Section Four: Alignment to Curriculum & Professional Standards

Introduction

In this section of the project, I will be introducing the educational standards and their

purpose. I will also explain how they align to the artifacts that I submitted in the previous

section. The professional standards that I will be explaining in this section of the project include:

the INTASC Standards, NYS Code of Ethics for Educators, Ontario Teacher Ethical Standards,

P-12 NYS Common Core Learning Standards, NYS Learning Standards, Ontario Ministry of

Education Curriculum Expectation, DOE Claims and Standards, International Society for

Technology Education for Teachers and Students, the International Literacy Association

Professional Standards, and the Council for Exceptional Children. I will also be including a

graphic organizer that will include my artifacts and the standards they are aligned to. It is

important to understand how these standards fit into my artifacts as they show my ability,

competency and readiness of being a successful and effective teacher.

Standards

Firstly, the INTASC Standards stand for the Interstate New Teachers Assessment and

Support Consortium. They were created to provide support to new teachers and raise the level of

learning in U.S. classrooms. There are 10 INTASC Principles and they include: “The teacher

understands the central concepts, tools of inquiry, and structures of the discipline he or she

teaches and can create learning experiences that make these aspects of subject matter meaningful

for students.” (Burdette, 2) “The teacher understands how children learn and develop and can

provide learning opportunities that support the intellectual, social and personal development of

each learner.” (Burdette, 3) “The teacher understands how students differ in their approaches to

learning and creates instructional opportunities that are adapted to diverse learners.” (Burdette, 3)
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“The teacher understands and uses a variety of instructional strategies to encourage students’

development of critical thinking, problem solving and performance skills.” (Burdette, 4) “The

teacher uses an understanding of individual and group motivation and behavior to create a

learning environment that encourages positive social interaction, active engagement in learning

and self-motivation.” (Burdette, 4) “The teacher uses knowledge of effective verbal, nonverbal,

and media communication technologies to foster active inquiry, collaboration and supportive

interaction in the classroom.” (Burdette, 5) “The teacher plans instruction based on knowledge of

subject matter, students, the community and curriculum goals.” (Burdette, 5) “The teacher

understands and uses formal and informal assessment strategies to evaluate and ensure the

continuous intellectual, social and physical development of the learner.” (Burdette, 6) “The

teacher is a reflective practitioner who continually evaluates the effects of his/her choices and

actions on others (students, parents and other professionals in the learning community) and who

actively seeks out opportunities to grow professionally.” (Burdette, 6) “The teacher fosters

relationships with school colleagues, families and agencies in the larger community to support

students’ learning and well being.” (Burdette, 7)

The NYS Code of Ethics for Educators is a public statement by educators that sets clear

expectations and principles to guide practice and inspire professional excellence. There are six

core principles that are aligned with New York State’s Code of Ethics. They include: “educators

nurture the intellectual, physical, emotional, social, and civic potential of each student.” (Code of

Ethics : Educator Resources, 2017, para. 3) “Educators create, support, and maintain challenging

learning environments for all.” (Code of Ethics : Educator Resources, 2017, para. 4) “Educators

commit to their own learning in order to develop their practice.” (Code of Ethics : Educator

Resources, 2017, para. 5) “Educators collaborate with colleagues and other professionals in the
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interest of student learning.” (Code of Ethics : Educator Resources, 2017, para. 6) “Educators

collaborate with parents and community, building trust and respecting confidentiality.” (Code of

Ethics : Educator Resources, 2017, para. 7) “Educators advance the intellectual and ethical

foundation of the learning community.” (Code of Ethics : Educator Resources, 2017, para. 8)

The Ontario Teacher Ethical Standards represent a vision of professional practice. “At the

heart of a strong and effective teaching profession is a commitment to students and their

learning. The purposes of the ethical standards for the teaching profession 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, to promote public trust and confidence in the teaching

profession.” (Ethical Standards | Ontario College of Teachers, 2018, para. 1-2) Ontario’s four

ethical standards for the teaching profession are care, respect, trust and integrity.

Under care, “the ethical standard of Care involves 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.”

(Ethical Standards | Ontario College of Teachers, 2018, para. 3) Respect involves the following:

“trust and fair-mindedness. Members honour 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.” (Ethical Standards |

Ontario College of Teachers, 2018, para. 4) “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.” (Ethical Standards | Ontario College of Teachers,

2018, para. 5) “Honesty, reliability and moral action are embodied in the ethical standard
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of Integrity. Continual reflection assists members in exercising integrity in their professional

commitments and responsibilities.” (Ethical Standards | Ontario College of Teachers, 2018,

para. 6)

The P-12 NYS Common Core Learning Standards are the Common Core Learning

Standards for English Language Arts math and Social Studies in New York State from primary

grades until grade twelve.

The NYS Learning Standards are the expectations for what students should know and be

able to do in New York State from kindergarten until grade twelve.

The Ontario Ministry of Education Curriculum Standards are the expectations for what

students should know and be able to do in Ontario from kindergarten until grade twelve.

DOE Claims and CAEP Standards are the 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. There are three claims: Medaille College graduates know

the subject matter in their certification area(s), Medaille College graduates meet the needs of

diverse learners through effective pedagogy and best teaching practices and Medaille College

graduates are caring educators.

The International Society for Technology Education for Teachers and Students help

educators worldwide prepare learners to thrive in work and life. Their seven categories include

learner, leader, citizen, collaborator, designer, facilitator and analyst.

The International Literacy Association is a “global advocacy and membership

organization of more than 300,000 literacy educators, researchers, and experts across 128

countries. With more than 60 years of experience, ILA has set the standard for how literacy is
MSED ELEMENTARY PORTFOLIO PROJECT 5

defined, taught, and evaluated.” (About Us & Mission | International Literacy Association, para.

1)

The Council for Exceptional Children is the largest international professional

organization dedicated to improving the educational success of children and youth with

disabilities and/or gifts and talents. (About Us, para. 1)

I am now going to explain the standards that apply to each of my Capstone Artifacts in

the paragraphs below.

Artifact #1: Weebly Website:

Intasc Standards:

Standard #3: Learning Environment

Learning environments. The teacher understands how to develop and provide supportive

learning environments for his or her students. Teachers apply this understanding to create

activities that facilitate both individual and collaborative learning, while also promoting

positive social interaction between students of different backgrounds. Teachers value

their students’ input, allowing them opportunities to provide input, and listening

attentively and responsively. Teachers support students in developing self-motivation,

assisting them with problem solving, decision making, and exploration within a safe and

validating environment. Teachers also engage appropriately with local and global

communities to provide diverse learning environment opportunities for all students.

Standard #7: Planning for Instruction

Planning for instruction. The teacher understands the curriculum goals and standards

required of his or her students and appropriately uses knowledge of content areas and

cross-disciplinary skills to plan learning that will allow each student to achieve these
MSED ELEMENTARY PORTFOLIO PROJECT 6

goals and standards. Effective teachers adapt and plan effective instruction that will allow

learners of varying skill levels and at various levels of development to leverage their own

strengths to achieve what is required of them. Applying this standard also involves the

input of students’ family members, the community, and professionals both inside and

outside education, to ensure the highest possible levels of classroom achievement.

NYS Code of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning environments

for all. Educators apply their professional knowledge to promote student learning.

Principle 5: Educators collaborate with parents and community, building trust and

respecting confidentiality. Educators partner with parents and other members of the

community to enhance school programs and to promote student learning. They also

recognize how cultural and linguistic heritage, gender, family and community shape

experience and learning.

The Ontario Ethical Teacher Standards

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.

TEAC/CAEP Claims

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

pedagogy and best teaching practices.

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NYS Common Core Learning Standards for Technology

Standard 2: Students will access, generate, process, and transfer information using

appropriate technologies.

Ontario Ministry of Education Curriculum Expectations

Relating Science and Technology to Society and the Environment

Developing Investigation and Communication Skills

Understanding Basic Concepts

Artifact #2: Pecha Kucha Presentation:

Intasc Standards:

Standard #1: Learner Development

The teacher understands how students learn and how they develop. Teachers apply this

understanding to each student in the context of the student’s cognitive, linguistic, social,

emotional, and physical abilities, because they understand that students’ abilities differ. Teachers

respect these student differences and leverage differences to allow all students to reach their full

potential, focusing on and drawing out their individual strengths. Teachers actively take

responsibility for their students’ growth and development, receiving input from and collaborating

with families, colleagues, and other professionals. (Lynch, 2018)

NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. Educators promote growth in all students through the integration of

intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and

worth of each individual. Educators help students to value their own identity, learn more about

their cultural heritage, and practice social and civic responsibilities

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The Ontario Ethical Teacher Standards

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.

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.

TEAC/CAEP Claims

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

pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

Council for Exceptional Children (ECE) Special Education Professional Ethical Principles

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

professional judgment to benefit individuals with exceptionalities and their families.

Artifact #3: Annotated Bibliography:

Intasc Standards:

Standard #3: Learning Environment

Learning environments. The teacher understands how to develop and provide supportive

learning environments for his or her students. Teachers apply this understanding to create

activities that facilitate both individual and collaborative learning, while also promoting

positive social interaction between students of different backgrounds. Teachers value

their students’ input, allowing them opportunities to provide input, and listening
MSED ELEMENTARY PORTFOLIO PROJECT 9

attentively and responsively. Teachers support students in developing self-motivation,

assisting them with problem solving, decision making, and exploration within a safe and

validating environment. Teachers also engage appropriately with local and global

communities to provide diverse learning environment opportunities for all students. (

Standard #8: Instructional Strategies

Instructional strategies. The teacher understands how to encourage students to use and

develop a deep understanding of content and connections between content using a variety

of instructional strategies. Allowing students to develop their critical thinking, problem-

solving, and research abilities, and allowing them to perform learning tasks

independently as well as with the teacher, are all applications of this standard. Teachers

plan to accommodate students from diverse backgrounds and with a diverse range of

abilities, incorporating and encouraging the use of various technologies that will support

students in retrieving or assessing the required information. Teachers can also adapt

exercises and materials to cope with new information received from students during their

research, updating and improving their own knowledge base.

NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student. Educators promote growth in all students through the

integration of intellectual, physical, emotional, social and civic learning. They respect the

inherent dignity and worth of each individual. Educators help students to value their own

identity.
MSED ELEMENTARY PORTFOLIO PROJECT 10

Principle 2: Educators create, support, and maintain challenging learning environments

for all. Educators apply their professional knowledge to promote student learning.

The Ontario Ethical Teacher Standards

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.

RESPECT: Intrinsic to the ethical standard of Respect are trust and fair-mindedness.

Members honour 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.

TEAC/CAEP Claims

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

pedagogy and best teaching practices.

NYS Writing Standards (Grade 3)

Becoming a Close Reader and Writing to Learn

Ontario Writing Standards (Grade 3)

Developing and Organizing Content

Using Knowledge of Form and Style in Writing

Applying Knowledge of Language Conventions and Presenting Written Work Effectively

Reflecting on Writing Skills and Strategies

Artifact #4: Cyber Safety Presentation:

Intasc Standards:
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Standard #9 Professional Learning and Ethical Practice:

The teacher understands the importance of ongoing personal reflection regarding teaching

and lesson planning methods, personal and teaching goals, as well as continued striving

for development. Applying Standard 9, teachers perform frequent self-evaluation, and

encourage feedback from students, students’ families, and colleagues or supervisors.

Teachers must see themselves as continual learners, always seeking new opportunities to

further their knowledge, particularly of their content base. (Lynch, 2018)

New York State Code of Ethics for Educators

Principle 3: Educators commit to their own learning in order to develop their practice.

Educators recognize that professional knowledge and development are the foundations of

their practice.

The Ontario Ethical Teacher Standards

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

TEAC/CAEP Claims

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

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

Student 4.d. Use multiple processes and diverse perspectives to explore alternative

solutions
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Teacher 2.a. Design or adapt relevant learning experiences that incorporate digital tolls

and resources to promote student learning and creativity

Artifact #5: Survey Assignment:

Intasc Standards:

Standard #1: Learner Development

The teacher understands how students learn and how they develop. Teachers apply this

understanding to each student in the context of the student’s cognitive, linguistic, social,

emotional, and physical abilities, because they understand that students’ abilities differ.

Teachers respect these student differences and leverage differences to allow all students

to reach their full potential, focusing on and drawing out their individual strengths.

Teachers actively take responsibility for their students’ growth and development,

receiving input from and collaborating with families, colleagues, and other professionals.

NYS Code of Ethics for Educators

Principle 3: Educators commit to their own learning in order to develop their practice.

The Ontario Ethical Teacher Standards

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

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.
MSED ELEMENTARY PORTFOLIO PROJECT 13

TEAC/CAEP Claims

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

Council for Exceptional Children (ECE) Special Education Professional Ethical Principle

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

professional judgment to benefit individuals with exceptionalities and their families.

Artifact #6: Duo Lingo Application Presentation

Intasc Standards:

Standard #1: Learner Development

The teacher understands how students learn and how they develop. Teachers apply this

understanding to each student in the context of the student’s cognitive, linguistic, social,

emotional, and physical abilities, because they understand that students’ abilities differ.

Teachers respect these student differences and leverage differences to allow all students

to reach their full potential, focusing on and drawing out their individual strengths.

Teachers actively take responsibility for their students’ growth and development,

receiving input from and collaborating with families, colleagues, and other professionals.

Standard #8: Instructional Strategies

The teacher understands how to encourage students to use and develop a deep

understanding of content and connections between content using a variety of instructional

strategies. Allowing students to develop their critical thinking, problem-solving, and

research abilities, and allowing them to perform learning tasks independently as well as

with the teacher, are all applications of this standard. Teachers plan to accommodate
MSED ELEMENTARY PORTFOLIO PROJECT 14

students from diverse backgrounds and with a diverse range of abilities, incorporating

and encouraging the use of various technologies that will support students in retrieving or

assessing the required information. Teachers can also adapt exercises and materials to

cope with new information received from students during their research, updating and

improving their own knowledge base.

NYS Code of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning environments

for all. Educators apply their professional knowledge to promote student learning. They

know the curriculum and utilize a range of strategies and assessments to address

differences. Educators develop and implement programs based upon a strong

understanding of human development and learning theory. They support a challenging

learning environment.

The Ontario Ethical Teacher Standards

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.

TEAC/CAEP Claims

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

pedagogy and best teaching practices

NYS Standards

Identify real-life connections between words and their use

MSED ELEMENTARY PORTFOLIO PROJECT 15

Use words and phrases acquired through conversations, reading and being read to, and

responding to texts

Identify new meanings for familiar words and apply them accurately

Ontario Ministry of Education Curriculum Expectations

Listening to Understand

Reflecting on Oral Communication Skills and Strategies

Developing and Organizing Content

Reflecting on Media Literacy Skills and Strategies

Artifact #7: SAVE and Child Abuse Certificates

Intasc Standards:

Standard #9 Professional Learning and Ethical Practice: The teacher understands the

importance of ongoing personal reflection regarding teaching and lesson planning

methods, personal and teaching goals, as well as continued striving for development.

Applying Standard 9, teachers perform frequent self-evaluation, and encourage feedback

from students, students’ families, and colleagues or supervisors. Teachers must see

themselves as continual learners, always seeking new opportunities to further their

knowledge, particularly of their content base.

NYS Code of Ethics for Educators

Principle 5: Educators collaborate with parents and community, building trust and

respecting confidentiality.

The Ontario Ethical Teacher Standards

MSED ELEMENTARY PORTFOLIO PROJECT 16

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.

TEAC/CAEP Claims 1-3

Claim 1: Medaille College graduates know the subject matter in their certification area(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

Artifact #8: Classroom Management Assignment

Intasc Standards:

Standard #7: Planning for Instruction

Planning for instruction. The teacher understands the curriculum goals and standards

required of his or her students and appropriately uses knowledge of content areas and

cross-disciplinary skills to plan learning that will allow each student to achieve these

goals and standards. Effective teachers adapt and plan effective instruction that will allow

learners of varying skill levels and at various levels of development to leverage their own

strengths to achieve what is required of them. Applying this standard also involves the

input of students’ family members, the community, and professionals both inside and

outside education, to ensure the highest possible levels of classroom achievement.

Standard #3: Learning Environments

Learning environments. The teacher understands how to develop and provide supportive

learning environments for his or her students. Teachers apply this understanding to create

activities that facilitate both individual and collaborative learning, while also promoting
MSED ELEMENTARY PORTFOLIO PROJECT 17

positive social interaction between students of different backgrounds. Teachers value

their students’ input, allowing them opportunities to provide input, and listening

attentively and responsively. Teachers support students in developing self-motivation,

assisting them with problem solving, decision making, and exploration within a safe and

validating environment. Teachers also engage appropriately with local and global

communities to provide diverse learning environment opportunities for all students.

NYS Code of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning environments

for all. Educators apply their professional knowledge to promote student learning.

The Ontario Ethical Teacher Standards

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.

TEAC/CAEP Claims

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

pedagogy and best teaching practices

[Back to Table of Contents]

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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 NYS NYS DOE ISTE ILA CEC Ontario Ontario
Standards of Ethics P-12 Learning Claims & Standards International Standa Curriculum Teacher
Standards Common Standards CAEP for Literacy rds Standards Ethical
for Core Standards Teachers Association Standar
Educators Learning and/or Professional ds
Standards Students Standards
Standard #3: Principle 2: N/A Standard 2: N/A Standard 2: N/A Grade Care
Artifact #1: Learning Promote Students will Claim 2: Curriculum three:
Environment Student access, Medaille Instruction Relating
Weebly Learning generate, College Science &
Website Standard #7 process, and graduates Standard 5: Technolog
Planning for meet the Literate y to
transfer
Instruction needs of Environment Society
information and
using diverse
Environm
appropriate learner ent;
technologies. through Developin
effective g
pedagogy investigati
and best on and
teaching communic
practices. ation
skills;
Understan
ding basic
concepts
Artifact #2 Standard #1: Principle 1: N/A N/A Claim 2: N/A N/A Maintai N/A Care
Learner Educators Medaille ning a Respect
Pecha Kucha Development nurture the College high
Presentation intellectual, graduates level of
physical, meet the professi
emotional, needs of onal
 19
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social, and diverse compete
civic learner nce and
potential of through integrity
each student effective and
pedagogy exercisi
and best ng
teaching professi
practices onal
judgme
Claim 3: nt to
Medaille benefit
College individu
graduates als with
are caring exceptio
educators nalities
and
their
families
.
Artifact #3 Standard #3: Principle 1: N/A NYS Writing Claim 2: N/A N/A N/A Ontario Writing Care
Learning Educators Standards Gr. Medaille Standards Gr. 3: Respect
Annotated Environment nurture the 3: Becoming a College Developing and
Bibliography intellectual, Close Reader graduates organizing
Standard #8: physical, and Writing to meet the content, using
Instructional emotional, Learn needs of knowledge of form
Strategies social, and diverse and style in
civic learner writing, reflecting
potential of through on writing skills
each student effective and strategies,
pedagogy applying
Principle 2: and best knowledge of
Promote teaching language
Student practices. conventions and
Learning presenting written
work effectively
Artifact #4 Standard #9: Principle 3: N/A N/A Claim 2: Student 4.d. N/A N/A N/A Integrity
Professional Educators Medaille Use
Cyber Safety Learning and commit to College multiple
Presentation Ethical their own graduates processes
Practice learning in meet the and diverse
 20
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order to needs of perspectives
develop diverse to explore
their learner alternative
practice. through solutions
Educators effective Teacher 2.a.
recognize pedagogy Design or
that and best adapt
professional teaching relevant
knowledge practices. learning
and experiences
development Claim 3: that
are the Medaille incorporate
foundations graduates digital tolls
of their are caring and
practice. educators. resources to
promote
student
learning and
creativity
Artifact #5 Standard 1: Principle 3: N/A N/A Claim 2: N/A N/A B. N/A Integrity
Learner Educators Medaille Maintai Care
Survey Development commit to College ning a
Assignment their own graduates high
learning in meet the level of
order to needs of professi
develop diverse onal
their learners compete
practice. through nce and
effective integrity
pedagogy and
and best exercisi
teaching ng
practices professi
onal
Claim 3: judgme
Medaille nt to
College benefit
graduates individu
are caring als with
educators exceptio
 21
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nalities
and
their
families
.

Artifact #6 Standard #1: Principle 2: N/A Grade One: Claim 2: N/A N/A N/A Grade One: Care
Learner Educators Identify real Medaille Listening to
Duo Lingo Development create, world College understand,
Application support, and connections graduates reflecting on oral
Presentation Standard #8: maintain between words meet the communication
Instructional challenging and their use, needs of skills and
Strategies learning identify new diverse strategies,
environment meanings for learners developing and
s for all. familiar words, through organizing
Educators and apply them effective content, reflecting
apply their accurately pedagogy on media skills
professional and best and strategies
knowledge teaching
to promote practices
student
learning.
Artifact #7 Standard #9: Principle 5: N/A N/A Claim 1: N/A N/A N/A N/A Trust
Professional Educators Medaille
SAVE and Learning and collaborate College
Child Abuse Ethical with parents graduates
Certificates Practice and know the
community, subject
building matter in
trust and their
respecting certificatio
confidentia n area(s)
lity. Claim 2:
Medaille
College
graduates
meet the
needs of
diverse
learners
 22
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through
effective
pedagogy
and best
teaching
practices
Claim 3:
Medaille
College
graduates
are caring
educators

Artifact #8 Standard #7: Principle 2: N/A N/A Claim 2: N/A N/A N/A N/A Care
Planning for Educators Medaille
Classroom Instruction create, College
Management support, and graduates
Assignment Standard #3: maintain meet the
Learning challenging needs of
Environment learning diverse
s environment learners
s for all. through
Educators effective
apply their pedagogy
professional and best
knowledge teaching
to promote practices
student
learning.
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Conclusion

In conclusion, this section of the project outlined the educational standards and their purpose as well as how they fit into my artifacts. The

professional standards that I examined in this section included: INTASC Standards, NYS Code of Ethics for Educators, Ontario Teacher Ethical

Standards, P-12 NYS Common Core Learning Standards, NYS Learning Standards, Ontario Ministry of Education Curriculum Expectation, DOE

Claims and Standards, International Society for Technology Education for Teachers and Students, the International Literacy Association Professional

Standards, and the Council for Exceptional Children. I related each standard where it was appropriate as to how it fit into my artifact and I created a

graphic organizer that also showed this.

[Back to Table of Contents]

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