Section Four: Alignment to Curriculum & Professional Standards

Introduction

This section of my portfolio, Section Four: Alignment to Curriculum & Professional

Standards connects the curriculum and professional standards to the artifacts that were presented

in my previous Section Three Artifacts. This section is broken down into two main parts;

Curriculum and Professional Educational Standards and Curriculum and Professional Standards

Chart. Each of these sections will further be broken down into different Professional Standards

sections; The Interstate Teacher Assessment and Support Consortium (InTASC), NYS Code of

Ethics for Educators, the P-12 NYS Common Core Learning Standards for ELA, Math and

Social Studies, Teacher Education Accreditation Council (TEAC) Claims, Technology

Education for Teachers and Students (ISTE), Council for Exceptional Children (CEC). Each of

these sections will be connected back to my artifacts that I presented in the previous section. The

Chart that will follow will be presented as an easy overview of my explanations below. These

connections to curriculum and professional standards are important for educators to refer to

because they lay out best practices and objectives for educators to work towards.

Curriculum & Professional Educational Standards

INTASC Standards.

The Interstate Teacher Assessment and Support Consortium (InTASC) is a model of

standards for teachers that state a common knowledge and skill set that cuts across all subject

areas and grade levels to provide consistency for students. These guidelines provide educators

with MSED ELEMENTARY PORTFOLIO PROJECT 154 standards related to the learner and
MSED ELEMENTARY PORTFOLIO PROJECT 2

learning, content, instructional practice, and professional responsibilities. These standards are

important to educators to create consistency as well as provide educators with a set of standards

that can help them improve their teaching. The following artifacts are connected with the

InTASC standards:

 Artifact #1 – Dignity for All Students Training

 Artifact #2 – School Violence Prevention and Intervention/Identification and

Reporting of Child Abuse and Maltreatment

 Artifact #3 – Pecha Kucha

 Artifact #4 – Multicultural lesson plan for ELA

 Artifact #5 – Smart board presentation

 Artifact #6 – Parent Newsletter

 Artifact #7 – Early Childhood Degree

 Artifact #8 – Science lesson plan

NYS Code of Ethics for Educators.

The New York State Code of Ethics for Educators is a set of expectations and principals

to help guide educators practices in the classroom, while inspiring professional

excellence. These commonly held set of principals developed by educators, can assist in

professional reflection as this code speaks to the core value of professional educators.

The following artifacts are connected with the NYS Code of Ethics for Educators:

 Artifact #1 – Dignity for All Students Training

 Artifact #2 – School Violence Prevention and Intervention/Identification and

Reporting of Child Abuse and Maltreatment

 Artifact #3 – Pecha Kucha

MSED ELEMENTARY PORTFOLIO PROJECT 3

 Artifact #4 – Multicultural lesson plan for ELA

 Artifact #5 – Smart board presentation

 Artifact #6 – Parent Newsletter

 Artifact #7 – Early Childhood Degree

 Artifact #8 – Science lesson plan

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

The New York State Common Core Learning Standards for ELA, Math, and Social Studies

define expectations that must be met for students, which are referred to as standards. These

standards were developed to improve student’s skills to be ready for college. These standards

were also developed for teachers to help them teach lessons the same across the board in hopes

to create a fair learning environment for all students. The following artifacts are connected to the

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

 Artifact # 4 – Multicultural lesson plan for ELA

NYS Learning Standards.

The Common Core Learning Standards for English Language Arts and Literacy define general,

cross-disciplinary literacy expectations that must be met for students (Standards) and

characteristics of CCLS instruction. The Standards are organized into four overlapping strands:

Reading, Writing, Language and Speaking/Listening. Because the CCLS present an integrated

model of literacy, the Standards mutually inform one another. The following artifacts are

connected to the New York State Learning Standard:

 Artifact # 4 – Multicultural lesson plan for ELA

MSED ELEMENTARY PORTFOLIO PROJECT 4

 Artifact #8 – Science lesson plan

DOE Claims & CAEP Standards.

Claims are commitments of the Division of Education (DOE) of Medaille College about the

quality of its graduates who are professionally ready and competent to become school teachers. It

is based on these claims that the DOE organizes its courses of study and assessment systems in

your teacher education program. Thus, as you formulate your objectives in the areas of

competencies, be cognizant of these claims of the Division of Education. The following artifacts

are connected to these standards:

 Artifact #1 – Dignity for All Students Training

 Artifact #2 – School Violence Prevention and

Intervention/Identification and Reporting of Child Abuse and

Maltreatment

 Artifact #3 – Pecha Kucha

 Artifact #4 – Multicultural lesson plan for ELA

 Artifact #5 – Smart board presentation

 Artifact #6 – Parent Newsletter

 Artifact #7 – Early Childhood Degree

 Artifact #8 – Science lesson plan

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

The International Society of Technology Education for Teachers and Students was

developed to create effective classrooms. The ISTE standards for Students are skills and

knowledge that students need to learn effectively and live productively in this increasing digital
MSED ELEMENTARY PORTFOLIO PROJECT 5

society. The standards were designed to help teachers define the new skills and insights that are

needed to be taught in this digital age. The following artifacts are connected to the International

Society for Technology Education for Teachers and Students:

 Artifact #5 – Smart board Presentation

Council for Exceptional Children (CEC).

Special Education Professional Ethical Principles and Practice Standards (CEC) are a set of

principles and practices that respect the diverse needs of students with exceptionalities, along

with their families. The following artifacts are connected to the Special Education Professional

Ethical Principals and Practice Standards:

 Artifact #1 – Dignity for All Students Training

 Artifact # 3 – Pecha Kucha

Curriculum and Professional Standards Chart

 MSED ELEMENTARY PORTFOLIO PROJECT 6

Section Four: Alignment to Curriculum & Professional Standards Chart

Directions: List each artifact that you have included in Section Three: Teacher Candidate Artifacts of your
portfolio project. Include the standard title, number, and key words needed to identify the standard accurately and
provide meaningful context. This chart should align with the curriculum and professional standard information
that you have included in your rationale for each artifact in Section Three.
Artifact Title INTASC NYS Code of NYS NYS DOE ISTE ILA CEC Ontario O
Standards Ethics P-12 Common Learning Claims & Standards International Standards Curriculum Te
Standards Core Learning Standards CAEP for Literacy Standards E
for Standards Standards Teachers Association St
Educators and/or Professional
Students Standards
Standard #9 Principle 5: N/A N/A Claim 1: N/A N/A Engaging in N/A N/A
Artifact #1: Educators Subject the
Professional collaborate matter improvemen
Dignity for All Responsibili with parents t of the
profession
Students ty. and Claim 2:
through
Training (9a,9b,9e,9f, community, Pedagogy active
9i) building trust & Best participation
and Teaching in
respecting Practices professional
confidentialit organization
y. CAEP s.
Standards
1.1, 1.3 &
1.4
 MSED ELEMENTARY PORTFOLIO PROJECT 7

Artifact #2 Standard #9 Principle 5: N/A N/A Claim 1: N/A N/A N/A N/A N/A
Professional educators Subject
School Responsibili collaborate matter
Violence ty with parents
Prevention and (9e,9o) and Claim 2:
Intervention/ community, Pedagogy
Identification building trust & Best
and reporting of and Teaching
child abuse and respecting Practices
maltreatment confidentialit
y CAEP
Standards
1.1, 1.3 &
1.4

Artifact # 3 Standard #1 Principle 1: N/A N/A Claim 1: N/A N/A 1. Maintai N/A N/A
Pecha Kucha Learner Educators Subject ning
Development. matter challeng
(1a,1d,1e,1k)
nurture the ing
intellectual, expectat
physical, Claim 2:
ions for
Pedagogy individu
emotional,
& Best als with
social, and Teaching exceptio
civic Practices nalities
potential of to
develop
the
MSED ELEMENTARY PORTFOLIO PROJECT 8

each CAEP highest

student. Standards possible
1.1, 1.3 & learning
1.4 outcome
s and
quality
of life
potentia
l in
ways
that
respect
their
dignity,
culture,
languag
e, and
backgro
und.
2. Maintai
ning a
high
level of
professi
onal
compete
nce and
integrity
and
exercisi
ng
professi
onal
judgme
nt to
benefit
individu
als with
exceptio
nalities
MSED ELEMENTARY PORTFOLIO PROJECT 9

and
their
familie

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