fluency
for addition and subtraction within 10.
b. Domain: Operations and Algebraic Thinking 1.OA
Grade: 1
Cluster Heading: Add and subtract within 20
Standard Number and Statement: 5. Relate counting to addition and subtraction.
c. Domain: Operations and Algebraic Thinking 1.OA
Grade: 1
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Cluster Heading: Represent and solve problems involving addition and subtraction.
Standard Number and Statement: 1. Use addition and subtraction within 20 to solve word
problems involving situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions.
d. Domain: Measurement & Data 2.MD
Grade: 2
Cluster Heading: Work with time and money.
Standard Number and Statement: 8. Solve word problems involving dollar bills, quarters,
dimes, nickels, and pennies, using $ and symbols appropriately.
a. Domain: Measurement and Data 2.MD
Grade: 2
Cluster Heading: Work with time and money
Standard Number and Statement 8. Solve word problems involving dollar bills, quarters,
dimes, nickels, and pennies, using $ and symbols appropriately.
b. Family and Consumer Science Elementary Standards:
1. Students will use an understanding of the elements of good nutrition to plan appropriate
diets for themselves and others. They will know and use the appropriate tools and
technologies for safe and healthy food preparation
c. Subject: Learning Standards for the Arts Elementary
Heading: 3 Responding and Analyzing Works of Art
Topic: Visual Arts:
Standard Number and Statement: 3a. Explain their reflections about the meanings,
purposes, and sources of works of art; describe their responses to the works and the reasons
for those responses.
a. Standard Strand: Reading Standards: Foundational Skills (K-5)
Grade: 1
Topic: Phonics and Word Recognition
Item Number and Statement: 3. Know and apply grade-level phonics and word analysis
skills in decoding words. g. Recognize and read grade-appropriate irregularly spelled words.
a. Strand: Communities Around the WorldLearning About People and Places
Grade: 3
Topic: Communities around the world
Content Understandings:
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People of similar and different cultural groups often live together in world communities.
Families in world communities differ from place to place.
Beliefs, customs, and traditions in world communities are learned from others and may differ
from place to place.
b. Strand: Communities Around the WorldLearning About People and Places
Grade: 3
Topic: Physical, human, and cultural characteristics of world communities
Content Understandings:
The physical, human, and cultural characteristics of different regions and people throughout
the world are different.
Ontario Ministry of Education Expectation.
As with the NYS Learning Standards, the province of Ontario has a set of curriculum
standards for teachers to follow to ensure equality in education across the province. The
following artifacts connect with the Ontario Curriculum Standards:
a. Domain: Number Sense and Numeration
Grade: 1
Cluster Heading: Operational Sense
Standard Number and Statement: solve a variety of problems involving the addition and
subtraction of whole numbers to 20, using concrete materials and drawings.
b. Domain: Number Sense and Numeration
Grade: 1
Standard Number and Statement: solve problems involving the addition and subtraction of
single digit whole numbers using a variety of mental strategies.
c. Domain: Number Sense and Numeration
Grade: 1
Standard Number and Statement: add and subtract money amounts to 10, using coin
manipulatives and drawings
a. Subject: Math
Domain: Number Sense and Numeration
Grade: 1
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Standard Number and Statement: add and subtract money amounts to 10, using coin
manipulatives and drawings
b. Subject: Health and Physical Education
Heading: C. Healthy Living
Grade: 1
Specific Expectation: C2. Making Healthy Choices
Standard Number and Statement: C2.1 describe how the food groups in Canadas Food
Guide (i.e., vegetables and fruit, grain products, milk and alternatives, meat and alternatives)
can be used to make healthy food choices [CT]
c. Subject: The Arts
Heading: D. Visual Arts
Grade: 1
Specific Expectation: C2. Reflecting, Responding, Analyzing
Standard Number and Statement: D2.1 express their feelings and ideas about art works
and art experiences
a. Standard Strand: Reading
Grade: 1
Topic: Reading with Fluency
Item Number and Statement: Reading Unfamiliar Words - 3.2. Predict the meaning of and
quickly solve unfamiliar words using graphophonic (phonological and graphic) cues
a. Strand: People and Environments: Global Communities
Grade: 2
Topic: Application: Variations in Global Communities
Item Number and Statement:
B1.1 compare selected communities from around the world, including their own community,
in terms of the lifestyles of people in those communities and some ways in which the people
meet their needs.
b. Strand: People and Environments: Global Communities
Grade: 2
Topic: Inquiry: Natural Environments and Ways of Life
Item Number and Statement:
B2.2 gather and organize information and data about some communities locations, climate,
and physical features, and the ways of life of people in these communities.
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TEAC/CAEP Claims.
The Medaille College Division of Education is committed to having graduates who are
professionally ready and competent to be educators. As a result, the Division of Education has 3
claims to ensure the quality of its graduates. These claims are important for employers as they
guarantee the quality of my teacher education program. The 3 claims and their relation to each
artifact are listed below.
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
Claim 1 connects with the following artifact(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

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International Society for Technology Education for Teachers (ISTE).
The digital age is changing education. Living in and teaching in a digital age can be
overwhelming, thus it is important to have guidelines in place to help educators teach in this new
age. The ISTE standards for teachers define the new skills and pedagogical insights educators
need to teach, work and learn in the digital age (International Society, 2008). There are 5 main
standards with performance indicators for each standard. Those that are applicable to my artifacts
are listed below.
1b. Engage students in exploring real-world issues and solving authentic problems using
digital tools and resources
2a. Design or adapt relevant learning experiences that incorporate digital tools and resources
to promote student learning and creativity
2d. Provide students with multiple and varied formative and summative assessments aligned
with content and technology standards, and use resulting data to inform learning and teaching

2b. Develop technology-enriched learning environments that enable all students to pursue
their individual curiosities and become active participants in setting their own educational
goals, managing their own learning, and assessing their own progress
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3a. Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situation
3b. Collaborate with students, peers, parents, and community members using digital tools
and resources to support student success and innovation
4a. Advocate, model, and teach safe, legal, and ethical use of digital information and
technology, including respect for copyright, intellectual property, and the appropriate
documentation of sources
5c. Evaluate and reflect on current research and professional practice on a regular basis to
make effective use of existing and emerging digital tools and resources in support of student
learning
3a. Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations
Council for Exceptional Children (CEC).
The Council for Exceptional Children has set out ethical standards for professional
educators who work with students with special needs to adhere to. These professional ethical
principles and standards for professional practice respect the diverse characteristics and needs of
individuals with special needs and their families (Council for Exceptional Children, 2010). The
CEC Special Education Standards for Professional Practice which apply to my artifacts are listed
below.
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Standard 1.5: Participate in the selection and use of effective and culturally responsive
instructional materials, equipment, supplies, and other resources appropriate to their professional
roles
Standard 1.4: Create safe, effective, and culturally responsive learning environments which
contribute to fulfillment of needs, stimulation of learning, and realization of positive selfconcepts
Standard 6.3: Maintain communications among parents and professionals with appropriate
respect for privacy, confidentiality, and cultural diversity
Standard 7.2: Actively support and engage in research intended to improve the learning
outcomes of persons with exceptional learning needs
Standard 7.4: Interpret and publish research results with accuracy
Standard 3.2: Maintain current knowledge of procedures, policies, and laws relevant to
practice
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[Back to Table of Contents]
INTASC
Standards
Standard
#8:
Standard
#7:
Planning for
Instruction
Standard
#5:
Application
of Content
Standard
#4: Content
Knowledge
Standard
Mathematics #1: Learner
Developme
Unit Plan
nt
Artifact
Title
Math:
2.MD,
standard #
8
NYS
NYS
NYS
Code of
P-12
Learning
Ethics
Common
Standards
Standards
Core
for
Learning
Educators Standards
Principle 1 Math:
N/A
1.OA,
Principle 2 standard
#s 1, 5,
and 6
Claim
#2
Claim
#1
N/A
Standard
1.5
TEAC
ISTE
CEC
Claims Standards Standards
for
Teachers
Alignment to Curriculum & Professional Standards Chart
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Math Grade
1: Number
Sense and
Numeration Operational
Sense
Ontario
Curriculum
Standards
Care
Ontario
Teacher
Ethical
Standards
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Guided
Reading
Lesson
SMART
Author
Study
Math:
2.MD,
standard #
8
N/A
Standard
#1: Learner
Developme
nt
Claim
#2
Claim
#1
Visual Arts Claim
#1
Responding
and
Analyzing
Works of
Art,
standard #3a
Personal
Health and
Fitness:
Standard #1
Family
and
Consumer
Science
(Elementary
)
Principle 2 ELA
Grade 1:
Reading
Standards
N/A
Standard
#7:
Planning for
Instruction
Standard
#6:
Assessment
Standard
#5:
Application
of Content
Instructiona
l Strategies
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N/A
Standard
2a
Standard
1b
N/A
N/A
The Arts
Grade 1:
Visual Arts
Reflecting,
Responding,
Analyzing
standard
D2.1
Reading
Grade 1:
Reading with
Fluency
Reading
Health and
Physical
Education
Grade 1:
Making
Healthy
Choices
standard C2.1
Math Grade
1: Number
Sense and
Numeration Operational
Sense
Care
Care
121
Standard
Virtual Field #2:
Learning
Trip
Differences
Standard
#7:
Planning for
Instruction
Standard
#6:
Assessment
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N/A
N/A
Foundatio
nal Skills
Phonics
and Word
Recognitio
n, standard
# 3g
Social
Studies
Grade 3:
Communitie
s Around
the World
Learning
About
People and
Places:
Social
Studies
Grade 3:
Communitie
s Around
the World
Learning
About
People and
Places:
Communitie
s around the
world
N/A
Standard
2d
Standard
1.4
Social
Studies
Grade 2:
People and
Environment
s: Global
Communities
Natural
Environment
s and Ways
of Life,
Social
Studies
Grade 2:
People and
Environment
s: Global
Communities
Variations
in Global
Communities
, standard #
B1.1
Unfamiliar
Words,
standard #
3.2
Respect
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SMART
Certification
Annotated
Bibliograph
y
Weebly
Website
Principle 3 N/A
Standard
#9:
Professional
Learning
and Ethical
Practice
Standard
Principle 3 N/A
#9:
Professional
Standard
#1: Learner
Developme
nt
Standard
Principle 5 N/A
#10:
Leadership
and
Collaboratio
n
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N/A
N/A
N/A
Physical,
human, and
cultural
characteristi
cs of the
world
Claim
#2
Claim
#3
Claim
#2
Claim
#3
Standard
3a
Standard
4a
Standard
5c
Standard
3b
Standard
3a
Standard
2b
N/A
Standard
7.4
Standard
7.2
Standard
6.3
N/A
N/A
N/A
standard #
B2.1
N/A
N/A
Trust
123
DASA
Certificate
Learning
and Ethical
Practice
Standard
Principle 1 N/A
#3:
Learning
Environmen
ts
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N/A
Claim
#3
N/A
Standard
3.2
N/A
N/A
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Conclusion
Section 4 of the Elementary Portfolio Project provided detailed explanations of each of
the professional and curriculum standards which all teachers in the state of New York and in the
province of Ontario are required to adhere to. The standards that were defined and explained in
this section were: 1) the Interstate Teacher Assessment and Support Consortium (INTASC), 2)
The New York State Code of Ethics for Educators, 3) The Ontario Ethical Teacher Standards, 4)
The NYS P-12 Common Core Learning Standards for Math, ELA, and Social Studies, 5) The
NYS Learning Standards, The Ontario Curriculum Standards, 6) the Medaille TEAC Claims, 7)
The International Society for Technology Education for Teachers (ISTE), and lastly, 8) the
Council for Exceptional Children (CEC).
Each artifact from section 3 was then clearly connected to the applicable standards.
Lastly, chart was presented for a quick reference and to summarize the connections between the
standards and the artifacts. In the next section of the Elementary Portfolio Project, I will reflect
upon my experience of putting the portfolio together, my teacher education learning experiences,
and my readiness to become a teacher.

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Claim 2 connects with the following artifact(s):

Claim 3: Medaille College graduates are caring educators

3. Artifact Five: Weebly Website

[Back to Table of Contents]

Alignment to Curriculum & Professional Standards Chart

Visual Arts Claim

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