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Section Four: Alignment to Curriculum & Professional Standards

Introduction

Curriculum and professional standards are crucial to the field of education, as they guide

both the educators and students on a path to a successful life both in the classroom and beyond

the educational system. A lack of curriculum and standards would leave significant gaps in the

learning of students, and the teaching abilities of educators, rendering the field of education a

broken system, in which years of repair and catch-up would be necessary. These standards

ensure that all students experience a fair, welcoming learning environment that enables their

learning styles to thrive, and to be appropriately prepared for post-secondary education. In short,

these standards and curriculum requirements ensure that all students are graduating from the

school system with the same knowledge base as their peers.

Curriculum & Professional Educational Standards

INTASC Standards

INTASC is a set of standards for educators that applies to a spectrum of content areas and

grade levels to provide a guide for consistent learning for all students, with areas relating to

instructional practice, professional responsibilities, content knowledge, the learner and their

learning. The following artifacts from my previous portfolio section utilized INTASC standards:

Artifact #1: Social Studies/Geography Lesson Plan

Artifact #2: Traumatic Brain Injury Pecha Kucha Presentation

Artifact # 3: ELA Lesson Plan – Sequencing

Artifact #4: Individual Education Program Analysis Assignment


Artifact #5: Assessing Student Literacy

Artifact #6: Erik Erikson Research Pamphlet

Artifact #7: Albert Bandura Research Pamphlet

Artifact #8: School Violence and Child Abuse Certifications

NYS Code of Ethics for Educators

The New York State Code of Ethics for Educators outlines principals for educators to

follow in the classroom in order to guide professional practice and ensure the ideal values

developed by educators are being followed by educators. The following artifacts from my

previous portfolio section utilized the NYS Code of Ethics for Educators:

Artifact #1: Social Studies/Geography Lesson Plan

Artifact #2: Traumatic Brain Injury Pecha Kucha Presentation

Artifact # 3: ELA Lesson Plan – Sequencing

Artifact #4: Individual Education Program Analysis Assignment

Artifact #5: Assessing Student Literacy

Artifact #6: Erik Erikson Research Pamphlet

Artifact #7: Albert Bandura Research Pamphlet

Artifact #8: School Violence and Child Abuse Certifications

Ontario Teacher Ethical Standards


The Ontario Teacher Ethical Standards provide outline the principals that teachers in

Ontario should be following in order to guide their practice in the classroom to ensure that all

members identify values, identify knowledge and skills that are relevant to educators, to help

guide educators actions, and to create a shared vision for the teaching profession. The following

artifacts from my previous portfolio section that utilize the Ontario Teacher Ethical Standards

are:

Artifact #1: Social Studies/Geography Lesson Plan

Artifact #2: Traumatic Brain Injury Pecha Kucha Presentation

Artifact # 3: ELA Lesson Plan – Sequencing

Artifact #4: Individual Education Program Analysis Assignment

Artifact #5: Assessing Student Literacy

Artifact #6: Erik Erikson Research Pamphlet

Artifact #7: Albert Bandura Research Pamphlet

Artifact #8: School Violence and Child Abuse Certifications

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 identify expectations to be met for students in order to prepare them for post-secondary

education, with the intention of teachers utilizing these standards to ensure an equal learning

environment for all students. The following artifacts from my previous portfolio section that

utilize the NYS Common Core Learning Standards are:


Artifact #1: Social Studies/Geography Lesson Plan

Artifact # 3: ELA Lesson Plan – Sequencing

Artifact #5: Assessing Student Literacy

Ontario Ministry of Education Curriculum Expectation

The Ontario Ministry of Education Curriculum expectations are constantly being updated

in order to ensure goals for students and educators from kindergarten to grade 12 are relevant and

appropriate. The following artifacts from my previous section of the portfolio that utilize the

Ontario Ministry of Education Curriculum expectations are:

Artifact #1: Social Studies/Geography Lesson Plan

Artifact # 3: ELA Lesson Plan – Sequencing

Artifact #5: Assessing Student Literacy

TEAC/CAEP Standards

The following artifacts from my previous section of the portfolio that utilize the

TEAC/CAEP Standards are:

Artifact #1: Social Studies/Geography Lesson Plan

Artifact #2: Traumatic Brain Injury Pecha Kucha Presentation

Artifact # 3: ELA Lesson Plan – Sequencing

Artifact #4: Individual Education Program Analysis Assignment

Artifact #5: Assessing Student Literacy


Artifact #6: Erik Erikson Research Pamphlet

Artifact #7: Albert Bandura Research Pamphlet

ISTE Standards

The following artifacts from my previous section of the portfolio that utilize the ISTE

Standards are:

Artifact #1: Social Studies/Geography Lesson Plan

Artifact #2: Traumatic Brain Injury Pecha Kucha Presentation

Artifact #3: ELA Lesson Plan

Artifact #4: Individual Education Program Analysis Assignment

Artifact #5: Assessing Student Literacy

Artifact #6: Erik Erikson Research Pamphlet

Artifact #7: Albert Bandura Research Pamphlet

ILA Standards

The following artifacts from my previous section of the portfolio that utilize the ILA

Standards are:

Artifact #1: Social Studies/Geography Lesson Plan

Artifact #2: Traumatic Brain Injury Pecha Kucha Presentation

Artifact #3: ELA Lesson Plan

Artifact #4: Individual Education Program Analysis Assignment


Artifact #5: Assessing Student Literacy

Artifact #6: Erik Erikson Research Pamphlet

Artifact #7: Albert Bandura Research Pamphlet

CEC Standards

As stated by the Council for Exceptional Children, professional educators are guided by

the CEC professional ethical principles, practice standards, and professional policies to ensure

the best possible learning environment for their students. The following artifacts from my

previous section of the portfolio that utilize the CEC Standards are:

Artifact #1: Social Studies/Geography Lesson Plan

Artifact #2: Traumatic Brain Injury Pecha Kucha Presentation

Artifact #3: ELA Lesson Plan

Artifact #4: Individual Education Program Analysis Assignment

Artifact #5: Assessing Student Literacy

Artifact #6: Erik Erikson Research Pamphlet

Artifact #7: Albert Bandura Research Pamphlet

Artifact #8: School Violence and Child Abuse Certifications


Curriculum and Professional Standards Chart

Artifact Title INTASC NYS Code of NYS NYS TEAC/CAEP ISTE ILA CEC Ontario Ontario
Standards Ethics P-12 Common Learning Standards Standards International Standards Curriculum Teacher
Standards Core Learning Standards for Literacy Standards Ethical
for Educators Standards Teachers Association Standard
and/or Professional s
Students Standards
Standard 7 – Principle 2: Speaking and TEAC 1– Standard 5 - 1– Grade 4: Ethic:
Planning for Promote Listening 4.4 Standards Facilitate Use a range of Maintainin Reading for Respect
Artifact #1: Instruction: Student 1.1, 1.2, and inspire materials, g Meaning 1.4
7(a-c) Learning Reading 1.3 student settings, challenging
Social Informational learning and routines, and expectatio
Studies/Geogr Standard 6 – Text 4.3 creativity. grouping ns for
aphy Lesson Assessment: structures as individuals
Plan (a,b,e) necessary to with
support exceptional
learning in a ities to
meaningful develop
and authentic the highest
way. possible
learning
outcomes
and quality
of life
potential in
ways that
respect
their
dignity,
culture,
language,
and
backgroun
d.
Artifact #2 Standard 7 – Principle 2: N/A TEAC 7– Standard 5 - 6 – Using N/A Ethic:
Traumatic Planning for Promote Standards Educators Use a range of evidence, Respect
Brain Injury Instruction: Student 1.1, 1.2, understand materials, instruction
Pecha Kucha 7(b-c) Learning 1.3 and use settings, al data,
Presentation data to routines, and research,
Standard 6 – drive their grouping and
Assessment: instruction structures as profession
(a,b,e) and support necessary to al
students in support knowledge
achieving learning in a to inform
their meaningful practice.
learning and authentic
goals. way.

Standard 6 –
Become a
reflective
practitioner
through
activities such
as journaling,
reflective
note-taking,
action
research, and
blogging.
Artifact #3 Standard 7 – Principle 2: CCSS- TEAC 1– Standard 5 - 1– Grade 2: Ethic:
ELA Lesson Planning for Promote Literacy.RL.1.2 Standards Facilitate Use a range of Maintainin Understanding Respect
Plan Instruction: Student 1.1, 1.2, and inspire materials, g Form and Style
7(a-c) Learning 1.3 student settings, challenging – Text Patterns
learning and routines, and expectatio
creativity. grouping ns for
Standard 6 – structures as individuals
Assessment: necessary to with
(a,b,e) support exceptional
learning in a ities to
meaningful develop
and authentic the highest
way. possible
learning
outcomes
and quality
of life
potential in
ways that
respect
their
dignity,
culture,
language,
and
backgroun
d.
Artifact #4 Standard 2 – Principle 3: 7– Standard 6 – 6 – Using Ethic:
IEP Analysis Learning Professional Educators Become a evidence, Respect
Assignment Differences: Knowledge understand reflective instruction
2(h, m) and and use practitioner al data, Ethic:
Development data to through research, Care
Standard 3 – drive their activities such and
Learning instruction as journaling, profession
Environmen and support reflective al
ts: 3(l, n, q) students in note-taking, knowledge
achieving action to inform
their research, and practice.
learning blogging.
goals.
Artifact #5 Standard 1 – Principle 2: 3W3: Narrative TEAC 1– Standard 6 – 6 – Using Grade 3: Ethic:
Assessing Learner Promote Writing Standards Facilitate Become a evidence, Writing 3.8 Respect
Student Developme Student 1.1, 1.2, and inspire reflective instruction
Literacy nt: 1(a, b, i, Learning 1.3 student practitioner al data, Ethic:
j) learning and through research, Care
creativity. activities such and
Standard 3 0 as journaling, profession
Learning reflective al
Environmen note-taking, knowledge
ts: 3(e, f) action to inform
research, and practice.
Standard 6 – blogging.
Assessment:
6(b, d, g, l,
n)
Artifact #6 Standard 9 – Principle 3: TEAC 7– Standard 6 – 6 – Using
Erik Erikson Professional Professional Standards Educators Become a evidence,
Research Learning Knowledge 1.2 understand reflective instruction
Pamphlet and Ethical and and use practitioner al data,
Practice: Development data to through research,
9(a-c, n) drive their activities such and
instruction as journaling, profession
and support reflective al
students in note-taking, knowledge
achieving action to inform
their research, and practice.
learning blogging.
goals.
Artifact #7 Standard 9 – Principle 3: TEAC 7– Standard 6 – 6 – Using Ethic:
Albert Bandura Professional Professional Standards Educators Become a evidence, Care
Research Learning Knowledge 1.2 understand reflective instruction
Pamphlet and Ethical and and use practitioner al data,
Practice: Development data to through research,
9(a-c, n) drive their activities such and
instruction as journaling, profession
and support reflective al
students in note-taking, knowledge
achieving action to inform
their research, and practice.
learning blogging.
goals.
Artifact #8 Standard 3 – Principle 6: N/A N/A 8 – Neither Ethic:
School Learning Intellectual engaging in Respect
Violence and Environmen and Ethical nor
Child Abuse ts: 3(a, n, q, Foundation tolerating Ethic:
Certifications r) of the any Care
Learning practice
Community that harms
individuals
with
exceptional
ities.
Conclusion

Curriculum and professional standards are crucial to the field of education, as they guide

both the educators and students on a path to a successful life both in the classroom and

beyond the educational system. A lack of curriculum and standards would leave significant

gaps in the learning of students, and the teaching abilities of educators, rendering the field of

education a broken system, in which years of repair and catch-up would be necessary. I

believe that I have effectively utilized a multitude of standards and curriculum expectations

in the artifacts I have presented in order to display my preparation as a prospective educator.

I believe that I will bring this preparation into my future classrooms and ensure that all

students receive and equal education that will effectively prepare them for their future

beyond the K-12 school system.

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