The document summarizes the Georgia Professional Standards Commission's Code of Ethics for Educators. It outlines the PSC's authority to adopt standards of performance and a code of ethics for educators. The PSC has three divisions: Certification, Educator Preparation, and Ethics. The document defines educator and outlines seven standards of ethical conduct for educators: legal compliance, conduct with students, alcohol and drugs, honesty, public funds and property, remunerative conduct, and confidential information. It provides examples of unethical conduct under each standard.
This document discusses learning styles according to the Dunn and Dunn model. It describes the five stimuli that influence a student's learning style: environmental, emotional, sociological, physiological, and psychological. For each element, it provides examples of how students may differ in their preferences, such as some preferring to work alone while others in groups. It also discusses other learning style theories and provides exercises for students to consider how learning styles affect learning and teaching.
This document provides an overview of Section 504 of the Rehabilitation Act of 1973. It discusses the history and relationship between Section 504 and the Individuals with Disabilities Education Act. Key aspects of Section 504 covered include eligibility, qualifications for being considered disabled, protections from discrimination and harassment, and best practices for school procedures including evaluations, accommodation plans, and periodic reviews. The resources aim to help schools understand and comply with their legal obligations to students with disabilities under Section 504.
The document discusses different approaches to educational evaluation including politically controlled evaluations, public relations evaluations, and various objectivist approaches focused on experimental research, management information systems, testing programs, and objectives-based studies. It outlines the purposes, strengths, and weaknesses of each approach. Key principles for evaluators discussed include systematic inquiry, competence, integrity, respect for people, and responsibility to public welfare. Different classification systems for evaluation approaches are also summarized based on epistemology, perspective, and orientation.
The document discusses the purposes and types of grades or marks. It outlines several main purposes of grades, including enhancing student learning, reporting to parents/guardians, and administrative and guidance uses. It also describes various types of grading scales and systems, such as percentage scales, letter grades, pass/fail scales, and standards-based grading. The document emphasizes that grades serve to communicate student achievement and provide information to students, parents, and other stakeholders.
This document outlines guidelines for the direct release of maintenance and other operating expenses (MOOE) allocations from the Department of Budget and Management (DBM) to implementing units of the Department of Education (DepEd), including schools division offices, elementary schools, and secondary schools. It assigns responsibilities for managing and reporting on MOOE funds and specifies appropriate uses of school MOOE allocations, while prohibiting certain expenditures. Violations of the order are subject to administrative penalties.
Monitoring and Evaluation Supporting School Improvement and EffectivenessEduEval Consultancy
This document discusses monitoring and evaluation in schools. It defines key terms like school improvement, school effectiveness, and monitoring and evaluation. It explains that monitoring and evaluation provide essential data for decision making by tracking progress, demonstrating impact, and informing stakeholders. Logic models are presented as a way to visually map how a program's inputs and activities lead to intended outputs and outcomes. The importance of school culture that supports data-driven, evidence-based decision making is also emphasized.
Basic concept of learning disability psentationDivina Bumacas
Learning is defined as a stable change in behavior resulting from experience and practice, and learning disabilities are identified by a severe discrepancy between a child's potential and achievement, absence of other disabilities, and need for educational services. Children with learning disabilities exhibit problems with reading, writing, language, mathematics, perception, motor skills, attention, memory, cognition, and social skills. Learning disabilities are assessed through a battery of norm-referenced, process, informal, and criterion tests to identify students who may need support.
This document outlines guidelines for the direct release of Maintenance and Other Operating Expenses (MOOE) allocations to schools and implementing units by the Department of Budget and Management. It specifies that MOOE allocations will be directly deposited into Modified Disbursement Scheme sub-accounts of schools and units. Schools and units must maintain proper accounting of funds and submit liquidation reports. MOOE funds can be used to support school improvement plans but not for textbooks, furniture or equipment. Non-compliance will result in administrative penalties.
This document discusses learning styles according to the Dunn and Dunn model. It describes the five stimuli that influence a student's learning style: environmental, emotional, sociological, physiological, and psychological. For each element, it provides examples of how students may differ in their preferences, such as some preferring to work alone while others in groups. It also discusses other learning style theories and provides exercises for students to consider how learning styles affect learning and teaching.
This document provides an overview of Section 504 of the Rehabilitation Act of 1973. It discusses the history and relationship between Section 504 and the Individuals with Disabilities Education Act. Key aspects of Section 504 covered include eligibility, qualifications for being considered disabled, protections from discrimination and harassment, and best practices for school procedures including evaluations, accommodation plans, and periodic reviews. The resources aim to help schools understand and comply with their legal obligations to students with disabilities under Section 504.
The document discusses different approaches to educational evaluation including politically controlled evaluations, public relations evaluations, and various objectivist approaches focused on experimental research, management information systems, testing programs, and objectives-based studies. It outlines the purposes, strengths, and weaknesses of each approach. Key principles for evaluators discussed include systematic inquiry, competence, integrity, respect for people, and responsibility to public welfare. Different classification systems for evaluation approaches are also summarized based on epistemology, perspective, and orientation.
The document discusses the purposes and types of grades or marks. It outlines several main purposes of grades, including enhancing student learning, reporting to parents/guardians, and administrative and guidance uses. It also describes various types of grading scales and systems, such as percentage scales, letter grades, pass/fail scales, and standards-based grading. The document emphasizes that grades serve to communicate student achievement and provide information to students, parents, and other stakeholders.
This document outlines guidelines for the direct release of maintenance and other operating expenses (MOOE) allocations from the Department of Budget and Management (DBM) to implementing units of the Department of Education (DepEd), including schools division offices, elementary schools, and secondary schools. It assigns responsibilities for managing and reporting on MOOE funds and specifies appropriate uses of school MOOE allocations, while prohibiting certain expenditures. Violations of the order are subject to administrative penalties.
Monitoring and Evaluation Supporting School Improvement and EffectivenessEduEval Consultancy
This document discusses monitoring and evaluation in schools. It defines key terms like school improvement, school effectiveness, and monitoring and evaluation. It explains that monitoring and evaluation provide essential data for decision making by tracking progress, demonstrating impact, and informing stakeholders. Logic models are presented as a way to visually map how a program's inputs and activities lead to intended outputs and outcomes. The importance of school culture that supports data-driven, evidence-based decision making is also emphasized.
Basic concept of learning disability psentationDivina Bumacas
Learning is defined as a stable change in behavior resulting from experience and practice, and learning disabilities are identified by a severe discrepancy between a child's potential and achievement, absence of other disabilities, and need for educational services. Children with learning disabilities exhibit problems with reading, writing, language, mathematics, perception, motor skills, attention, memory, cognition, and social skills. Learning disabilities are assessed through a battery of norm-referenced, process, informal, and criterion tests to identify students who may need support.
This document outlines guidelines for the direct release of Maintenance and Other Operating Expenses (MOOE) allocations to schools and implementing units by the Department of Budget and Management. It specifies that MOOE allocations will be directly deposited into Modified Disbursement Scheme sub-accounts of schools and units. Schools and units must maintain proper accounting of funds and submit liquidation reports. MOOE funds can be used to support school improvement plans but not for textbooks, furniture or equipment. Non-compliance will result in administrative penalties.
This document provides an orientation on the operational guidelines for limited face-to-face learning as outlined in the DepEd-DOH JMC No. 1 s. 2021. It discusses the historical background leading to the development of the guidelines, as well as the objectives, eligibility criteria, and key components of the guidelines. The guidelines cover safe operations, teaching and learning, inclusion of marginalized learners, and wellbeing and protection of students, teachers, and personnel. Schools must meet requirements on location, safety protocols, and parental consent to participate in limited face-to-face classes.
This document discusses the meaning and definition of instructional supervision. It begins by explaining that supervision comes from the Latin root meaning "to oversee" or "have oversight of", and that instructional supervision implies providing leadership to teachers to improve instruction. It then provides a definition of instructional supervision from a dictionary of education as involving stimulating professional growth, selecting and revising educational objectives and methods, and evaluating instruction. The document goes on to list the key roles of an instructional supervisor as planner, organizer, leader, helper, evaluator, motivator, communicator, and decision maker. It concludes by noting some potential limitations of instructional supervision such as long hours, lack of authority, and mismatch between expectations and reality.
Proof of Quality Assurance Through PACUCOA AccreditationMarcelo Yarte
This document discusses the accreditation process of the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA). It provides background on the legal bases and history of accreditation in the Philippines. It then outlines PACUCOA's principles and requirements for accreditation, including its multi-level process involving preliminary visits, formal visits, and reaccreditation. The document lists the programs that can be accredited and the areas evaluated in each type of program. It concludes by describing PACUCOA's policies and procedures for the orientation and preliminary accreditation visits.
This document provides an introduction to accreditation for librarians. It outlines the goals of preparing librarians for accreditation, introducing concepts like integrated planning, outcomes assessment, evidence-based practices, and data-driven decision making. The accreditation process is summarized as involving a self-study, peer review, and accreditation decision. Standards emphasized include integrated planning, outcomes assessment, providing evidence, and using data to make decisions. The document also lists the major US regional accrediting agencies.
IEP vs 504 For Duchenne Muscular Dystrophyspedgirl21
Section 504 and IEPs provide accommodations for students with disabilities to access their education. Section 504 requires schools to provide accommodations such as extra time on tests or note-taking assistance for students with physical or mental impairments that limit major life activities. An IEP is for students who meet criteria for one of 13 disability categories and require specialized instruction. An IEP includes accommodations as well as services like speech therapy, adaptive PE, and assistive technology. Both Section 504 and IEPs aim to provide supports and protect the civil rights of students with disabilities.
This slide presentation is an updated and thoroughly explained version from the first one. I also included some question and answer slides which you can use in class for interactive purposes
Section 504 is a federal law that prohibits discrimination against individuals with disabilities. It requires schools to provide reasonable accommodations to students with disabilities so they are not denied the opportunity to participate fully in school programs. The number of students qualifying under Section 504 has increased due to changes made by the ADA that expanded the definition of disability. Schools must evaluate students if there is reason to suspect a disability, and for eligible students they must create a services plan outlining appropriate accommodations to meet their needs. Section 504 plans provide protections and accommodations to ensure students with disabilities have equal access to educational opportunities.
Magna carta for public school teachers1Abby Magnaye
The document is the Magna Carta for Public School Teachers, which outlines policies regarding teachers' rights, qualifications, duties and salaries. Some key points:
1) It declares promoting teachers' social and economic status as policy to attract qualified teachers and advance education.
2) It establishes minimum qualifications for teacher applicants, including a Bachelor's degree in Education for elementary teachers and Master's degrees for college instructors.
3) It provides protections for teachers such as ensuring tenure, requiring consent for transfers, establishing procedures for disciplinary hearings, and prohibiting discrimination.
4) It limits classroom teaching hours to no more than 6 hours per day, with additional compensation required for extra hours or duties.
5
Polly_CLASSROOM VISITS AND OBSERVING THE TEACHING-LEARNING SITUATION.pptxPaulAndreiSereo
This document discusses classroom visits and observations. It covers several key points:
1. Classroom visitation is considered an essential part of supervisory processes that allows supervisors to study, improve, and evaluate the teaching-learning situation.
2. Modern visitation calls for a democratic approach where the purpose is primarily to help teachers solve pedagogical problems and grow with their students.
3. Effective classroom observation considers the Philippine educational aims, child growth principles, good teaching and learning practices, and democratic procedures. The observation process and feedback aim to improve instructional quality.
4. There are various types of classroom visits and observers. The length and formality of visits depends on the purpose. Pre
This document discusses examination malpractices, including what they are, their causes, forms, agents involved, types and associated debarment periods. Examination malpractice refers to illegal behavior during exams by students and teachers, such as copying, impersonation, or using technological devices. Causes include inadequate teaching resources and supervision. Forms include leakages, impersonation, and external assistance. Agents who enable malpractices include parents, lecturers, examiners, and government officials. Preventive measures proposed include improving ethics/awareness, supervision, biometric identification, and parental support.
Individuals with disabilities education act, week 1bigbadbariguru
The Individuals with Disabilities Education Act (IDEA) ensures that children with disabilities receive free and appropriate public education tailored to their individual needs. IDEA requires that students receive special education and related services outlined in their Individualized Education Plan (IEP) in the least restrictive environment. It also mandates that students have access to music education addressing a variety of musical styles. Music educators must collaborate with special educators and consider accommodations for each student's IEP to ensure all students can participate meaningfully in music classes.
Dimensions of Supervision in Education SystemEverromeAsico2
The document discusses the various dimensions and roles of school supervision. It begins by explaining that supervisory roles vary depending on a supervisor's position in the organizational hierarchy. It then focuses on the roles of high-level, school-based administrators and how their roles can inform those of lower-level administrators. The discussion revolves around a site-based management model which emphasizes school autonomy and accountability. The document outlines several key dimensions of supervision, both inside and outside the classroom, and stresses the importance of leadership skills to effectively address the various areas of concern.
FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATIONRoseSales10
Assessment is the process used to determine a child's specific learning strengths and needs, and to determine if a child is eligible for special education services. It involves collecting information about a student for making decisions. There are 10 key steps in the special education assessment process: 1) A child is identified as possibly needing special education services, 2) The child receives an evaluation assessing all areas related to their suspected disability, 3) Eligibility is determined by reviewing the child's evaluation results, and 4) If found eligible, an Individualized Education Program is developed and services are provided to meet the child's needs. Progress is regularly measured, reported, and the IEP reviewed to ensure each child's needs are addressed.
Information & Resources Guide
Gifted and Talented Students
___
by David Haberlah and Chanel Loveridge
Gifted and talented children are characterised by outstanding abilities and potential for high performance. The realisation of these talents however requires differentiated educational intervention and support.
Document access: https://docs.google.com/document/d/1vgaJrsaByKaTHuoGbizWM7PfDq3Kh1UEkkIonvZ3iCU/pub
This document outlines policies for private schools in the Philippines. It defines key terms like "school" and "private school". It discusses policies around school administration, enrollment, class sizes, registration, admission credentials, and student transfers. The policies aim to standardize operations, regulate enrollment periods and class schedules, and ensure student rights to enroll and transfer between schools.
This document discusses educational management and leadership. It covers the definition and significance of educational management. Effective managers can provide the best possible education. Different leadership styles are examined, including managerial, transformational, participative, post-modern, moral, instructional, and contingent leadership. Regardless of the specific approach, leadership should focus on managing teaching and learning to achieve a shared vision for the educational institution.
This slide show is all about the R.A 9165 or the Comprehensive Dangerous Drug Act. This Act, consisting of 101 sections, provides for importation of Dangerous Drugs and/or Controlled Precursors and Essential Chemicals. It establishes offences and penalty according to the different dangerous drug, regardless of the quantity and purity involved.
Teacher Malpractice in Assessment: the International Context: Ofqual Ethics S...Ofqual Slideshare
Teacher Malpractice in Assessment: the International Context
A presentation by Ardeshir Geranpayeh, Ph.D. Head of Psychometrics & Data Services - Oxford at the Ofqual ethics symposium
26th March 2015
Program administrators need comprehensive training. The Georgia 40-Hour Director's Training credential provides an excellent overview.
http://altheapenn.tripod.com/id20.html
The code of ethics 2012 power point presentation -animatedEric James
This document summarizes the Code of Ethics for Arkansas Educators, including its history, standards, and case studies. It established a Professional Licensure Standards Board in 2007 to authorize investigations into allegations of unethical conduct and determine if licensure actions are needed. The Code consists of 7 standards regarding educator conduct, such as maintaining appropriate student relationships. From 2009-2012, the board received 548 allegations, including 77 testing violations. Case studies describe examples where educators violated standards through inappropriate communications or physical contact with students. Resolutions included probation, fines, and license restrictions.
The code of ethics 2012 power point presentation -animatedEric James
This document summarizes the Code of Ethics for Arkansas Educators. It discusses the history and creation of the Professional Licensure Standards Board and the seven standards that make up the Code of Conduct for educators. Case studies are presented that provide examples of allegations and resolutions related to violations of Standard 1, which states that educators must maintain professional relationships with students both in and outside the classroom. Several cases describe inappropriate physical or verbal conduct between educators and students.
This document provides an orientation on the operational guidelines for limited face-to-face learning as outlined in the DepEd-DOH JMC No. 1 s. 2021. It discusses the historical background leading to the development of the guidelines, as well as the objectives, eligibility criteria, and key components of the guidelines. The guidelines cover safe operations, teaching and learning, inclusion of marginalized learners, and wellbeing and protection of students, teachers, and personnel. Schools must meet requirements on location, safety protocols, and parental consent to participate in limited face-to-face classes.
This document discusses the meaning and definition of instructional supervision. It begins by explaining that supervision comes from the Latin root meaning "to oversee" or "have oversight of", and that instructional supervision implies providing leadership to teachers to improve instruction. It then provides a definition of instructional supervision from a dictionary of education as involving stimulating professional growth, selecting and revising educational objectives and methods, and evaluating instruction. The document goes on to list the key roles of an instructional supervisor as planner, organizer, leader, helper, evaluator, motivator, communicator, and decision maker. It concludes by noting some potential limitations of instructional supervision such as long hours, lack of authority, and mismatch between expectations and reality.
Proof of Quality Assurance Through PACUCOA AccreditationMarcelo Yarte
This document discusses the accreditation process of the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA). It provides background on the legal bases and history of accreditation in the Philippines. It then outlines PACUCOA's principles and requirements for accreditation, including its multi-level process involving preliminary visits, formal visits, and reaccreditation. The document lists the programs that can be accredited and the areas evaluated in each type of program. It concludes by describing PACUCOA's policies and procedures for the orientation and preliminary accreditation visits.
This document provides an introduction to accreditation for librarians. It outlines the goals of preparing librarians for accreditation, introducing concepts like integrated planning, outcomes assessment, evidence-based practices, and data-driven decision making. The accreditation process is summarized as involving a self-study, peer review, and accreditation decision. Standards emphasized include integrated planning, outcomes assessment, providing evidence, and using data to make decisions. The document also lists the major US regional accrediting agencies.
IEP vs 504 For Duchenne Muscular Dystrophyspedgirl21
Section 504 and IEPs provide accommodations for students with disabilities to access their education. Section 504 requires schools to provide accommodations such as extra time on tests or note-taking assistance for students with physical or mental impairments that limit major life activities. An IEP is for students who meet criteria for one of 13 disability categories and require specialized instruction. An IEP includes accommodations as well as services like speech therapy, adaptive PE, and assistive technology. Both Section 504 and IEPs aim to provide supports and protect the civil rights of students with disabilities.
This slide presentation is an updated and thoroughly explained version from the first one. I also included some question and answer slides which you can use in class for interactive purposes
Section 504 is a federal law that prohibits discrimination against individuals with disabilities. It requires schools to provide reasonable accommodations to students with disabilities so they are not denied the opportunity to participate fully in school programs. The number of students qualifying under Section 504 has increased due to changes made by the ADA that expanded the definition of disability. Schools must evaluate students if there is reason to suspect a disability, and for eligible students they must create a services plan outlining appropriate accommodations to meet their needs. Section 504 plans provide protections and accommodations to ensure students with disabilities have equal access to educational opportunities.
Magna carta for public school teachers1Abby Magnaye
The document is the Magna Carta for Public School Teachers, which outlines policies regarding teachers' rights, qualifications, duties and salaries. Some key points:
1) It declares promoting teachers' social and economic status as policy to attract qualified teachers and advance education.
2) It establishes minimum qualifications for teacher applicants, including a Bachelor's degree in Education for elementary teachers and Master's degrees for college instructors.
3) It provides protections for teachers such as ensuring tenure, requiring consent for transfers, establishing procedures for disciplinary hearings, and prohibiting discrimination.
4) It limits classroom teaching hours to no more than 6 hours per day, with additional compensation required for extra hours or duties.
5
Polly_CLASSROOM VISITS AND OBSERVING THE TEACHING-LEARNING SITUATION.pptxPaulAndreiSereo
This document discusses classroom visits and observations. It covers several key points:
1. Classroom visitation is considered an essential part of supervisory processes that allows supervisors to study, improve, and evaluate the teaching-learning situation.
2. Modern visitation calls for a democratic approach where the purpose is primarily to help teachers solve pedagogical problems and grow with their students.
3. Effective classroom observation considers the Philippine educational aims, child growth principles, good teaching and learning practices, and democratic procedures. The observation process and feedback aim to improve instructional quality.
4. There are various types of classroom visits and observers. The length and formality of visits depends on the purpose. Pre
This document discusses examination malpractices, including what they are, their causes, forms, agents involved, types and associated debarment periods. Examination malpractice refers to illegal behavior during exams by students and teachers, such as copying, impersonation, or using technological devices. Causes include inadequate teaching resources and supervision. Forms include leakages, impersonation, and external assistance. Agents who enable malpractices include parents, lecturers, examiners, and government officials. Preventive measures proposed include improving ethics/awareness, supervision, biometric identification, and parental support.
Individuals with disabilities education act, week 1bigbadbariguru
The Individuals with Disabilities Education Act (IDEA) ensures that children with disabilities receive free and appropriate public education tailored to their individual needs. IDEA requires that students receive special education and related services outlined in their Individualized Education Plan (IEP) in the least restrictive environment. It also mandates that students have access to music education addressing a variety of musical styles. Music educators must collaborate with special educators and consider accommodations for each student's IEP to ensure all students can participate meaningfully in music classes.
Dimensions of Supervision in Education SystemEverromeAsico2
The document discusses the various dimensions and roles of school supervision. It begins by explaining that supervisory roles vary depending on a supervisor's position in the organizational hierarchy. It then focuses on the roles of high-level, school-based administrators and how their roles can inform those of lower-level administrators. The discussion revolves around a site-based management model which emphasizes school autonomy and accountability. The document outlines several key dimensions of supervision, both inside and outside the classroom, and stresses the importance of leadership skills to effectively address the various areas of concern.
FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATIONRoseSales10
Assessment is the process used to determine a child's specific learning strengths and needs, and to determine if a child is eligible for special education services. It involves collecting information about a student for making decisions. There are 10 key steps in the special education assessment process: 1) A child is identified as possibly needing special education services, 2) The child receives an evaluation assessing all areas related to their suspected disability, 3) Eligibility is determined by reviewing the child's evaluation results, and 4) If found eligible, an Individualized Education Program is developed and services are provided to meet the child's needs. Progress is regularly measured, reported, and the IEP reviewed to ensure each child's needs are addressed.
Information & Resources Guide
Gifted and Talented Students
___
by David Haberlah and Chanel Loveridge
Gifted and talented children are characterised by outstanding abilities and potential for high performance. The realisation of these talents however requires differentiated educational intervention and support.
Document access: https://docs.google.com/document/d/1vgaJrsaByKaTHuoGbizWM7PfDq3Kh1UEkkIonvZ3iCU/pub
This document outlines policies for private schools in the Philippines. It defines key terms like "school" and "private school". It discusses policies around school administration, enrollment, class sizes, registration, admission credentials, and student transfers. The policies aim to standardize operations, regulate enrollment periods and class schedules, and ensure student rights to enroll and transfer between schools.
This document discusses educational management and leadership. It covers the definition and significance of educational management. Effective managers can provide the best possible education. Different leadership styles are examined, including managerial, transformational, participative, post-modern, moral, instructional, and contingent leadership. Regardless of the specific approach, leadership should focus on managing teaching and learning to achieve a shared vision for the educational institution.
This slide show is all about the R.A 9165 or the Comprehensive Dangerous Drug Act. This Act, consisting of 101 sections, provides for importation of Dangerous Drugs and/or Controlled Precursors and Essential Chemicals. It establishes offences and penalty according to the different dangerous drug, regardless of the quantity and purity involved.
Teacher Malpractice in Assessment: the International Context: Ofqual Ethics S...Ofqual Slideshare
Teacher Malpractice in Assessment: the International Context
A presentation by Ardeshir Geranpayeh, Ph.D. Head of Psychometrics & Data Services - Oxford at the Ofqual ethics symposium
26th March 2015
Program administrators need comprehensive training. The Georgia 40-Hour Director's Training credential provides an excellent overview.
http://altheapenn.tripod.com/id20.html
The code of ethics 2012 power point presentation -animatedEric James
This document summarizes the Code of Ethics for Arkansas Educators, including its history, standards, and case studies. It established a Professional Licensure Standards Board in 2007 to authorize investigations into allegations of unethical conduct and determine if licensure actions are needed. The Code consists of 7 standards regarding educator conduct, such as maintaining appropriate student relationships. From 2009-2012, the board received 548 allegations, including 77 testing violations. Case studies describe examples where educators violated standards through inappropriate communications or physical contact with students. Resolutions included probation, fines, and license restrictions.
The code of ethics 2012 power point presentation -animatedEric James
This document summarizes the Code of Ethics for Arkansas Educators. It discusses the history and creation of the Professional Licensure Standards Board and the seven standards that make up the Code of Conduct for educators. Case studies are presented that provide examples of allegations and resolutions related to violations of Standard 1, which states that educators must maintain professional relationships with students both in and outside the classroom. Several cases describe inappropriate physical or verbal conduct between educators and students.
This document outlines the rules of procedure for school discipline at San Miguel National High School. It discusses the rationale for having discipline rules and the responsibilities of the school discipline committee. It defines minor and grave offenses, and outlines the penalties for different types and numbers of offenses. The guidelines provide structure for promoting an orderly learning environment through fair and consistent enforcement of the rules.
Page 1 of 8 Rationale The Student Behaviour Manageemelyvalg9
Page 1 of 8
Rationale
The Student Behaviour Management policy and protocols support pastoral care and
student wellbeing initiatives within the College. They are premised on the belief that
student learning and wellbeing are best achieved within an environment that is:
SAFE SUPPORTIVE EMPOWERING
All members of the school community share the responsibility to teach, foster, promote
and encourage positive student behaviour. In order to achieve clarity about behaviour
expectations and consistency and fairness in behaviour management within the College,
the policy and protocols outline practices that support positive student behaviours and
sanctions that apply for breaches of behaviour expectations.
The policy and protocols are developed within the framework of policies and guidelines of
the Catholic Education Melbourne (CEM).
Principles
In expecting and supporting appropriate behavior, we enliven the OLMC Vision and
Mission, wherein we seek to:
• Be hospitable to all
• Respect the dignity of each person
• Act for justice in our community
• Nurture a spirit of kindness
• Know the power of forgiveness and offer this to others
• Live authentically guided by the teachings of Jesus and the college values of justice,
courage, compassion and joy.
OLMC’s approach to student behaviour management is based on restorative practices,
which seek to:
• Protect personal and school community safety
• Assist students and staff to recognise the impact of their actions on others
• Nurture and restore relationships
• Help students to learn from their mistakes, grow in self discipline and take
responsibility for their actions.
The College expects that each person will:
• Behave respectfully
• Allow each student to maximise their learning opportunities
• Take responsibility for their own actions
• Promote a safe environment
• Abide by College regulations.
Protocols
All procedures related to expectations and the consequences of infringements are
outlined in the Protocols, pages 4–8.
Student Behaviour Management
Policy and Protocols
August 2017 (revised)
Page 2 of 8
An accumulation of four infringements will result in a 1-hour Community Service.
Attendance at a number of sessions may require a meeting of the student and the
Year/House Coordinator. Parent meetings may also be required for any further
attendances.
Serious Behaviour Breaches and Major Disciplinary Sanctions
A ‘serious behavior breach’ at OLMC is understood generally as activities or behaviours
of a student which:
• are offensive, or dangerous, to the physical or emotional health of any student or
staff member (e.g. illicit possession and use of drugs, illicit use of prohibited
weapons); or
• consistently and deliberately fail to comply with the reasonable directions of the Head
of Student Wellbeing and the Principal; or
• consistently and deliberately interfere with the educational opportunities and ...
Page 1 of 8 Rationale The Student Behaviour Manage.docxkarlhennesey
Page 1 of 8
Rationale
The Student Behaviour Management policy and protocols support pastoral care and
student wellbeing initiatives within the College. They are premised on the belief that
student learning and wellbeing are best achieved within an environment that is:
SAFE SUPPORTIVE EMPOWERING
All members of the school community share the responsibility to teach, foster, promote
and encourage positive student behaviour. In order to achieve clarity about behaviour
expectations and consistency and fairness in behaviour management within the College,
the policy and protocols outline practices that support positive student behaviours and
sanctions that apply for breaches of behaviour expectations.
The policy and protocols are developed within the framework of policies and guidelines of
the Catholic Education Melbourne (CEM).
Principles
In expecting and supporting appropriate behavior, we enliven the OLMC Vision and
Mission, wherein we seek to:
• Be hospitable to all
• Respect the dignity of each person
• Act for justice in our community
• Nurture a spirit of kindness
• Know the power of forgiveness and offer this to others
• Live authentically guided by the teachings of Jesus and the college values of justice,
courage, compassion and joy.
OLMC’s approach to student behaviour management is based on restorative practices,
which seek to:
• Protect personal and school community safety
• Assist students and staff to recognise the impact of their actions on others
• Nurture and restore relationships
• Help students to learn from their mistakes, grow in self discipline and take
responsibility for their actions.
The College expects that each person will:
• Behave respectfully
• Allow each student to maximise their learning opportunities
• Take responsibility for their own actions
• Promote a safe environment
• Abide by College regulations.
Protocols
All procedures related to expectations and the consequences of infringements are
outlined in the Protocols, pages 4–8.
Student Behaviour Management
Policy and Protocols
August 2017 (revised)
Page 2 of 8
An accumulation of four infringements will result in a 1-hour Community Service.
Attendance at a number of sessions may require a meeting of the student and the
Year/House Coordinator. Parent meetings may also be required for any further
attendances.
Serious Behaviour Breaches and Major Disciplinary Sanctions
A ‘serious behavior breach’ at OLMC is understood generally as activities or behaviours
of a student which:
• are offensive, or dangerous, to the physical or emotional health of any student or
staff member (e.g. illicit possession and use of drugs, illicit use of prohibited
weapons); or
• consistently and deliberately fail to comply with the reasonable directions of the Head
of Student Wellbeing and the Principal; or
• consistently and deliberately interfere with the educational opportunities and ...
The document outlines the mission, beliefs, standards, code of ethics, policies, and procedures of a school or school district. It discusses the mission of 100% college and career readiness. It outlines beliefs in topics like lifelong learning and dignity. Learner standards include critical thinking, problem solving, and career planning. The code of ethics from the National Education Association is provided. Policies address topics like corporal punishment, dress code, drug and alcohol use, emergency closings, and identification badges. Procedures for non-school employment, tutoring, cell phone use, reporting violations, and sexual harassment are also defined.
legal basis senior high school immersion.pptxcobejaypadigos
This document outlines the legal basis and guidelines for conducting work immersion according to DepEd Order 66, S. 2017. It discusses the general principles that all co-curricular and extra-curricular activities must adhere to including ensuring relevance to the curriculum, upholding child protection, and observing safety protocols. It also defines the roles and responsibilities of various parties like the school head, activity head, parents/guardians, and outlines what constitutes sexual harassment according to RA 7877.
Partners in Prevention Erin Merryn's Law Presentation, May 2018Jim McKay
Overview of Erin Merryn Law Recommendations and Implementation in WV. Recommendations submitted by the State Task Force on the Prevention of Child Sexual Abuse.
This document outlines the rules of procedure for school discipline at an educational institution. It establishes a School Discipline Committee to handle major offenses. Minor offenses will be handled by class advisors, while more serious offenses can be referred to guidance counselors or the principal. The document also defines categories of offenses, guidelines for attendance, the school uniform policy, and disciplinary measures and procedures. The goal is to create an environment conducive to teaching and learning through a fair and structured disciplinary system.
Mississippi Educator Code of Ethics EDUCATOR AND PRE-SERVICE IlonaThornburg83
Mississippi Educator Code of Ethics
EDUCATOR AND PRE-SERVICE TRAINING
Office of Teaching and Leading
Divisions of Educator Preparation, Educator Licensure, and Educator Effectiveness
Purpose for Code of Ethics
2
To promote students’ and educators’:
Health
Safety
Welfare
Discipline and morals
In accordance with the rules established by the Mississippi State Board of Education, the Mississippi Educator Code of Ethics/Standards of Conduct protect the health, safety and general welfare of students and educators. It addresses ethical conduct, which promotes the health, safety, welfare, discipline and morals of students and colleagues.
Unethical conduct is any conduct that impairs the license holder’s ability to function in his/her employment position or a pattern of behavior that is detrimental to the health, safety, welfare, discipline, or morals of students and colleagues.
Any educator or administrator license may be revoked or suspended for engaging in unethical conduct relating to an educator/student relationship (Standard 4). Superintendents shall report to the Mississippi Department of Education license holders who engage in unethical conduct relating to an educator/student relationship (Standard 4).
Purpose for Training
3
"Ethics training is an important part of the
To ensure administrators and teachers are prepared to make professional decisions, this training:
Provides educators with a case study on poor ethical choices
Displays extreme behaviors that are not tolerated by educational professionals
"Ethics training is an important part of the process of educating administrators and teachers to ensure they are adequately prepared to make professional decisions" (Beck & Murphy; Hutchings, as cited in Davenport, Thompson, & Templeton, 2015).
The module is for educator training purposes only. "Ethics training is an important part of the process of educating administrators and teachers to ensure they are adequately prepared to make professional decisions" (Beck & Murphy; Hutchings, as cited in Davenport, Thompson, & Templeton, 2015).
The Mississippi Department of Education (MDE) takes ethical violations very seriously! To provide educators with a case study on poor ethical choices, the MDE developed this training module to display behaviors that are not tolerated as an education professional.
Reporting of Code Violations
4
Mississippi Department of Education
359 North West Street
Jackson, MS 39201
Office of Educator Misconduct
601-359-2742 Main number
www.mde.k12.ms.us
All code violations should be reported to the Office of Educator Misconduct.
Training Overview
5
Provides examples of violations of each Standard
Uses characters, locations and situations that are purely fictional.
Shows the progression and development of the violation and the consequences of making poor choices
Includes scenarios and questions after the discussion of each standard.
The training provides examples of violations ...
This document outlines the code of discipline for Monching National High School for the 2014-2015 school year. It begins with the DepEd vision and mission, then discusses the importance of rules at school. The code of discipline is then presented, dividing offenses into major, less serious, and minor categories. Corresponding sanctions are provided for each offense. The document also discusses attendance, uniform, and the roles and responsibilities of the school discipline committee. The goal is to promote safety, order, and a productive learning environment for all students.
This document provides a course syllabus for HUN1201: Elements of Nutrition. The 3-credit course covers scientific principles of nutrition including roles of nutrients, digestion, absorption and metabolism with a focus on disease prevention and public health applications. Students will learn about dietary guidelines, food labeling, essential nutrients and their functions, digestion processes, carbohydrates, lipids, proteins, energy balance and specific vitamins and minerals. The syllabus outlines course objectives, policies on attendance, late work, grading scale, technology requirements and academic integrity.
The document outlines the bullying and harassment policy of the School District of Indian River County. It defines bullying and harassment and prohibits these actions. It describes the procedures for reporting, investigating, and responding to incidents of bullying and harassment. It also requires instruction for students, staff, and parents on identifying, preventing, and responding to bullying.
This training provides Montgomery College faculty and staff with information about policies and procedures for the college's summer youth programs. It covers health and safety policies mandated by the state, including requirements for a health plan, medication administration, and injury/illness reporting. It also reviews child abuse prevention and safety protocols for field trips. Attendees must pass a test to demonstrate knowledge of these procedures.
This document provides summaries of several policies related to faculty and staff conduct, including policies around nondiscrimination, appropriate use of technology, reporting responsibilities, inappropriate conduct, sexual harassment, bullying, suicide prevention, child abuse and neglect reporting, substance abuse, and suspected gang activity. Key requirements outlined include prohibiting discrimination, following copyright laws when using technology, reporting arrests or other legal issues, maintaining appropriate conduct with students both during and outside of school hours, preventing and addressing sexual harassment, bullying, and child abuse/neglect, providing substance abuse education and intervention, and investigating potential gang activity.
This document provides an overview of compliance, accreditation, and completion guidelines for new faculty at Stanbridge University. It discusses the key regulatory bodies that oversee the university, including state regulators like the Bureau for Private Postsecondary Education and program-specific licensing boards, as well as national and regional accreditors. It outlines federal regulations around topics like ADA, FERPA, and Title IX. It also covers institutional policies on issues like program hours, uniforms, cheating, and the student code of conduct. The document emphasizes the importance of compliance, completion, and customer service to the university's mission and success.
The document provides an overview of the Director of Student Conduct manual, including the mission statement, organizational chart, staff supervision guidelines, conduct board selection process, student conduct code annual review process, and programs and presentations offered by the office. The manual outlines administrative procedures and processes for managing student conduct, staff, and operations of the conduct office.
This policy outlines the aims and procedures for exclusions at John Kelly Girls' Technology College. It aims to ensure student and staff safety while also reducing the need for exclusion. The policy describes the circumstances in which exclusion may be used, such as for breaches of the behavior policy or if keeping a student in school would harm others. It provides examples of reasons for exclusion including verbal abuse, physical abuse, indecent behavior, damage to property, drug/weapon possession, theft, violence, and sexual offenses. The procedures for fixed-term and permanent exclusions are explained. Permanent exclusion is usually a last resort but may be used for a single serious incident. The policy covers exclusions for off-campus behavior and drug-related incidents
Professional learning at the school will consist of PL Take 20s, content team PLC meetings, instructional coaching, and completing activities on the HORNS board. PL Take 20s are 20 minute monthly meetings led by instructional coaches. PLC meetings will have new protocols including creating group norms and using a reflection form. Instructional coaching is available to help teachers meet their goals and is confidential. The HORNS board offers various activities teachers can choose from to earn points towards rewards. All information and materials will be available in the staff handbook online.
The Faculty Curriculum Support Program provides funding for materials and programs that departments and grade levels at Lambert High School may need. This year, the ABC hopes to raise enough money to offer funding through a modest support program. All funding applications must be received by May 3, 2019. Approved materials will become the property of the school and must remain at the designated grade level or department. The application process involves completing a form with purchase details, obtaining approval from the principal, and final approval from the ABC board.
The document describes the Exceptional Science program at Lambert High School, which provides hands-on science labs for students with cognitive and developmental disabilities. The program aims to improve learning opportunities and engage students through differentiated lessons aligned with state standards. Students participate through lab assistant and peer facilitator roles, working with science teachers and special education coordinators. The program has grown over time to incorporate student lab notebooks, focus on life skills like social skills and problem solving, and maintain a 3:5 student to peer facilitator ratio to support multi-step instruction. Sample lab notebook pages and student feedback show the program's impact.
GA Milestone Test examiner-training pre-adminKelli Schuyler
This presentation provides information and guidance for test examiners administering Georgia Milestones End-of-Course (EOC) assessments. It discusses the EOC overview, guidelines for before, during, and after testing, who is required and exempt from taking EOCs, calculator policies, universal tools available to all students, item types on the assessments, and examples of technology-enhanced items in mathematics and English language arts. The goal is to ensure proper and standardized administration of the EOC exams in coordination with local district training.
Student support at Lambert High School consists of counseling, 504 plans and IEPs, lunch and learn programs, and MTSS. Counseling provides support for graduation requirements and student well-being. 504 plans and IEPs outline accommodations for students with medical diagnoses or disabilities. Lunch and learn offers remediation tables, a testing room, and referrals for students who do not complete assignments. MTSS is a framework that provides tiered academic and behavioral strategies to meet the needs of all students.
This document outlines various fire safety guidelines for schools. It emphasizes maintaining clear emergency exits and egress paths. Combustible storage and decorations are only permitted in limited quantities and must meet testing standards. Electrical safety is also covered, prohibiting overloading outlets and the unsafe use of extension cords or power strips. Proper maintenance of fire alarms, suppression systems, and fire-rated components is discussed. Overall it stresses a shared responsibility between staff and administrators to identify and address potential fire hazards.
This document provides an overview and agenda for a pre-planning meeting for the Longhorn Pride school. It summarizes the school's achievements from the previous year including high graduation and AP exam pass rates. It also discusses challenges around new modes of thinking and space issues. Generational differences are mentioned, specifically focusing on Generation Z and how their attention spans, lingo and needs are shifting the campus. The document promotes a growth mindset and feedback to help students develop independence. It concludes with reviewing the agenda for the pre-planning week and asking for any questions.
This document provides information for parents about transitioning from middle school to high school at Lambert High School. It outlines administrators and staff to know, an overview of parent seminars and events to help with the transition, common issues teens face and symptoms, differences between middle and high school structures, advice for celebrating and supporting incoming freshman, resources for parents on raising teens, conversation starters for parents, and ways to stay informed about upcoming transition events.
The document summarizes the components of the school's Lunch and Learn program for the upcoming year. It describes areas for student tutoring, testing, and referrals for missing work. Students referred to Lunch and Learn for incomplete assignments will sign in at the back of the media center and may be assigned Friday Night School if they skip the session. Seniors failing classes will also be required to attend. The program will begin the week of August 19th for referrals and August 7th for general tutoring and support in the media center.
This document outlines a workshop on developing positive co-teaching partnerships at Lambert High School. The workshop aims to help teachers view co-teaching not as a punishment but as something they want to do again. It discusses what co-teaching is and isn't, accommodation explanations, matching teachers into co-teaching pairs, and approaches to co-teaching. The workshop also includes small group activities for teachers to get to know their co-teaching partners better both professionally and personally. It emphasizes building strong co-teaching relationships through communication, compromise, and having fun.
This document provides an agenda and overview for an instructional coaching training at Longhorn High School. The agenda includes sessions on the history and perceptions of instructional coaching, the impact cycle model, expectations for professional learning, and a question/answer period. The document also introduces the instructional coaching team for the 2019-2020 school year and discusses establishing relationships with teachers as a new instructional coach.
The document provides an overview of the Teacher Keys Effectiveness System (TKES) used to evaluate teachers in Georgia. TKES uses 3 components to generate a Teacher Effectiveness Measure: professional growth (20%), teacher assessment on 10 performance standards (50%), and student growth (30%). Teachers of tested subjects use Student Growth Percentiles while other teachers use LEA Determined Measures. The document reviews the TKES process, components, performance standards, and teacher responsibilities for goal-setting and evaluation conferences.
LHS pre planning department meeting presentation 2019-2020Kelli Schuyler
This document provides an overview of the Lambert High School department meeting for the 2019-2020 school year. It discusses the school's instructional framework and initiatives for the year, including content teams, the learner profile, and second wave learning goals. It also reviews important deadlines and procedures around syllabus submission, roster verification, late and missing work policies, and the Teacher Keys Effectiveness System evaluation process. Teachers are reminded to submit syllabi for review, complete roster verification, and follow new procedures for communicating about and assigning make-up work and mandatory lunch/after school sessions. An overview of the TAPS evaluation domains and standards is also provided.
Professional Learning roll out 2019 2020 (1)Kelli Schuyler
This document provides an overview of the professional learning plan for teachers at Lambert High School for the 2019-2020 school year. It establishes group norms, reviews feedback from the previous year to improve the PL program, and breaks down the main components of PL including PL Take 20s, Content Team PLCS, the HORNS board for personalized learning, and instructional coaching opportunities. Teachers are expected to participate in all PL activities and can use an instructional coach to support their growth and teaching goals on a confidential basis. All information and materials will be accessible through the staff handbook.
This document outlines the grading policies and procedures for Lambert High School. It discusses the county's grading policy of 75% summative and 25% formative assessments. For milestones courses, semester grades are 40% each and the milestones exam is 20%. Non-milestones courses have semester grades of 50% each and midterm/final exams count double at 2x. It provides guidance for teachers on updating grades weekly, having consistent plans within content teams, focusing on standards mastery over points, and the importance of clear communication with students and their success teams. Teachers are instructed to follow the grade integrity act and post clear syllabi in itsLearning.
The Faculty Curriculum Support Program provides funding for materials and programs that departments and grade levels at Lambert High School may need. This year, the ABC hopes to raise enough money to offer funding through a modest support program. All funding applications must be received by May 3, 2019. Approved materials will become the property of the school and must remain at the designated grade level or department. The application process involves completing a form with purchase details, obtaining approval from the principal, and final approval from the ABC board.
This document provides an agenda and overview for an instructional coaching training at Longhorn High School. The agenda includes sessions on the history and perceptions of instructional coaching, the impact cycle model, expectations for professional learning, and a question/answer period. The document also introduces the instructional coaching team for the 2019-2020 school year and discusses establishing relationships with teachers as a new instructional coach.
This document provides an overview of Lambert High School for incoming freshmen. It outlines the school's mission, curriculum requirements, staff contacts, graduation requirements, course offerings across subjects, extracurricular opportunities, attendance policies, and upcoming events. The goal is to prepare students for future success through a challenging academic program, diverse course pathways, and opportunities for involvement in student life.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
4. 20-2-984.1. Adoption of a Code of
Ethics.
(a) It shall be the duty of the
commission to adopt
standards of
performance and a
code of ethics for
educators… which are
generally accepted by
educators of this state.
5. 20-2-984.1. Adoption of a Code of
Ethics
The standards of performance and
code of ethics adopted by the
commission shall be limited to
professional performance and
professional ethics.
The PSC does not care what you do in
your personal life as long as it does not
carryover into your professional life.
6. Definition of Educator
505- 6 -.01 (2)(d) “Educator” is a teacher,
school or school system administrator, or
other education personnel who holds a
certificate issued by the Professional
Standards Commission and persons who have
applied for but have not yet received a
certificate. For the purposes of the Code of
Ethics for Educators, “educator” also refers to
paraprofessionals, aides, and substitute
teachers.
7. ■ 9 teachers (1 from private school)
■ 2 school board members
■ 3 business representatives
■ 2 administrators
■ 2 higher ed-1 from private college and
1 from a state college
■ Governor appoints-3 year term
7
The PSC
Committee of 18 Members
11. Ethics
■ Knowledge-codes, rules, knowing right
from wrong
■ Conduct-behavior that aligns with
knowledge
■ Ethics-courage to execute in the midst
of pressure
■ Doing what is right when no one is
looking
11
12. Complete the following two
sentences
■ The most ethical person I know is…
■ This person is ethical because…
12
16. Legal Compliance
Unethical conduct includes but is not limited
to the commission or conviction of:
● a felony or any crime involving moral
turpitude.
● any criminal offense involving a
controlled substance or marijuana.
● any sexual offense specified in Code
Section 16.
● any laws applicable to the profession.
17. Standard #1 Legal Compliance
■ The educator pled guilty to one count of
child pornography. The educator was
sentenced to 90 months of confinement
and 25 years of supervised release after
the confinement. The educator will have
to register as a sex offender
18. Standard #1 Legal Compliance
■ The educator was arrested for shoplifting.
She entered a 6-month pre-trial diversion
program and paid $655 in court costs, $47
in monthly probation fees, completed 40
hours of community service, and reported
monthly to the probation officer. The
educator never entered a plea and the
case was dismissed after completing
diversion program. She stated the
incident was a mistake. Upon further
investigation, it was discovered she had 2
25. Sexual Relationship with
Students
■ O. C.G. A.--16-6-5.1
■ Person who has supervisory or disciplinary
authority over a student who engages in
sexual contact with students…
■ New thing in Georgia
25
27. Standard #2 Conduct With Students
■ The educator was driving with a student
and got into a vehicular accident in the
early morning hours the night of the
school prom. The educator did not obtain
permission to transport the student and
failed to report the incident to his
administrator. The educator later lied to
his administrators about transporting the
student.
28. Standard #2 Conduct With
Students
■ The educator escorted an autistic, non-
verbal elementary student to the
restroom. The student was crying while
sitting on the toilet. The educator
recorded the student crying with his
phone and posted it to his Instagram
account with a caption that included the
student’s name.
29. Standard #2 Conduct with
Students
■ The educator sent multiple pictures of
herself in bra and panties to a student.
She also made offers to meet the student
outside of class.
29
33. Standard 3
An educator shall refrain
from the use of alcohol or
illegal or unauthorized
drugs during the course of
professional practice.
34. Alcohol
Unethical conduct includes but is not limited to:
2. being on school premises or
at a school-related activity
involving students while
under the influence of,
possessing, or consuming
alcoholic beverages.
35. 20-2-984.1. The … code of
ethics … shall be limited to
professional performance
and professional ethics.
36. Standard #3 Drugs and Alcohol
■ An elementary paraprofessional had her
minor son bring an alcoholic beverage to
her on school grounds and during the
school day.
37. Standard #3 Drugs and Alcohol
■ The educator was missing from her duty
location at school. A school administrator
found her inside the classroom with
manifestations on intoxication. Her blood
alcohol test was .331. Several “water
bottles” were found in the educator’s
classroom and the bottles contained a
clear liquid that had a strong alcoholic
odor.
38. Question
■ How many Educators are guilty of going to
a restaurant on a Friday evening and
consuming a bottle of beer or a glass of
wine with their meal, and then going to a
high school football game?
■ What level of intoxication is acceptable
when an educator is interacting with
students or community members at school
events?
40. Standard 4
An educator shall
exemplify honesty and
integrity in the course of
professional practice.
41. Honesty
Unethical conduct includes but is not limited to
falsifying, misrepresenting, or omitting:
1.professional qualifications,
criminal history, college or
staff development credit
and/or degrees, academic
award, and employment
history;
42. Honesty
Unethical conduct includes but is not limited to,
falsifying, misrepresenting, or omitting:
2. information submitted to
federal, state, local school
districts and other
governmental agencies;
43. Honesty
Unethical conduct includes but is not limited to,
falsifying, misrepresenting, or omitting:
3. information regarding the
evaluation of students
and/or personnel;
45. Honesty
Unethical conduct includes but is not limited to,
falsifying, misrepresenting, or omitting:
5. information submitted in the
course of an official
inquiry/investigation; and
46. Honesty
Unethical conduct includes but is not limited to,
falsifying, misrepresenting, or omitting:
6. information submitted in the
course of professional
practice.
47. Standard #4 Honesty
■ The educator and the teacher were
classmates in the same Teacher
Leadership Program. The educator
completed the assessment and ETS
reported substantial similarities between
the educator and another teacher who
had sent her work in at an earlier time.
The educator’s scores were cancelled and
she received a sanction from the PSC.
48. Standard #4 Honesty
■ The educator failed to disclose her
criminal history by answering “no” to a
personal affirmation question on the PSC
application. A review of the educator’s
records revealed a theft by shoplifting in
which the educator received a 12 month
probation and paid a $600 fine.
49. Standard #4 Honesty
■ The educator failed to hold appropriate
meetings for student IEPs. The educator
claimed to have met with parents over the
phone due to parents being unable to
attend.
49
51. Standard 5
An educator entrusted with
public funds and property
shall honor that trust with a
high level of honesty,
accuracy, and responsibility.
52. Public Funds & Property
Unethical conduct includes but is not limited to:
1. misusing public or school-related funds;
2. failing to account for funds collected from
students or parents;
3. submitting fraudulent requests or
documentation for reimbursement of expenses
or for pay;
4. co-mingling public or school-related funds with
personal funds or checking accounts; and
5. using school property without the approval of
the local board of education/governing board or
authorized designee.
53. Standard #5 Public Funds and Property
■ The educator was responsible for the
management of funds for both the football
and basketball cheerleading programs.
When loose cash was found in the
educator’s possession, the school
administration began to investigate .
Throughout the investigation, the
educator was not able to produce
appropriate documents. The audit
revealed a deficit of 4,247.80.
55. Standard 6
An educator shall maintain
integrity with students,
colleagues, parents, patrons, or
businesses when accepting
gifts, gratuities, favors, and
additional compensation.
56. Standard # 6 Remunerative
Conduct
■ The educator admitted to tutoring two of
her students for pay without getting
approval of the BOE or administration.
58. Standard 7
An educator shall comply with
state and federal laws and state
school board policies relating to
the confidentiality of student and
personnel records, standardized
test material and other
information.
59. Confidential Information
● Annual performance evaluation
records of school personnel
• Health services provided to an
insured
• Individual student performance data,
information and reports
• School records of students with
disabilities
• A student's education record
60. Standard # 7 Confidential Information
■ The Educator admitted to providing a high
school student his data system access
information and hiring her to assist with
data entry of confidential special
education student data.
62. An educator shall file reports of
a breach of one or more of the
standards in the Code of Ethics
for Educators, child abuse, or
any other required report.
63. Requirement
■The law states an educator
shall make a report on
suspected child abuse
immediately and no later
than 24 hours
64. Standard # 8 Required Reports
■ A school counselor failed to report a suicidal
ideation. The 8th grade student, who had
just returned from mental health treatment,
asked the counselor, ”If I killed myself,
would it be on the news?” The next day at
school, the student superficially cut her
wrists and neck. The educator said she did
not take the comments seriously.
65. Standard # 8 Required Reports
■ The educator failed to report a student’s
outcry that the custodian exposed his penis
to him in a private room at the school
gymnasium. The educator stated she was
busy and forgot what the student had told
her.
67. Standard 9
An educator shall demonstrate
conduct that follows generally
recognized professional
standards and preserves the
dignity and integrity of the
teaching profession.
68. Standard #9 Professional
Conduct
■ The teacher and an educator were
employed at the same school. The teacher
stated the educator contacted her via Face
Time at 8:14 A.M. and exposed his private
parts. The educator was uncooperative in
providing access to his phone messages.
69. Standard #9 Professional
Conduct
■ After signing an employment contract in
April, the educator emailed a resignation
letter effective immediately (July 29). She
did not respond to school administrator
messages. She was terminated for failure
to fulfill her contract and reported to the
PSC.
72. Major Testing Violations
■ Breach of Test Security
■ Fail to provide or attend training
■ Fail to follow directions specified in the
manual
■ Coach, prompt, alter or provide answers
to students during the test
■ Interpret, explain, or paraphrase test
items
■ Copy or take notes on test items
72
73. Standard # 10 Testing
■ The Educator failed to report a student’s
need for a read-aloud accommodation for
the Georgia Milestone Test.
74. Standard # 10 Testing
■ Multiple students stated the educator
helped them complete their Georgia
Milestone assessments by pointing to
areas on the test that needed correcting,
giving hints, or giving answers .
75. Teacher’s Role
■ Attend training
■ Ensures security of test booklets before,
during, and after testing
■ Follow directions
■ Arrange seats to promote individual work
■ Circulate about the classroom to prevent
cheating and other violations
■ Be familiar with allowable student
accommodations
■ Account for all testing materials 75
76. Lessons Learned
■ Establish an environment conducive to
student learning and test score
improvement
■ Require training for all participants with
similar information and format at all
training sessions
■ Require available staff to monitor during
testing
■ Test security is paramount
76
77. Lessons Learned
■ Investigate all allegations and complaints
thoroughly - consider involvement of
outside investigators
■ Large increases in student test scores are
a red flag
■ Having knowledge of testing violations
and failing to report jeopardizes teaching
certificate
■ Superintendents, Principals, and Test
Coordinators are ultimately responsible 77
78. Other
■ On a Georgia application for certification,
the educator checked yes to the
application’s personal affirmation question
that asked about drug offense convictions.
The educator failed to respond to multiple
requests from PSC investigator for
additional information.
78
79. Other
■ The educator accepted a written
reprimand from the state of Florida for not
allowing her students the entire time
allotted to take an Algebra exam. The
educator, who is also certified in Georgia,
failed to notify the PSC of the reprimand
within the 90 day time frame.
79
80. PSC
■ Any resident of Georgia can submit a
complaint against any educator. The
PSC requires complaints to be written
and signed with contact information.
■ The PSC deals with approximately
250+ ethics issues each month
■ Between 45 - 50 educators are
sanctioned each month
80
81. Enforcing Sanctions
The superintendent and the
superintendent’s designee for
certification shall be responsible for
assuring that an individual whose
certificate has been revoked, denied,
or suspended is not employed or
serving in any capacity in their
district. Both the superintendent
and the superintendent’s designee
must hold GAPSC certification.
83. Sanctions-June 2018-June 2019
■ Legal compliance – 39
■ Conduct with Students - 163
■ Alcohol and Drugs - 40
■ Honesty - 137
■ Public Funds and Property - 18
■ Remunerative Conduct - 2
■ Confidential Information - 0
83
84. Sanctions-June 2018-June 2019
■ Required Reports - 16
■ Professional Conduct - 108
■ Testing – 19
■ Other-85 (sanction of license in another
state, from another licensing agency,
other good and sufficient cause)
■ Total - 627
84
85. RESA Totals
FY 2017
■ CSRA-49
■ Chattahoochee-53
■ Coastal Plains-29
■ First District-80
■ Griffin-57
■ Heart of Georgia-12
■ Metro-620
■ Middle Georgia-45
■ North Georgia-35
FY 2018
■ CSRA-50
■ Chattahoochee-29
■ Coastal Plains-44
■ First District-51
■ Griffin-114
■ Heart of Georgia-14
■ Metro-542
■ Middle Georgia-75
■ North Georgia-24
87. Sanctions
■ Warning
■ Reprimand
■ Suspension-1 day to 3 years
■ Revocation
■ Denial
■ Sanctions are permanent and remain on
the certificate
■ Suspensions and higher are reported to
national database
87
88. Griffin RESA
System 2018 2017 2016 2015
Butts County 10 2 7 6
Fayette County 18 6 3 6
Griffin-Spalding County 23 9 15 13
Henry County 35 27 23 31
Lamar County 1 1 - 1
Newton County 23 9 6 7
Pike County 0 3 3 2
Thomaston-Upson County 4 - 2
Grand Total 114 57 59 66
Average 79.5 75.6 60.5 54.5
Average w/o Metro data 48.6
91. New Cases Opened in FY2017
Select Group
*Teachers employed in a classroom while enrolled in GaTAPP or in a traditional program pursuing a MAT degree or
certification only.
92. New Cases Opened in FY2017
Percentage of Group
*Teachers employed in a classroom while enrolled in GaTAPP or in a traditional program pursuing a MAT degree or
certification only.
94. Test
■ Name the 3 richest people in the world
■ Name the MVP in last year’s super bowl
■ Name the most recent winner of the Miss
America Beauty contest
■ Name the 2 most recently appointed
Supreme Court justices
■ Name 2 teachers who have impacted your
life
94
95. Contact Information
■ Paul A. Shaw
■ Email-paul.shaw@gapsc.com
■ Phone #-404-232-2635
■ David Pumphrey
■ Email:
david.pumphrey@gapsc.com
■ Phone # 404-232-2626