Neetip Sect4
Neetip Sect4
Neetip Sect4
Introduction
In any profession, standards act as references which provide direction to the individuals
in that profession. In the teaching profession, there are standards which determine what is to be
taught and standards which dictate how it is to be taught. Without curriculum standards, students
would come out of school with very different skill sets and knowledge from each other. This
might affect their success in the world where certain roles require a certain type of knowledge.
Thus, curriculum standards act as markers of knowledge which students should achieve before
they move forward in the education system. These standards help educators in their planning,
implementation, and assessment of student learning. Following the same standards across the
school district or state also allows teachers to exchange their ideas on effective lessons and
meaningful instruction. In terms of the professional standards, these ensure that educators are
being responsible, fair and ethical in their duties. These standards also encourage teachers to use
their role to show care and understanding towards their students and their diverse needs.
In this section the various professional and curriculum standards will be looked at
individually, and analytically. More detailed connections will also be made between these
standards and the artifacts identified in the previous section. It is one thing to understand the
standards, and another thing to actually implement them. The connections between my artifacts
and the standards will demonstrate my understanding them and how I am able to use them along
with important pedagogical practices to guide my planning and instruction. These standards
demand accountability from teachers and are important to consider in teacher preparation.
Learning abut these standards and using them has helped me become more critical in how I
design my lessons and how I deliver instruction. Through the breakdown of standards in this
section, I want to show my readiness and preparedness to become a teacher. This breakdown
starts with the Interstate New Teacher Assessment Support Consortium (INTASC) Standards.
INTASC Standards
The INTASC standards outline what a teacher must be able to do in order to prepare their
students for higher education, and eventually the workforce. These standards have been designed
with learner diversity, emerging pedagogical practices, and collaboration in mind. The standards
have been divided into four categories: The Learner and Learning, Content, Instructional
Practice, and Professional Ability. Each standards highlights an important consideration that
teacher’s must address in order to fulfill their role effectively. The artifacts showcased in Section
Three each adhere to one more of these INTASC standards. Through my lesson plans, classroom
design, and Weebly website I have been able to use my knowledge in content and pedagogical
practices outlined in these standards. Below is closer look at how the chosen artifacts connect to
• Standard #4: Content Knowledge: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and creates learning
experiences that make the discipline accessible and meaningful for learners to assure
• 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
• Standard #3: Learning Environments: The teacher works with others to create
environments that support individual and collaborative learning, and that encourage
• Standard #1: Learner Development: The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary individually within
and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
and use differing perspectives to engage learners in critical thinking, creativity, and
• 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,
• Standard #9: Professional Learning and Ethical Practice: The teacher engages in ongoing
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.
• Standard #1: Learner Development: The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary individually within
and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
• Standard #6: Assessment: The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and to
• 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
• Standard #9: Professional Learning and Ethical Practice: The teacher engages in ongoing
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.
• Standard #10: Leadership and Collaboration: The teacher seeks appropriate leadership
roles and opportunities to take responsibility for student learning, to collaborate with
In the teaching profession, ethics not only guides instruction and assessment, but they
also guide the interactions teachers have with their students. Professional ethics helps educators
ensure that they are providing fair and unbiased for all students regardless of their preferences
and backgrounds. Compassion, commitment and cooperation are just some of the aspects that
fall within ethical behavior. When a teacher behaves ethically, it also sets a precedent for students
to model the same behavior as well. During my time at Medaille College I have been able to
complete various projects which showcase my passion for the profession and my ability to
remain fair in all situations. The artifacts identified in Section Three adhere to specific standards
determined by the New York State for educators. In the form of a code, these standards speak to
the core values of all the teachers and school leaders that are serving New York schools. Below is
• 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 5: Educators collaborate with parents and community, building trust and
confidentiality.
• Principle 1: Educators nurture the intellectual, physical, emotional, social and civic
• Principle 2: Educators create support and maintain challenging learning environment for
all.
community.
• Principle 3: Educators commit to their own learning in order to develop their practice.
all.
• Principle 3: Educators commit to their own learning in order to develop their practice.
community.
The Ontario Ethical Standards for the Teaching Profession identify the teacher’s
commitment to students and their learning as the core of their behavior. These standards not
only guide ethical practice, but they encourage trust and inspire members to uphold the dignity
of the teaching profession as well. The Ontario ethical standards are divided into four
categories, or rather qualities, that teacher professionals are expected to possess. The artifacts I
have been to able to produce in my teacher candidate journey help show my understanding of
the importance of these qualities. Having and using these qualities has helped me come a long
way since my decision to become a teacher and continue guiding me in becoming the best
educator possible. Below is a more detailed look at the artifacts and their connection to the four
• 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 #2: Weebly Website
• TRUST: The ethical standard of Trust embodies fairness, openness and honesty.
Members' professional relationships with students, colleagues, parents, guardians and the
• CARE: The ethical standard of Care includes compassion, acceptance, interest and
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 honor human dignity, emotional wellness and cognitive development. In their
professional practice, they model respect for spiritual and cultural values, social justice,
• 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,
• INTEGRITY: Honesty, reliability and moral action are embodied in the ethical standard
insight for developing students' potential. Members express their commitment to students'
well-being and learning through positive influence, professional judgment and empathy
in practice.
• INTEGRITY: Honesty, reliability and moral action are embodied in the ethical standard
Curriculum standards provide a pathway for teachers to follow in their instruction. These
standards outline what all students should know and be able to do by the end of each grade.
Without curriculum standards, there would be no uniformity in learning and different educational
institutions would teach different content. As a teacher candidate I have had various
opportunities to become familiar with the state standards for all subject areas. These standards
cover all types of content and skills that students need to master in their academic journey.
Through the lesson plans and activities I have designed, my understanding of these standards can
be easily seen. In my instruction, my aim is to help students achieve these standards in fun and
interesting ways. Below is a list of the specific standards I have used during the course of this
program.
• 4-PS3-4 Apply scientific ideas to design, test, and refine device that converts one form of
energy to another
• Math 6.EE.B.6 - Use variables to represent numbers and write expressions when solving
unknown number, or, depending on the purpose at hand, any number in a specified set
• RF.3.4: Read grade level text with sufficient accuracy and fluency to support
comprehension
Similar to the New York State standards, the Ontario Ministry of Education Expectations
describe the knowledge and skills students should attain by the end of each grade. These
expectations ensure that students are not only learning the subject-specific information, but they
are also developing important investigation, analysis and reporting skills. Many of the
expectations also help teachers introduce and teach about local elements that students may not be
aware of. For example, expectations related to the history of Ontario provide an opportunity for
students to learn about the province they live in and how it has changed over the years.
Fortunately, there are many parallels between the NYS Standards and Ontario Expectations. This
has allowed me to design lessons and activities which can be used in both New York state and
Ontario classrooms. A breakdown of the standards specific to certain artifacts is found below.
• 3.1 By the end of Grade 5, students will identify a variety of forms of energy and give
• 3.4 Recognize that energy cannot be created or destroyed but can only changed from one
form to another
• 2.3 Use technological problem-solving skills to design a device that transforms one form
which variables are used (e.g., variable as an unknown quantity; variable as a changing
quantity)
• 3.3 Read appropriate texts at a sufficient rate and with sufficient expression to convey the
International Society for Technology Education for Teachers and Students (ISTE)
With the growing presence of technology in classrooms, it is important than ever to teach
students the appropriate practices involved when they are using technology. As useful as it is, the
internet can also be a very dangerous place if not used carefully. The ISTE standards provide a
framework which educators and students can use to ensure that they are using technology safely
and effectively. The lesson plans I have designed so far have all included some sort of a
technological component. I feel this is important because as an educator in the modern world I
have to be prepared and motivated to use technology in my class so that my students become
media into instruction allows for a more immersive experience that better connects to students
day-to-day life. The artifacts and their connection to ISTE standards is given below.
• Citizen
3a: Create experiences for learners to make positive, socially responsible contributions
and exhibit empathetic behavior online that build relationships and community.
3b: Establish a learning culture that promotes curiosity and critical examination of online
• Learner: Educators continually improve their practice by learning from and with others
and exploring proven and promising practices that leverage technology to improve
confident reader, I was worried about how I would help a struggling reader improve their reading
skills. These concerns significantly reduced once I started learning about what elements define
literacy and how it can be supported. Standards outlined by the International Literacy
Association pushed my understanding even further because they helped me see the knowledge,
skills and dispositions that are necessary for effective literacy instruction. A guided reading
lesson plan in the early part of the program allowed me to apply much of the knowledge I have
gained about helping students become more confident and effective readers. Apart from teaching
students phonics and vocabulary skills, encouraging students to read diverse material from
different subject areas is also very important. The artifact along with the specific literacy
historical, and evidence-based foundations of literacy and language and the ways in
Being able to work with and support children with exceptionalities in an integral aspect of
being an effective educator. It is important that instruction and assessment are inclusive towards
volunteer I have had the opportunity to support many students with exceptionalities. Each
interaction with these students has taught me more and more about their unique abilities and
needs. Learning about the standards determined by the Council for Exceptional Children added
more to my understanding about how to appropriately and effectively help students with
exceptionalities. A few of the projects I have been able to complete demonstrate my abilities to
The chart below provides a summary of the artifacts I have chosen along with details
about how they relate to the various curriculum and professional standards. This chart is
important because it provides a snapshot of all the preparation I have been involved through this
program, and outside. As a teacher candidate, I believe that this chart provides strong evidence
for my preparedness and enthusiasm to become the best teacher I can be. The chart is also
instruction and student learning. Standards provide a framework which teachers can you during
their planning and students can use to build their knowledge in a sequential manner. Lack of
standards can lead to major discrepancies between the skills and abilities students will have at
the end of their academic journeys. As a teacher candidate, learning about the many subject
standards made me feel assured that as long as I follow these standards, I do not have to worry
about missing a topic or skill development in my lessons. Curriculum standards combined with
the professional standards further ensure a high-quality experience for students. Professional
standards also hold teachers accountable for their responsibilities in the classroom. Although
each teacher has different methods of teaching the principles that guide effective and moral
During the course of this program I have been able to produce various works which have allowed
me to use many different curriculum and professional standards. In this section I have provided important
insight into the artifacts I have produced and how they relate to specific standards. As a teacher candidate,
considering these standards has helped me improve my planning and instruction skills. They have also
made me aware about how I can effectively support students with unique needs. Technology-related
standards have also expanded my understanding of digital citizenship and how to teach students to be safe
on the internet. The artifacts introduced in Section Three along with their connections to various
standards show that not only have I understood the standards, but that I am also able to use them in the
lesson and activities I have created. I believe that the standards chart included in this section, along with
the accompanying information all show my preparedness to become a successful classroom teacher. In
the section following this, I will provide details about the Medaille College DOE claims along with a self-