Ethics in Iowa EducationEthics in Iowa Education

The Board of Educational Examiners provides leadership in practitioner licensure, and oversight of practitioner rights, responsibilities, practices, and

ethics.

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.

1.1. Code of Conduct & Ethics.Code of Conduct & Ethics.2.2. Code of Rights & Responsibilities.Code of Rights & Responsibilities.3.3. Role of the Board of Educational Role of the Board of Educational

Examiners (BOEE).Examiners (BOEE).

At the end of this presentation, participants will understand the following content:

• Iowa Department of EducationIowa Department of Education• Board of Educational ExaminersBoard of Educational Examiners• Chapter 26: Rights & Chapter 26: Rights & ResponsibilitiesResponsibilities

• Chapter 25: Conduct & EthicsChapter 25: Conduct & Ethics• Case StudiesCase Studies• CautionsCautions

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

Harry and Rosemary WongHarry and Rosemary Wong

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

ProfessionProfession EntranceEntrance LicensureLicensure StandardsStandards Continuing Continuing EducationEducation

Governing Governing BodyBody

LawLaw LSATLSAT State Bar State Bar ExamExam

Canon of Canon of EthicsEthics

CLECLE State State Supreme Supreme CourtCourt

MedicineMedicine MCATMCAT State State Board Board ExamsExams

State CodeState Code CMECME Board of Board of Medical Medical ExaminersExaminers

EducationEducation

(Iowa)(Iowa)

Entrance Entrance ExamExam(C-Base, (C-Base, PRAXIS-I, PRAXIS-I, or CAPP)or CAPP)

BA or BSBA or BS(Initial (Initial license)license)

Comp Comp EvaluationEvaluation(Standard (Standard license)license)

Code of Code of Conduct & Conduct & EthicsEthics

Staff Dev or Staff Dev or College College credits credits (Grad or (Grad or Undergrad)Undergrad)

Board of Board of Educational Educational ExaminersExaminers

Initial, standard, master educatorInitial, standard, master educator Administrative licensureAdministrative licensure Evaluator approval Evaluator approval Substitute licenseSubstitute license Other certificationOther certification

◦ Substitute authorizationSubstitute authorization◦ Coaching authorization Coaching authorization ◦ Para-educator certificationPara-educator certification

Educators can renew their licenses through Educators can renew their licenses through college credit and approved licensure college credit and approved licensure

renewal activities provided by AEAs, SAI, renewal activities provided by AEAs, SAI, ISEA, and approved districts.ISEA, and approved districts.

Iowa Administrative CodeIowa Administrative CodeChapter 26Chapter 26

Right to be Right to be licensed & endorsedlicensed & endorsed Right to Right to refuse assignmentsrefuse assignments for which for which

the educator is not legally authorizedthe educator is not legally authorized Right to Right to exercise professional exercise professional

judgmentjudgment in teaching methods & in teaching methods & instructional materialsinstructional materials

After completing an undergraduate After completing an undergraduate program, being program, being recommendedrecommended by a by a university or college, and passing a university or college, and passing a background check, a teacher has the right background check, a teacher has the right to be licensed.to be licensed.

Example:Example: In addition to passing all In addition to passing all required classes, each teacher needs a required classes, each teacher needs a positive recommendation concerning positive recommendation concerning teaching ability to receive an initial license.teaching ability to receive an initial license.

A teacher who is teaching outside his or her A teacher who is teaching outside his or her licensure is subject to a fine and licensure is subject to a fine and disciplinary action.disciplinary action.

Example:Example: A high school English teacher A high school English teacher must hold a secondary license and a must hold a secondary license and a journalism endorsement to teach journalism endorsement to teach journalism.journalism.

Depending upon a school’s needs, a Depending upon a school’s needs, a teacher may be asked to seek a conditional teacher may be asked to seek a conditional license by completing additional license by completing additional coursework.coursework.

ExampleExample: A chemistry teacher may be : A chemistry teacher may be asked to complete a coursework for a asked to complete a coursework for a biology endorsement.biology endorsement.

Subject to local board/administrator Subject to local board/administrator authorityauthority, teachers may evaluate, select, , teachers may evaluate, select, and use teaching methods appropriate to and use teaching methods appropriate to student needs, abilities, and backgrounds. student needs, abilities, and backgrounds. However, teacher judgment must align with However, teacher judgment must align with district goals and initiativesdistrict goals and initiatives

Example:Example: In teaching social studies content, In teaching social studies content, one teacher may ask students to role play one teacher may ask students to role play while another may assign reports.while another may assign reports.

Iowa Administrative CodeIowa Administrative CodeChapter 25Chapter 25

Standard I: Conviction of crimes, sexual or Standard I: Conviction of crimes, sexual or other immoral conduct with or toward a other immoral conduct with or toward a student, and child and dependent adult student, and child and dependent adult abuseabuse

Standard II: Alcohol or drug abuseStandard II: Alcohol or drug abuse

Standard III: Misrepresentation, falsification Standard III: Misrepresentation, falsification of informationof information

Standard IV: Misuse of public funds and Standard IV: Misuse of public funds and propertyproperty

Standard V: Violations of contractual Standard V: Violations of contractual obligationsobligations

Standard VI: Unethical practice toward Standard VI: Unethical practice toward other members of the profession, parents, other members of the profession, parents, students, and the communitystudents, and the community

Standard VII: Compliance with state law Standard VII: Compliance with state law governing student loan obligationsgoverning student loan obligations

Standard VIII: IncompetenceStandard VIII: Incompetence

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

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

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

What standards did these practitioners What standards did these practitioners violate?violate?How could these situations have been How could these situations have been avoided?avoided?

Please read the remaining case studies and Please read the remaining case studies and consider your responses to the questions consider your responses to the questions above as you view the remaining case above as you view the remaining case studies.studies.

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

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

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

College Credit/Renewal Options,

Future Opportunities,

Questions

Connected to:Connected to:Evaluator Approval trainingEvaluator Approval trainingBeginning teacher evaluationBeginning teacher evaluationExperienced teacher evaluationExperienced teacher evaluation Induction / MentoringInduction / MentoringProfessional developmentProfessional developmentProfessional conversationsProfessional conversations

a.a. Provides evidence of student learning to students, families Provides evidence of student learning to students, families and staffand staff

b.b. Implements strategies supporting student, building, and Implements strategies supporting student, building, and district goalsdistrict goals

c.c. Uses student performance data as a guide for decision Uses student performance data as a guide for decision makingmaking

d.d. Accepts and demonstrates responsibility for creating a Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every classroom culture that supports the learning of every studentstudent

e.e. Creates an environment of mutual respect, rapport, and Creates an environment of mutual respect, rapport, and fairnessfairness

f.f. Participates in and contributes to a school culture that Participates in and contributes to a school culture that focuses on improved student learning.focuses on improved student learning.

g.g. Communicates with students, families, colleagues, and Communicates with students, families, colleagues, and communities effectively and accuratelycommunities effectively and accurately

a.a. Understands and uses key concepts, underlying Understands and uses key concepts, underlying themes, relationships, and different perspectives themes, relationships, and different perspectives related to the content area.related to the content area.

b.b. Uses knowledge of student development to Uses knowledge of student development to make learning experiences in the content area make learning experiences in the content area meaningful and accessible for every student.meaningful and accessible for every student.

c.c. Relates ideas and information within and across Relates ideas and information within and across content areascontent areas

d.d. Understands and uses instructional strategies Understands and uses instructional strategies that are appropriate to the content areathat are appropriate to the content area

a.a. Uses student achievement data, local standards, Uses student achievement data, local standards, and the district curriculum in planning for and the district curriculum in planning for instructioninstruction

b.b. Sets and communicates high expectations for Sets and communicates high expectations for social, behavioral, and academic success of all social, behavioral, and academic success of all studentsstudents

c.c. Uses student’s developmental needs, Uses student’s developmental needs, backgrounds, and interests in planning for backgrounds, and interests in planning for instructioninstruction

d.d. Selects strategies to engage all student in Selects strategies to engage all student in learning.learning.

e.e. Uses available resources, including Uses available resources, including technologies, in the development and technologies, in the development and sequencing of instruction.sequencing of instruction.

a.a. Aligns classroom instruction with local standards Aligns classroom instruction with local standards and district curriculumand district curriculum

b.b. Uses research-based instructional strategies Uses research-based instructional strategies that address the full range of cognitive levelsthat address the full range of cognitive levels

c.c. Demonstrates flexibility and responsiveness in Demonstrates flexibility and responsiveness in adjusting instruction to meet student needsadjusting instruction to meet student needs

d.d. Engages students in varied experiences that Engages students in varied experiences that meet diverse needs and promote social, meet diverse needs and promote social, emotional, and academic growthemotional, and academic growth

e.e. Connects students’ prior knowledge, life Connects students’ prior knowledge, life experiences, and interests in the instructional experiences, and interests in the instructional processprocess

f.f. Uses available resources, including Uses available resources, including technologies, in the delivery of instructiontechnologies, in the delivery of instruction

a.a. Aligns classroom assessment with instructionAligns classroom assessment with instructionb.b. Communicates assessment criteria and Communicates assessment criteria and

standards to all students and parentsstandards to all students and parentsc.c. Understands and uses the results of multiple Understands and uses the results of multiple

assessments to guide planning and instructionassessments to guide planning and instructiond.d. Guides students in goal setting and assessing Guides students in goal setting and assessing

their own learningtheir own learninge.e. Provides substantive, timely and constructive Provides substantive, timely and constructive

feedback to students and parentsfeedback to students and parentsf.f. Works with other staff and building and district Works with other staff and building and district

leadership in analysis of student progressleadership in analysis of student progress

a.a. Creates a learning community that encourages Creates a learning community that encourages positive social interaction, active engagement, positive social interaction, active engagement, and self-regulation for every studentand self-regulation for every student

b.b. Establishes, communicates, models, and Establishes, communicates, models, and maintains standards of responsible student maintains standards of responsible student behaviorbehavior

c.c. Develops and implements classroom procedures Develops and implements classroom procedures and routines that support high expectation for and routines that support high expectation for student learningstudent learning

d.d. Uses instructional time effectively to maximize Uses instructional time effectively to maximize student achievementstudent achievement

e.e. Creates a safe and purposeful learning Creates a safe and purposeful learning environmentenvironment

a.a. Demonstrates habits and skills of continuous Demonstrates habits and skills of continuous inquiry and learninginquiry and learning

b.b. Works collaboratively to improve professional Works collaboratively to improve professional practice and student learningpractice and student learning

c.c. Applies research, knowledge, and skills from Applies research, knowledge, and skills from professional development opportunities to professional development opportunities to improve practice.improve practice.

d.d. Establishes and implements professional Establishes and implements professional development plans based upon the teacher’s development plans based upon the teacher’s needs aligned to the ITS and district/building needs aligned to the ITS and district/building student achievement goalsstudent achievement goals

a.a. Contributes to efforts to achieve district and Contributes to efforts to achieve district and building goalsbuilding goals

b.b. Demonstrates an understanding of and respect Demonstrates an understanding of and respect for all learners and stafffor all learners and staff

c.c. Collaborates with students, families, colleagues, Collaborates with students, families, colleagues, and communities to enhance student learningand communities to enhance student learning

d.d. Adheres to board policies, district procedures, Adheres to board policies, district procedures, and contractual obligationsand contractual obligations

e.e. Demonstrates professional and ethical conduct as Demonstrates professional and ethical conduct as defined by state law and district policydefined by state law and district policy

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

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.

Journey toExcellence

Iowa Training Model for Mentors of Beginning

Educators

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.

Equity

Cultural Sensitivity

High Expectations

Developmental Appropriateness

Accommodating Individual Needs

Appropriate Use of Technology

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

Marlin Jeffers, Educational Consultant Northwest Area Education Agency 1520 Morningside Ave. Sioux City, IA 51106 712-222-6038 mjeffers@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.us