MSED ELEMENTARY PORTFOLIO PROJECT 1

MSED Elementary Portfolio Project

Leanne M. Suffel

December 8, 2019

An Elementary Portfolio Project submitted to the

Faculty of the Graduate School of Education of

Medaille College

In partial fulfillment of the requirements for the degree of

Master of Science in Education

Leanne Suffel
_____________________________
Leanne Suffel
Medaille College Graduate Student

Dr. Renee Sturm

______________________________
Dr. Renee Sturm
Project Director
MSED ELEMENTARY PORTFOLIO PROJECT 2

Table of Contents

Section One: Teacher Candidate Introduction to the Elementary Portfolio Project…….…3

Section Two: Teacher Candidate Background Experiences………………………………12

Section Three: Teacher Candidate Artifacts……………………... ………………………40

Artifact #1: Dignity for all Students Act (DASA) Training………………………41

Artifact #2: ELA Lesson Plan …………………………………………………….45

Artifact #3: Annotated Bibliography ...……………………………………………64

Artifact #4: Survey Assignment …………………………………………………..74

Artifact #5: Pecha Kucha ….……………………………………………………...89

Artifact #6: Cyber Safety Digital Citizenship Presentation ……………………….100

Artifact #7: SMART Board Presentation ……………………………………….…111

Artifact #8: Weebly Website ………………………….…………………………..123

Section Four: Alignment to Curriculum & Professional Standards ………………………133

Section Five: Teacher Candidate Reflection …………………………………………..….147

Section Six: Teacher Candidate Interview Video ………………………………………..

References ……………………………………………………………………………….
MSED ELEMENTARY PORTFOLIO PROJECT 3

Section Four:

Alignment to Curriculum & Professional Standards

Introduction

This section of my portfolio connects the curriculum and professional standards to the

artifacts that were presented in Section Three. These standards are established to guide

educators in their practice and to ensure they are doing their job professionally. With the

standard guidelines, educators can ensure they are enriching the lives of their students

cognitively, linguistically, socially, emotionally and physically. It is the role of the teacher to

instruct in a way that challenges and meets the needs of diverse learners, to be accountable for

teaching the curriculum, and to participate in continued professional development. This section is

broken down into two main parts; Curriculum and Professional Educational Standards, and

Curriculum and Professional Standards Chart. Each of these sections will further be broken

down into different Professional Standards sections; The Interstate Teacher Assessment and

Support Consortium (INTASC), NYS Code of Ethics for Educators, Ontario Teacher Ethical

Standards, the P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies,

Ontario Ministry of Education Curriculum Expectation, Teacher Education Accreditation

Council (TEAC) Claims, the International Society for Technology Education for Teachers and

Students (ISTE), International Literacy Association (ILA) Professional Standards, and Council

for Exceptional Children (CEC). Each of these sections will be connected back to my artifacts

that I presented in the previous section. The chart will be presented as an overview of my

explanations. These connections to curriculum and professional standards are important for

educators to refer to because they lay out best practices and objectives for educators to work

towards.
MSED ELEMENTARY PORTFOLIO PROJECT 4

Curriculum & Professional Educational Standards

INTASC Standards.

The Interstate Teacher Assessment and Support Consortium (INTASC) is a model of

standards for teachers that state a common knowledge and skill set that applies across all subject

areas and grade levels to provide consistency for students. These standards provide guidelines

with respect to content, planning, instructional practice, assessment and professional

responsibility. To be a successful educator, a teacher must take responsibility to create a safe

and supportive learning environment that promotes learning for all students. Educators must

engage in ongoing professional development that promotes continuous self-improvement. The

guidelines provide educators with standards related to the learner and learning (learner

development, learning differences, and learning environments), content (content knowledge and

application of content), instructional practice (assessment, planning for instruction, and

instructional strategies), and professional responsibilities (professional learning and ethical

practice, and leadership and collaboration). These standards are important as they create

consistency for educators and provide them with a set of standards that can help them improve

their teaching and best practices. Each of my artifacts are supported by INTASC standards

through evidence of professional development, differentiated lesson planning and instruction,

and use of technology for the purpose of instruction. The following artifacts, from Section

Three, connect with INTASC Standards:

• Artifact #1: Dignity for All Students Act (DASA) Training

• Artifact #2: ELA Lesson Plan

• Artifact #3: Annotated Bibliography

• Artifact #4: Survey Assignment

• Artifact #5: Pecha Kucha Presentation

MSED ELEMENTARY PORTFOLIO PROJECT 5

• Artifact #6: Cyber Safety Digital Citizenship Presentation

• Artifact #7: SMART Board Presentation

• Artifact #8: Weebly Website

NYS Code of Ethics for Educators.

The New York State Code of Ethics for Educators is a set of expectations and principals

to help guide educators’ practices in the classroom, while inspiring professional excellence.

These principles, developed by educators, can assist in professional reflection as this code speaks

to the core value of professional educators. The code includes six principles: educators nurture

the intellectual, physical, emotional, social and civic potential of every student, educators create,

support, and maintain challenging learning environments for all, educators commit to their own

learning in order to develop their practice, educators collaborate with colleagues and other

professionals in the interest of their students learning, educators collaborate with parents and

community, building trust and confidentiality, and educators advance an intellectual and ethical

foundation of the learning community. The following artifacts, from Section Three, connect

with the NYS Code of Ethics for Educators:

• Artifact #1: Dignity for All Students Act (DASA) Training

• Artifact #2: ELA Lesson Plan

• Artifact #3: Annotated Bibliography

• Artifact #4: Survey Assignment

• Artifact #5: Pecha Kucha Presentation

• Artifact #6: Cyber Safety Digital Citizenship Presentation

• Artifact #7: SMART Board Presentation

• Artifact #8: Weebly Website

MSED ELEMENTARY PORTFOLIO PROJECT 6

Ontario Teacher Ethical Standards.

The Ontario Teacher Ethical Standards provide a framework of principals that articulate

the goals of people working in the teaching profession. These standards set out to guide the daily

practices of Ontario teachers. These standards have four main goals: care – includes compassion,

acceptance, interest and insight for developing students’ potential, respect – trust and fair-

mindedness where educators honor human dignity, emotional wellness and cognitive

development, trust – embodies fairness, openness and honesty where educators’ professional

relationships with students, colleagues, parents, guardians, and the public are based on trust, and

integrity – honesty, reliability, and moral action are embodied and educators continually reflect

in exercising integrity into their professional commitments and responsibilities. The following

artifacts are connected to the Ontario Teacher Ethical Standards:

• Artifact #1: Dignity for All Students Act (DASA) Training

• Artifact #2: ELA Lesson Plan

• Artifact #3: Annotated Bibliography

• Artifact #4: Survey Assignment

• Artifact #5: Pecha Kucha Presentation

• Artifact #6: Cyber Safety Digital Citizenship Presentation

• Artifact #7: SMART Board Presentation

• Artifact #8: Weebly Website

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

The New York State Common Core Learning Standards for ELA, Math, and Social

Studies are a set of academic standards for which every student is expected to learn in each grade

level, from kindergarten through secondary school. These standards were developed to guide and
MSED ELEMENTARY PORTFOLIO PROJECT 7

help to improve student’s skills in preparation for post-secondary academics. These standards

were also developed for educators to help in teaching lessons the same across the board in hopes

to create a fair and consistent learning environment for all students. The following artifacts are

connected to the New York State Common Core Learning Standards for ELA, Math, and Social

Studies:

• Artifact #2: ELA Lesson Plan

• Artifact #7: SMART Board Presentation

Ontario Ministry of Education Curriculum Expectation.

The Ministry of Education developed the Ontario Ministry of Education Expectations.

These expectations are reviewed to ensure that the curriculum remains current, relevant and

developmentally appropriate for students for kindergarten to grade 12. The curriculum

expectations are developed to guide the knowledge and skills expected of students to

demonstrate in each subject, which are divided by grade level. The following artifacts are

connected to the Ontario Ministry of Education Expectations:

• Artifact #2: ELA Lesson Plan

• Artifact #7: SMART Board Presentation

TEAC Claims.

These next set of claims are expectations set out by the Division of Education of Medaille

College. They specify the professional readiness and competencies of the College’s graduates in

becoming school teachers. Claim One states that all Medaille College graduates know the

subject matter. Claim Two states that all Medaille College graduates meets the needs of diverse

learners through effective pedagogy and best teaching practices. Claim Three states that all
MSED ELEMENTARY PORTFOLIO PROJECT 8

Medaille College graduates are caring educators. The following artifacts are connected to the

TEAC Claims & CAEP Standards:

• Artifact #1: Dignity for All Students Act (DASA) Training

• Artifact #2: ELA Lesson Plan

• Artifact #3: Annotated Bibliography

• Artifact #4: Survey Assignment

• Artifact #5: Pecha Kucha Presentation

• Artifact #6: Cyber Safety Digital Citizenship Presentation

• Artifact #7: SMART Board Presentation

• Artifact #8: Weebly Website

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

The International Society of Technology Education for Teachers and Students was

developed to help educators prepare learners to thrive in work and life. The ISTE standards are a

framework for innovation in education. The ISTE standards for students are skills and

knowledge that students need to learn effectively and live productively in this increasing digital

society. The ISTE standards for educators were designed to help teachers define the new skills

and insights that are needed to be taught in this digital age. The following artifacts are connected

to the International Society for Technology Education for Teachers and Students:

• Artifact #6: Cyber Safety Digital Citizenship Presentation

• Artifact #7: SMART Board Presentation

• Artifact #8: Weebly Website

MSED ELEMENTARY PORTFOLIO PROJECT 9

International Literacy Association (ILA) Professional Standards.

The International Literacy Association (ILA) Professional Standards set forth the criteria

for developing and evaluating preparation programs for reading professionals. The standards

describe what educators should know and be able to do in a professional setting and include:

Foundational Knowledge, Curriculum and Instruction, Assessment and Evaluation, Diversity,

Literate Environment, and Professional Learning and Leadership. The following artifacts

connect with the ILA standards:

• Artifact #2: ELA Lesson Plan

Council for Exceptional Children (CEC).

Special Education Professional Ethical Principles and Practice Standards (CEC) are a set

of principles and practices that respect the diverse needs of students with exceptionalities, along

with their families. The following artifacts are connected to the Special Education Professional

Ethical Principals and Practice Standards:

• Artifact #1: Dignity for All Students Act (DASA) Training

• Artifact #2: ELA Lesson Plan

• Artifact #4: Survey Assignment

• Artifact #5: Pecha Kucha Presentation

• Artifact #7: SMART Board Presentation

• Artifact #8: Weebly Website

MSED ELEMENTARY PORTFOLIO PROJECT 10

Curriculum and Professional Standards Chart

The standards chart, below, shows the alignment of curriculum and state/provincial

standards to my artifacts. The chart is an important graphic organizer that allows the reader to

see how I have connected my acquired knowledge, understanding, and application of the

standards, which are necessary to consider when lesson planning for students, to each of my

artifacts. The chart is a visual summary for the reader to easily follow and compare each artifact

and standard.

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 MSED ELEMENTARY PORTFOLIO PROJECT 11

Section Four: Alignment to Curriculum & Professional Standards Chart

Artifact Title INTASC NYS Code of NYS DOE ISTE ILA CEC Ontario Ontario
Standards Ethics P-12 Common Claims & Standards International Standards Curriculu Teacher
Standards for Core Learning CAEP for Literacy m Ethical
Educators Standards Standards Teachers Association Standards Standards
and/or Professional
Students Standards
Artifact #1: Professional Principle 3: N/A Claim 1: N/A N/A Standard N/A Ethic
Responsibility: Professional Subject #12: Standard of
Dignity for all Standard #9: Development matter Participate Trust
Students Act Professional in growth
(DASA) learning and Principle 5: Claim 2: and
Training Ethical Practice Educators Pedagogy disseminatio
build trust and & Best n of
confidentiality Teaching professional
with parents Practices knowledge
and and skills
community Claim 3:
Caring
Educators

Artifact #2 : The Learner Principle 2: Reading Claim 1: N/A Standard 2: Standard 1: Grade 3: Ethic
and Learning: Promote Literature Subject Curriculum Maintain Reading Standard of
ELA Lesson Standard #1: Student RL.3.3: matter Instruction challenging for Respect
Plan Learner Learning Describe expectations Meaning:
(Grade 3) Development Character Claim 2: Standard 3: Analyzing
Traits, Pedagogy Assessment & Standard 3: Texts
Instructional motivations, or & Best Evaluation Prompting 1.7
Practice: feelings,
 MSED ELEMENTARY PORTFOLIO PROJECT 12

Standard #8: drawing on Teaching Standard 5: inclusive

Instructional specific details Practices Literate participation
Strategies from text Environment

Artifact #3 The Learner Principle 3: N/A Claim 2: N/A N/A N/A N/A Ethic
and Learning: Professional Pedagogy Standard of
Annotated Standard #1: Development & Best Care
Bibliography Learner Teaching
Development Practices

Instructional Claim 3:
Practice: Caring
Standard #8: Educators
Instructional
Strategies

Professional
Responsibility:
Standard #9:
Professional
Learning and
Ethical Practice

Artifact #4 Professional Principle 1: N/A Claim 2: N/A N/A Standard 3: N/A Ethic
Responsibility: Educators Pedagogy Promoting Standard of
Survey Standard #9: nurture & Best inclusive Care
Assignment Professional student Teaching participation
Learning and potential Practices Ethic
Ethical Practice Standard 6: Standard of
Principle 3: Claim 3: Using Respect
Professional Caring evidence-
Development Educators based
Principle 5: knowledge
Educators to inform
build trust and practice
confidentiality
 MSED ELEMENTARY PORTFOLIO PROJECT 13

with parents
and
community

Artifact #5 The Learner Principle 1: N/A Claim 2: Standard 1: N/A Standard 5: N/A Ethic
and Learning: Educators Pedagogy Learner Develop Standard of
Pecha Kucha Standard #1: nurture & Best relationships Care
Presentation Learner student Teaching Standard 4: with
Development potential Practices Collaborator families Ethic
Standard of
Instructional Principle 2: Claim 3: Standard 10: Trust
Practice: Promote Caring Advocating
Standard #8: Student Educators for Ethic
Instructional Learning professional Standard of
Strategies conditions Respect
Principle 3: to improve
Professional Professional learning for
Responsibility: Development students
Standard #9:
Professional
Learning and
Ethical Practice

Artifact #6 The Learner Principle 3: N/A Claim 3: Standard 3: N/A N/A N/A Ethic
and Learning: Professional Caring Citizen Standard of
Cyber Safety Standard #3: Development Educators Care
Digital Learning
Citizenship Environments
Presentation
Professional
Responsibility:

Standard #9:
Professional
Learning and
Ethical Practice
 MSED ELEMENTARY PORTFOLIO PROJECT 14

Artifact #7 Content: Principle 2: Geometry Claim 1: Standard 5: N/A Standard 1: Grade 2 Ethic
Standard #4: Promote 2.G.A.1: Subject Designer Maintain Geometry Standard of
SMART Content Student Recognize and matter challenging and Spatial Care
Board Knowledge Learning draw shapes Standard 6: expectations Sense:
Presentation having Claim 2: Facilitator Identify 2-
(Grade 2) Content: specified Pedagogy Standard 3: D and 3-D
Standard #5: attributes; & Best Promote shapes, sort
Application of Identify various Teaching meaningful and
Content 2-D and 3-D Practices participation classify
shapes them by
Instructional geometric
Practice: properties
Standard #6:
Assessment

Instructional
Practice:
Standard #8:
Instructional
Strategies
Artifact #8 Content: Principle 3: N/A Claim 2: Standard 3: N/A Standard 3: N/A Ethic
Standard #4: Professional Pedagogy Citizen Promote Standard
Weebly Content Development & Best meaningful for Care
Website Knowledge Teaching Standard 5: participation
Principle 5: Practices Designer Ethic
Professional Educators Standard 5: Standard
Responsibility: build trust and Claim 3: Standard 6: Develop for Respect
Standard #10: confidentiality Caring Facilitator relationships Ethic
Leadership and with parents Educators with Standard
Collaboration and families for Trust
community
Standard 12:
Participate
in growth
and
disseminatio
MSED ELEMENTARY PORTFOLIO PROJECT 15

n of
professional
knowledge
and skills

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MSED ELEMENTARY PORTFOLIO PROJECT 16

Conclusion

Throughout this section of my portfolio, I connected the curriculum and professional

standards to the artifacts I presented in Section Three. The two segments of this section were

presented to help the reader have an organized summary of the standards, and to help put the

curriculum and professional standards into a meaningful context for the reader, in relation to my

artifacts. This section is also an opportunity for me to reflect on the curriculum and professional

standards, what they truly mean to do, and how they impact me as an educator. It was a great

learning experience to read through all the standards to grasp a better understanding about how

crucial it is for educators to develop purposeful lessons that best reach and benefit all students. I

realized that there were standards I had not applied in my work that I will now be including into

my own personal work standards.

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MSED ELEMENTARY PORTFOLIO PROJECT 17

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