The Teaching Creed encompasses the personal philosophy of everyone in the team, and it is based on professional and ethical practices for educating exceptional learners.

1. Teaching Creed - Team A
Daniela C. Necs, Jeffrey Cohen, Molly McCartt, and Nicole Gomez
SPE/546 Special Education Methods
January 24, 2016
Barbara Averill

2. Teaching Creed - Team A
We, as ethical, reflective practitioners of exceptional learners, believe the following be true and promise to uphold these values, beliefs attitudes and
commitments each day.
We value diversity.
We value collaboration.
We value reflectiveness.
We will adopt a kind and caring attitude towards all students.
We will show a sensitive, accepting attitude towards diversity.
We will foster individualized instruction.
We will adopt an encouraging attitude towards creativity.
We will maintain an open attitude towards personal and professional development.
We will adopt a professional attitude as our role is crucial in the academic success of our special education students.
We will maintain a positive attitude no matter how challenging instruction becomes.
We will be committed to recognizing our students emotions, values, strengths and limitations.
We will model understanding and empathy for others, encouraging our students to do the same.
We will help our students make ethical, constructive choices about personal and social behavior.
We will create an environment that helps our students form positive relationships, work in teams, and effectively overcome conflict.
This is our creed.

3. Teaching Creed - Line-by-line breakdown
(Regarding Values and Beliefs - by Jeff Cohen and Molly McCart)
We value diversity.
The CEC Initial Level Special Educator Preparation Standards state that, “Beginning special education professionals understand
that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special
education services." This means that as ethical and professional special education teachers, we must value diversity in each and
every one of our students. Additionally, we must value the diversity of families, the diversity of thinking, and the diversity of
teachers that we work with. Moreover, we must treat this diversity not as a hindrance, but rather as an advantage. Teachers who
value diversity understand that ”learner difference is considered as a resource and an asset to education” (Watkins, A., & Donnelly,
V. (2013). Multicultural education is for everyone regardless of ethnicity, race, language, social class, religion, gender, sexual
orientation, ability, or other differences (Nieto & Bode, 2008).

4. (Beliefs and Values Cont.)
We value collaboration.
Communication and cooperative thinking fall under this term, but collaboration must remain at the center of our values. We must
appreciate it and believe in its value. Collaborating with other teachers and staff is a part of the job description, and we must trust in its
ability to ensure success for all students. Watkins and Donnelly (2013) state, “collaboration and teamwork are essential approaches for
all teachers. The areas of competence within this core value relate to: Working with parents and families; Working with a range of
other educational professionals.” Each member of the IEP team brings the knowledge and experience of their particular specialty. These
team members work together to support the student’s goals and provide integrated educational programming (Orelove, Sobsey, &
Silberman, 2004). Our collaboration does not cease outside of planning meetings or IEP meetings, but must continue into all facets of
special education, including collaboration with families and even the students. Marzano writes that good teachers “provide a sense that
teacher and students are a team devoted to the well-being of all participants” (p.149).

5. (Beliefs and Values Cont.)
We value reflectiveness.
Professional and ethical learning does not stop when diplomas and certificates are awarded. Rather,“teaching is a learning activity and
teachers take responsibility for their lifelong learning” (2013). Reflectiveness is valued both on day-to-day basis after delivering
instruction, and on a more ongoing basis about overall practice. In order to be reflective day-to-day, teachers must also value the time it
takes to think critically about the success of the lesson, and use data to support their thinking. Effective teachers evaluate and examine
their instructional strategies, classroom management, and curriculum (Marzano, 2007). They understand each of these elements of a
classroom and strive to continually improve upon them. Additionally, teachers must value a growth mindset. Doing so is the only way
to be open to long term changes that allow for the betterment of both teacher and student.

6. (Regarding personal and professional attitudes towards exceptional learners - Daniela Necs)
We will adopt a kind and caring attitude towards all students.
Larson and Silverman (2000) emphasize the importance of developing a caring and respectful relationship between teachers and
students. They support student’s needs for both communication and care in order to achieve a personal relationship with their teachers
(as cited by Gourneau, 2005). Noddings (1984) believes the entire school curriculum should be built around the ethic of care. She
contends that with this construction, “caring will become an integral part of a committed, reciprocal relationship between the teacher
and student” (as cited by Gourneau, 2005).
We will show a sensitive, accepting attitude towards diversity.
We will understand our students without analyzing or judging, and will make each of them feel accepted in our classrooms and in the
school community. As Gourneau (2005) mentioned, “A child may be born with a talent but someone, such as a teacher, needs to realize
and believe in it or it may not ever be nurtured”. We, as teachers, have the ability to reinforce, support and appreciate the efforts and the
work of all of our students. On the other hand, as mentioned by the CEC Initial Level Special Educator Preparation Standards (2012),
we also understand that “the beliefs, traditions, and values across and within cultures can influence relationships among and between
students, their families and the school community”, and we will use the information we gather about our students to address their
cultural and linguistic diversity.

7. (Attitudes Cont.)
We will foster individualized instruction.
According to Gourneau (2005), when provided with motivating activities and lessons, students become active and independent
agents of their own learning.
Learning should become an open adventure that does not lead down one straight and narrow path, but instead many roads
should be provided that lead to a variety of destinations. Students have the right to travel with an encouraging facilitator or
teacher waiting at each roadblock or challenge with a smile and an optimistic attitude that encourages them to continue
their learning adventure. All children need a form of individualized instruction and to be actively involved in the learning.
(Gourneau, 2005).
As special education professionals, we understand how exceptionalities interact with learning and development and we will use
this knowledge to provide developmentally meaningful and challenging learning experiences for individuals with exceptionalities
(CEC Initial Level Special Educator Preparation Standards, 2012). Whether we will help learners master addition, reading,
cooking or independent living, we will alter instructional variables to optimize learning for all and each student with
exceptionalities.

8. (Attitudes Cont.)
We will adopt an encouraging attitude towards creativity.
“When given the opportunity to be creative, students will take their learning to higher levels and become actively engaged in
lessons by contributing ideas and insights” (Gourneau, 2005). If teachers focus on students’ intrinsic motivation, cognitive
learning styles, and skill levels, they will create a learning environment conducting to fostering learning.

9. (Attitudes Cont.)
We will maintain an open attitude towards personal and professional development.
Kaufman & Wandberg (2010) sustain that “confident, competent, and connected special education teachers apply knowledge and
use their secure skills but also recognize areas where they can improve”. Therefore, we will “engage in professional activities and
participate actively in professional learning communities that benefit individuals with exceptionalities” (CEC Initial Level Special
Educator Preparation Standards, 2012). We will see ourselves as lifelong learners and regularly reflect on and adjust our practice,
and develop and use personalized professional development plans: “Beginning special educators plan and engage in activities that
foster their professional growth and keep them current with evidence based practices” (CEC Initial Level Special Educator
Preparation Standards, 2012).
We will adopt a professional attitude as our role is crucial in the academic success of
our special education students.
We will maintain a positive attitude no matter how challenging instruction becomes.

10. (Regarding the social and emotional learning needs of students - by Nicole Gomez)
We will be committed to recognizing our student’s emotions, values, strengths and
limitations.
While social and emotional learning was before just scene as a “good idea”, today this is no longer the case. With actual research
linking students, who have undergone social and emotional learning in their classroom, to success and gains, social and emotional
learning can no longer just be considered a “good idea” by some. According to J.A. Durlak et al, the following results have been
observed. More developed social and emotional skills. Improved attitudes about self, those around them and school as a whole. A
rise in positive classroom behavior – this is an overarching gain because it benefits the teacher as well. On standardized
achievement tests, research showed that there was an 11 percentile-point gain. There was also a reduction of certain risks involved
in failure. For example, there were less issues revolving conduct, there was less aggressive behavior and an overall lack of
emotional distress.

11. (Social and Emotional cont.)
We will teach, model and assist our students in managing their emotions and
behaviors in order to achieve one’s goal.
Robert E. Weissberg found in his research that teaching students to manage their social and emotional needs have benefits that go
beyond the classroom. “Relationships provide a foundation for learning”. If our students are unable to forge appropriate
relationships they are at a severe disadvantage for achieving success. For students with disabilities, this should often be a top
priority. “Emotions affect how and what we learn”. Many a student has displayed inappropriate behavior stemming from
unchecked emotions. For students who are unable to manage their emotions, it puts their future at risk, not just academically, but
in the workforce and within their personal relationships as well. The skills taught are “relevant” to the student’s success. All these
skills are relevant to the wellbeing of our students. Unfortunate events do not discriminate, tragedy touches most and no one picks
the academic struggles we have or the families we are born into. For all these reasons, social emotional skills are relevant. These
skills also have “Positive effects on academic performance, health, relationships, and citizenship” while heavily contributing to
“lifelong success”.

12. (Social and Emotional cont.)
We will show understanding and empathy for others, encouraging our students to do
the same.
How do teachers bring social and emotional learning to their classroom? Weissberg again recounts that this is not a complex process and that
many teachers are already doing social and emotional learning, it’s just that they may not be labeling it as such. In this matter alone, teachers
should not feel like they are learning or doing something completely new, social and emotional learning is alive in classes, just not explicitly.
Weissberg’s suggestions for teachers starting are rather simple, begin with “SAFE”. This stands for Sequenced, Active, Focused, and Explicit
(SAFE) programming. Go through these steps when a social issue is brought up and follow this structure when teaching social and emotional
skills. Weissberg goes on to say that all adults in the classroom and school building should be modeling correct social and emotional skills. A
teacher cannot ask a student to not raise their voice and then go and do the exact same thing, students pick up on this double exception,
which results in the students not buying into the program. Adults should also use teachable moments. Students respond very well to occurring
or present situations, it is easier for them to grasp the larger concepts and reflect on how it made people feel. Teachers may have to use more
of these in the beginning, but as students grasp the concepts more and more, these will be less necessary but should not stop completely.
Teachers should develop mentally/culturally competent lessons. These lessons should be relevant to the students and lend themselves well to
areas of social and emotional learning. Teachers should also highlight ways for students to become members of their community and school
community, the more involved a student is, the better they know the people around them, the less likely they are to lash out and hurt others
and themselves. Students should have numerous opportunities to contribute to their class, school, and community. The more they feel like
they are part of a positive structure, the less they will feel like breaking that structure down.

13. (Social and Emotional cont.)
We will help our students make ethical, constructive choices about personal and social
behavior.
Social and emotional learning is often just perceived as something that helps our students have effective relationships. This is true
to an extent but should not be limited to “getting invitations to birthday parties”. Teachers should keep in mind the broader
results that social and emotional learning bring forth. J.A. Durlak et al saw that not only were students personal relationships
better off but confidence was increased in outside of their elementary and high school classrooms. It was found that social and
emotional learning helped prepare students better for college and careers. It helped students with their self-discipline, initiative
and self-advocacy. Students also became better communicators, had a greater understanding of teamwork and collaboration while
also gaining comfort in areas of leadership. Social and emotional learners also had a greater grasp on critical thinking, problem
solving, ethics, social responsibility and global awareness.

14. (Social and Emotional cont.)
We will create an environment that helps our students form positive relationships,
work in teams, and effectively overcome conflict.
Environment is critical when teaching social and emotional learning. Teachers can help create a better environment for social and
emotional learning by reflecting on areas of their teaching that either need to be toned down (less of) or areas that need the be
strengthened (more of). Since some teachers have a problem getting started in this area, these suggestions are a good place to
begin. Try to have less, teacher lectures, less teacher intervention and more student input and more student problem solving.
Work on less inflexible discipline, less competition and less literal comprehension. Work on more natural consequences and
facilitate the feeling of a caring community in the classroom. More higher level discussions and less independent seatwork. Try to
lesson parent-school isolation and the feeling of your classroom being a benevolent dictatorship. Do have more cooperative
learnings, more partnerships, more of a student centered democracy. Attempt to use less rewards and push for more self-
assessment. Although there are many other ways to start down the path of social and emotional learning, this is a great place to
start.

15. References
CEC Initial Level Special Educator Preparation Standards. (n.d.). Retrieved January 21, 2016, from
https://www.cec.sped.org/~/media/Files/Standards/Professional Preparation Standards/Initial Preparation Standards with
Elaborations.pdf
Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K. (in press). The Impact of Enhancing Students’ Social
and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development.
Gourneau, B. (2005). Five attitudes of effective teachers: Implications for teacher training. Essays in Education, Volume 13, pp. 1-8.
Retrieved from https://www.hitpages.com/doc/5399596914180096/1#pageTop
Kaufman, R. C., & Wandberg, R. W. (2010). Powerful practices for high-performing special educators. Newbury Park, CA: Corwin.
Marzano, R. J. (2007). The Art and Science of Teaching. Alexandria, VI: ASCD.
Nieto, S., & Bode, P. (2008). Affirming Diversity (5th ed.). Boston, MA: Pearson.
Orelove, F. P., Sobsey, D., & Silberman, R. K. (2004). Educating Children with Multiple Disabilities A Collaborative Approach
(4th ed.). New York, MY: Paul H. Brookes.

16. References (continued)
Watkins, A., & Donnelly, V. (2013). Core Values as the Basis for Teacher Education for Inclusion. Global Education Review, 1(1).
Weissberg, R. P.. (2011). Collaborative for Academic, Social, and Emotional Learning [pdf]. Retrieved from
https://safesupportivelearning.ed.gov/sites/default/files/sssta/20110323_Implementation4.pdf
Zins, Weissberg, Wang, & Walberg (2004). Building Academic Success on Social and Emotional Learning (SEL): What Does the
Research Say?