2013 Annual Certification and Program Officials Drive-in Conference Session C3: Teaching and Assessing Ethics November 12, 2013

Resources

Website Code of Ethics Test 5 Most Violated Standards-power point by Marjorie Bazluki as a project for her Ed. Specialist degree at UGA Generic Code of Ethics Power Point

Georgia’s Sexual Abuse Prevention Initiative Darkness to Light Georgia’s Sexual Abuse Prevention Initiative

WHAT are we doing ABOUT IT Statewide Child Sexual Abuse Prevention Initiative led by the Georgia Center for Child Advocacy Train Georgia adults to prevent, recognize and react responsibly to child sexual abuse Core values Prevention Adult Focus Community Engagement Cultural Change

PRIMARY TOOL Stewards of Children Created by Darkness to Light, this is the only adult-focused material that has been shown to change the protective behaviors of adults. Training takes 3 hours and cost $10 Facilitator-led or online

Contact Information Georgia Center for Child Advocacy Tiffany Sawyer-Director of Prevention Tiffanys@gacfca.org 678-904-2880 ext.215

Mazin EnCompass Software Tracking System for Students-At-Risk

Early Identification, Referral and Monitoring “Mental Detectors, Not Metal Detectors” Dropout prevention Behavioral management and bullying prevention Mental health, physical health, family service and academic intervention provider referral and monitoring Ensure the effectiveness of existing programs and services Multi-Tier System of Support (MTSS) Response to Intervention (RTI) Supplemental Educational Services (SES) Positive Behavioral Interventions and Supports (PBIS)

Implementing an Identification and Referral Infrastructure Mazin EnCompass (www.mazineducation.com): Predict which students are likely to drop out based on multiple research-based indicators Automatically flag students with indicators of dropout risk, or who are exhibiting signs of emotional or mental health problems Automate referral and monitoring to make sure vulnerable students are actually connecting to and benefiting from needed services. Manage school- and community-based programs and assess program efficacy, response time, and capacity; Streamline communication between teachers, staff and service providers Deliver real-rime, interactive reports for behavioral incident tracking, student progress monitoring, program evaluation, and referral management.

Mazin EnCompass Pilot Results  Mental Health BEFORE Year 1* (2008-09) Year 2 (2009-10) Year 3 (2010-11) Year 4 (2011-12) # of Referrals 61 143 376 423 465 # Contacted Not tracked 111 302 369 426 # Served 44 106 275 320 373 % Conversion Rate 72.13% 74.13% 73.14% 75.65% 80.22% Avg. Time between Referral and Initial Contact 24 days 37 days 25 days 26 days Mazin EnCompass works. Results from early pilot studies demonstrate substantial increases in referral rates, program connection and program completion. * Information from 2008-09 was tracked from multiple sources as the online referral system was not available until 2009.

EthicsGame in partnership with Pioneer RESA Professional Learning

Evolved out of the Georgia’s Educator Ethics Taskforce whose mission was to: To review status of educator ethics violations in GA Too consider current practices in ethics training and maintain ethics awareness of Georgia Educators To recommend steps for improving ethics understanding and ethics behavior of Georgia Educators

One of the recommendations of the Taskforce was: “The PSC and RESAs should continue and expand the development and delivery of ethics training content, resources and offering.” Because of this Taskforce recommendation… One online PLU course in ethical decision-making based on the Georgia Code of Ethics

GEORGIA ETHICS PROFESSIONAL LEARNING UNIT (PLU) This one-of-a-kind program is delivered online and provides educators with the following tools to build an ethical culture with their class and community: The ability to identify ethical criteria that provide the foundation of professional ethics The ability to understand and apply standards in a model Code of Conduct for Educators The ability to practice real life ethical issues using a repeatable decision model in a virtual environment

TEACHERS Develop ethical career dispositions TEACHERS Develop ethical career dispositions. These engaging exercises let you experience and practice ethical decision-making in a virtual environment at your own pace. PRINCIPALS Build an ethical community with a common language. Provide your team with skills for resolving ethical conflicts while validating their completion of this critical learning experience. SUPERINTENDENTS Raise the bar and create an ethical culture with this program. Be proactive and provide your Educators powerful tools to face the ethical challenges of today.

Contact information can be found at GAPSC Ethics Division Resource page and www.pioneerresa.org

Web-based, online training and records management system which helps systems manage their critical compliance related activities; available 24/7 Maintain legal records of all successful training completers for your school system Pioneer RESA

Meet annual mandated training requirements Free up administrator and staff time Train new hires anytime Provide legal database documentation of each training Offer potential customization for unique system training Pioneer RESA

Web Traffic July 2013 – October 2013 More than 163,000 trainings completed using ComplianceDirector modules! Pioneer RESA

"Pioneer RESA is a wonderful group to work with "Pioneer RESA is a wonderful group to work with! The quality of service is impeccable! They are quick to respond to any and all concerns and go out of their way to make sure you are satisfied with their product. ComplianceDirector is incredibly easy to manage and monitor!" --Holly Boykin - Screven County School System--

Contact information can be found at GAPSC Ethics Division Resource page and www.pioneerresa.org www.compliancedirector.org

EthicsGame in Partnership with Pioneer RESA Professional Learning Understanding Educator Ethics for Georgia School Board Members

This transformational course is delivered online and provides board members with the following tools to build an ethical culture within their community: The ability to understand your own ethical perspective along with the ethical perspectives of others, highlighting overall ethical diversity The ability to comprehend real-life ethical issues that school administrators face when enforcing the Georgia Educator Code of Ethics The ability to better support school administrators to improve educator ethics

COURSE BENEFITS Online access provides flexibility for the learner –work from the coffee shop or the kitchen table Engaging content holds learner’s attention through experiential exercises Consistency in message and language supports building an ethical culture Practical application brings insight into everyday issues faced by educational leaders and developed with the support of current GA school superintendents.

Contact information can be found at GAPSC Ethics Division Resource page and www.pioneerresa.org

EthicsGame

Semester Course Online Developed by Dr. Catharyn Baird Provides Profile Can be customized to needs of professor Cost less than a textbook Suzanne Taylor-staylor@ethicsgame.com

Contact information Paul A. Shaw paul.shaw@gapsc.com 404-232-2635

Policy and Program Implications: Georgia’s Educator Ethics Assessment 32

Policy and Program Implications State policy changes 505-3.01 Multi-tiered certification Statewide Educator Ethics Assessment

GaPSC Rule 505-3-.01 Georgia GaPSC-approved educator preparation providers (EPPs) shall ensure that candidates Complete a well-planned sequence of courses and/or experiences in professional studies that includes knowledge about and application of professional ethics and social behavior appropriate for school and community, as well as specific knowledge about the Georgia Code of Ethics for Educators Demonstrate knowledge and dispositions reflective of the standards and requirements delineated in the Georgia Code of Ethics for Educators

GaPSC Rule 505-3-.01 (cont’d.) Provide information to each candidate on professional ethical standards, the Georgia Code of Ethics for Educators, the process for completing a background check, and application procedures for certification and employment Assess candidates’ knowledge of professional ethical standards and the Georgia Code of Ethics for Educators either separately or in conjunction with assessments of dispositions Rule 505-3-.01, paragraph (3) (e) 7.

Draft Tiered Certification

Opportunities Ethics remediation LEAs and in-service educators Customization Pre-service In-service Leaders Other school personnel Use of data

Georgia’s Educator Ethics Assessment Looking for a well-planned sequence of experiences based on the 11 standards in the Ga. Code of Ethics that: Establishes solid knowledge among the educator community (beginning with pre-service teachers and new teachers) of the Code of Ethics and the regulatory, dispositional, and ethical frameworks it represents Elevates behavior and encourages compliant, ethical actions and decisions Promote student safety and welfare Assist teachers with decisions Bear public scrutiny Inspire public confidence JANET – first slide GA asked for our help… For students … and for providers… 38

Recap: Broad Goals of Project Methodology Asynchronous e-learning for training and assessment Courseware and platform built by ETS vendor ETS/GA team to guide, provide expertise, supervise Modular approach to learning JASON’s first slide 39

Theme and Center Point: “The Professional Educator” Approaches Theme and Center Point: “The Professional Educator” Like other professions, with special values, rules, duties, and public responsibilities All of which have to be balanced All of which have to be learned and practiced

Approaches (cont’d.) Tone: Peer-to-peer, professional-to-professional NOT lecture, superior-to-underling High attention to engagement Use video scenarios, storytelling Favor shorter modules Positive modeling

Approaches (cont’d.) Establish and rely on shared and balanced normative values Care for every student – but that’s not the only value Balanced, in part, with firm and detailed approach to regulatory requirements Balancing short- and long-term consequences Explored in collaborative workshop GA very involved, I am working with expertise at ETS – BUT LSO gA team, PPL WHO UNDERSTAD WHAT THESE TEACHERS AND LEARERS NEED UNIQUE BC OF g\innvolvenment of GA STAKEHOLDERS 42

Outline of Modules 1. Introduce Interest: The Professional Educator 2. Introduce Awareness: Overview of the Georgia Professional Educator 3. Introduce Knowledge: The Professional Educator and the Student 4. Introduce Knowledge: The Professional Educator, the School, and the Community 5. Advance Knowledge: The Georgia Professional Educator 6. Experience Knowledge: Ethical Decision Making for the Professional Educator .

Contact Information Email: annemarie.fenton@gapsc.com Phone: 404-232-2654 Skype: annemarie_fenton_2654 44

The Connection: Dispositions and Ethical Behaviors 45

Professional Dispositions Defined Verbal Non-Verbal Attitudes Values Beliefs Students Families Colleagues Communities

Professional Dispositions: The End Goal To support student learning and development.

A Balancing Act: Dispositions & Ethical Behavior Abandoning the conduct for professional services without prior release from contract Committing any act of child abuse (verbal or physical) Establishes Respectful Relationships

A Balancing Act: Dispositions & Ethical Behavior Demonstrates tenacity and self-reliance in pursuit of solutions Submit fraudulent requests or documentation for reimbursement of expenses or for pay (including fraudulent or purchased degrees)

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