Introduction
Standards always play a critical role in the educational system. They
remain an essential part of education, in that they set clear and measurable goals
while also informing educators about what the outcomes of a course of study
should be. Standards guide the goals that educators must work toward. In
addition, standards inform instruction, they are what curriculum, assessments and
professional development are designed to support and achieve. Another critical
role that standards play, is to help in measuring achievement. It is said that a
standard-based curriculum achieves better student outcomes. For example; when
using a standard based curriculum in Math, it allows for the student to think,
apply knowledge and skills gained that are necessary for solving life problems. In
English, it enhances students’ abilities in garnering skills necessary to write, read,
speak, and listen critically. Overall, a standards help us by giving us guidelines
and execrations that govern us to create the best learning environment for our
students.
Curriculum & Professional Educational Standards
INTASC Standards.
Artifact #1: Standard #9: Professional Learning and Ethical Practice: The
teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the community), and adapts
practice to meet the needs of each learner.
Artifact #2: Standard #3: Learning Environments: The teacher works with
others to create environments that support individual and collaborative learning,
and that encourage positive social interaction, active engagement in learning, and
self-motivation.
Artifact #3: Standard #9: Professional Learning and Ethical Practice: The
teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the community), and adapts
practice to meet the needs of each learner.
Artifact #4: Standard #7: Planning for Instruction: The teacher plans
instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills,
and pedagogy, as well as knowledge of learners and the community context.
Artifact #5: Standard #2: Learning Differences: The teacher uses understanding
of individual differences and diverse cultures and communities to ensure inclusive
learning environments that enable each learner to meet high standards.
Artifact #6: Standard #7: Planning for Instruction: The teacher plans
instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills,
and pedagogy, as well as knowledge of learners and the community context.
Artifact #7: Standard #2: Learning Differences: The teacher uses understanding
of individual differences and diverse cultures and communities to ensure inclusive
learning environments that enable each learner to meet high standards.
Artifact #8: Standard #7: Planning for Instruction: The teacher plans
instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills,
and pedagogy, as well as knowledge of learners and the community context.
NYS Code of Ethics for Educators.
Artifact #1: Principle 3: Educators commit to their own learning in order to
develop their practice.
Artifact #2:Principle 1:Educators nurture the intellectual, physical, emotional,
social and civic potential of every student.
Artifact #3: Principle 3: Educators commit to their own learning in order to
develop their practice.
Artifact #4: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.
Artifact #5:Principle 2: Educators create support and maintain challenging
learning environment for all.
Artifact #6: 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.
Artifact #7:Principle 3: Educators commit to their own learning in order to
develop their practice.
Artifact #8: Principle 2: Educators create support and maintain challenging
learning environment for all.
Ontario Teacher Ethical Standards.
Artifact #1: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 #2: 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.
Artifact #3: :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 #4: 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.
Artifact #5: 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.
Artifact #6: 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. 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.
Artifact #7: 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 #8: 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.
P-12 NYS Common Core Learning Standards (ELA, Math and Social
Studies).
Artifact #4: 5.G.1. Use a pair of perpendicular number lines, called axes, to define
a coordinate system, with the intersection of the lines (the origin) arranged to
coincide with the 0 on each line and a given point in the plane located by using an
ordered pair of numbers, called its coordinates. Understand that the first number
indicates how far to travel from the origin in the direction of one axis, and the
second number indicates how far to travel in the direction of the second axis, with
the convention that the names of the two axes and the coordinates correspond
(e.g., x-axis and xcoordinate, y-axis and y-coordinate).
5.G.2. Represent real world and mathematical problems by graphing points in the
first quadrant of the coordinate plane, and interpret coordinate values of points in
the context of the situation.
Artifact #6:
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building
on others' ideas and expressing their own clearly.
Artifact #8: NYSCC: RI: 5. Know and use various text features (e.g., headings,
tables of contents, glossaries, electronic menus, icons) to locate key facts or
information in a text.
W2. Write informative/explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.
Ontario Ministry of Education Curriculum Expectation.
Artifact #4: – locate an object using the cardinal directions (i.e., north, south,
east, west) and a coordinate system (e.g.,“If I walk 5 steps north and 3 steps east, I
will arrive at the apple tree.”);
– compare grid systems commonly used on maps (i.e., the use of numbers and
letters to identify an area; the use of a coordinate system based on the cardinal
directions to describe a specific location);
Artifact #6: B1.1 engage actively in drama exploration and role play, with
a focus on identifying and examining a range of issues, themes, and
ideas from a variety of fiction and non-fiction sources and diverse
communities, times, and places (e.g., adapt roles and develop improvised
scenes based on human rights issues and/or environmental issues such as
species extinction; dramatize opinions about cultural appropriation; role-
play historical characters; prepare a presentation about peace for
Remembrance Day; use choral speaking and role playing to interpret
poetry)
Artifact #8: 2.3 identify some text features (e.g., illustrations, symbols,
photographs, title, page number, table of contents) and explain how they help
readers understand texts
1.1 read a few different types of literary texts (e.g., pattern books, rhymes, books
from home, simple fiction stories), graphic texts (e.g., calendars, environmental
print, signs), and informational texts (e.g., morning messages, strategy charts,
instructions, simple non-fiction books, labels)
1.3 gather information to support ideas for writing in a variety of ways and/or
from a variety of sources
DOE Claims & CAEP Standards.
Artifacts 1-8: 1.1 Candidates demonstrate an understanding of the 10 InTASC
standards at the appropriate progression level(s) in the following categories: the
learner and learning; content; instructional practice; and professional
responsibility. 1.3 Providers ensure that candidates apply content and pedagogical
knowledge as reflected in outcome assessments in response to standards of
Specialized Professional Associations (SPA), the National Board for Professional
Teaching Standards (NBPTS), states, or other accrediting bodies (ed.National
Association of Schools of Music – NASM). 1.4 Providers ensure that candidates
demonstrate skills and commitment that afford all P-12 students access to
rigorous college- and career-ready standards (e.g., Next Generation Science
Standards, National Career Readiness Certificate, Common Core State Standards.
Artifact #1 - Pedagogy of the oppressed :Claim 2: Medaille College graduates
meet the needs of diverse learners through effective pedagogy and best teaching
practices.
Artifact #2 - Classroom Management Kit: 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 effective pedagogy and best
teaching practices.
Artifact #3 - Literacy Practitioner Article Review: Claim 2: Medaille College
graduates meet the needs of diverse learners through effective pedagogy and best
teaching practices.
Artifact #4 - Junior Geometry Lesson Plan: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 effective pedagogy and best
teaching practices.
Artifact #5 - Literacy Game:Claim 2: Medaille College graduates meet the needs
of diverse learners through effective pedagogy and best teaching practices.
Artifact #6 - Video of Drama Lesson: 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 effective pedagogy and best
teaching practices.
Artifact #7 - Disability Studies BA Degree: Claim 2: Medaille College graduates
meet the needs of diverse learners through effective pedagogy and best teaching
practices.
Artifact #8 - Primary Literacy Non-Fiction Text Lesson Plan: Claim
1: Medaille College graduates know the subject matter in their certification
area(s)
Council for Exceptional Children (ECE).
Artifact #2 - Classroom Management Kit : Principle 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. Principle 2: Maintaining
a high level of professional competence and integrity and exercising professional
judgment to benefit individuals with exceptionalities and their families. Principle
3: Promoting meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities.
Artifact #8: Primary Literacy Non- Fiction Text : Principle 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. Principle 3: Promoting
meaningful and inclusive participation of individuals with exceptionalities in their
schools and communities.
Conclusion
Each standard discussed in the above section, aligns or adheres to a
specific teaching practice. In this section, it showed how each of the artifacts
aligns with the various standards. A chart was created with a summary of all the
standards accompanying each artifact for easier review. The next section will look
critically at the educators’ professional dispositions to navigate and reflect upon
the journey as well as different experiences that has shaped, strengthened and
pushed her to be a teacher.
[Back to Table of Contents]
Section Four: Alignment to Curriculum & Professional Standards Chart
Artifact INTA NYS NYS
NYS DOE ISTE ILA CEC Ontario Ont
Title SC Code P-12 Learn Clai Stand Interna Stand Curricu ario
Stand of Commo ing ms & ards tional ards lum Teac
ards Ethics n Core Stand CAE for Literac Standar her
Standa Learnin ards P Teach y ds Ethi
rds for g Stand ers Associa cal
Educa Standar ards and/ tion Stan
tors ds or Profess dard
Stude ional s
nts Standa
rds
Stand Princip N/A N/A Claim N/A N/A N/A Ethi
ard le 3: 2: c
Artifact #9:Pr Educat Pedag Stan
#1: ofessi ors ogy & dard
onal commi Best of
Pedago Learn t to Teach Integ
gy of ing their ing rity
the and own Practi
Oppres Ethica learnin ces
sed l g in
Practi order CAEP
ce to Stand
develo ards
p their 1.1
practic
e.
Artifact Stand Princi Clai N/A N/A N/A Ethi
#2: ard 3: ple 1: m 1: Standar c
Classro d 5: Stan
om Learn Educat Subje Literate dard
Manage ing ors ct Environ of
ment Envio nurtur Matte ment Care
Kit rnmen e the r &
Resp
t intelle ect
ctual, Clai
physic m 2:
al, Peda
emotio gogy
nal, &
social, Best
and Teac
civic hing
potenti Practi
al of ces
each
studen CAEP
t Stand
ards
1.1
Artifac Stand Princi Clai Standar Ethi
t #3 : ard ple 3: m 2: d 3: cSta
#9:Pr Assess
Literac ofessi Educat Peda ment & ndar
y onal ors gogy Evaluat d of
Practiti Learn commi & ion Inte
oner ing t to Best grity
and
Article Ethica their Teac
Review l own hing
Practi learnin Practi
ce g in ces
order
to CAEP
develo Stand
ards
p their 1.1,
practic 1.3 &
e. 1.4
Artifac Stand Princip Geomet Clai Standar Grade 4 Ethi
t #4 : ard le 1: ry: m 1: d 2: &5: cSta
Educat Curricu Geometr
Junior #7: ors 5.G.1 Subje lum y and ndar
Geome Planni nurture 5.G.2 ct Instruct Spatial d of
try ng for the Matte ion Sense Care
Lesson Instru intellec r
tual, Standar
ction physic d 3:
al, Clai Assess
emotio m 2: ment &
nal, Peda Evaluat
social, ion
and gogy
civic & Standar
potenti Best d 5:
al of Teac Literate
each Environ
student hing ment
Practi
Princip ces
le 2:
Educat
CAEP
ors
Stand
create,
ards
support
1.1,
, and
1.3 &
maintai
1.4
n
challen
ging
learnin
g
enviro
nments
for all.
Artifac Stand Princi Clai Standar Ethi
t #5: ard ple 2: m 2: d 2: c
Curricu
Elemen #2: Educat Peda lum Stan
tary Learn ors gogy Instruct dard
Literac ing create, & ion of
y Differ suppor Best Care
Standar
Game ences t, and Teac d 3:
mainta hing Assess
in Practi ment &
challe ces Evaluat
ion
nging
learnin CAEP Standar
g Stand d 5:
ards Literate
enviro 1.1, Environ
nment 1.3 & ment
s for 1.4
all.
Artifac Stand Princip Speakin Clai Standar Grade Ethi
t #6: ard le 1: g and m 1: d 2: 6: c
Educat Curricu
Video #7: ors Listeni Subje lum Drama- Stan
of Planni nurture ng ct Instruct Creatin dard
Drama ng for the SL.6.1 Matte ion g& of
Lesson/ Instru intellec r Presenti Care
tual, Standar
Lesson ction physic d 3: ng &
Plan al, Clai Assess B1.1 Trus
emotio m 2: ment & t
nal, Peda Evaluat
social, ion
and gogy
civic & Standar
potenti Best d 5:
al of Teac Literate
each Environ
student hing ment
Practi
Princip ces
le 2:
Educat
ors
create,
support
, and
maintai
n
challen
ging
learnin
g
enviro
nments
for all.
Artifac Stand Princi Clai Standar Ethi
t #7: ard #2 ple 3: m 2: d 2: c
Curricu
Disabil : Educat Peda lum Stan
ity Learn ors gogy Instruct dard
Studies ing commi & ion of
Bachel Differ t to Best Inte
Standar
or of ences their Teac d 3: grity
Arts own hing Assess
Degree learnin Practi ment &
g in ces Evaluat
ion
order
to Standar
develo CAEP d 5:
p their Stand Literate
ards Environ
practic 1.1 ment
e.
Artifac Stand Princip Readin Clai Standar Grade Ethi
t #8: ard le 2: g m 1: d 2: 1: c
Educat Curricu
Primar #7: ors RI.5 Subje lum Langua Stan
y Planni create, :Know ct Instruct ge - dard
Literac ng for support and use Matte ion Variety of
y Non- Instru , and various r of Texts Care
maintai Standar
Fiction ction n text d 3: 1.1
Lesson challen features CAEP Assess Text
Plan ging . Stand ment & Feature
learnin ards Evaluat
1.1 s
g ion
enviro Writing 2.3
nments W2: Standar Compre
for all. Write d 5: hension
informa Literate Strategi
Environ
tive/ ment es
explana 1.3
tory
texts in
which
they
name a
topic,
supply
some
facts
about
the
topic,
and
provide
some
sense
of
closure.
[Back to Table of Contents]
