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.
