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

2. 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.

3. 1. Code of Conduct & Ethics. 2. Code of Rights & Responsibilities. 3. Role of the Board of Educational Examiners (BOEE). At the end of this presentation, participants will understand the following content:

4. Iowa Department of Education Iowa Department of Education Board of Educational Examiners Board of Educational Examiners Chapter 26: Rights & Responsibilities Chapter 26: Rights & Responsibilities Chapter 25: Conduct & Ethics Chapter 25: Conduct & Ethics Case Studies Case Studies Cautions Cautions

5. 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

7.  Recommends teacher prep programs Monitors academic achievement Monitors academic achievement Monitors federal mandates Monitors federal mandates Monitors state mandates (DE & BOEE) Monitors state mandates (DE & BOEE) Translates laws into rules (DE & BOEE) Translates laws into rules (DE & BOEE)

8. ProfessionEntranceLicensureStandards Continuing Education Governing Body LawLSAT State Bar Exam Canon of Ethics CLE State Supreme Court MedicineMCAT 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

9.  Initial, standard, master educator  Administrative licensure  Evaluator approval  Substitute license  Other certification ◦ Substitute authorization ◦ Coaching authorization ◦ Para-educator certification

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

11. Iowa Administrative Code Chapter 26

12.  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

13. 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.

14. 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.

15. Depending upon a school’s 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.

16. 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.

17. Iowa Administrative Code Chapter 25

18. 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

19.  Standard III: Misrepresentation, falsification of information  Standard IV: Misuse of public funds and property  Standard V: Violations of contractual obligations

20.  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

21. 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.

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

23. 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.

24. 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.

25. A teacher’s request for personal leave was denied based on the district’s 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.

26. 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.

27.  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

28.  College Credit/Renewal Options,  Future Opportunities,  Questions

30. Connected to:  Evaluator Approval training  Beginning teacher evaluation  Experienced teacher evaluation  Induction / Mentoring  Professional development  Professional conversations

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

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

33. a. Uses student achievement data, local standards, and the district curriculum in planning for instruction b. Sets and communicates high expectations for social, behavioral, and academic success of all students c. Uses student’s developmental needs, backgrounds, and interests in planning for instruction d. Selects strategies to engage all student in learning. e. Uses available resources, including technologies, in the development and sequencing of instruction.

34. a. Aligns classroom instruction with local standards and district curriculum b. Uses research-based instructional strategies that address the full range of cognitive levels c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs d. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth e. Connects students’ prior knowledge, life experiences, and interests in the instructional process f. Uses available resources, including technologies, in the delivery of instruction

35. a. Aligns classroom assessment with instruction b. Communicates assessment criteria and standards to all students and parents c. Understands and uses the results of multiple assessments to guide planning and instruction d. Guides students in goal setting and assessing their own learning e. Provides substantive, timely and constructive feedback to students and parents f. Works with other staff and building and district leadership in analysis of student progress

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

37. a. Demonstrates habits and skills of continuous inquiry and learning b. Works collaboratively to improve professional practice and student learning c. Applies research, knowledge, and skills from professional development opportunities to improve practice. d. Establishes and implements professional development plans based upon the teacher’s needs aligned to the ITS and district/building student achievement goals

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

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

40.  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.

41. Journey to Excellence Iowa Training Model for Mentors of Beginning Educators

42.  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 mentor’s 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.

43. Equity Cultural Sensitivity High Expectations Developmental Appropriateness Accommodating Individual Needs Appropriate Use of Technology

44. 44 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

45. 45

46.  Marlin Jeffers, Educational Consultant Northwest Area Education Agency 1520 Morningside Ave. Sioux City, IA 51106 712-222-6038 mjeffers@nwaea.k12.ia.usmjeffers@nwaea.k12.ia.us  Flora lee, Educational Consultant Northwest Area Education Agency 1520 Morningside Ave. Sioux City, Iowa 51106 712-222-6363 flee@nwaea.k12.ia.usflee@nwaea.k12.ia.us