Professional Documents
Culture Documents
Introduction
The purpose of Section Four: Alignment to Curriculum & Professional Standards of the
and Curriculum Standards and their importance to my career in the field of education. The
information contained within Section Four of my MSED Elementary Portfolio Project will
highlight how these Professional and Curriculum Standards relate to the artifacts discussed in
Section Four is divided into the following four parts: Introduction, Curriculum and
and Conclusion. The Section Introduction gives an overview of each Standard. The Educational
Standards Heading describes each Standard in more detail and describes how each Artifact
included in Section Three relates to the Educational and Professional Standards. The Curriculum
& Professional Educational Standards section provides an overview of the Educational and
Professional Standards that were discussed in Section Three of this MSED Elementary Portfolio
Project, provides a an explanation of each Standard and the importance of each as it relates to
the field of education. The Educational and Professional Standards address the following
pedagogy, best teaching practices, knowledge of subject matter and abilities to be a caring,
supportive educator while fostering an engaging, judgement free learning environment. The
Conclusion reiterates the importance of being a knowledgeable and caring educator who can
Artifacts contained within my portfolio as well as in practice within the school environment and
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the profession of education. This section will conclude with a brief introduction to Section 05:
Portfolio Project are as follows: the Interstate Teacher Assessment and Support Consortium
(InTASC) Standards, the NYS Code of Ethics for Educators, Ontario Teacher Ethical Standards,
the P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies, the NYS
Learning Standards, the Ontario Ministry of Education Curriculum Expectation, the Teacher
Technology Education for Teachers and Students (ISTE), the International Literacy Association
(ILA) Professional Standards and the Council for Exceptional Children (CEC) Standards.
Section Introduction
The Council of Chief State School Officers (CCSSO), through its Interstate Teacher
Assessment and Support Consortium (InTASC) has developed a set of model standards to guide
teachers so that they are able to educate each and every student to best of his or her unique
ability. InTASC Standards outline what teachers should know and be able to do to ensure
every K-12 student reaches the goal of being ready to enter college or the workforce in todays
world. (CCSSO, 2011). This model outlines what effective teaching and learning looks like
through the implementation of best teaching practices and empowers learners to take ownership
of their learning in their quest to obtain knowledge that will support them in practical ways in the
real world. This model encourages educators to support unique learning styles while continuing
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tomorrows graduates so that they enter the working world prepared to thrive.
The NYS Code of Ethics for Educators states its purpose in the following way: The
Code of Ethics is a public statement by educators that sets clear expectations and principles to
guide practice and inspire professional excellence. Educators believe a commonly held set of
principles can assist in the individual exercise of professional judgment. This Code speaks to the
core values of the profession. This code consists of 6 Principles which outline professional
responsibilities, including but not limited to nurturing the intellectual, physical, social emotional
and civic potential of each and every student, right through to ensuring that all educational
professionals continue their own learning through professional development and collaboration
with other professionals in the field for the betterment of student learning.
The Ontario Teacher Ethical Standards include multiple purposes which are as follows:
To inspire members to reflect and uphold the honor and dignity of the teaching profession, to
identify the ethical responsibilities and commitments in the teaching profession, to guide ethical
decisions and actions in the teaching profession and to promote public trust and confidence in the
teaching profession. The Ethical Standards for the teaching profession are: Care, Trust, Integrity
and Respect. There are also Standards of Practice which include Commitment to Students and
The P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies can
be described as ...the culmination of an extended, broad-based effort to fulfill the charge issued
by the states to create the next generation of K12 standards in order to help ensure that all
students are college and career ready in literacy no later than the end of high school.
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The NYS Learning Standards are a specific set of standards which set learning
expectations and guide instruction to ensure that all students receive a high quality of public
education which, upon graduation, will have prepared them for post-secondary education, work
Ontario's 4,000 publicly funded elementary schools. The Ontario Ministry of Education
Curriculum Expectations is described as follows: The focus in these early years is to build a
foundation in key areas that will help unlock each student's potential. Strong literacy and
numeracy skills are the critical foundation for all other academic achievement and for a lifetime
of success. The government's goal is to have 75 per cent of students achieving the provincial
professional educators, those who will teach and lead in schools, pre-K through grade 12. The
boards of the Teacher Education Accreditation Council (TEAC) and the National Council for
new agency, the Council for the Accreditation of Educator Preparation (CAEP).
CAEP goals are to raise the performance of candidates as practitioners in the nations P-12
schools and to raise standards for the evidence the field relies on to supports its claims of quality.
By meeting these goals, NCATE and TEAC leaders believe they will raise the stature of the
International Society for Technology Education for Teachers and Students (ISTE). The
International Society for Technology Education for Teachers and Students (ISTE) standards define
the new skills and pedagogical insights educators need to teach, work and learn in the digital age
(ISTE, n.d.). The Standards set out within this document include categories for Teachers, Students
and Administrators. The Standards listed in my MSED Elementary Portfolio Project focus on
Teachers and Students and are described as follows: Standards for Teachers include the following
sub-headings: Learner, Leader, Citizen, Collaborator, Designer, Facilitator and Analyst. Standards
for Students include the following sub-headings: Empowered Learner, Digital Citizen, Knowledge
Collaborator. These guidelines are intended to ensure that technology is incorporated into the ever
progressing climate of the public education system in order that all parties in public education
continue to grow, develop and learn to be able to function with confidence and skill in todays digital
age.
International Reading Association, The International Literacy Association (ILA) was re-named
improve reading instruction, facilitate dialogue about research on reading, and encourage the
education students. The CEC supports families and students, teachers and related service
providers, and advises government agencies. (CEC, Dec 8, 2015.) CEC is the leading voice for
special and gifted education. Through the vision and dedication of more than 27,000 members,
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CEC sets the standard for high quality education for children and youth with exceptionalities.
CEC is THE source for information, resources and professional development for special
educators. (CEC, n.d.). 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. (CEC, 2017). There are 12
Ethical Standards which are referenced in part throughout this MSED Elementary Portfolio
Project.
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The Survey Assignment with Data Analysis Summary aligns with the following
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.
Instructional Practices: Standard 8 Instructional Strategies. The teacher understands and uses a
areas and their connections, and to build skills to apply knowledge in meaningful ways.
appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and community
members to ensure learner growth, and to advance the profession. NYS Code of Ethics Standards
for Educators, Principle 3: Promote Student Learning, Educators commit to their own learning in
order to develop their practice. NYS P-12 Common Core Learning Standards: Responding to
Literature RL 1.1 Make connections between text, self and the world around them (text, media,
social interaction). Reading Literature RL 1.3: Describe characters, setting, major events in a
story using detail. NYS Learning Standards, ELA Standard 4: Language for Social Interaction,
students will listen, speak, read and write for social interaction. TEAC.CAEP Claims. Claim 1:
Subject Matter. Medaille graduates know their subject matter. Claim 2: Pedagogy and Best
Teaching Practices. ISTE Standards for Teachers and/or Students: Teacher Standard 1c.
Facilitate and inspire student learning and creativity. Student Standard 1b: Empowered Learner.
Reading for Meaning 1.1 Variety of Texts, 1.2 Purpose. Social Studies B2.2. Ontario Teacher
parents/guardians to communicate and collaborate for the purpose of supporting student learning.
In surveying students families about reading habits, reading interests and communication
preferences, the students will have a much better chance at academic success in learning to read
because all adults in their daily lives are on the same page with respect to expected academic
achievements. Administering a Reading Survey to parents and caregivers is not only a best
needs. In developing a reading program that is suited to students needs and interests, I am
adhering to the ISTE Standards for teachers by ensuring that I inspire and facilitate student
incorporate ELA and Social studies. This artifact demonstrates the Ontario Teacher Ethical
Standard of Care because it shows that I am concerned for the well-being and academic success
Assessing Student Literacy: A Case Study aligns with the following Standards: InTASC,
Standard 7: Planning for Instruction. NYS Code of Ethics Standards for Educators, Principle 2:
Educators create, support, and maintain challenging learning environments for all. They know
the curriculum and utilize a range of strategies and assessments to address differences. NYS P-12
Common Core Learning Standards: Responding to Literature RL 1.1 Ask and answer questions
about key details in text. Make connections between text, self and the world around them (text,
media, social interaction). Reading Literature RL 1.2: Retell stories including key details, and
demonstrate understanding of their cultural messge or lesson. NYS Learning Standards, ELA
Subject Matter. Medaille graduates know their subject matter, Claim 3: Medaille graduates are
caring educators. ISTE Standards for Teachers and/or Students: Teacher Standard 1a. Promote,
support and model creative and innovative thinking and inventiveness. Student Standard 1b.
Using evidence, instructional data and professional knowledge to inform practice. Ontario
Curriculum Standards, Grade 1 Reading for Meaning 1.3 Comprehension Strategies, 1.4
reflect my students diverse needs. In this way, I am able to support and encourage the learning
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both State and Provincial levels, I am able to plan my instruction appropriately to meet the
expectations at grade level. This is reflective of the fact that as a Medaille graduate, I am a caring
educator who knows my subject matter. In keeping with ISTE standards, I am able to
demonstrate through teacher modelling, how to promote, support and model creative thinking
and inventiveness so that my students will have a firm grasp on what that looks like and how
they can independently apply those skills in a practical application whether it is within the school
environment or within their community or home. Teaching students the fundamental concepts of
reading is an important first step in sparking their interest in reading and helping them to develop
a love of it. Understanding how to support students when they encounter struggles or gaps in
understanding ensures that no child is left without the skills, tools or resources to learn, develop
and grow.
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The Annotated Bibliography aligns with the following Standards: InTASC, The Learner
and Learning, Standard 2 Learning Differences, Standard 3: Learning Environments. NYS Code
emotional, social, and civic potential of each student. NYS P-12 Common Core Learning
Standards and NYS Learning Standards are not applicable to this artifact. TEAC/CAEP Claims.
Claim 1: Subject Matter. Medaille graduates know their subject matter. Claim 2: Pedagogy and
Best Teaching Practices. ISTE Standards for Teachers and/or Students: Teacher Standard 1a.
Facilitate and inspire student learning and creativity. Student Standard 3a. Knowledge
Diversity, 4.3 Develop and implement strategies to advocate for equity. CEC Standards:
Standard 4: Evidence-based practices and resources. Ontario Curriculum Standards, do not apply
to this artifact and Ontario Teacher Ethical Standards: Standard of Care and Integrity, Practice:
for me as an effective educator to commit to continual professional development for the benefit
and Special Education, I am able to speak knowledgeably about an important topic that affects
students in our schools, regardless of their race, religion, ethnicity or socio-economic status.
Research such as that which I conducted in preparation for formulating the Annotated
Bibliography, educated me on the signs and symptoms of Social Maladjustment and how to
support the students well-being through collaboration with community partners, family and
resource support at the school level. This is in direct alignment with the NYS Code of Ethics
MSED ELEMENTARY PORTFOLIO PROJECT 12
Standards for Teachers as it demonstrates that as an educator, I am able and willing to nurture the
intellectual, physical, emotional, social, and civic potential of each student. My dedication to the
success of every student is of utmost importance and reflects my Ontario Ethical Standards
The Science Unit Plan aligns with the following Standards: InTASC, Learning
and uses a variety of instructional strategies to encourage learners to develop deep understanding
of content areas and their connections, and to build skills to apply knowledge in meaningful
ways. NYS Code of Ethics Standards for Educators, Principle 2: Educators create, support, and
maintain challenging learning environments for all. They know the curriculum and utilize a
range of strategies and assessments to address differences. NYS P-12 Common Core Writing
Standards: Text Types and Purposes W 2.2 Write informative/explanatory texts in which they
name a topic, supply some facts about the topic and provide some sense of closure. NYS
Learning Standards, ELA Standard 1: Language for Information and Understanding; NYS
Elementary Science Standards Strand 4 The Living Environment 4 a., Indicator 3 1.b.
TEAC.CAEP Claims. Claim 1: Subject Matter. Medaille graduates know their subject matter.
Claim 2: Pedagogy and Best Teaching Practices; Medaille graduates meet the needs of diverse
learners through pedagogy and best teaching practices. ISTE Standards for Teachers and/or
Students: Teacher Standard 1c. Facilitate and inspire student learning and creativity. Student
Overall Expectations: Communication skills investigate needs and characteristics of plants and
animals, including humans. Specific Expectations: 2.4; Investigate the physical characteristics of
MSED ELEMENTARY PORTFOLIO PROJECT 14
Knowledge.
firm belief in teaching using interactive and engaging approaches with the STEAM (Science,
Technology, Math, Engineering, Arts and Math) approach. Teaching in this way, requires letting
go of stereotypical ideas of the past about gender role expectations and guiding each student to
learn based on his or her interests and abilities. I believe that as students and educators, we must
all work to push ourselves out of our comfort zones because that is how we learn. This idea
aligns with the NYS Code of Ethics for this artifact as Principle 2 stipulates that educators
should endeavor to create, support, and maintain challenging learning environments for all.
the most up to date standards and teaching to ensure that guidelines are met. This aligns directly
with the CEC Standards of Professional Competence which is an absolute necessity for an
students to discover scientific concepts such as plants in the living environment through hands-
on discovery learning. In this way, they will connect directly with the topic being taught and
transfer their new found knowledge into their working memories for use in practical, everyday
applications.
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The Guided Reading Lesson Plan aligns with the following Standards: InTASC,
Instructional Practice: Standard 6: Assessment; Standard 7: Planning for Instruction. NYS Code
emotional, social, and civic potential of each student. NYS P-12 Common Core Reading
Standards for Informational Text, integration of knowledge and ideas. Reading for Information
RI 1.7: Use illustrations and details in story to describe its characters, settings or events;
Standard Strand: 1 Individual Development and Cultural Identity 1.1 Gathering, interpreting,
using evidence. NYS Learning Standards, ELA Standard 2: Language for Literacy Response and
Expression. TEAC/CAEP Claims. Claim 2: Pedagogy and Best Teaching Practices. Medaille
graduates meet the needs of diverse learners through pedagogy and best teaching practices.
Claim 3: Medaille graduates are caring educators. ISTE Standards for Teachers and/or Students:
Teacher Standard 1. Facilitate and inspire student learning and creativity; 1. a. Promote, support
and model innovative thinking and inventiveness; Student Standard 3.b: Knowledge Constructor.
The InTASC Standard of Instructional Practice and Planning for Instruction are a key
component of this artifact. I am passionate about the topic of developmental literacy as I have a
strong belief that empowering students to overcome reading challenges at an early age can open
so many doors for them that would have otherwise been shut. Having the desire and ability to
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lead students in a carefully designed Guided Reading Program can have lasting effects not only
in the English Language Arts but across all subjects since students rely on their reading abilities
in all aspects of education. Designing this guided reading lesson plan has allowed to demonstrate
planning at the elementary level which are in line with the TEAC/CAEP Claims 2: Pedagogy and
Best Teaching Practices; Medaille graduates meet the needs of diverse learners through
pedagogy and best teaching practices and Claim 3: Medaille graduates are caring educators.
MSED ELEMENTARY PORTFOLIO PROJECT 17
The New York State Report Card Review aligns with the following Standards: InTASC,
Planning for Instruction; Standard 10: Professional Responsibility: Standard 10 Leadership and
Collaboration; The teacher seeks appropriate leadership roles and opportunities to take
responsibility for student learning, to collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner growth, and to advance the profession.
NYS Code of Ethics Standards for Educators and NYS Learning standards do not apply to this
artifact. TEAC/CAEP Claims; Claim 1: Subject Matter. Medaille graduates know their subject
matter. ISTE Standards for Teachers and/or Students: Teacher Standard 3.b. Model digital age
work and learning. Student Standard is not applicable in this case. International Literacy
Teaching and Assessment. Ontario Curriculum Standards, do not apply to this artifact. Ontario
This New York State Report Card review was an important addition to my MSED
understanding the learning environment and being able to effectively plan for instruction based
on that knowledge. It is of extreme importance for any educator to understand the demographics
of their community and the socio-economic factors which affect the community at large. Having
a grasp of that information is key, in that it guides best practices as a means of planning for
effective instruction. When students know that I understand their lives on a personal level
because I have done my research about the school district, I not only gain their respect but I
MSED ELEMENTARY PORTFOLIO PROJECT 18
facilitate an open line of communication with their parents and caregivers. I was able to use
digital resources to conduct research for the purposes of compiling the information showcased
within the New York State Report Card Review which is an important skill of myself as a 21st
century educator. In having learned these technological research skills, I am able to demonstrate
required skills as set out by the Ontario Teacher Ethical Standards Section, specifically with
The Pecha Kucha Presentation aligns with the following Standards: InTASC,
appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and community
members to ensure learner growth, and to advance the profession. NYS Code of Ethics Standards
for Educators, Principle 3: Promote Student Learning, Educators commit to their own learning in
order to develop their practice. NYS P-12 Common Core Learning Standards do not apply to this
artifact. NYS Learning Standards: Standard 4: Language for social interaction. Students will
listen, speak, read and write for social interaction. TEAC/CAEP Claims. Claim 3: Medaille
graduates are caring educators. ISTE Standards for Teachers and/or Students: Teacher Standard
3b. Model digital age work and learning. Student Standard 3d: Knowledge Constructor.
Learning and Leadership. CEC Standard 6: Using evidence, instructional data, research and
professional knowledge to inform practice. The Ontario Curriculum Standards are not applicable
in this instance. Ontario Teacher Ethical Standards: Standard of Care and Respect; Practice
extremely effective way of disseminating important information to students, parents and other
educational professionals. It has been said that a picture paints a thousand words and I believe
that I am able to convey a strong message about student mental health in showcasing my Pecha
Kucha Presentation. Mental Health is a very important topic in the educational system today. Our
MSED ELEMENTARY PORTFOLIO PROJECT 20
school climates are changing and in an effort to ensure good metal health as part of a balanced
lifestyle for all students, my ability to be able to showcase a presentation like this one is
important for me to be abreast of the latest information, resources and support services for
students dealing with mental health issues. As educators, we spend a great deal of time with our
students on a daily basis and as such, it is important for us to be able to identify the signs of an
community and obtain the support for the student in need. A presentation such as this one also
dispels myths about emotional disturbance and provides facts to students and other educational
professionals. We know and understand that knowledge is power; the more we know about
educators, to help students who are struggling. All it takes is one caring person to extend a hand
to a student in need; that can make all the difference between slipping through the cracks or
getting support and thriving. This is most definitely demonstrative of my abilities to adhere to the
Ontario Teacher Ethical Standards: Standard of Care and Respect as well as the Practice
seeks appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and community
members to ensure learner growth, and to advance the profession. NYS Code of Ethics Standards
for Educators, Principle 3: Promote Student Learning, Educators commit to their own learning in
order to develop their practice. NYS P-12 Common Core Learning Standards and NYS Learning
Standards do not apply to this artifact. TEAC/CAEP Claims; Claim 3: Medaille graduates are
caring educators. ISTE Standards for Teachers and/or Students: Teacher Standard 3b. Model
digital age work and learning. International Literacy Association (ILA) Professional Standards;
The Ontario Curriculum Standards are not applicable in this instance. Ontario Teacher Ethical
certificates that I have included for this artifact demonstrate that I am cognisant of my duties as
up-to-date on the latest technological information available with the idea of keeping my students
safe as they navigate the digital world. I am able to teach my students online safety protocols and
I am able to spot the warning signs of potential abuse. This is a very important skill to have
MSED ELEMENTARY PORTFOLIO PROJECT 22
especially considering most students use personal or school, technological devices on a daily
basis.
In keeping with the idea of safety, my SAVE certificates demonstrate that I understand
the current state and provincial legislation as it relates to reporting suspected abuse and violence
against children. It is a fundamental duty of mine as an educator to be an advocate for the safety
I volunteer my time to ensure my own professional development for the purpose of helping
students to learn and grow. These certificates and letters are demonstrative of my character and
speak volumes about my passion for educating youth through ongoing professional development
and community
partnerships.
23
MSED ELEMENTARY
Section Four: Alignment to Curriculum & Professional Standards Chart
Artifact Title INTASC NYS Code NYS NYS TEAC/ ISTE ILA CEC Ontario Ontario
Standards of Ethics P-12 Common Learning CAEP Standards International Standards Curriculum Teacher
Standards Core Learning Standards Claims for Literacy Standards Ethical
for Standards Teachers Association Standar
Educators and/or Professional ds
Students Standards
Artifact #1: Learning Principle 3: Responding to English Claim 1: Teacher Standard 1: Standard 2: Grade 1: Ethic
Environ- Promote Literature Language Subject Standard 1c: Foundational Professional Reading for Standard
Survey ments. Student Facilitate Competence of Care
Assignment
RL.11: Arts. matter Knowledge Meaning
Standard 3 Learning Make and inspire 1.1 Variety of
with Data
connections Claim 2: student Standard 2: Texts
Analysis Standard
Instructional Educators learning and
Summary between text, 4: Pedagogy Curriculum 1.2 Purpose
(Grade 1) Practices: commit to creativity.
self, and the Language & Best Instruction
Standard 8 their own
Instructional learning in world around for Social Teaching Student Social Studies
Strategies order to them (text, Interaction Practices Standard Standard 5: B2.2
develop their media and Students 1b: Literate
Professional practice social will listen, Empowered Environment
Responsibility interaction). speak, read, Learner.
Standard 10 and write
Leadership Reading for social
and
Collaboration Literature interaction.
RL.1.3
Describe
Characters,
Setting, and
Major Events
in a Story
Using Detail
24
MSED ELEMENTARY
Artifact #2 Standard 1 Principle2: Responding to English Claim 1: Teacher Standard 3: Standard 6: Grade 1: Ethics:
Learner Educators Literature Language Medaille Standard 1a: Assessment Using Reading for Standard
Assessing Arts graduates Promote, and evidence, Meaning of Care
Student
Develop- create, RL.1.1:
ment support, andAsk and know the support and Evaluation instruction
Literacy-A
maintain answer Standard 1: subject model al data, 1.3
Case Study
Language matter creative and Standard 5: research Comprehension
Standard 2 challenging questions Strategies
for innovative Literate and
Learning learning about key Information Claim 3: thinking and Environment professional
Differences environments details in text. and Medaille inventivene knowledge 1.4
for all. They Understandin graduates ss. to inform Demonstrating
Standard 7 know the RL 1.2 Retell g are caring practice. Understanding.
Planning curriculum stories educators Student
for and utilize a including key Standard
Instruction range of details, and 1b:
strategies demonstrate Empowered
and understanding Learner.
assessments of their central
to address message or
differences. lesson.
Artifact #3 The Learner Principle 1 N/A N/A Claim 1: Teacher Standard 4: N/A Ethics:
and Educators Medaille Standard1. Diversity Standard 4 Care and
Annotated Learning graduates Facilitate Integrity
nurture the
Bibliography know the and inspire 4.3 Develop Evidence-
intellectual,
Standard 2: subject student and implement based Practice:
physical,
Learning matter learning strategies to Practices Commit
emotional,
Differences and advocate for Resources ment to
social, and creativity equity. Students
Standard 3: civic 1.a. and
Learning potential of Student
Environments each student Student: Learning
Standard 3:
Knowledge
Constructor
3.a
25
MSED ELEMENTARY
Artifact #4 Content Principle2: W Writing English Claim 1: Teacher Standard 1: Standard 2: Grade 1: Ethics:
Standard 4: Educators Language Medaille Standard1. Foundational Professional Overall Integrity
Standards
Science Arts graduates Facilitate Competence
Unit Plan
Content create, Text Types and Knowledge Expectations:
Knowledge support, and know the and inspire Communicati Practice:
Purposes
maintain Standard 1: subject student Standard 2: on Skills Professi-
Language matter learning onal
Instructional challenging Curriculum Investigate
W 2.2 Write for and Knowle-
Practice learning informative/exp Instruction needs and
Information Claim 2: creativity dge
Standard 8: environments lanatory texts in characteristics
and Medaille 1.a.
Instructional for all. They which they Understandin of plants and
graduates
Strategies. know the name a topic, g animals,
meet the Student
curriculum supply some needs of Standard 3: including
and utilize a facts about the NYS diverse Knowledge humans.
range of topic, and Elementary learners Constructor
provide some Science thorough 3.a
strategies Specific: 2.4
sense of closure. Standards pedagogy
and investigate the
Strand: The and best
assessments Living physical
to address teaching
Environment characteristics
practices
differences. 4 a. of plants.
Indicator 3
1.b
Artifact #5 Instructional Principle 1: Reading English Claim 2: Teacher: Standard 1: Standard 6 Grade 1: Ethics:
Practice: Educators Standards for Language Medaille Standard 1 Foundational Ethical Overall Care,
Guided nurture the graduates Principles Expectations: Respect
Reading Lesson
Informational Arts Facilitate Knowledge
Standard 6: intellectual, Text Standard 2 met the and inspire Reading
Plan
Assessment physical, Integration of Language nees of student Standard 2: 1&2
emotional, diverse Specific
knowledge and for Literary learning Curriculum
Standard 7: social, and learners Expectations:
Planning for civic ideas. Response thorough and Instruction 1.3
Instruction potential of RI 1.7 Use and pedagogy creativity Identify
each student. illustrations Expression and best 1.a. Standard 5: reading
and details in a teaching Promote, Literate comprehension
story to practices support, and Environment strategies.
describe its model
characters, Claim 3: creative
Medaille and
setting, or
graduates innovative
events. thinking and
are caring
inventiveness
26
MSED ELEMENTARY
Standard educators Student:
Strand: 1 Knowledge
Individual Constructor
Development 3.b.
and Cultural
Identity
1.1 gathering,
interpreting,
using
evidence.
Artifact #6 The Learner Principle 3 N/A N/A Teacher Standard 6 Professional N/A Ethics:
and Educators Claim 1: Standard Professional Positions Integrity
New York State Learning Medaille Learning and and
commit to 3.b. Model
Report Card Standard 2: graduates Leadership Policies Practice
Review their own digital age
Learning know the work and Teaching Standard
learning in
Differences subject and Professi-
order to learning. Assessment
matter onal
Instructional develop 2 Knowle-
Practice their Student
Standard dge
Standard 7: practice.
Planning N/A
for
Instruction
Professional
Responsibility
Standard 10
Leadership
and
Collaboration
Artifact #7 Principle 3 N/A Standard Claim 1: Teacher Standard 6 Standard 6: N/A Ethics:
Professional Educators 4: Medaille Standard Professional Using Care,
Pecha Kucha Responsibility graduates Standard Learning and evidence, Trust,
Presentation
commit to Language
Standard 10 know the 3.b. Model Leadership instruction Respect
their own for Social
Leadership subject digital age al data,
and learning in Interaction
matter work and research Practice
Collaboration order to Students
and Standard
27
MSED ELEMENTARY
develop will listen, learning. professional Professi-
their speak, read, Claim 3: knowledge onal
practice and write Medaille Student: to inform Knowle-
for social graduates Knowledge practice. dge
are caring
interaction. Constructor Ethics:
educators
3.d. Standard
of
Respect
Ethics:
Standard
of Care
Artifact #8 Professional Principle 3: N/A N/A Claim 3: Teacher Standard 6 Standard 2: N/A Ethics
Responsibility Promote Medaille Standard Professional Professional Standard
Professional Standard 10 Student graduates Standard Learning and Competence of
Development Leadership Learning are caring Leadership Respect
Certificates
3.b. Model
and educators digital age
Collaboration Educators Ethics:
work and
commit to learning. Standard
their own of Care
learning in
order to Practice
develop their Standard
practice Professi-
onal
Knowle-
dge
Conclusion
align my chosen artifacts with the most up-to-date Educational, Professional and Curriculum
through my own initiative and passion for the field of education. As an educator, these artifacts
demonstrate that I have the skills and abilities to effectively research, plan, instruct and assess
diverse learners in a culturally responsive manner. I have demonstrated that I have a firm grasp
of how to research topics which affect students in an effort to best serve their needs. I have
demonstrated that I understand the importance of positive collaboration with other professionals
for the purpose of ensuring the best academic, social, emotional, physical and civic outcomes of
my students. The connections I have made between the Standards and the Artifacts showcase my
ability to fully understand all aspects of effective education from understanding curriculum
educational professional who is technologically savvy and willing to continue to learn and grow
passion for sharing that knowledge of a second language with the next generation of learners.
In the next section of my MSED Elementary Portfolio Project; Section 05: Teacher
Portfolio. Throughout this journey, I have come to understand the importance of being a
reflective professional because it tells me so much about my approach, what worked, what
didnt, how I could better plan, implement, assess and grow. Through continual reflection, I am
able to ensure that I am holding myself to the highest standard of academic delivery for the
Running Head: MSED Portfolio Project 29
benefit of my students. It is my firm belief that role modelling the act of reflection helps students
to achieve a growth mindset which is key to their own academic confidence and success.