700.1P The Teacher: Performance-based Assessment Part 1: Educator Code of Ethics As you have learned in this course, teachers serve as role models and your conduct, both on

and off the job, can significantly impact your professional image. In this project, you are to

read each scenario and answer the questions that follow.

Your Task: For each scenario (2), you are to write a paragraph of at least 1/2 page in length that will:

• Identify the ethical behavior/dilemma,

• Cite the standard of professional behavior from the Code of Ethics the action violates using the number and letter and exact language of the standard.

• Provide justification for your selection of the standard, and

• Describe an alternate behavior that is detailed and appropriate to take in that situation.

You are expected to use professional language, spelling, and grammar.

Scenario 1 The Life Skills classroom at Hasting High provides Community Based Instruction to its small

group of students with severe disabilities. The district provides some funds for transportation

and community outings, but it isn’t usually enough to keep the students busy throughout the

school year. To help with the funds, the principal allows the students, with the support of the

teachers, to sell breakfast items to the school three days a week. This fundraiser becomes very

popular with the rest of the student body because the breakfast items are inexpensive,

delivered straight to their 1st period classes, and they get to feel good about helping the Life

Skills classroom in a positive way. Ever since the Life Skills fundraising began, the Student

Council sponsor, Mrs. Sumner, has noticed that support for their daily candy fundraiser has

declined, and she believes it is due to the popularity of the breakfast items being sold. One day

she notices a Life Skills student and one of the teachers, Mr. Moore, out making deliveries and

collecting money. The student is clearly struggling with handling the money, so Mr. Moore helps

her by taking some of the money and putting it into his own pocket. Mrs. Sumner sees only this

small interaction and has no other context for the exchange. Later that day, when speaking to a

group of other teachers she mentions seeing Mr. Moore putting some of the breakfast

fundraiser money into his pocket. Over the next several days, this comment makes its way

through the faculty, and when she is questioned by other faculty members, Mrs. Sumner’s

response is that she did see Mr. Moore pocket the money, but she doesn’t know what he did

with it after that. In the same conversations, she also casually mentions the expensive new car

Mr. Moore recently started driving.

Questions:

1. Identify the behaviors (if any) that you believe violate standards in the Educator Code

of Ethics.

2. Which standards do you think were violated? Explain your reasoning. If you feel that

no standards were violated, explain your reasoning.

3. Should Mr. Moore and/or Mrs. Sumner have handled this situation differently so as

not to violate the Code of Ethics, or (if you feel that there was no violation) to avoid

their actions being called into question?

Scenario 2 Mrs. Nelson is a 5th grade teacher at Xander Elementary School. Mrs. Nelson is very tech-savvy

and uses many forms of social media to communicate with her parents and students. At the

beginning of the year she asks parents to follow her on a communication app, Remind, so that

they can receive important text reminders about upcoming events. Remind is typically used for

group communication. For example, Mrs. Nelson might send out a reminder to the class that

they have a field trip and will need to remember to bring their lunch. After receiving a group

text, parents then have the option to respond individually to Mrs. Nelson and they can then

carry on a conversation in a private environment if they need to discuss more student-specific

information. Many of her students have their own cell phones and have also begun following

Mrs. Nelson on the Remind app. While Mrs. Nelson does not encourage this, she doesn’t

remove them when they do. It has never been an issue in the past, and she assumes it might

help them to know about upcoming and important events too. Mrs. Nelson is a very loved and

respected teacher, and she is known for providing a very safe and nurturing environment in her

classroom. Whenever a student is struggling with an issue, he or she knows that Mrs. Nelson

will listen and support them. Because of the precarious nature of 5th grade, students often

come to Mrs. Nelson with all kinds of problems. After sending out a Remind text about the

upcoming early dismissal day, a student, Maddie, responded with a private message to Mrs.

Nelson telling her that she needed to talk to her about a problem. Mrs. Nelson tells her to come

to her first thing in the morning, so they can talk before class begins. The next morning, Maddie

shows up early to class as instructed and tells Mrs. Nelson that she thinks something is wrong

with her because she doesn’t like boys the way her friends do, but she really doesn’t want to be

gay. She is afraid of what her parents and friends would say if she never likes boys the way she

thinks she is supposed to. Though she was a little taken aback by this confession, Mrs. Nelson

assures her that she will be ok, and that it is ok that she doesn’t have the answers to those

questions right now. Thinking about it later that evening, Mrs. Nelson was concerned that she

hadn’t been supportive enough in talking with Maddie, so she sends her a private Remind text

saying, “I want you to know that you are a very smart and beautiful young lady, and that won’t

change if you like boys or girls. I won’t say anything to anyone about our conversation.”

Questions:

1. Identify the behaviors (if any) that you believe violate standards in the Educator Code

of Ethics.

2. Which standards do you think were violated? Explain your reasoning. If you feel that

no standards were violated, explain your reasoning.

3. Should Mrs. Nelson have handled this situation differently so as not to violate the

Code of Ethics, or (if you feel that there was no violation) to avoid her actions being

called into question?

Part 2: Effective Communication with Parents

The Situation Brandon, a student in Ms. Jennings 7th grade science class, had his phone out during a major

exam. Ms. Jennings established testing procedures at the beginning of the year. Phones are to

be put away during tests and quizzes. All students are to place their phones in their backpacks.

Students know that – if they do not follow this rule – Ms. Jennings will take up their phone for

the duration of the class. If a student violates this rule twice, Ms. Jennings takes up the

phone, notifies the parent, and assigns a detention.

When Ms. Jennings calls Brandon’s mother, she explains the situation and that, when she

questioned him, he indicated to her that he knew he wasn’t supposed to have his phone out but

kept it anyway so he could check the time. The mother became upset that Brandon had

received a detention for this and sent the following email after the conversation.

I am highly disappointed in how this issue was handled with my son. I really believe the

teachers at this school are out to get him. It is evident by how you seemed happy to tell me

that Brandon was going to have a detention. It is obvious he does not understand the

seriousness of this. However, you all are so quick to punish him. Did anyone triple check if he

understood the penalties of having a phone? He did not engage in taking pictures or use it for

cheating. However, he was treated like he did. I disagree with after school detention.

Mrs. Jackson

Your Task Respond to Mrs. Jackson in a paragraph or two. Your response should reflect effective

communication skills such as setting aside judgement and remaining calm. You should address

her concerns and assert yourself through the values of the district.

You are expected to use professional language, spelling, and grammar.

Part 3: Relations with Colleagues

The Situation In order to illustrate the importance of early trade in her world history class, Ms. Jeffries asks students

to bring snacks the next day of class to use in a simulation activity. Several students forget and Ms.

Jeffries sends them to the vending machine in the cafeteria at the very beginning of class to purchase

some. A short time later, Mrs. Daniels, an assistant principal, escorts them back to Ms. Jeffries room.

While still about 100 feet from the classroom Mrs. Daniels yells “Did you send these kids to the

cafeteria?” Ms. Jeffries acknowledges that she did and starts to explain when Mrs. Daniels remarks,

“Don’t you know that you aren’t supposed to send students out of the classroom for snacks? Don’t ever

do that again!” Ms. Jeffries’ students try to explain but Mrs. Daniels cuts them off. Once the students

are inside the classroom, Ms. Jeffries starts to give instructions for the activity, but she is fuming. She

was just reprimanded in front of her students.

Your Task In a paragraph or two explain how Ms. Jeffries should handle the situation. Be sure to consider the

following:

1. Did Ms. Jeffries do anything inappropriate? If so, what should she have done instead?

2. Did Mrs. Daniels do anything inappropriate? If so, what should she have done instead?

3. According to guidelines of effective communication, what should Ms. Jeffries do next? Be

specific in how she should approach the situation and Mrs. Daniels.

SCORING CRITERIA Code of Ethics portion:

• Identification of behavior

• Standard(s) cited and justification

• Identification of alternative, ethical behavior

• Professional Writing

Communication with Parents

• Effective Communication

• Concerns Addressed

• Professional Writing

Relations with Colleagues

• Identification of inappropriate behavior and alternatives

• Explanation of Next Steps

• Professional Writing

<<Prev Rule Texas Administrative Code Next Rule>> TITLE 19 EDUCATION PART 7 STATE BOARD FOR EDUCATOR CERTIFICATION CHAPTER 247 EDUCATORS' CODE OF ETHICS RULE §247.2 Code of Ethics and Standard Practices for Texas Educators

Enforceable Standards.

(1) Professional Ethical Conduct, Practices and Performance.

(A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process.

(B) Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage.

(C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.

(D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage.

(E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service.

(F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so.

(G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws.

(H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications.

(I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students.

(J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state.

(K) Standard 1.11. The educator shall not intentionally or knowingly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment.

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(L) Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of prescription drugs and toxic inhalants.

(M) Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school activities when students are present.

(2) Ethical Conduct Toward Professional Colleagues.

(A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law.

(B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system.

(C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.

(D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities.

(E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation.

(F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues.

(G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter.

(3) Ethical Conduct Toward Students.

(A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law.

(B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor.

(C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student.

(D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation.

(E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor.

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(F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor.

(G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator.

(H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard.

(I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to:

(i) the nature, purpose, timing, and amount of the communication;

(ii) the subject matter of the communication;

(iii) whether the communication was made openly or the educator attempted to conceal the communication;

(iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship;

(v) whether the communication was sexually explicit; and

(vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.

Source Note: The provisions of this §247.2 adopted to be effective March 1, 1998, 23 TexReg 1022; amended to be effective August 22, 2002, 27 TexReg 7530; amended to be effective December 26, 2010, 35 TexReg 11242

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Part 1: Educator Code of Ethics

Criteria Exemplary: 8 pts. Proficient: 6 pts. Developing: 4 pts. Novice: 0 -2 pts.

Identification of Behavior

TAC 228.35 (b) (2) (H) meeting expectations for attendance, professional appearance, decorum, procedural, ethical, legal, and statutory responsibilities;

Behavior that is or could be an issue is explicitly identified from both scenarios.

Behavior that is or could be an issue is generally identified from both scenarios.

Behavior that is or could be an issue is too vague or not correctly identified for both scenarios.

Behavior that is or could be an issue not correctly identified for either scenario.

Standard(s) Cited and Justification

Standard 6: Professional Practices and Responsibilities

(D) Teachers model ethical and respectful behavior and demonstrate integrity in all situations.

(i) Teachers adhere to the educators' code of ethics in §247.2 of this title (relating to Code of Ethics and Standard Practices for Texas Educators), including following policies and procedures at their specific school placement(s).

Standards are explicitly cited by number and letter.

A coherent and cogent statement is provided that explicitly and clearly aligns and connects the behavior to the standard believed to be violated.

Standards are cited by a general description.

Justification is provided but it doesn’t explicitly align and connect the behavior to the standard believed to be violated.

Standards are not correctly cited for one of the scenarios.

Justification is not provided, or it doesn’t align and connect the behavior to the standard believed to be violated for one of the scenarios.

Standards are not correctly cited for either of the scenarios.

Justification is not provided, or it doesn’t align and connect the behavior to the standard believed to be violated for either of the scenarios.

Alternative behavior

Standard 6: Professional Practices and Responsibilities

(D) Teachers model ethical and respectful behavior and demonstrate integrity in all situations.

(i) Teachers adhere to the educators' code of ethics in §247.2 of this title (relating to Code of Ethics and Standard Practices for Texas Educators), including following policies and procedures at their specific school placement(s).

Intern provides a detailed and appropriate approach that could be taken by the teachers in the scenario, so no standards are violated.

Intern provides a general description of an alternative approach that could be taken by the teachers in the scenario, so no standards are violated.

Intern does not provide a different approach that could be taken by the teachers so that no standards are violated in one of the scenarios.

Intern does not provide a different approach that could be taken by the teachers so that no standards are violated in either of the scenarios.

Part 2: Effective Communication with Parents

Criteria Exemplary: 8 pts. Proficient: 6 pts. Developing: 4 pts. Novice: 0 -2 pts.

Effective communication

TAC 228.35 (b) (2)

(J) effectively communicating with students, families, colleagues, and community members.

Response consistently and thoroughly utilizes effective communication skills and calm tone.

Response utilizes effective communication skills and has calm tone.

Response utilizes some effective communication skills but may include some phrases or language that are not conducive to professional communication.

Response lacks evidence of effective communication skills, and/or includes unprofessional language.

Concerns Addressed

Standard 6: Professional Practices and Responsibilities

(D) Teachers model ethical and respectful behavior and demonstrate integrity in all situations.

(ii) Teachers communicate consistently, clearly, and respectfully with all members of the campus community, including students, parents and families, colleagues, administrators, and staff.

The concerns are fully addressed in a manner that blends respect with assertiveness.

The concerns are addressed in a respectful manner.

Concerns are partially addressed. Manner may need improvement.

Concerns are not addressed or are done so in a derogatory manner.

Part 3: Relations with Colleagues

Criteria Exemplary: 8 pts. Proficient: 6 pts. Developing: 4 pts. Novice: 0 -2 pts.

Identification of inappropriate behavior and alternatives

Inappropriate behavior and any alternate behavior needed correctly identified and fully explained.

Inappropriate behavior and any alternate behavior needed correctly identified and explained.

Explanation of inappropriate behavior and any alternate behaviors lacking detail.

Inadequate or incorrect explanation of inappropriate behavior and any alternate behaviors.

Explanation of next steps

Standard 6: Professional Practices and Responsibilities (D) Teachers model ethical and respectful behavior and demonstrate integrity in all situations. (ii) Teachers communicate consistently, clearly, and respectfully with all members of the campus community, including students, parents and families, colleagues, administrators, and staff.

Next steps are explained and explicitly include elements of effective communication.

Next steps are explained and include elements of effective communication.

Explanation of next steps is vague and may not include elements of effective communication.

Explanation of next steps is missing or incorrect and may not include elements of effective communication.

Professional Language, Spelling and Grammar

Writing is professional quality, with fewer than 2 spelling or grammar mistakes.

There are 2 – 3 issues with grammar and spelling, but the writing is still up to an adequate professional standard.

There are 4 – 5 issues with spelling and/or grammar, or the quality of the writing is not up to a professional standard.

There are more than 5 issues with spelling and/or grammar and the quality of the writing is not up to a professional standard.

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