Section Four: Alignment to Curriculum & Professional Standards

Introduction

Almost all professional occupations have some sort of standard that is in place to ensure

workplace safety and consistency. Teaching is no different with both curriculum and professional

standards that must be followed. These standards are in place to provide a safe learning environment for

the learners as well as standards that teachers must abide by so that there is a consistent and uniform of

what the requirement is for specific levels of learners across the board. In section 3, I listed that artifacts

that I created. Those artifacts are all connected to various professional standards and curriculum that you

will see listed below. As a prospective teaching candidate this connection demonstrates my ability to

connect to the curriculum and standards while providing the best learning experiences for the students I

work with.

Curriculum & Professional Educational Standards

The Curriculum and Professional Educational Standards addressed in this section of the

portfolio include: INTASC Standards, NYS Code of Ethics for Educators, Ontario Teacher

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

Curriculum Expectation, DOE Claims & CAEP Standards, International Society for Technology

Education for Teachers and Students (ISTE), and Council for Exceptional Children (ECE). As

an educator we must refer to these standards as they help guide our lessons, ensure an inclusive

education, and assess student academics.

INTASC Standards.

The Interstate New Teacher Assessment Support Consortium Standards (INTASC) is

broken down into four sections: The Learner and Learning, Content, Instructional Practice, and

Professional Responsibility. Standards one to three are Learner Development, Learning

Differences, and Learning Environments. Standards four and Five are Content Knowledge and
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Application of Content. Standards six to eight are Assessment, Planning for Instruction and

Instructional Strategies. Standards nine and ten are Professional Learning and Ethical Practice,

and Leadership and Collaboration. These sections represent best teaching practices so that the

teacher can meet the need of the learner.

Standard 1: Pecha Kucha Presentation

Science Field Trip

Standard 3: Science Field Trip

Standard 4: Math Lesson Plan

Bitmoji Lesson – Inferencing

Science Field Trip

Standard 8: Math Lesson Plan

Bitmoji Lesson – Inferencing

Standard 9: DASA

Educational Support Diploma

Cyber Safety

Annotated Bibliography

NYS Code of Ethics for Educators.

NYS Code of Ethics is broken down into six principles: 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
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confidentiality. Principle 6: Educators advance an intellectual and ethical foundation of the

learning community. These standards lay out expectations of professional excellence and are the

core principles.

Principle 1: Math Lesson Plan

Bitmoji Lesson – Inferencing

Pecha Kucha Presentation

Principle 2: Math Lesson Plan

Bitmoji Lesson – Inferencing

Principle 3: DASA

Educational Support Diploma

Cyber Safety

Annotated Bibliography

Principle 4: Science Field Trip

Principle 5: DASA

Science Field Trip

Ontario Teacher Ethical Standards.

The Ontario Teachers Ethical Standards is broken down into four sections: 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
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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.

CARE: Math Lesson Plan

Educational Support Diploma

Bitmoji Lesson – Inferencing

Annotated Bibliography

Pecha Kucha Presentation

Science Field Trip

INTEGRITY:Cyber Safety and Digital Citizen

RESPECT: Pecha Kucha Presntation

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

The Common Core Standards were developed to enhance and promote learner

development so they are prepared for work and college upon completion of high school. The

following Standards were referenced.

ELA 3R1: Develop and answer questions to locate relevant and specific details in a text to

Ontario Ministry of Education Curriculum Expectation.

The Ontario Curriculum was developed to enhance and promote learner development so

they are prepared for work and college upon completion of high school. The following

curriculum were referenced.

Math B1.3 estimate the number of objects in collections of up to 200 and verify their estimate by

counting

ELA (Gr.3) 1.5 Make inferences about texts using stated and implied ideas from the texts as evidence
MSED ELEMENTARY PORTFOLIO PROJECT 5

DOE Claims & CAEP Standards.

These are the standards as expected from Medaille College as a graduate, it is broken

down into three components. The following are the connections with this standard.

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

 DASA

 Annotated Bibliography

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

pedagogy and best teaching practices

 DASA

 Math Lesson Plan

 Bitmoji Classroom – Inferencing

Claim 3: Medaille College graduates are caring educators

 DASA

 Pecha Kucha Presentation

 Science Field Trip

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

This is a newer standard and relates to technology and the expectations and professional

standards for teachers and students. The following standards were referenced.

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

 Bitmoji Classroom – Inferencing

 Cyber Safety and Digital Citizenship

 Pecha Kucha Presentation

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

 Bitmoji Classroom – Inferencing

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 Cyber Safety and Digital Citizenship

 Pecha Kucha Presentation

Council for Exceptional Children (ECE).

The last standard ensures students of all abilities are incorporated so that they receive the

necessary support and engagement to fully participate in the classroom. The following was

referenced in the portfolio.

Advocating for professional conditions and resources that will improve learning

outcomes of individuals with exceptionalities:

 Math Lesson Plan

 Bitmoji Classroom – Inferencing

Maintaining a high level of professional competence and integrity and exercising

professional judgment to benefit individuals with exceptionalities and their families:

 Pecha Kucha Presntation

Curriculum and Professional Standards Chart

The Chart completed below provides the above listed standard connections that are made

in each artifact. This showcases my ability to provide activities and lesson that are of the utmost

profession standards and conduct.

Conclusion

Section 4: Alignment to Curriculum and Standards for this Masters in Science Elementary

Education portfolio demonstrates my ability to connect various lessons, activities and

professional development from section three of the portfolio to the relevant professional and

curriculum standards. As a prospective teaching candidate I must be able to plan and instruct

and create according to the standards that are laid out for this occupation. This ensures that I
MSED ELEMENTARY PORTFOLIO PROJECT 7

provide an inclusive education that is safe as well and fostering growth for the students, my peers

and myself. In Section 5: Teacher Candidate Reflection, I will look back through this portfolio

and reflect on the process and how it impacts my development as a teacher.

[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 of NYS NYS DOE ISTE ILA CEC Ontario Ontar
Standards Ethics P-12 Common Learning Claims & Standards International Standards Curriculum Teach
Standards Core Learning Standards CAEP for Literacy Standards Ethic
for Standards Standards Teachers Association Stand
Educators and/or Professional ds
Students Standards
Standard #9: Principle 3: Claim 1,2
Artifact #1: Professional Educators and 3:
Learning and commit to Subject
DASA Ethical their own matter,
Practice learning in Pedagogy
order to and best
develop their teaching
practice. practices,
Principle 5: and caring
Educators educator
collaborate
with parents
and
community,
building trust
and
Confidentiality
.

Artifact #2 Standard #4: Principle 1: Claim 2: Advocating B1.3 estimate the CARE
Content Educators Pedagogy for number of
Math Lesson Knowledge nurture the and best professional objects in
Plan #2 Standard #8: intellectual, teaching conditions collections of up
Instructional physical, practices and to 200 and verify
Strategies emotional, resources their estimate by
social, and that will counting
civic potential improve
of each student learning
Principle 2: outcomes of
Educators individuals
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create support with
and maintain exceptionalit
challenging ies
learning
environment
Standard #9: Principle 3: CARE
Artifact #3: Professional Educators
Learning and commit to
Educational Ethical their own
Practice learning in
Support
order to
Diploma develop their
practice
Artifact #4: Standard #4: Principle 1: ELA 3R1: Claim 2: Student 4.d. Advocating (Gr.3) 1.5 Make CARE
Content Educators Develop and Pedagogy Use multiple for inferences about
Bitmoji Knowledge nurture the answer questions and best processes and professional texts using stated
Classroom - Standard #8: intellectual, to locate relevant teaching diverse conditions and implied
Instructional physical, and specific practices perspectives and ideas from the
inferencing
Strategies emotional, details in a text to explore resources texts as evidence
social, and to alternative that will
civic potential solutions improve
of each student Teacher 2.a. learning
Principle 2: Design or outcomes of
Educators adapt individuals
create support relevant with
and maintain learning exceptionalit
challenging experiences ies
learning that
environment incorporate
digital tolls
and
resources to
promote
student
learning and
creativity
Standard #9: Principle 3: Claim 2: Student 4.d. INTEG
Artifact #5: Professional Educators Pedagogy Use multiple TY
Learning and commit to and best processes and
Cyber Saftey Ethical their own teaching diverse
Practice learning in practices perspectives
and Digital
order to to explore
Citizenship develop their alternative
practice 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 #6: Standard #9: Principle 3: Claim 1,2: CARE
Professional Educators Subject
Annotated Learning and commit to matter,
Bibliography Ethical their own Pedagogy
Practice learning in and best
order to teaching
develop their practices
practice
Standard #1: Principle 1: Claim 3: Student 4.d. Maintaining CARE
Artifact #7: Learner Educators Caring Use multiple a high level RESPEC
Development nurture the Educator processes and of
Pecha Kucha intellectual, diverse professional
physical, perspectives competence
Presentation
emotional, to explore and integrity
social, and alternative and
civic potential solutions exercising
of each student Teacher 2.a. professional
Design or judgment to
adapt benefit
relevant individuals
learning with
experiences exceptionalit
that ies and their
incorporate families
digital tolls
and
resources to
promote
student
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learning and
creativity
Artifact #8: Standard #1: Principle 4: Claim 2 and CARE
Learner Educators 3: Pedagogy
Science Field Development collaborate and best
Trip Standard #3: with teaching
Learning colleagues and practices,
Environments other and caring
Standard #4: professionals educator
Content in the
Knowledge interest of their
students
leaning
Principle 5:
Educators
collaborate
with parents
and
community,
building trust
and
confidentiality

[Back to Table of Contents]

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Section Five: Teacher Candidate Reflection Guidelines

Introduction

As a teacher it is important that we continually grow and learn and part of that process is

being able to go back and reflect upon your experiences in order to progress. In this section I

will be reflecting on my experiences during my time at Medaille College, this portfolio, my

previous experiences and how it has prepared me as a potential teaching candidate. I will

evaluate qualities that have improved from the courses that were taken at Medaille College. I

will also reflect on projects that demonstrate my readiness as well as how I can improve on

some. This section will provide evidence of my readiness to begin my teaching career.

Portfolio Project/Teacher Education Learning Experiences

Here I am developing myself into a transition to a second career. My attendance at
Medaille College as well as pulling together this portfolio, has given me the opportunity to look
at what I have accomplished over this short period of time, as well as where I have to improve in
the future. (TEAC/CAEP Claim 2: Pedagogy and Best Teaching Practices). My experiences
here have not only developed myself, but gives the opportunity for future generations to receive
both the teaching skills as well as the empathetic educator I have developed into (TEAC/CAEP
Claim 3: caring educator). Below will be some of the experiences that I feel have played an
important role in my development as a teacher, including pedagogy, classroom management,
best teaching practices and knowledge of the subject matter. (TEAC/CAEP Claim 1: knowledge
of subject matter)

Readiness to Become a Teacher

This journey has seemed like a whirlwind, from changing careers to an educational

assistant, to completing my Bachelor of Arts, and now steps away from my Masters in Science

Elementary Education. I am now that much closer to reaching a long awaited goal of becoming

a teacher. My journey of life that has lead me down this path has been a demonstration in my

own ability to grow, assess and reflect, and everything to show I am a capable teaching

candidate. With my previous experiences, education, and determination I am more than

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confident to say that I am ready to take on the next chapter in my educational career as a teacher.

I demonstrate a confident, humble and caring person, and now I have knowledge in subject

matter, pedagogy and best teaching practices to add to my tool belt, that will continue to grow

throughout my career.

Having been an Educational Assistant for the past 5 years has presented me many

opportunities see a variety of classrooms, and the opportunity to learn and grow. I have worked

with a diverse population of students from Kindergarten to Grade 8. Many of the students I

worked with presented many behavioural challenges, however this only prepared me and

provided me tools in how to manage those experiences and apply to them to the classroom.

Working with these students who have various IEP requirements has introduced me to the

curriculum as well as how I work with individual needs and differentiate to support each students

understanding.

Technology we have learned is of the utmost importance to be an effective teacher and be

able to reach students in different situations and levels. We learned firsthand through our

experience at Medaille College as we battled the Covid-19 Pandemic and were forced to go

through a virtual route of learning, instruction and presentations. Having already built a good

foundation with various technology tools, I was still able to learn and apply many knew skills

that will be important to demonstrate to the students. Some skills include creating virtual

classrooms (Bitmoji), website creation, various tablet applications, online lessons and activities,

screencasting. Not only did we learn and grow with a variety of these tools, we experienced it

with our peers and our professors, and saw the trials and tribulations. These were all important

processes so that we can be able to demonstrate a form of mastery to our students, as they rely
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more and more on technology at home and in the classroom. We can provide a safe and

educational environment for them to learn.

Above the technological aspects of our learning process, Medaille College and Sheridan

College (Educational Support program) has prepared me with a variety of tools and the ability to

adapt to different students’ needs when creating lesson plans. As an Educational Assistant I

became aware of behaviour management requirements in the classroom, and how much the

environment can trigger or relax students during class time. I incorporate this experience with

my knowledge from Medaille and teaching practices, I see how using a variety of different

teaching styles to reach different kids based on their strength of learning modalities.

Lastly, being a parent to 3 kids has been instrumental in my development of seeing how

kids learn and grow. I have been a part of their recreational activities, as well as supporting their

homework experiences, this has shown me how each of my kids have different skills and

abilities, and receive different learning cues. I have also had the pleasure of coaching many of

their sports teams, which has challenged me to communicate, support, and create a positive

environment for hundreds of children over the years. This has probably been the most

instrumental in my development as a future teacher. Life experiences in this sense you don’t see

the value in until the opportunity to look back and seeing how it molded me in my response not

only throughout this program at Medaille but professionally. I can only see it being a benefit

going forward.

Conclusion

As you can see from the examples I have mentioned throughout this section, I am well on

my way to becoming a proficient teacher in the classroom. I have demonstrated my ability to

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provide an inclusive, caring and safe learning environment for my students. I have improved my

proficiency to create motivating and engaging lessons. I have demonstrated my character and

my desire to learn and share my experiences. My portfolio submission has showcased my

knowledge of the curriculum, pedagogy, best teaching practices, classroom management skills

and strategies, adapt and differentiate to a variety of student needs as well as be a caring educator

and provide a safe learning environment for all. For the next section I will demonstrate my

abilities in a mock interview, which showcases, my background and skills, as well as some

artifact examples and connections.

[Back to Table of Contents]

Section 6: Teacher Candidate Teacher Interview Video

(Approximately 1-2 pages)
See the EDU 693 MSED Portfolio Project Handbook Section Three requirements for details.

Teacher Candidate Interview Video

Teacher Candidate Interview Questions & Responses

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Conclusion
(Provide brief summary of the section, highlighting key components of the section. See the EDU
693 MSED Portfolio Project Handbook Section Six requirements for details.)

APA Rules and Writing Style: APA rules are addressed, well written; with minor grammatical
and/or APA errors (repeated errors count as one). Add new resources to your formal Reference
page, after Section 06

Important Section Notes:

 The teacher candidate creates a 5-10 minute professional video answering the teacher interview
questions posed. Connections to the portfolio artifacts, standards, teacher skills, strategies, and
professional dispositions are made.

 The teacher candidate uses the Weebly Website created in EDU 571: Technology for the
Elementary Classroom as a basis for navigation of the portfolio artifacts.

 The video is posted on the discussion forum and 2 replies are made to assigned class members.

 A copy of the MP4 video is made to the Disk or Flash Drive for final submission of the project.

 Copies of the Final Paper project and the MP4 are uploaded to the Blackboard assignment link,
LiveText assignment link and burned to 2 disks or flash drives and labeled as directed in the
course handbook.

[Back to Table of Contents]

References

APA Format Rules Apply. Include ALL standard sets from Sections 3-4 as formal references.
See handbook pp. 14-20 and the online tutorial at www.apastyle.org
(http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx) for details and examples.
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[Back to Table of Contents]