Section Four: Alignment to Curriculum & Professional Standards

Introduction

This section, Section Four, will provide you with further details on the curriculum and

professional standards and how these align to my artifacts. Standards are well-researched

principles by educators used to guide teachers on what and how they should teach. Moreover,

they include skills and expectations of what students should learn over the year.

In this section, I will define and provide you with an overview of each standard and

which artifacts align to each. The purpose of this section is to demonstrate that each of my

artifacts aligns with standards that are grade-level appropriate, take into account a variety of

learners - including students with special needs, and that I follow a set of principles and ethics in

my pedagogy and planning for instruction.

Curriculum & Professional Educational Standards

INTASC Standards.

The Interstate Teach Assessment and Support Consortium, is an association made of

national and state agencies, who help reform, certify and continued professional development of

teachers. InTASC has Five umbrella professional standards:

#1 Learner Development – the teacher understands how learners gain knowledge, grow
and develop, and “designs and implements developmentally appropriate and challenging learning
experiences.” (Intasc, 2013, p. 8)

#2 Learning Differences – The teacher is aware of the cultural differences in his

classroom and creates an inclusive environment regardless of these differences.

#3 Learning Environment – The teacher creates an environment conducive to learning,

student growth and ability to reach their full potential. The teach creates an environment that
engages students and motivates students.
 #4 Content Knowledge - The teacher is aware of content knowledge, tools for success
and creates age and grade-level curriculum that challenges a variety of students.

#5 Application of Content – The teacher can connect concepts across curriculums and
help students think critically, creatively and collaboratively.

#6 Assessment – The teacher uses various means to assess students for understanding.

#7 Planning for Instruction – The teacher plans for instruction that allows each student to
meet their learning objective, by using a variety of strategies and skills and knowing their
students’ abilities.

#8 Instructional Strategies – The teacher knows his learners and uses a variety of
instructional strategies to afford his students the opportunity to achieve their academic goals.

Artifact Alignment to InTASC

Artifact #1: Annotated Bibliography

Artifact #2: ELED Assessment and Instruction Plan

Artifact #3: Literacy Lesson Plan: Summarizing

Artifact #4: Pecha Kucha Presentation on Cerebral Palsy

Artifact #5: Math Lesson Plan: Telling Time

Artifact #6: Social Studies Lesson Plan: Global Communities

Artifact #7: Assessing Student Literacy

Artifact #8: Stages of Developmental Writing Workshop

NYS Code of Ethics for Educators.

There are six core values or principles outlined in the Code of Ethics. They are
designed to guide educators in their professional conduct and development. The
Principles are:

 Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic
potential of each student.

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

environments 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 student learning.

 Principle 5: Educators collaborate with parents and community, building trust and
respecting confidentiality.

 Principle 6: Educators advance the intellectual and ethical foundation of the learning
community.

Artifact #1: Annotated Bibliography

Artifact #2: ELED Assessment and Instruction Plan

Artifact #3: Literacy Lesson Plan: Summarizing

Artifact #4: Pecha Kucha Presentation on Cerebral Palsy

Artifact #5: Math Lesson Plan: Telling Time

Artifact #6: Social Studies Lesson Plan: Global Communities

Artifact #7: Assessing Student Literacy

Artifact #8: Stages of Developmental Writing Workshop

Ontario Teacher Ethical Standards.

These standards are designed to uphold the integrity of teachers in their professional
conduct in the Province of Ontario. As teachers are in a position of trust, these standards guide
the teachers’ ethics and judgement with students, parents and coworkers. There are four pillars to
these standards. They are: Care, Respect, Trust and Dignity.

Artifact Alignment to Ontario Teacher Ethical Standards

Artifact #1: Annotated Bibliography

Artifact #2: ELED Assessment and Instruction Plan

Artifact #3: Literacy Lesson Plan: Summarizing

Artifact #4: Pecha Kucha Presentation on Cerebral Palsy

Artifact #5: Math Lesson Plan: Telling Time

Artifact #6: Social Studies Lesson Plan: Global Communities

 Artifact #7: Assessing Student Literacy

Artifact #8: Stages of Developmental Writing Workshop

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

The NYS Common Core State Standards, are the expectations of what each student in

each grade should know by the end of their grade. It is a United States initiative that has been

adopted by many States within the US. The Common Core is a set of standards for ELA, Math

and Social Studies from Kindergarten through to Grade 12.

Artifact #1: Annotated Bibliography

Artifact #2: ELED Assessment and Instruction Plan

Artifact #3: Literacy Lesson Plan: Summarizing

Artifact #4: Pecha Kucha Presentation on Cerebral Palsy

Artifact #5: Math Lesson Plan: Telling Time

Artifact #6: Social Studies Lesson Plan: Global Communities

Artifact #7: Assessing Student Literacy

Artifact #8: Stages of Developmental Writing Workshop

NYS Learning Standards.

The NYS Learning Standards, are the standards set forth by the NYS Department of
Education. It is designed to outline all aspects of the curriculum which students should know at
the end of the school year. It includes all curriculum courses. The following artifacts align with
these Standards:

Artifact #1: Annotated Bibliography

Artifact #2: ELED Assessment and Instruction Plan

Artifact #3: Literacy Lesson Plan: Summarizing

Artifact #4: Pecha Kucha Presentation on Cerebral Palsy

 Artifact #5: Math Lesson Plan: Telling Time

Artifact #6: Social Studies Lesson Plan: Global Communities

Artifact #7: Assessing Student Literacy

Artifact #8: Stages of Developmental Writing Workshop

Ontario Ministry of Education Curriculum Expectation.

The Ontario Ministry of Education sets guidelines for standards and student expectations
from Kindergarten to Grade 12. The guidelines are designed basedo n extensive research and
teachers are expected to cover the curriculum content by the end of the year. Students are
expected to know what is outlined in their grade curriculum by the end of the school year. The
following artifacts align with these Standards:

Artifact #1: Annotated Bibliography

Artifact #2: ELED Assessment and Instruction Plan

Artifact #3: Literacy Lesson Plan: Summarizing

Artifact #4: Pecha Kucha Presentation on Cerebral Palsy

Artifact #5: Math Lesson Plan: Telling Time

Artifact #6: Social Studies Lesson Plan: Global Communities

Artifact #7: Assessing Student Literacy

Artifact #8: Stages of Developmental Writing Workshop

DOE Claims & CAEP Standards.

The CAEP standards are a set of standards that outline a teacher candidate’s preparedness

for the teaching profession. It outline’s the steps the accrediting school has taken to ensure a

candidate is ready for the teaching profession. The following artifacts align to these standards:
 Artifact #1: Annotated Bibliography

Artifact #2: ELED Assessment and Instruction Plan

Artifact #3: Literacy Lesson Plan: Summarizing

Artifact #4: Pecha Kucha Presentation on Cerebral Palsy

Artifact #5: Math Lesson Plan: Telling Time

Artifact #6: Social Studies Lesson Plan: Global Communities

Artifact #7: Assessing Student Literacy

Artifact #8: Stages of Developmental Writing Workshop

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

The ISTE Standards are standards that guide teachers on use of technology in the

classroom. It gives teachers a guideline on how to best accomplish learning in the classroom for

their students. It also sets out to ensure that teachers are using technology appropriately and as a

creative way to deliver instruction. The ISTE Standards for students ensures that students are

using technology to create analyze and research. The following artifacts align to these standards:

Artifact #1: Annotated Bibliography

Artifact #2: ELED Assessment and Instruction Plan

Artifact #3: Literacy Lesson Plan: Summarizing

Artifact #4: Pecha Kucha Presentation on Cerebral Palsy

Artifact #5: Math Lesson Plan: Telling Time

Artifact #6: Social Studies Lesson Plan: Global Communities

Artifact #7: Assessing Student Literacy

Artifact #8: Stages of Developmental Writing Workshop

International Literacy Association (ILA) Professional Standards.

 The ILA is an international association designed to eradicate illiteracy globally. It created

of set of standards which is designed to guide educators on delivering literary instruction. By

using these standards, educators can create lessons and assess for student understanding under a

ubiquitous set of ideals that takes into account cognitive development. The following artifacts

align with these standards:

Artifact #1: Annotated Bibliography

Artifact #2: ELED Assessment and Instruction Plan

Artifact #3: Literacy Lesson Plan: Summarizing

Artifact #6: Social Studies Lesson Plan: Global Communities

Artifact #7: Assessing Student Literacy

Artifact #8: Stages of Developmental Writing Workshop

Council for Exceptional Children (CEC).

The CEC is a policy and advocacy group created to be the voice of children with special

needs. It is a set of standards of the expectations of educators who work with children with

special needs. The objective of these standards is to ensure students with special needs receive an

exceptional education by qualified special ed teachers. The following artifacts align to these

standards:

Artifact #4: Pecha Kucha Presentation on Cerebral Palsy

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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 Common Learning Claims & Standards International Standards Curriculum Teacher
Standards Core Learning Standards CAEP for Literacy Standards Ethical
for Standards Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
Standard #3: Principle 3: W.5.3. Write English Claim 3: Standard Standard 1: N/A Grade 5, Ethic
Artifact #1: Learning Promote narratives Language provider #1a: Set Foundational Language, Standard
Environments Collaborati W.5.3. (a) ARTS: demonstra professiona Knowledge Writing: of Care
Annotated ve Learning Orient the Standard 2: tes the l learning Form 5.2.1
Bibliography reader Language impact of goals Standard 2: write longer
Instructional for Literary Curriculum
its Standard and more
Practices: Response and Instruction
Reading completer #1b Stay complex texts
Standard #8 and
Literature s on P-12 current
Instructional Expression Standard 5:
RL.1.3 student with
Strategies Literate
Describe learning research.
8 a) Environment
Characters,
and
Setting, and
developm Student
Major Events
ent Standard 1:
in a Story
Creativity
Using Detail
and
innovation.
Artifact #2: Standard #1: Principle Language Standard 1: Claim 4 Standard Standard 1: N/A Grade 3 Ethic
Learner #1, Arts, Grade 3 Language provider #1a: Set Foundational Language, Standard
ELED Development nurture the RF.3.4 for demonstra professiona Knowledge Reading. of Care
Assessment Standard #2 intellectual Reading with Information tes the l learning Reading
and Learning Fluency and impact of goals Standard 2: Familiar
Instruction Understandi Curriculum
Differences its Words - 3.1
Plan ng and Instruction
 9

completer
s 5: Learners
and the
Literacy
Environment
Artifact #3: Standard #1: Principle RI.5.9 – Standard 1: Claim #1 Educators 2.2: Use Standrads Grade 7 - Ethic
Learner #1 nurture Integrate Language knowledg Standard appropriate 2.2 and Comprehensi Standard
Literacy Development the information for e #5 a) Use and varied 2.3 of the on Strategies of Care
Lesson Plan – Standard #2 intellectual Information technology instruction Standards
Summarizing and 1.3
Learning RI.4.2 – to create, for the
Understandi
Differences Principle Determine the adapt and Preparatio
ng
Standard #3: #2 create, main idea personalize n of
Learning support, learning Advanced
Environment and experience Gifted
s maintain Students: Education
Standard Specialists
#1 .
Students
leverage
technology
Artifact #4: Standards: Principle N/A Standard 1: N/A N/A N/A Standards N/A Care
2(b) #1 Language 1. Respect
Pecha Kucha 2(h) nurture the for Maintaini
on Cerebral intellectual Information ng
Palsy and challengin
Understandi
g
ng
expectatio
ns
2.
Maintaini
ng a high
level of
profession
al
competenc
e
 10

Artifact # 5 Standards #1 Standards Grade 1 - Standard 3 – Claim #1 Educators: N/A N/A Grade 1 - Care
a), b), d) e), #1 and #2 1.MD.3 – Mathematics knowledg 1a: Set Read
Math: Telling f) Standard Telling time e professiona demonstratio
Time #2 Become l learning
proficient n digital
Grade 2 – goals Grade 2 - Tell
2.MD.7 and write
Telling Time time to the
quarter-hour
Artifact #6 Standards #1 Standards Grade 2 – Standard 2: Claim # 1 Educators N/A N/A Grade 2 – Care
a), b), c), e) #1 and #2 2.2.7 - World Knowledg Standard B.1.1.
Communities History e #5 a) Use compare
around the Standard 3: technology selected
world Geography to create, communities
adapt and from around
personalize the world
learning
experience
Students:
Standard
#1
Students
leverage
technology
Artifact # 7 Standard #1: Principle Grade 6 ELA Claim #1 N/A 3.2: Select, N/A Grade 6 Care
Assessing how learners #1 and #2: W.6.2 Standard 2: Knowledg develop, Literacy
Student grow and nurture the W.6.4 Language e administer W.6.2.1
Literacy develop intellectual W.6.7 for Literary 3.3: Use W.6.2.2
create, Response assessment W.6.2.3
support, and information W.6.2.4
and Expression W.6.2.5
maintain W.6.3.4
challengin W.6.3.5
g
 11

English Claim # 1 Educators Standard N/A Grade 1 Care

Standard1(c) Principle Kindergarten Language understan Educators 2.2: Use 1.1identify the
The teacher 5: - Writing Arts ding of the Standard appropriate topic
Artifact # 8 collaborates Educators W.K.2 Standard 1 critical #5 a) Use and varied Grade 2
Stages of with families, collaborate Grade 1 – concepts technology instructional 1.1 identify
Development communities with Writing to create, approaches the topic
al Writing parents Grade 2 – adapt and Grade 3
Workshop and Writing personalize 1.1 identify
communit Grade 3 – learning the topic
y Writing experience

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Conclusion

The curriculum is in place to serve as a guide for teachers to follow throughout the year

to ensure they are teaching material mandated by the state or Province. When creating instruction

and activities, it is important for teachers to refer to the curriculum for their grade to ensure their

instruction and activities align with curriculum. As evidence by my instructional planning, I

align my lessons, units and activities to the specific curriculum. I make sure I cover the

curriculum. Moreover, when creating a lesson plan, it is important that the teacher refer to the

curriculum first, and not try to match and shoehorn the curriculum into their already-built lesson.