AEA 13 Introduction to Induction for Beginning Educators

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Ethics in Iowa Education
The Board of Educational Examiners provides
leadership in practitioner licensure, and
oversight of practitioner rights,
responsibilities, practices, and ethics.

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The information in this presentation is NOT to be
construed as legal advice. Since there could be
contractual implications, practitioners may
contact their building or union representative
for guidance.
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Presentation Content
At the end of this presentation, participants
will understand the following content

• Code of Conduct Ethics.
• Code of Rights Responsibilities.
• Role of the Board of Educational Examiners
  (BOEE).

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Topics

• Iowa Department of Education
• Board of Educational Examiners
• Chapter 26 Rights Responsibilities
• Chapter 25 Conduct Ethics
• Case Studies
• Cautions

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• Teachers are not in private practice. We are in
  the helping and caring profession, a service
  profession to help people enhance the quality of
  their lives.
• Harry and Rosemary Wong

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Iowa Department of Education (DE) Board of
Educational Examiners (BOEE)
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Iowa Department of Education

• Recommends teacher prep programs
• Monitors academic achievement
• Monitors federal mandates
• Monitors state mandates (DE BOEE)
• Translates laws into rules (DE BOEE)

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Professions
Profession Entrance Licensure Standards Continuing Education Governing Body
Law LSAT State Bar Exam Canon of Ethics CLE State Supreme Court
Medicine MCAT State Board Exams State Code CME Board of Medical Examiners
Education (Iowa) Entrance Exam (C-Base, PRAXIS-I, or CAPP) BA or BS (Initial license) Comp Evaluation (Standard license) Code of Conduct Ethics Staff Dev or College credits (Grad or Undergrad) Board of Educational Examiners
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Licensure

• Initial, standard, master educator
• Administrative licensure
• Evaluator approval
• Substitute license
• Other certification
• Substitute authorization
• Coaching authorization
• Para-educator certification

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Licensure Renewal

• Educators can renew their licenses through
  college credit and approved licensure renewal
  activities provided by AEAs, SAI, ISEA, and
  approved districts.

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Iowa Administrative CodeChapter 26
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Rights Responsibilities

• Right to be licensed endorsed
• Right to refuse assignments for which the
  educator is not legally authorized
• Right to exercise professional judgment in
  teaching methods instructional materials

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Right to be Licensed Endorsed

• After completing an undergraduate program, being
  recommended by a university or college, and
  passing a background check, a teacher has the
  right to be licensed.
• Example In addition to passing all required
  classes, each teacher needs a positive
  recommendation concerning teaching ability to
  receive an initial license.

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Right to Refuse Assignments

• A teacher who is teaching outside his or her
  licensure is subject to a fine and disciplinary
  action.
• Example A high school English teacher must hold
  a secondary license and a journalism endorsement
  to teach journalism.

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Right to Refuse Assignments

• Depending upon a schools needs, a teacher may be
  asked to seek a conditional license by completing
  additional coursework.
• Example A chemistry teacher may be asked to
  complete a coursework for a biology endorsement.

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Right to Use Professional Judgment

• Subject to local board/administrator authority,
  teachers may evaluate, select, and use teaching
  methods appropriate to student needs, abilities,
  and backgrounds. However, teacher judgment must
  align with district goals and initiatives
• Example In teaching social studies content, one
  teacher may ask students to role play while
  another may assign reports.

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Iowa Administrative CodeChapter 25
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Standards

• Standard I Conviction of crimes, sexual or other
  immoral conduct with or toward a student, and
  child and dependent adult abuse
• Standard II Alcohol or drug abuse

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Standards (Continued)

• Standard III Misrepresentation, falsification of
  information
• Standard IV Misuse of public funds and property
• Standard V Violations of contractual obligations

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Standards (Continued)

• Standard VI Unethical practice toward other
  members of the profession, parents, students, and
  the community
• Standard VII Compliance with state law governing
  student loan obligations
• Standard VIII Incompetence

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Case Study 1

• A high school English teacher claimed to have
  earned a masters degree in 1980. As of 2002, she
  received close to 42,000 extra salary based on
  her fictitious degree.

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National Clearinghouse

• Suspensions and revocations are posted on the
  National Association of State Directors for
  Teacher Education and Certification (NASDTEC)
  Website.

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Case Study 2

• A coach hired a student to baby-sit and
  secretively videotaped her trying on bathing
  suits. He told her that he intended to purchase
  the suits for his wife.

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Case Studies 4-10

• What standards did these practitioners violate?
• How could these situations have been avoided?
• Please read the remaining case studies and
  consider your responses to the questions above as
  you view the remaining case studies.

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Case Study 4

• A teachers request for personal leave was
  denied based on the districts policy of no
  personal days before or after Winter/Spring
  Break. The teacher called in ill. An
  investigation by the principal revealed that the
  teacher took a planned trip during the time he
  requested sick leave.

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Case Study 5

• An elementary teacher locked money from student
  lunches, library books, field trips, and school
  fundraisers in her desk drawer. School policy
  required teachers to turn money into the office
  daily. An audit indicated that she turned in
  60-70 less money than other teachers. She
  admitted to borrowing and not paying back the
  full amount.

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Designers of Journey to Excellence

• Developed by a task force convened by the Iowa
  State Education Association including
  representatives from the Iowa Department of
  Education, Area Education Agencies, and School
  Districts
•  
• Task Force Members
• David Wilkinson, co-chair, ISEA
• Mary Beth Schroeder Fracek, co- chair, DE
• Pam Fields, Dubuque Community School District
• Jeff Johll, Dubuque Community School District
• Gail Myers, teacher, Keokuk Community School
  District
• Sue Swartz, AEA 11 now with DE
• Connie Richardson, AEA 13
• Pat Shipley, ISEA
• Dave Ulrick, ISEA
• Sue Johannsen, teacher, Burlington Community
  School District
• Mary Brooks, teacher, West Des Moines Public
  Schools

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Closure

• College Credit/Renewal Options,
• Future Opportunities,
• Questions

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How familiar are you with the Iowa Teaching
Standards?
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Iowa Teaching Standards

• Connected to
• Evaluator Approval training
• Beginning teacher evaluation
• Experienced teacher evaluation
• Induction / Mentoring
• Professional development
• Professional conversations

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ITS 1 - Supporting District Achievement Goals

1. Provides evidence of student learning to
   students, families and staff
2. Implements strategies supporting student,
   building, and district goals
3. Uses student performance data as a guide for
   decision making
4. Accepts and demonstrates responsibility for
   creating a classroom culture that supports the
   learning of every student
5. Creates an environment of mutual respect,
   rapport, and fairness
6. Participates in and contributes to a school
   culture that focuses on improved student
   learning.
7. Communicates with students, families, colleagues,
   and communities effectively and accurately

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ITS 2 - Content Knowledge

• Understands and uses key concepts, underlying
  themes, relationships, and different perspectives
  related to the content area.
• Uses knowledge of student development to make
  learning experiences in the content area
  meaningful and accessible for every student.
• Relates ideas and information within and across
  content areas
• Understands and uses instructional strategies
  that are appropriate to the content area

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ITS 3 - Planning for Instruction

1. Uses student achievement data, local standards,
   and the district curriculum in planning for
   instruction
2. Sets and communicates high expectations for
   social, behavioral, and academic success of all
   students
3. Uses students developmental needs, backgrounds,
   and interests in planning for instruction
4. Selects strategies to engage all student in
   learning.
5. Uses available resources, including technologies,
   in the development and sequencing of instruction.

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ITS 4 Delivery of Instruction

1. Aligns classroom instruction with local standards
   and district curriculum
2. Uses research-based instructional strategies that
   address the full range of cognitive levels
3. Demonstrates flexibility and responsiveness in
   adjusting instruction to meet student needs
4. Engages students in varied experiences that meet
   diverse needs and promote social, emotional, and
   academic growth
5. Connects students prior knowledge, life
   experiences, and interests in the instructional
   process
6. Uses available resources, including technologies,
   in the delivery of instruction

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ITS 5 Monitoring Student Learning

1. Aligns classroom assessment with instruction
2. Communicates assessment criteria and standards to
   all students and parents
3. Understands and uses the results of multiple
   assessments to guide planning and instruction
4. Guides students in goal setting and assessing
   their own learning
5. Provides substantive, timely and constructive
   feedback to students and parents
6. Works with other staff and building and district
   leadership in analysis of student progress

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ITS 6 Classroom Management

• Creates a learning community that encourages
  positive social interaction, active engagement,
  and self-regulation for every student
• Establishes, communicates, models, and maintains
  standards of responsible student behavior
• Develops and implements classroom procedures and
  routines that support high expectation for
  student learning
• Uses instructional time effectively to maximize
  student achievement
• Creates a safe and purposeful learning
  environment

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ITS 7 Professional Growth

• Demonstrates habits and skills of continuous
  inquiry and learning
• Works collaboratively to improve professional
  practice and student learning
• Applies research, knowledge, and skills from
  professional development opportunities to improve
  practice.
• Establishes and implements professional
  development plans based upon the teachers needs
  aligned to the ITS and district/building student
  achievement goals

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ITS 8 Professional Responsibilities

• Contributes to efforts to achieve district and
  building goals
• Demonstrates an understanding of and respect for
  all learners and staff
• Collaborates with students, families, colleagues,
  and communities to enhance student learning
• Adheres to board policies, district procedures,
  and contractual obligations
• Demonstrates professional and ethical conduct as
  defined by state law and district policy

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Journey to Excellence

• Mission
• To involve Iowa beginning educators and mentors
  in a high quality professional experience that
  enhances professional practice.

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Resources

• Journey to Excellence uses Mentoring Matters A
  Practical Guide to Learning-Focused
  Relationships, 2003, by Bruce Wellman and Laura
  Lipton as the text for mentors and A Framework
  for Understanding the Iowa Teaching Standards and
  Criteria for use by mentors and beginning
  educator ginning educators as the common language
  of good teaching.
• In this program, mentors receive comprehensive
  preparation and training. Learning Projects
  provide a curriculum for use by the mentors and
  beginning educators.

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Resources for Beginning Educators and Mentors

• Journey to
• Excellence
• Iowa Training Model for Mentors of Beginning
  Educators

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For Mentors -

• An invaluable reference for mentors of beginning
  teachers, this guide offers structures,
  strategies and tools for developing expertise in
  teaching.
• Sections include specific information about the
  mentors role, the needs of beginning teachers
  and the attributes of effective mentor-protégé
  relationships.
• Tips for maximizing time and attention, an
  extensive resource section and blackline masters
  to support developmental interactions make this
  book a must-have for mentors.

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Common Themes (p.33, Framework for Teaching, C.
Danielson, )
Equity Cultural Sensitivity High
Expectations Developmental Appropriateness Accom
modating Individual Needs Appropriate Use of
Technology
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Features of A Framework for Teaching , p. 14
(and the Iowa Teaching Standards)
Comprehensive Public Generic Not a checklist Does
not endorse a particular teaching style Dependent
on context
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Live, Laugh, LearnHave a fantastic year!!
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Thanks!!

• Marlin Jeffers, Educational Consultant
• Northwest Area Education Agency
• 1520 Morningside Ave.
• Sioux City, IA 51106
• 712-222-6038 mjeffers_at_nwaea.k12.ia.us
• Flora lee, Educational Consultant
• Northwest Area Education Agency
• 1520 Morningside Ave.
• Sioux City, Iowa 51106
• 712-222-6363 flee_at_nwaea.k12.ia.us