education

Part 1: Educator Code of Ethics Criteria Exemplary: 8 pts. Proficient: 6 pts. Developing: 4 pts. Novice: 0 -2 pts. Identification of Behavior TAC 228.35 (b) (2) (H) meeting expectations for attendance, professional appearance, decorum, procedural, ethical, legal, and statutory responsibilities; Behavior that is or could be an issue is explicitly identified from both scenarios. […]

Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health,

Texas Administrative Code 10/27/2011http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p… (L) Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of prescription drugs and toxic inhalants. (M) Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues.

Professional Ethical Conduct, Practices and Performance. <<Prev Rule Texas Administrative Code Next Rule>> TITLE 19 EDUCATION PART 7 STATE BOARD FOR EDUCATOR CERTIFICATION CHAPTER 247 EDUCATORS’ CODE OF ETHICS RULE §247.2 Code of Ethics and Standard Practices for Texas Educators Enforceable Standards. (1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall

SCORING CRITERIA Code of Ethics portion: • Identification of behavior • Standard(s) cited and justification • Identification of alternative, ethical behavior • Professional Writing Communication with Parents • Effective Communication • Concerns Addressed • Professional Writing Relations with Colleagues • Identification of inappropriate behavior and alternatives • Explanation of Next Steps • Professional Writing Place

Part 3: Relations with Colleagues The Situation In order to illustrate the importance of early trade in her world history class, Ms. Jeffries asks students to bring snacks the next day of class to use in a simulation activity. Several students forget and Ms. Jeffries sends them to the vending machine in the cafeteria at

  Effective Communication with Parents The Situation Brandon, a student in Ms. Jennings 7th grade science class, had his phone out during a major exam. Ms. Jennings established testing procedures at the beginning of the year. Phones are to be put away during tests and quizzes. All students are to place their phones in their

The Teacher: Performance-based Assessment Part 1: Educator Code of Ethics 700.1P The Teacher: Performance-based Assessment Part 1: Educator Code of Ethics As you have learned in this course, teachers serve as role models and your conduct, both on and off the job, can significantly impact your professional image. In this project, you are to read

WHAT IS YOUR CURRENT LEVEL OF UNDERSTANDING AND THINKING ABOUT THE HISTORY OF SCHOOLS IN THE UNITED STATES? One of the indicators of understanding is to examine how complex your thinking is when asked questions that require you to use the concepts and facts introduced in this chapter. After you answer the following questions as fully as you can, rate your knowledge on the Complexity of Thinking rubric to self-assess the degree to which you understand and can apply the ideas presented in this chapter.   1. Who are some of the key educators and scholars who contributed to the establishment of the common schools in the 1800s and the early childhood and middle school movements in the 1900s? 2. How has the field of child development contributed to the types of schools that exist today? 3. Why were high schools initially established? Why and how have they changed since those early days? What is your current level of understanding of why schools developed into educational settings for students of different age levels? Complexity of Thinking Rubric Parts & Pieces Unidimensional Organized Integrated Extensions Indicators Elements/concepts are talked about as isolated and independent entities. One or a few concepts are addressed, while others are underdeveloped. Deliberate and structured consideration of all key concepts/ elements. All key concepts/ elements are included in a view that addresses interconnections. Integration of all elements and dimensions, with extrapolation to new situations. Understanding of history of school development Identifies some of the key people involved in establishing common schools, early childhood education, and middle level education. Identifies the role of child development in creating the type of schools that exist today. Describes the development of schools based on the

CLASS DISCUSSION QUESTIONS 1. Today Americans assume that a free and universal education is a “right,” but that has not always been the case. If you had been a participant in the various debates of the past three centuries, why would you have argued for, or against, the state establishing common schools? How would you have argued about citizens being taxed to pay for public schools for all children? What is the relationship of these issues to debates today about vouchers to attend private schools, charter schools, and decreases in state support of public education? 2. You have probably decided that you want to teach students of a specific age. How long have schools for this group of students existed and what makes students of this age different from students at a different level? Why have you chosen to work with children of this age, and how will you learn the age-appropriate strategies for these students? 3. The Industrial Revolution, progressiveness, and Sputnik I are among societal changes that have impacted the school curriculum over the past 200 years. What remnants of these events and the early emphasis on religion and nationalism are reflected in today’s schools? 4. Historically, not all children have had access to the same quality of education, sometimes legally not being allowed to either attend school or attend school with white students. What factors led to the changes in equal educational opportunity that occurred in the 1960s and 1970s? How has education changed for students of color since the 1954 Brown v. Board of Education decision by the Supreme Court? 5. The education level of today’s teachers is much higher than in the past. In what other ways have the conditions of teaching changed over the past two centuries? What conditions appear to remain little changed from the past?   KEY TERMS Authoritarian Compulsory attendance Free and universal education Catechism Deculturalizing Jim Crow laws Charity schools De facto segregation Manifest destiny Common schools Fourteenth Amendment Morals   Place Your Order Here!