Professionalism as an Educator
use rubric
original work
education background for this assignment
PLEASE READ ASSIGNMENT BEFORE OFFERING TO DO IT
|
Professionalism as an Educator |
|
Effective classroom management strategies set expectations for students, providing them with behavioral boundaries and a framework in which to function. Teachers who carefully plan and consistently implement their classroom expectations will find their students are better prepared to engage in learning activities.
Throughout this course, you will create eight sections of a classroom management plan that you will submit to faculty and peers for feedback before the final submission as the benchmark assignment in Topic 6.
In this assignment, you will develop the first section of the classroom management plan, “Professionalism.”
Professional conduct as an educator is an integral part of establishing positive relationships with students, families, colleagues, and administrators. Positive relationships directly influence the environment you wish to establish with your classroom students.
Part 1: Professionalism as an Educator Table
For this assignment, research the topic of professional conduct for teachers, focusing on interactions with students, families, coworkers, key stakeholders, and administrators. Complete the “Professionalism as an Educator” table describing ways to promote professional, positive, collaborative relationships across the school system, and to create an appropriate supportive educational environment for students.
All entries in the table must be supported by a reference. The references may include the NEA Code of Ethics, the NASDTEC Code of Ethics, the InTASC dispositions, the Arizona Administrative Code, the COE Professional Dispositions, the COE Learning, Leading, Serving Pledge, the GCU Statement on the Integration of Faith and Work, and other relevant resources.
Part 2: Reflection
In 250-500 words, summarize and reflect on your personal professionalism as a future educator and your ability to display the behaviors you described in your table. Describe how you will apply the codes of ethics, professional standards of practice, and relevant laws and policies professional decision-making in order to promote positive, collaborative relationships and a supportive educational environment for students.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Review the “GCU Statement on the Integration of Faith and Work,” located on the GCU website.
URL:
https://www.gcu.edu/Documents/Statement-IFLW
Read the NEA Code of Ethics, located on the NEA website.
URL:
http://www.nea.org/home/30442.htm
Read the Moral Code of Ethics for Educators, located on the National Association of State Directors of Teacher Education and Certification website.
URL:
http://www.nasdtec.net/?page=MCEE_Doc
Review the InTASC standards.
URL:
http://www.ccsso.org/sites/default/files/2017-11/InTASC_Model_Core_Teaching_Standards_2011
Read Section R7-2-1308 from the Arizona Administrative Code.
URL:
http://apps.azsos.gov/public_services/Title_07/7-02
Professionalism as an Educator
Part 1: Describe a professional behavior that will help promote a positive school culture and collaborative relationships. Beneath the description, use GCU format to cite a professional guideline that supports the behavior. Refer to the resources in Topic 1 to support your examples. Each example should not exceed 25 words (excluding the reference).
Students
Students’ Families
Coworkers
Administrators
Sample answer
: All gay, lesbian, bisexual, and transgender students will be treated with dignity and respect.
Arizona Administrative Code. Title 7. Education, Article 13. Conduct – R7-2-1308- Unprofessional and Immoral Conduct. Retrieved from http://apps.azsos.gov/public_services/Title_07/7-02
Sample answer:
When interacting with families of a diverse culture, act respectfully, and build harmonious relationships through respectful communication.
Grand Canyon University. COE Dispositions, Respect for the Diversity of Others. Retrieved from http://www.gcu.edu/College-of-Education/Resources/ Professional-Dispositions-of-Learners.php
Sample answer:
When in a disagreement with a fellow teacher, the conflict will be resolved privately, with civility and consistency within district policy.
National Association of State Directors of Teacher Education and Certification. Model Code of Ethics for Educators (MCEE). Retrieved from http://www.nasdtec.net/
Sample answer:
When applying for a teaching position, the information shared in the resume and interview will be truthful and accurate.
National Education Association. Code of Ethics. Retrieved from http://www.nea.org/home/ 30442.htm)
1.
1.
1.
1.
2.
2.
2.
2.
3.
3.
3.
3.
4.
4.
4.
4.
5.
5.
5.
5.
Part 2: Reflection
© 2018 Grand Canyon University. All Rights Reserved.
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | ||||||||||||
| ELM-250 | ELM-250-O500 | Professionalism as an Educator | 40.0 | ||||||||||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned | |||||||
| Criteria | 100.0% | ||||||||||||||
| Students | 15.0% | Not addressed. | Descriptions of professional behavior are poor and give a weak explanation of how to behave professionally for positive, collaborative relationships with students. | Descriptions of professional behavior are sufficient and give a basic explanation of how to behave professionally for positive, collaborative relationships with students. | Descriptions of professional behavior are clear and give a descriptive explanation of how to behave professionally for positive, collaborative relationships with students. | Descriptions of professional behavior are thorough and give an in-depth explanation of how to behave professionally for positive, collaborative relationships with students. | |||||||||
| Students’ Families | Descriptions of professional behavior are underdeveloped and give a vague explanation of how to behave professionally for positive, collaborative relationships with students’ families. | Descriptions of professional behavior are effective and give a broad explanation of how to behave professionally for positive, collaborative relationships with students’ families. | Descriptions of professional behavior are sound and give a effective explanation of how to behave professionally for positive, collaborative relationships with students’ families. | Descriptions of professional behavior are comprehensive and give a substantial explanation of how to behave professionally for positive, collaborative relationships with students’ families. | |||||||||||
| Coworkers | Descriptions of professional behavior are insufficient and give a minimal explanation of how to behave professionally for positive, collaborative relationships with coworkers. | Descriptions of professional behavior demonstrate basic competence and give a moderate explanation of how to behave professionally for positive, collaborative relationships with coworkers. | Descriptions of professional behavior are used well and give a solid explanation of how to behave professionally for positive, collaborative relationships with coworkers. | Descriptions of professional behavior are quality and give a specific explanation of how to behave professionally for positive, collaborative relationships with coworkers. | |||||||||||
| Administrators | Descriptions of professional behavior are ineffective and give an inadequate explanation of how to behave professionally for positive, collaborative relationships with administrators. | Descriptions of professional behavior sufficient and give a basic explanation of how to behave professionally for positive, collaborative relationships with administrators. | Descriptions of professional behavior are considerable and give a relevant explanation of how to behave professionally for positive, collaborative relationships with administrators. | Descriptions of professional behavior are substantial and give an insightful explanation of how to behave professionally for positive, collaborative relationships with administrators. | |||||||||||
| Reflection | Reflection minimally summarizes personal professionalism as an educator and ability to display the behaviors described in the table. Evidence of reflection is weak. | Reflection sufficiently summarizes personal professionalism as an educator and ability to display the behaviors described in the table. Evidence of reflection is moderate. | Reflection clearly summarizes personal professionalism as an educator and ability to display the behaviors described in the table. Evidence of reflection is suitable. | Reflection thoroughly summarizes personal professionalism as an educator and ability to display the behaviors described in the table. Evidence of reflection is extensive. | |||||||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | ||||||||||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 10.0% | Not addressed. | Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |||||||||
| Total Weightage | 100% |