Professional Documents
Culture Documents
Section Four
Section Four
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Section Four: Alignment to Curriculum & Professional Standards
Introduction
Section four is where I get to align the artifacts to the standards I have presented to you
above in section three. Within this section, there is the introduction, curriculum & professional
educational standards, curriculum & professional standard chart, and the conclusion.
The professional standards apply to any other workplace that have employees. Employers
expect their staff to act accordingly so they reflect what the business or workplace stands for.
This is no different to what are expected of teachers. Teachers are held to a higher professional
standard along with the curriculum standards they must know in order to teach their students.
The artifacts I have presented in section three shows my understanding of both the
professional and curriculum standards as is required for both the state of New York and Province
of Ontario. As mentioned in the previous section, these artifacts show my preparedness and
readiness to become a professional teacher. These artifacts also show that I possess the
INTASC Standards.
The Interstate New Teacher Assessment Support Consortium Standards (INTASC) help
teachers teach today’s learners and the strategies the teacher can employ to improve their
practice individually to help the students succeed at a much higher rate. INTASC has ten
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standards but split up into four sections. The four sections are as follow: The Learner and
Learning, Content, Instructional Practice, and Professional Responsibility. The ten standards are
Strategies, Professional Learning and Ethical Practice, and Leadership and Collaboration.
Below will list the artifacts that align with the INTASC Standards and they are:
Environment. 3(r) The teacher is a thoughtful and responsive listener and observer. As a Crisis
Prevention Intervention Instructor, I am not only making sure the students are learning what they
need to learn but also making observations and listening to them. This is a big characteristic of a
professional teacher as they use this technique to assess students throughout the day.
Artifact #2: DASA Certificate. Standard #9: Professional Learning and Ethical Practice.
9(o) The teacher understands the expectations of the profession including codes of ethics,
professional standards of practice, and relevant law and policy. This artifact shows that I
understand what is right and because of this training, will not tolerate unacceptable behavior.
Artifact #3: Educational Survey. Standard #3: Learning Environments. 3(a) The teacher
collaborates with learners, families, and colleagues to build a safe, positive learning climate of
openness, mutual respect, support, and inquiry. 3(n) The teacher is committed to working with
learners, colleagues, families, and communities to establish positive and supportive learning
environments. 3(q) The teacher seeks to foster respectful communication among all members of
the learning community. This artifact shows that I am able to reach out, specifically to parents on
how they would like to communicate regarding their child. This specific survey tells me how and
Application of Content. Standard #6: Assessment. Standard #7: Planning for Instruction.
Standard #8: Instructional Strategies. This math unit shows that I am capable of creating,
implementing, and assessing students at a high level. This math unit keeps the students engaged
Artifact #5: Newsletter. Standard #3: Learning Environments. 3(a) The teacher
collaborates with learners, families, and colleagues to build a safe, positive learning climate of
openness, mutual respect, support, and inquiry. 3(n) The teacher is committed to working with
learners, colleagues, families, and communities to establish positive and supportive learning
environments. 3(q) The teacher seeks to foster respectful communication among all members of
the learning community. This artifact shows that I am committed to the learner’s success by
sending out monthly newsletter to inform the students and remind the students what is coming up
during the month. This shows my commitment to the students and their family.
Artifact #6: Pecha Kucha Presentation. Standard #1: Learner Development. 1(e) The
teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical
development influences learning and knows how to make instructional decisions that build on
learners’ strengths and needs. As a professional teacher, I will be tasked to teach students of
various abilities and skills. This artifact shows that I will be able to teach to any disability type.
Reporting of Child Abuse and Maltreatment Certificates. Standard #9: Professional Learning
and Ethical Practice. 9(o) The teacher understands the expectations of the profession including
codes of ethics, professional standards of practice, and relevant law and policy. This artifact
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shows that I understand my ethical and professional standards. This training gives me insight as
Artifact #8: Wolf Hyperdoc. Standard #5: Application of Content. 5(c) The teacher
facilitates learners’ use of current tools and resources to maximize content learning in varied
contexts. 5(l) The teacher understands how to use digital and interactive technologies for
efficiently and effectively achieving specific learning goals. This artifact shows that I am aware
of what the contents the students should be learning. This artifact also shows that my artifacts are
This New York code of ethics for educators is a professional guide for teachers. This
standard holds teachers to a higher standard when they are working with their students to their
image in the community they serve. This standard has six principles. 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, and Principle 6: Educators advance the intellectual
and ethical foundation of the learning community. Below will list the artifacts that align with the
collaborate with parents and community, building trust and respecting confidentiality. This
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artifact is all about building trust and with this training to be an instructor, it is my job to build
Artifact #2: DASA Certificate. Principle 5: Educators collaborate with parents and
community, building trust and respecting confidentiality. The Dignity for All Students Act
(DASA) aligns with principle five because it is all about collaborating with the community and
building trust. The DASA training I received not only gives me the insight into what to look for
Artifact #3: Educational Survey. Principle 3: Educators commit to their own learning
in order to develop their practice. This artifact shows that I have the ability to conduct surveys,
specifically aimed at parents to gather information about how they would like to be contacted
Artifact #4: Math Lesson Unit. Principle 2: Educators create, support, and maintain
challenging learning environments for all. This artifact expresses the care and length I went to, to
create a week long math unit that challenges the students to do their best. It is my responsibility
that the lesson(s) is culturally responsive, relevant, and aligning to the standards.
Artifact #5: Newsletter. Principle 5: Educators collaborate with parents and community,
building trust and respecting confidentiality. This newsletter artifact is inclusive of the parents
and keeps the students accountable to their work. Because of this, this builds trust between the
physical, emotional, social, and civic potential of each student. This Pecha Kucha artifact shows
that I care about all aspects of my students from the normal students to students with disabilities.
with parents and community, building trust and respecting confidentiality. This artifact shows
that trust is placed on me and with this trust, should I see any wrongdoings, it is my
responsibility to report. The duty to report is an obligation that I will adhere to when I see
anything that is out of line such as and not limited to abuse, harassment, and bullying.
Artifact #8: Wolf Hyperdoc. Principle 6: Educators advance the intellectual and ethical
foundation of the learning community. This artifact is collaboration within a group. Students in
groups is a learning community. This artifact challenges the students to work together to get the
The Ontario Teacher Ethical Standards is a standard for teachers in Ontario but applies to
teachers globally in how they should act. The Ontario Teacher Ethical Standards has four
components and they are; 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.
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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, and INTEGRITY: Honesty,
reliability and moral action are embodied in the ethical standard of Integrity. Continual reflection
Below will list the artifacts that align with the Ontario Teacher Ethical Standards and they are:
Artifact #1: Crisis Prevention Intervention Instructor. 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. The Crisis Prevention Intervention
Instructor training gives me the responsibility to show compassion and empathy to all the
students I come across when I have to deal with a difficult situation. This shows that I am ethical
Artifact #2: DASA Certificate. 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. This artifact shows that
I respect others and their human dignity by watching out for and reporting unacceptable
Artifact #3: Educational Survey. Integrity: Honesty, reliability and moral action are
embodied in the ethical standard of Integrity. Continual reflection assists members in exercising
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integrity in their professional commitments and responsibilities. When conducting surveys such
as this artifact, I conducted myself in a professional way where all involved are respected and the
integrity stays in contact because their wishes and comments are respected.
Artifact #4: Math Lesson Unit. 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. Within this math lesson unit, I was able to demonstrate their
interest in a subject matter that is not often liked and opened their potential to learn the subject
matter. My commitment to the students is clear when I have them engaged to learn the content to
Artifact #5: Newsletter. 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. This newsletter artifact shows that I am open to
parent-teacher relationship by sending newsletter home so parent know what is going on during
for the month and what my expectations are. This also give parents an idea what their child
should be doing so they can also keep them accountable to do their work.
Artifact #6: Pecha Kucha Presentation. 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. This artifact covers two
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standards because this artifact shows I care about my students regardless of their abilities and I
Reporting of Child Abuse and Maltreatment Certificates. 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. This Pecha Kucha
artifact shows that I can be trusted with your child, especially ones with a disability and know I
Artifact #8: Wolf Hyperdoc. Care: The ethical standard of Care includes compassion,
acceptance, interest and insight for developing students' potential. Members express their
judgment and empathy in practice. This Hyperdoc artifact shows that I am willing to use
technology to challenge the student’s ability and unlock their full potential. This also shows my
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).
The New York State Common Core Learning Standard is a set of curriculum that
develops and transforms the way students think and the content learned has set them up for
further education in post-secondary education. A professional teacher must teach the students the
grade level they are at so they benefit can benefit from it and take what they have learned and
apply it in their daily lives or in post-secondary education. Below will list the artifact that align
with the P-12 NYS Common Core Learning Standards and it is:
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Artifact #4: Math Lesson Unit. NYS 3.0A.7 Fluently multiply and divide within 100,
using strategies such as the relationship between multiplication and division (e.g., knowing that 8
× 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from
memory all products of two one-digit numbers. This math lesson unit is a four-day lesson where
skip counting is conducted so students are set up to learn multiplication and division. This is the
prerequisite to higher level of counting because this has a pattern that the students will be able to
figure out which will come in handy when working on more complicated math problems where
students do not have to waste too much time figuring out simple or even hard multiplication and
division problems.
The New York State Learning Standards is an important part of the curriculum because it
sets out how teachers are to teach their students in terms of that common core. It is not the
common core but still examines what is still needed for the teacher and the students. Below will
list the artifact that align with the NYS Learning Standards and it is:
Students will understand the concepts of and become proficient with the skills of
appropriate tools and strategies; through the integrated study of number sense and operations,
algebra, geometry, measurement, and statistics and probability. This artifact will touch standard
three for mathematics when learning this four-day learning segment. The students will
understand by the end of the segment the concept and become proficient in skip counting and
will be ready for more complex math problems needed later with multiplication and division.
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Ontario Ministry of Education Curriculum Expectation.
The Ontario Ministry of Education has set standards for the students to complete within
their grade and the set standards the teachers are to teach the students. These set of standards will
help develop the student’s skills that will help them become successful within society. Within the
elementary education, their focus is to build a foundation in key areas that will help unlock each
student’s potential and as they move into the higher grades, build a stronger literacy and
numeracy skills set that will help them become successful. After completion of the standards, the
student can apply their skills in their everyday life or further their education in post-secondary
education. Below will list the artifact that align with the Ontario Ministry of Education
Artifact #4: Math Lesson Unit. Ontario Curriculum Standard: Grade 3: Counting
- Count forward by 1’s, 2’s, 5’s, 10’s, and 100’s to 1000 from various starting points, and by
25’s to 1000 starting from multiples of 25, using a variety of tools and strategies (e.g., skip count
with and without the aid of a calculator; skip count by 10’s using dimes);
- Count backwards by 2’s, 5’s, and 10’s from 100 using multiples of 2, 5, and 10 as starting
points, and count backwards by 100’s from 1000 and any number less than 1000, using a variety
This math lesson unit artifact shows that I am capable of teaching the students curriculum within
the Ontario Curriculum Standard. This skip counting lesson unit teaches and assess the students
when they are conducting skip counting which directly leads into much more complicated math
These claims and CAEP standards details what a quality and qualified teacher should
possess after graduating. The claims and standards shows the preparedness and readiness to
become a professional teacher. Below will list the artifacts that align with the DOE Claims &
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
This artifact delivers on three claims and shows that I know my subject matter, an
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
This artifact delivers on three claims and shows that I know my subject matter, an
Claim 2: Medaille College graduates meet the needs of diverse learners through
educator.
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
This artifact delivers on three claims and shows that I know my subject matter, an
This artifact delivers on one claim and shows that I am a caring educator.
This artifact delivers on one claim and shows that I am a caring educator.
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
This artifact delivers on three claims and shows that I know my subject matter, an
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
This artifact delivers on three claims and shows that I know my subject matter, an
International Society for Technology Education for Teachers and Students (ISTE).
The International Society for Technology Education for Teachers and Students (ISTE)
standard pertains to technology and how to use technology in the classroom to enhance the
students learning. In today’s age, technology is important to learn so the teacher and student is
not left behind as the world makes its push towards a more digital world. Below will list the
artifacts that align with the International Society for Technology Education for Teachers and
Artifact #4: Math Lesson Unit. Designer: Educators design authentic, learner-driven
activities and environments that recognize and accommodate learner variability. Educators:
5a: Use technology to create, adapt and personalize learning experiences that foster independent
learning and accommodate learner differences and needs. 5b: Design authentic learning
activities that align with content area standards and use digital tools and resources to
maximize active, deep learning. This math lesson unit has a component in it which I developed
as part of the lesson plan to review skip counting. I used nearpod to go through examples to
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solidify their understanding and concepts of skip counting. I believe nearpod enhanced their
6a: Foster a culture where students take ownership of their learning goals and outcomes in
both independent and group settings. This newsletter artifact has a part where technology needs
to be used in order for the students to know what they need to do for the assignment of the
month. The Quick Response (QR) code takes the student to the set website I want them to learn
from and build their essay from. I have created a way for students to take ownership of their
activities and environments that recognize and accommodate learner variability. Educators: 5a.
Use technology to create, adapt and personalize learning experiences that foster independent
learning and accommodate learner differences and needs. 5b. Design authentic learning
activities that align with content area standards and use digital tools and resources to
maximize active, deep learning. This Hyperdoc artifact is interactive as the students will be in
groups and collaborate with each other in completing this assignment meant outside of the
classroom. This artifact is designed to foster independence and provide the students to work
The International Literacy Association (ILA) Professional Standards sets forth the criteria
for developing and evaluating programs for reading professionals to apply to their students.
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There are six standards and they are as follow: Foundational Knowledge, Curriculum and
Learning and Leadership. Below will list the artifact that align with the International Literacy
the community, and all school staff, including education support personnel, classroom
and assessment of the needs of students, teachers, parents or guardians, and the larger
community of stakeholders.
This artifact is inclusive to the student and parents/guardian so all are on the same page to
The Council for Exceptional Children (ECE) advocates for students with exceptionalities
and disabilities. The Ethical Principles and Professional Practice Standards for Special Educators
have twelve standards that direct how educators are to teach these students. Below will list the
artifacts that align with the Council for Exceptional Children (ECE) and they are:
Artifact #2: DASA Certificate. Professional special educators are guided by the
CEC professional ethical principles, practice standards, and professional policies in ways that
respect the diverse characteristics and needs of individuals with exceptionalities and their
families. They are committed to upholding and advancing the following principles:
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9. Practicing within the professional ethics, standards, and policies of CEC; upholding
laws, regulations, and policies that influence professional practice; and advocating improvements
in the laws, regulations, and policies. This DASA artifact shows that I am a caring educator that
Artifact #6: Pecha Kucha Presentation. Ethical Principles and Professional Practice
Standards for Special Educators. 1. Maintaining challenging expectations for individuals with
exceptionalities to develop the highest possible learning outcomes and quality of life potential in
ways that respect their dignity, culture, language, and background. 2. Maintaining a high level of
individuals with exceptionalities and their families. This artifact is an example of how dedicated
to helping students with exceptionalities. It is the teacher’s responsibility to support and educate
The graphic organizer below will provide you, as the reader/viewer a breakdown of what
I have put into writing in section three and section four. The artifacts that I have developed will
show my best practices, preparedness, and readiness to be a professional teacher. Each artifact
Artifact Title INTASC NYS Code NYS NYS DOE ISTE ILA CEC Ontario Ontario
Standards of Ethics P-12 Learning Claims & Standards International Standards Curriculum Teacher
Standards Common Standards CAEP for Literacy Standards Ethical
for Core Standards Teachers Association Standards
Educators Learning and/or Professional
Standards Students Standards
Artifact #1: Standard Principle 5: N/A N/A Claim 1: N/A N/A N/A N/A Care: The
Crisis #3: Educators Medaille ethical
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College commitment
graduates to students'
meet the well-being
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effective p professional
edagogy a judgment
nd best
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teaching and empathy
practices. in practice
Claim 3:
Medaille
College
graduates
are caring
educators.
Artifact #2: Standard Principle 5: N/A N/A Claim 1: N/A N/A 9. N/A Respect:
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Claim 3: democracy
Medaille and the
College environment
graduates
are caring
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Artifact #3: Standard Principle 3: N/A N/A Claim 2: N/A N/A N/A N/A Integrity:
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n of multiplicatio (Revised certificatio nts that Grade 3: developing
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measurem and any
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emotional, are caring expectatio compassion,
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judgment professional
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nd best
teaching
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Claim 3:
Medaille
College
graduates
are caring
educators.
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Conclusion
As section four concludes, I took the artifacts from section three and showed you how
they aligned to the standards by way of an explanation and graphic organizer. These artifacts
highlighted the connection to the professional and curriculum standards which demonstrated my
standards. All of these connections have demonstrated my preparedness and readiness to become
a professional teacher. I will provide a reflection in section five which will go over what I have
done over my time at Medaille College in the M.S. Ed program, life experience, and as I wrap up