INTRODUCTION to TEAM MODULE 5 The Connecticut Code

INTRODUCTION to TEAM MODULE 5 The Connecticut Code of Professional Responsibility for Educators Regulations of Connecticut State Agencies Section 10 -145 d-400 a 1

As public service employees, educators hold a special position of trust. 2

Educators exercise powers that have a significant impact on the lives of children and young people. 3

Consequently, there is a community expectation that these powers will be properly and prudently used. 4

The Connecticut Code of Professional Responsibility for Educators is a set of principles which the education profession expects its members to honor and follow. 5

Educators are expected to practice the profession according to the highest possible degree of ethical conduct and standards. 6

A code helps us to understand our responsibilities, prioritize our obligations, and find wise resolutions to the ethical dilemmas we face. 7

According to Charlotte Danielson, teachers make over 3, 000 decisions per day. 8

Are teachers prepared to always make the right decision? 9

Unfortunately, educator misconduct occurs and is a serious concern for communities, schools, districts and states across the country. C harg misc es of t e Pub onduct acher li 200 shed: S are on atur rise Cop 6 12: d yrig 00 ay, Apr 006 a. m. M il 22 Des eret DT , Mor ning New ering g g i r t s s e sit ht 2 s question hat t b a e t a W d l r Teache persona g n i t s o ra ep T By Lau D M Some ar n access. . m : 00 a a c s 2006 12 t , n 0 1 e e d n , Ju stu day d: Satur Publishe Hancock 10

Not only does it harm our students, educator misconduct disgraces the community and denigrates the profession. 11

A code supports us in doing what is right. It provides support for behaving ethically especially when there is pressure or temptation to do what is easiest or what will make people like us. 12

Teaching is complex. Teachers continually shape and reshape their actions to respond to the individual needs of their students. 13

Teachers who foster positive relationships with their students create classroom environments more conducive to learning and meet students’ developmental, emotional and academic needs. Developing a positive relationship with students is essential to effective teaching. When you develop positive relationships with your students, they are more likely to engage academically and achieve more. Marzano (2003) states that students will resist rules and procedures along with the consequent disciplinary actions if the foundation of a good relationship is lacking. 14

Students are more likely to be emotionally and intellectually invested in classes where they have positive relationships with their teachers. 15

How does a teacher develop positive relationships with students and uphold the Code of Professional Responsibility for Educators? 16

Students need to feel a sense of comfort and safety from physical and emotional abuse and from criticism in their classrooms. 17

Schools are responsible for providing students with a safe environment in which to develop academically, emotionallyand behaviorally. 18

Educators develop positive relationships by • making responsible decisions, • effectively handling challenging situations and • heading off potential conflicts. 19

Students are very sensitive to a teacher’s attitude towards the school and the class in general; teachers must be certain that they are modeling positive behaviors for the class. 20

Learning about students’ cultural backgrounds help teachers relate more effectively with their students. 21

Teachers are expected to use good judgment at all times. 22

The Code applies at all times. This includes times when a teacher is not at school and not performing work duties. 23

Even though an individual’s intent may be purely innocent, engaging in certain activities with students or in the presence of students can subject a teacher to possible perceptions of impropriety. 24

The appearance of unethical behavior can be just as damaging to public confidence in the profession as unethical conduct itself. 25

What are some examples of behavior that may raise a reasonable suspicion? • Generally, meeting with a student alone, behind closed doors, regardless of gender. • Giving students gifts, rewards or incentives that are not school related. • Touching or having physical contact with students that is unwanted and/or inappropriate. 26

• Communicating with students, by phone/cell phone, email, Internet, texting or in person at any time for purposes that are not specifically related to school. 27

• Providing students with your personal home/cell phone number, personal Email address, home address or other personal contact information, except for specific school-related purposes. • When communicating with students and parents/guardians, always use the school email. 28

• Making statements or comments, either directly or in the presence of students , which are not age-appropriate, professional or which may be considered sexual in nature, harassing or demeaning. 29

• Engaging in behaviors that are immoral, illegal, unethical, unprofessionalor exploitive. • Transporting students in your personal vehicle without proper permission from administrators and parents/family. • When corresponding about students, stay away from email. Talk in person. • Stay away from identifying students in an online forum. Use student ID numbers 30

• Taking or accompanying students to any event that is not school related. • Meeting with or being in the company of students at non-school related events. 31

There are boundaries that cannot be crossed. 32

When allegations of inappropriate conduct or behavior are made, the District is obligated to investigate the allegations, and if warranted, take appropriate administrative, legal and/or disciplinary action. 33

What are the consequences of teacher misconduct? Sometimes a violation of the Code is solely an employment matter and most appropriately handled by the employer; other times conduct may warrant more severe and significant action. 34

Consequences of Teacher What are the consequences of teacher misconduct? Misconduct • Administration imposed discipline • Suspension of employment • Dismissal from employment • Criminal proceedings • Certification denial or revocation • Civil litigation- teachers can be sued as individuals 35

Benefits of Facilitated Conversations Following this introduction to Module 5, you and your colleagues will participate in a facilitated conversation to examine several case scenarios in which you will have the opportunity to • share multiple perspectives, • learn from one another, • examine consequences of actions • examine strategies to assure more positive outcomes and • foster professional growth. 36

The focus of Module 5 is to raise a level of awareness about the Code of Professional Responsibility for Educators and to discuss your professional obligations and the potential consequences of misconduct. 37

Cases pose questions that draw on the guiding principles or standards of the teaching profession. Entering into discussions regarding real life ethical situations provides teachers with the opportunity to consider and to reflect on their own professional judgments and actions. 38

Be a Professional! Deciding on the right course of action will often involve weighing competing priorities and responsibilities. 39

Be a Professional! However, if a teacher is unsure of what to do • discuss the matter in confidence with an appropriate individual such as a supervisor • seek further advice from the school nurse, social worker, guidance counselor, etc. depending on the situation 40

Before proceeding, teachers should ask themselves these questions: • Are my actions within the spirit and letter of the law? • Are my actions consistent with the district’s goals, values and principles and the Code of Professional Responsibility for Educators? 41

• Could I adequately defend my action to my supervisor, the parents/families and the community if the situation was made public? • Is this the right thing for me to do? 42

• What will the outcome of my actions be for - students? - the school, the district and the public interest? - parents? - my colleagues? - the teaching profession? - others? - me? 43

CONNECTICUT STATE DEPARTMENT OF EDUCATION Introduction to TEAM Bridging the journey from preparation through professional practice 2016 -2017

What is the TEAM Program? Legislation passed in October 2009 has established a Teacher Education and Mentoring (TEAM) Program for the purpose of providing support and professional growth for beginning teachers.

Who are the TEAM Program Players? • Beginning teachers who hold an initial, interim initial or 90 day certificate. • District Facilitator • TEAM Coordinating Committees • Administrators • Trained Mentors • Trained Reflection Paper Reviewers • CT Department of Education (CSDE) • Regional Education Service Centers (RESCs)

What is the Design of the TEAM Program? • TEAM is a professional growth model aligned with five domains of Connecticut’s Common Core of Teaching (CCT) –Classroom Environment, Student Engagement and Commitment to Learning – Planning for Active Learning – Instruction for Active Learning – Assessment for Learning – Professional Responsibilities and Teacher Leadership

The Common Core of Teaching Emphasizes: • High Student Achievementand success for all students • Differentiationof instruction to support students • Collaborationwith colleagues and families to meet the diverse needs of all students • Commitment to the analysis of teaching and continuous professionalgrowth and learning 4 8

Aligning TEAM to CT Common Core of Teaching Domain 1 TEAM Program Modules Content and Essential Skills EMBEDDED Domain 2 Classroom Environment, Student Engagement and Commitment to Learning Domain 3 Planning for Active Learning MODULE 1 Domain 4 Instruction for Active Learning MODULE 3 Domain 5 Assessment for Learning MODULE 4 Domain 6 Professional Responsibilities and Teacher Leadership MODULE 5 MODULE 2

The TEAM Module Process

The TEAM Module Process • Analyze teaching and learning and identify a module focus using the CCT Performance Profile • Create an Initial Summary using specific examples to describe what the teacher and students are doing in the focus area at the start of the module. • Write a Professional Growth Goal and Action Plan (PGAP) describing what the teacher wants to learn, how s/he will learn it, and how it should improve teaching practice and student performance. • Using the learning activities/resources identified in the PGAP, develop new learning that will be used to improve teaching practice. • Implement new learning. • Document specific examples of what the teacher did to develop new learning. • Monitor impact of plan to determine readiness to draft reflection paper. • Record specific examples of what the teacher learned. • Record analyze specific examples of how changes in teaching practice result in better outcomes for students. • Reflect on and describe: what you learned and how you learned it; how you used new learning to improve teaching; the positive impact the improvements in teaching practice had on students. • Document the positive impact of the module by comparing the changes in teaching practice and outcomes for student to what was escribed in the Initial Summary.

A Web-Based Program Beginning teachers and mentors will have an online dashboard and workspace to access tools to assist in completing TEAM requirements: q CCT Performance Profiles (self-analysis) q Professional Growth Action Plan (PGAP) q Beginning Teacher and Mentor Meeting Log q Journal for Beginning Teacher q Journal for Mentor q Reflection Paper

Beginning Teacher Dashboard

Beginning Teacher Module Center

BT/Mentor Meeting Log Note: Mentors are responsible for documenting meetings with their beginning teacher in the meeting log. Beginning teachers verify the accuracy of the meetings.

Three Criteria for Success • Development of New Learning • Impact on Practice • Impact on Students

TEAM Completion What happens if I do not successfully complete all the required modules by the completion date? q Failure to successfully complete TEAM will result in the inability to advance your initial certificate to a provisional certificate. q You will not be able to renew your initial certificate and upon expiration, will no longer be able to teach in a CT public school. *Please see the TEAM Program Manual for additional details. 57

. Connecting TEAM, Evaluation and Support and CCS Evaluation- Student Learning Goal (Broad): Students will improve their competence in reading comprehension of informational texts using the concepts, themes and information presented in history. Possible TEAM Module Goals Module One: Classroom Environment I will learn and apply a variety of strategies to create a learning environment where students feel invited to share their views without fear of judgment. CCS Application: Students will logically and objectively prove their views with authentic evidence and supporting facts. Module Two: Planning Module Three: Instruction Module Four: Assessment I will learn about and incorporate a variety of strategies into my planning to teach academic vocabulary in history. I anticipate that my students will be able to proficiently use historical terms in their writing. I will learn about and apply research-based instructional strategies in my history lessons so that my students will be able to demonstrate a deeper understanding of the unit on slavery. I will learn about, create and communicate assessment criteria so that students can selfassess a practice performance task that combines literacy and history. CCS Application: Students will use academic vocabulary to build students’ ability to access more complex texts for reading and writing. CCS Application: Students will read carefully and grasp information, arguments, ideas and details based on text evidence. CCS Application: Students will base their writing on evidence from texts using established criteria.

The most valuable of resource that all teachers have is each other. Without collaboration, our growth is limited to our own perspectives. ” Robert John Meehan rockmyclass. com

“A teacher affects eternity; he can never tell where his influence stops. ” -Henry Brooks Adams 60