Pre-Student Teaching Handbook 2012-2013 Academic Year
Pre-Student Teaching Handbook 2012-2013 Academic Year Developed by the Office of Student Teaching/Certification 8/1/2012 Table of Contents PAGE Introduction ............................................................................................................................................... 2 Pre-Student Teaching Links ...................................................................................................................... 3 Credential Folder ....................................................................................................................................... 3 Medaille College History & Mission Statements and School of Education Mission Statement ............... 4 School of Education Vision & Philosophy Statements ............................................................................. 5 School of Education School of Education Policy Statements—Professional Dispositions ....................... 6 Teacher Candidate Guidelines for Early Field Experiences ...................................................................... 9 Appendices Participation/Field Experience Hours – Overview ................................................................................. 11 Pre-Student Teaching Experience Intro Letter (to school) ...................................................................... 12 Observation/Participation Reflection Descriptor..................................................................................... 13 Observation/Participation Reflection Rubric 2012-2013 ........................................................................ 14 BSED Adolescent 7-12 and Students with Disabilities Introduction ................................................................................................................................ 15 Pre-Student Teaching Experience Validation Form ................................................................... 16 Pre-Student Teaching Experience Hours Review....................................................................... 18 Acceptable Educational Experiences and Permitted Hours........................................................ 19 BSED Early Childhood/Childhood (Birth-6) Introduction ................................................................................................................................ 20 Pre-Student Teaching Experience Validation Form ................................................................... 21 Pre-Student Teaching Experience Hours Review....................................................................... 23 Acceptable Educational Experiences and Permitted Hours........................................................ 24 MSED Adolescent 7-12 Introduction ................................................................................................................................ 25 Pre-Student Teaching Experience Validation Form ................................................................... 26 Pre-Student Teaching Experience Hours Review....................................................................... 28 Acceptable Educational Experiences and Permitted Hours........................................................ 29 MSED Childhood 1-6 Introduction ................................................................................................................................ 30 Pre-Student Teaching Experience Validation Form ................................................................... 31 Pre-Student Teaching Experience Hours Review....................................................................... 33 Acceptable Educational Experiences and Permitted Hours........................................................ 34 MSED Student with Disabilities Introduction ................................................................................................................................ 35 Pre-Student Teaching Experience Validation Form (Gr. 1-6 or 7-12) ....................................... 36 Pre-Student Teaching Experience Validation Form (Generalist 7-12)....................................... 38 Pre-Student Teaching Experience Hours Review....................................................................... 40 Acceptable Educational Experiences and Permitted Hours........................................................ 41 Pre-Student Teaching Experiences—Volunteer Sites (Student List) ...................................................... 42 New York State Code of Ethics for Educators ........................................................................................ 44 Ontario College of Teachers Standards ................................................................................................... 46 1 Introduction Research shows that the more first-hand classroom experiences future teachers have with children/youth prior to student teaching, the better they perform in a student teaching experience. Pre-student teaching experiences provide graduate and undergraduate education students with opportunities to work with children and youth in schools and education-related settings. A teacher candidate observes, works one-on-one with children, and performs small group reinforcement activities. These first-hand experiences prepare the teacher candidate with valuable opportunities to plan, instruct, and interact with children. The activities can be used as a series of building blocks as the teacher candidate prepares for their upcoming student teaching experiences. Each of our pre-student teaching candidates is required to complete a specific number of field placement hours. The exact number of hours varies from degree program and course. To determine prior hours that may by accepted to fulfill pre-student teaching requirements, refer to the Acceptable Educational Experiences and Permitted Hours chart for your program. Specific questions about pre-student teaching hours will be answered by your instructor for the course(s) that require pre-student teaching hours. Thank you. Crystal A. Elias Director, Student Teaching and Field Experiences Medaille College 2 Student Teaching Information “Links” Looking for “Go to link” below Pre-Student Teaching http://www.medaille.edu/student-teaching/pre-student-teaching Pre-Student Teaching FAQs http://www.medaille.edu/student-teaching/pre-student-teaching-faq Medaille College Credential Folder http://www.medaille.edu/files/pdf/student-life/career-credential-packet.pdf Credential Folder All U.S. education students must create a credential folder with the Office of Career Planning. It is highly recommended that Canadian education students also create a credential folder. A credential folder is a collection of documents used to support your candidacy for a job or graduate school. This folder is an easy, organized, effective means of communicating with prospective employers. At your written request, references from your credential folder are sent in a professional file to a potential employer. Credential folders should be created during your junior or senior year (undergraduates) or during your prestudent teacher semester for graduate students. It is to your advantage to assemble these credentials as you go while faculty members, supervisors, associate teachers, etc., are available. More information on credential folders can be found at http://www.medaille.edu/files/pdf/student-life/careercredential-packet.pdf. 3 Medaille College History Medaille College is a private, coeducational institution offering associate, bachelor’s and master’s degree programs through day, evening, and weekend studies. The College traces its roots back to 1875 when the Sisters of St. Joseph founded an Institute for the preparation of teachers. The Institute became Mt. St. Joseph Teachers College in 1937, and was authorized to grant baccalaureate degrees in Education to women in religious orders. In 1967 the name of the institution was changed to Medaille College, and its charter was amended to allow it to admit both men and women. In 1968 an absolute charter was granted by the Boards of Regents, establishing Medaille College as a totally independent institution governed by a self-perpetuating Board of Trustees. The College grants undergraduate degrees in the liberal arts and a variety of career-related programs, and graduate degrees in business and education. Mission Chartered by the Board of Regents of the University of the State of New York, Medaille College is an independent, coeducational institution of higher learning. Its purpose is to make available to all qualified students postsecondary educational opportunities to meet their individual needs for lifelong intellectual and professional growth. Medaille College concentrates on excellence in teaching with an emphasis on personal attention to its diverse student body. Its curriculum provides a solid liberal arts and science foundation with early access to careeroriented education. The College offers cultural, economic, and community services as part of its educational mission. School of Education Mission The School of Education focuses on excellence in teaching with an emphasis on personal attention to our diverse learners. Our career-oriented curriculum builds upon a liberal arts and sciences foundation as we guide students toward initial and professional certification. This program is flexible because of the multiple delivery systems available to traditional students and practicing professionals. The staff and faculty are dedicated and committed to graduating students who are effective teachers. As reflective practitioners and scholars guided by constructivist approaches (Vygotsky, 1978) to learning and teaching, we challenge our students and ourselves to reach high standards of achievement through the pursuit of best teaching practices. Learning occurs in our classrooms within a caring environment, with dedicated faculty who advise, mentor, and guide students from their admission to the program through to the completion of their capstone course. Ultimately, we are invested in learning, teaching, and the continued success of our students. 4 Vision The faculty of the School of Education consists of scholar practitioners focused on research-based best practice. We take pride in graduating men and women who can successfully contribute to pupil learning through their excellence in teaching. The School of Education continues to engage its experienced faculty in practitioner-focused curriculum in traditional and non-traditional instructional formats. It is the vision of the School of Education to be an effective and responsive provider of educational programs that meet emerging needs. Philosophy Medaille College focuses upon excellence in teaching with an emphasis on personal attention to its’ diverse student body. The education programs provide a solid foundation in the study, design, and implementation of instruction and evaluation in the classrooms of the twenty-first century. The overarching philosophy of the SOE is constructivism. This philosophy is a unifying thread that is evident in all our education programs. At the root of constructivism, Vygotsky (1978), is the belief that students make meaning for themselves. It is a student-centered model in which the teacher contributes more as a facilitator whose efforts assist students in developing their own understanding and learning. They base their own prior knowledge and mental constructs on existing knowledge bases. Knowledge does not exist independent of the learner (website link will be added when it has been updated). Our approach to teaching emphasizes challenging opportunities for our teacher candidates to learn (Vygotsky, 1978). Through coaching from faculty, learners develop meta-cognitive strategies to monitor and direct their own performance and learning. The learners assume responsibility for their own learning. Teacher candidates work collaboratively on real-world, authentic activities (Dewey, 1916). Students are guided to develop and bring their own framework and perspectives. They integrate multiple perspectives, which help pupils negotiate and generate meaning (Gardner, 1999). The Master of Education programs use research to teach participants to design instruction for classrooms with diverse learners (Bloom, 1965). Emphasizing critical thinking, research, and academic writing, teacher candidates are academically prepared to effectively design, implement, and evaluate curriculum for their schools and/or Districts or Boards. Teacher candidates are encouraged to examine contemporary issues affecting curriculum and instruction within schools. Through integrated classes such as ECI 530 and ECI 535, our students explore culture and society. Through courses like ECI 610, EDU 469, and EDU 210, teacher candidates learn how to examine how external forces influence school texts and pedagogy. In addition to emphasis on curriculum and instruction in schools, our teacher candidates are encouraged to use technology to enhance their skills, projects, assignments, and delivery of instruction. 5 School of Education Policy Statements Professional Dispositions Professional Dispositions Overview The School of Education of Medaille College prepares students to enter the world of teaching Birth-12. As part of learning and preparation processes, students must understand and engage in professional behaviors that adhere to both policy and guiding principles that are required in private and public schools and community agencies. These behaviors are essential for employment and continued employment within the professional workforce. Prospective educators are expected to view and assume these professional dispositions as a crucial component of their academic training. The Professional Dispositions aligned with Medaille College and the School of Education provide a framework for professional behaviors. These standards for behavior will be implemented for all students for any behavior that does not comply with official standards of behavior. Professors and staff will demonstrate and work with our students to assure that they are familiar with the dispositions, understand the dispositions and are able to demonstrate these dispositions in every class and learning experience. It is the responsibility of Medaille School of Education students to recognize and fulfill professional habits of conduct. Their professional commitment to becoming an excellent teacher candidate or community leader must be evident through engagement, words and actions. During a student’s time at Medaille College when interacting with administrators, professors, teachers, peers and students while on all Medaille campuses and during field experiences professionalism is required. Attendance All Medaille students are expected to: attend every class on time, remain in class and return from breaks on time comply with attendance policy as stated in the Medaille School of Education Handbook ***Examples of possible infractions are being frequently late for a class/field experience or student teaching; missing class due to vacations or personal events; leaving class to complete other work such as in the computer lab at inappropriate times. Conduct All Medaille students are expected to conduct themselves in the following manner: display professional behavior on all Medaille campuses and in schools for field experiences (i.e. punctuality) use professional oral and written language appropriate to purpose and audience, including email use positive conflict resolution techniques be accountable and responsible toward one’s behavior demonstrate respectful behavior both verbally and nonverbally (tone of voice, word choice, and posturing) respect, empathize and appreciate differences in others’ perspectives and cultures follow established dress codes for schools during practicum and student teaching Be mindful of wearing appropriate attire. ***Examples of possible infractions are bullying peers; not fulfilling group responsibilities; being disrespectful towards professors and peers-verbally or in writing; improper computer, texting, or cell phone use; displaying threatening behavior or offensive body language; using vulgarity verbally or in written emails, intimidating or threatening professors or peers to obtain a course of action; showing insensitivity towards ethnic, religious or racial diversity or other diversity 6 Expectations All Medaille students are expected to: meet NYS learning standards and/or Ontario learning standards display a willingness to learn and grow professionally seek and use constructive feedback for the purpose of improving one’s teaching display a willingness to adapt and be flexible to situations as they present themselves maintain high and appropriate standards and expectations for self and the profession complete all course requirements ***Examples of possible infractions are an unwillingness to understand and learn new ideas and teaching strategies; an unwillingness to participate in class activities and discussions; unprofessional discourse in class interactions; disruptions during professor or peer presentation; engaging in other non-class activities ( i.e. Facebook, work for other classes. Accountability All Medaille students will be: held accountable for all actions and decisions made as a pre-service student on any of the Medaille campuses, in the classroom and field experiences and student teaching sites. held accountable for the guidelines outlined in the Medaille School of Education Handbook Legal and Ethical All Medaille students are expected to: act in a way that is in accordance with any legal and ethical conduct standards of Medaille College, the School of Education Handbook, the New York State Education Department, and federal and state laws that discuss intellectual honesty, misconduct, bias related discrimination and sexual harassment. maintain legal obligations regarding student privacy and confidentiality of students, families, school personnel and teacher colleagues ***Examples of possible infractions are forging the signature of a teacher or supervisor from a field placement/ student teaching, plagiarizing assignments from the internet or other sources without citing the source; making cultural slurs or using a disrespectful voice or body language towards an individual based upon culture, religion or another diversity; discussing students or teachers from a field experience or student teaching in any setting. Examples of infractions, listed in the five sections above, are included, but not limited to the infractions that are listed. Probation letters Undergraduate students will receive a probation letter when they receive a grade of 2.0 or lower. Graduate students who receive a GPA lower than a 3.0 will receive a probation letter. Students will receive a warning letter when they are in danger of failing the course. Satisfactory and Unsatisfactory (S) and (U) Students who receive a grade of unsatisfactory (U) 3 times in the same course will be dismissed from the program. 7 Academic Review Academic Standards reviews undergraduate students. Program directors and chairs review graduate students. Any graduate student who earns a grade of “F” in any course or who indicates a lack of ability as determined by faculty will experience an academic review by program directors, chairs, and the academic dean. Behavioral Decorum Medaille College does not tolerate sexual or racial harassment of students or employees by College faculty, staff, or students. Students are legally protected from such activity by both state and federal legislation and are asked to report any occurrence to the Academic Affairs Office without fear of recrimination. The College does not tolerate immature or abusive behavior in the classroom setting from students. Upon receipt of a written complaint from the instructor, the Vice President for Academic Affairs may immediately remove the student from the class. The Vice President for Academic Affairs and the appropriate College Dean will review the evidence and render a final decision. The College does not tolerate immature or abusive behavior in an internship setting on or off campus from students. Upon receipt of a written complaint from the instructor, the Vice President for Academic Affairs may immediately remove the student from the class. The Vice President for Academic Affairs and the appropriate College Dean will review the evidence and render a final decision 8 SCHOOL OF EDUCATION TEACHER CANDIDATE GUIDELINES FOR EARLY FIELD EXPERIENCES The following guidelines have been developed to enhance the required field experiences for teaching candidates of Medaille College, cooperating teachers, and students (children) Requirements: The candidate is expected to… maintain confidentiality of students and staff at all times maintain a professional appearance at all times adhere to the schedule agreed upon by her/himself, cooperating teacher and course professor inform the professor, in advance, of lateness or absence inform the teacher of lateness or absence sign in and out at the school on a daily basis wear Medaille College ID interact with children and colleagues in a pleasant, professional manner familiarize her/himself with and adhere to the teacher’s classroom management policies keep a journal in which they can record observations, questions, and teaching ideas. This log will be collected and graded. Professors may ask to review it with the candidate at any time. Its purpose is to provide the candidate ongoing, cohesive opportunities to reflect, respond, and keep track of field experiences. NOTE: Professors may assign specific requirements for candidates to complete during field work. These requirements will be defined and evaluated by the professor. The following list of suggested roles for teacher candidates is intended to assist both the candidate and the cooperating teacher in making decisions about how to optimize the experience for everyone involved. ____ Observe individual students and reflect on an aspect of their development (social, academic, etc) ____ Read to the class or a small group of children ____ Plan and implement a lesson for the whole class, a small group, or one child (This may not be feasible until the candidate has participated in relevant methods/instruction classes.) ____ Work with child or small group on teacher suggested remediation/drill activities ____ Create games/teaching aids to reinforce learning ____ Help students edit/publish their creative work ____ Assist in computer lab ____ Develop and/or facilitate a learning center ____ Review teacher lesson plans ____ Review student portfolios and/ or cumulative records(with permission only) ____ Make a bulletin board ____ Grade papers with teacher direction ____ Make copies/assist with material development ____ Do support activities that extend a lesson ____ Walk children to special area classes, monitor hallways during class change ____ Observe and reflect on student-teacher and student-student interactions ____ Help individual students during study halls and/or guided independent practice time ____ Do you want another as approved by the instructor? 9 Appendices 10 School of Education Participation / Field Experience Hours – Overview (Effective Fall 2012) BSED – Adolescent Education & SWD BSED – Early Childhood & Childhood Education MSED – Childhood Education MSED Adolescent Education BSED Early Childhood and Childhood Birth – 6 BSED Adolescent Education 712 with Students With Disabilities Disciplines: English, Math, Social Studies, Biology EDU 240 – 10 hrs EDU 241 – 10 hrs EDU 242 – 10 hrs EDU 370 – 5 hrs EDU 371 – 5 hrs EDU 372 – 5 hrs EDU 373 – 5 hrs EDU 236 – 10 hrs EDU 237 – 10 hrs *ESP 328 – 40 hrs *ESP 338 – 40 hrs *20 hrs. min. during course ______ *EDU 378 – 100 hrs. EDU 362-Math EDU 363-Soc St EDU 364-English EDU 365-Biology *20 hrs. min. during course ***See Spec Ed note below 150 50 hours/20hrs min. during course – discipline specific 150 MSED Childhood 1-6 MSED Adolescent Education 7-12 Disciplines: English, Math, Social Studies, Biology, Chemistry, French EDU 504* EDU 667* * 20 hrs. min. during course * 20 hrs. min. during course **a minimum of 20 hours must be in area of concentration ***See Spec ED Note below 100 ***See Spec Ed note 100 ***Special Education (SWD – Students with Disabilities) Note: A minimum of 15 hours must be working with Students with Disabilities – mild to severe who have been identified for mandated services in their districts LINK: www.medaille.edu/student-teaching/pre-student-teaching School of Education Participation / Field Experience Hours – Overview (Effective Fall 2012) MSED – Students with Disabilities (SWD) Post-Masters Certificate – Students with Disabilities (SWD) MSED-SWD Master in Education – Students With Disabilities Grades 1-6 (certified) MSED-SWD Master in Education – Students With Disabilities Grades 1-6 (non-certified) ESP 600 – 15 hrs ESP 602 – 10 hrs ESP 612 – 10 hrs ESP 618 – 15 hrs ESP 600 – 15 hrs ESP 602 – 10 hrs ESP 612 – 10 hrs ESP 618 – 15 hrs EDL 581 – 25 hrs ESP 607 – 25 hrs 50 100 MSED Adolescent Education 7-12 Generalist Disciplines: English, Math, Social Studies, Biology, Chemistry, French (certified) ESP 600 – 15hrs ESP 602 – 10hrs ESP 612 – 10hrs ESP 619 – 15 hrs 50 LINK: www.medaille.edu/student-teaching/pre-student-teaching MSED Adolescent Education 7-12 Generalist Disciplines: English, Math, Social Studies, Biology, Chemistry, French (non-certified) ESP 600 – 15hrs ESP 602 – 10hrs ESP 612 – 10hrs ESP 619 – 15 hrs ESP 620 – 25 hrs ESP 607 – 25 hrs 100 PMC-SWD Post Masters Certification – Students With Disabilities (Grades 1-6) ESP 600 – 15hrs ESP 602 – 10 hrs ESP 612 – 10 hrs ESP 618 – 15 hrs 50 PMC-SWD Post Masters Certification – Students With Disabilities (Grades 7-12) ESP 600 – 15hrs ESP 602 - 10hrs ESP 612 - 10hrs ESP 619 – 15 hrs 50 Date: To: School Administrator From: Crystal Elias, Director, Student Teaching and Field Experiences Re: Acquiring Pre-Student Teaching Hours (Field Placement) Thank you for welcoming , a Medaille College School of Education student, into your building. Fieldwork is considered one of the most beneficial components of a professional education program. Each of our pre-student teaching candidates is required by New York State Department of Education to complete field experience hours, as determined by their degree program and specific course requirements. I encourage you to utilize and engage the teacher candidate in a variety of instructional and noninstructional duties such as (but not limited to): observe small and whole group class instruction, assist during lessons or lab activities, organize learning centers, observe classroom management techniques, and to work with students on problem solving activities or remedial instruction. I hope that working with our teacher candidate will be a mutually beneficial experience. Our goal is to prepare Medaille teacher candidates to be caring and reflective educators exemplifying best teaching practices. If you have any additional questions or concerns, please feel free to contact me. Sincerely, Crystal A. Elias Director, Student Teaching & Field Experiences (course instructor name) Office of Student Teaching/Certification 30 Wilson Road ∙ Williamsville, NY 14221 ∙ 716 932 2548 ∙ 888 252 2235 toll free ∙ 716 932 2634 fax ∙ http://www.medaille.edu/student-teaching/pre-student-teaching School of Education Fieldwork/Participation Reflection Descriptor 2012-2013 (BSED ADOL & SWD, BSED B-6, MSED ADOL & MSED ELED) Reflection, as it relates to Pre Student Teaching Fieldwork/Participation activities, is the process of looking back at the experiences, thinking about them, critiquing them, and considering how they will affect your future teaching practices. Reflective teachers are constantly thinking about their instructional delivery, assessing student learning, and considering how they can improve their practice to effectively reach all of their students. After each Pre-Student teaching Fieldwork/Participation experience, you will complete a Reflection. The format will be as outlined in the Reflection Rubric. As you reflect, focus on your individual growth and learning throughout the program by connecting the best practices you have learned in the classroom to what you observe or apply in the field. The field includes all activities related to children and adolescents (direct classroom instruction, coaching, tutoring, etc.) The paragraph numbers in bold below are a guide. Please be succinct and concise when writing. Best Practice Focus: What best practice did you observe & why is it important for you as a future teacher to observe? (1 paragraph) A specific best practice focus may be assigned by your instructor. Settings: Who are you observing (age; grade; gender, ethnicity, SES)? When are you observing (time of year, time of day)? Where is the location (urban, rural, and suburban)? (1 paragraph) Description: Explain specific details about what you actually observed in the field. What is the teaching doing? What are the students doing? (2 paragraphs) Analysis (Connections/Links): Analyze how the best practice you observed connects to what you have or are learning in your courses in the program. You may also add how what you’ve observed connects to your program goals or areas of competencies? (1-2 paragraphs) Applications: How will the lessons you’ve learned from your observation inform you as a beginning teacher to improve student learning? Demonstrate how you could apply the best practice you observed in the classroom with children and/or adolescents. (1-2 paragraphs) Revised 8/1/12 All SOE Programs EXCEPT MSED LIT (Common) 13 School of Education Observation/Participation Reflection Rubric Fieldwork/Participation Reflection Descriptor 2012-2013 (BSED ADOL & SWD, BSED B-6, MSED ADOL & MSED ELED) Students’ Name _______________________________________________________________ Evaluators’ Name ___________________________________ Date ____________________ Place a check mark on the rating that best reflects the student’s performance for each category. It is expected that the document will be grammatically correct and clearly spelled. Category Best Practice Focus: a. what Setting: a. who b. when c. where Description: Specific details about what you observed Analysis: Connects and links to Coursework/ Program Goals/ Competencies Highly Successful (3) Identifies best practice, provides detailed rationale for relevance, & exhibits focus Describes setting, timeline and participants with details. Successful (2) Identifies best practice, provides some relevance, & with some focus Provides 5 or more specific details of the process with explanations, descriptions of contexts, events and activities. Provides 3-4 specific details of the process which include explanations, descriptions of contexts, events and activities. Demonstrates some link to coursework or literature with some interpretations and analysis. Strengths and weaknesses are supported. Describes setting, timelines and participants with some detail. Unsuccessful (1) Mentions best practice, inadequate explanations, & lacks focus Describes 1-2 of the settings vaguely. Missing (0) Missing, no best practice and explanations Provides 1-2 details with inadequate details, vague explanations of contexts, events and activities. Inadequate link to coursework or literature, insufficient interpretations & analysis. Strengths and weaknesses are not clear. Missing, no explanation, descriptions of contexts and conditions involved. Missing, no link to coursework or literature or interpretations& analysis Missing, none of the settings listed. Demonstrates strong connections to coursework or literature with detailed interpretations and analysis. Strengths and weaknesses are detailed and supported Applications Clearly describes 2 or Describes one possible Inadequate Missing, no for Effective more possible application (classroom or demonstration of demonstration of Teaching/Lear applications (classroom or other educationally related possible applications possible classroom ning in the other educationally activity) for future use with (classroom or other applications Future related activity) for future children or adolescents. educationally related use with Includes some details. activity) with vague children/adolescents. details Includes specific details. This rubric was designed by utilizing a combination of SOE standard assessment language and requirements and the stages noted in Chapter 3 of Bullock, A.A., & Hawk. Developing a teaching portfolio: A guide for pre-service and practicing teachers, (2nd ed.). Boston, MA: Merrill Prentice Hall. All SOE Programs EXCEPT MSED LIT (Common) 15 New York State Code of Ethics for Educators Statement of Purpose 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. "Educator" as used throughout means all educators serving New York schools in positions requiring a certificate, including classroom teachers, school leaders and pupil personnel service providers. Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of each student. Educators promote growth in all students through the integration of intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and worth of each individual. Educators help students to value their own identity, learn more about their cultural heritage, and practice social and civic responsibilities. They help students to reflect on their own learning and connect it to their life experience. They engage students in activities that encourage diverse approaches and solutions to issues, while providing a range of ways for students to demonstrate their abilities and learning. They foster the development of students who can analyze, synthesize, evaluate and communicate information effectively. Principle 2: Educators create, support, and maintain challenging learning environments for all. Educators apply their professional knowledge to promote student learning. They know the curriculum and utilize a range of strategies and assessments to address differences. Educators develop and implement programs based upon a strong understanding of human development and learning theory. They support a challenging learning environment. They advocate for necessary resources to teach to higher levels of learning. They establish and maintain clear standards of behavior and civility. Educators are role models, displaying the habits of mind and work necessary to develop and apply knowledge while simultaneously displaying a curiosity and enthusiasm for learning. They invite students to become active, inquisitive, and discerning individuals who reflect upon and monitor their own learning. Principle 3: Educators commit to their own learning in order to develop their practice. Educators recognize that professional knowledge and development are the foundations of their practice. They know their subject matter, and they understand how students learn. Educators respect the reciprocal nature of learning between educators and students. They engage in a variety of individual and collaborative learning experiences essential to develop professionally and to promote student learning. They draw on and contribute to various forms of educational research to improve their own practice. Principle 4: Educators collaborate with colleagues and other professionals in the interest of student learning. Educators encourage and support their colleagues to build and maintain high standards. They participate in decisions regarding curriculum, instruction and assessment designs, and they share responsibility for the governance of schools. They cooperate with community agencies in using resources and building comprehensive services in support of students. Educators respect fellow professionals and believe that all have the right to teach and learn in a professional and supportive environment. They participate in the preparation and induction of new educators and in professional development for all staff. Principle 5: Educators collaborate with parents and community, building trust and respecting confidentiality. Educators partner with parents and other members of the community to enhance school programs and to promote student learning. They also recognize how cultural and linguistic heritage, gender, family and community shape experience and learning. Educators respect the private nature of the special knowledge they have about students and their families and use that knowledge only in the students' best interests. They advocate for fair opportunity for all children. Principle 6: Educators advance the intellectual and ethical foundation of the learning community. Educators recognize the obligations of the trust placed in them. They share the responsibility for understanding what is known, pursuing further knowledge, contributing to the generation of knowledge, and translating knowledge into comprehensible forms. They help students understand that knowledge is often complex and sometimes paradoxical. Educators are confidantes, mentors and advocates for their students' growth and development. As models for youth and the public, they embody intellectual honesty, diplomacy, tact and fairness. This Code shall not be used as a basis for discipline by any employer and shall not be used by the State Education Department as a basis for a proceeding under Part 83 of Commissioner's Regulations, nor shall it serve as a basis for decisions pertaining to certification or employment in New York State. Conversely, this Code shall not be interpreted or used to diminish the authority of any public school employer to evaluate or discipline any employee under provisions of law, regulation, or collective bargaining agreement. Background on the Development of the Code The State Board of Regents, as part of its teaching reform initiatives outlined in the 1998 report, New York's Commitment: Teaching to Higher Standards, called for the State Professional Standards and Practices Board for Teaching to develop a Code of Ethics for Teachers. In New York State, a teacher is defined as anyone for whom a certificate is required for service in the State's public schools. This includes classroom teachers, school administrators, and pupil personnel service providers. The Standards Board is a 28-member board that serves in an advisory capacity to the Regents and the Commissioner of Education. Its membership consists of teachers, school administrators, higher education representatives, public members, and a teacher education student. The Board worked for over a year to develop a draft Code of Ethics. The process involved a review of numerous other codes developed by professional organizations and by other jurisdictions, both for the teaching profession and for other professions. Individual Board members also consulted with their colleagues in the field to inform the process. A draft was presented to the Regents Committee on Higher and Professional Education at the October 2001 Board of Regents meeting. Following this preliminary review by the Regents, the draft Code of Ethics was released for public comment. Reactions and suggestions were received from as broad a spectrum as possible: classroom teachers, school administrators and pupil personnel professionals, other members of the school community, teacher education students, college faculty, professional organizations, boards of education, parents and the general public. The State Standards and Practices Board reviewed all comments received and produced the final version of the code in June 2002. The New York State Code of Ethics for Educators was presented to the Board of Regents at its July 2002 meeting, at which time the Regents authorized the release of the Code to the public. For more information, contact: Nancy Taylor Baumes Secretary, State Professional Standards and Practices Board for Teaching New York State Education Department Office of Teaching Initiatives, Room 5N EB Albany, New York 12234 Phone: (518) 474-4661 17 Ontario College of Teachers Standards: The Ethical Standards for the Teaching Profession Introduction The Ethical Standards for the Teaching Profession represent a vision of professional practice. At the heart of a strong and effective teaching profession is a commitment to students and their learning. Members of the Ontario College of Teachers, in their position of trust, demonstrate responsibility in their relationships with students, parents, guardians, colleagues, educational partners, other professionals, the environment and the public. The Purposes of the Ethical Standards for the Teaching Profession are: to inspire members to reflect and uphold the honour 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 to promote public trust and confidence in the teaching profession. The Ethical Standards for the Teaching Profession are: 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. 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. 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. The Standards of Practice for the Teaching Profession Introduction The Standards of Practice for the Teaching Profession provide a framework of principles that describes the knowledge, skills, and values inherent in Ontario's teaching profession. These standards articulate the goals and aspirations of the profession. These standards convey a collective vision of professionalism that guides the daily practices of members of the Ontario College of Teachers. The Purposes of the Standards of Practice for the Teaching Profession are: to inspire a shared vision for the teaching profession to identify the values, knowledge and skills that are distinctive to the teaching profession to guide the professional judgment and actions of the teaching profession to promote a common language that fosters an understanding of what it means to be a member of the teaching profession. 18 The Standards of Practice for the Teaching Profession are: Commitment to Students and Student Learning Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society. Professional Knowledge Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice. Professional Practice Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection. Leadership in Learning Communities Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities. Ongoing Professional Learning Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge. For more details go to the OCT website at http://www.oct.ca/standards. 19
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