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INTRODUCTION TO EARLY CHILDHOOD EDUCATION

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INTRODUCTION TO EARLY CHILDHOOD EDUCATION Powered By Docstoc
					                     Work Ethics
EDU-IECE-4~Students will identify and
   practice professional work ethics.
EDU-IECE-4~Students will identify and practice professional work ethics.
 Identify and use job-related child care terminology.
 Demonstrate effective verbal, nonverbal, written, and electronic
  communication skills to use with children, personnel, and
  parents/guardians of children.
 Demonstrate appropriate business and personal etiquette in the
  workplace.
 Assess one’s attitude and performance.
 Identify and demonstrate the behavior and social skills needed as a role
  model for children.
 Demonstrate knowledge of legal issues and liability as they relate to a
  child care worker.
 Review the NAEYC Code of Ethics.
 Develop a professional resource file.
 Organize and develop community resource information.




ACADEMIC STANDARDS~ELA11LSV1, ELA11C2, NFACS4.6, ELA11W3, SSEF5,
  NFACS4.6
          Essential Questions:

 -What  are values?
 -How do values determine codes?
 -What organizations establish codes?
 -What are the codes of ethics for early
  childhood and Georgia educators?
 -What is expected of ECE professionals?
 -What is NAEYC?
 -What is the difference between values and
  ethics?
         WORK ETHICS VOCABULARY
EDU-IECE-4~Students will identify and practice professional work ethics.

            Child Development Associate (CDA)
                           Ethics
   NAEYC (National Association for the Education of Young
                           Children)
                         Etiquette
                      Professionalism
                           Codes
                      Confidentiality
                      Communication
                         Character
                        Credential
                      Code of Ethics
                        Work Ethics
                          Attitude
                           Values
                                VOCABULARY
   Child Development Associate (CDA) Credential-A national credential that requires
    postsecondary courses in child care education and a minimum number of hours of child care
    experience.
   Ethics-A guiding set of moral principles, either those held personally or those determined
    by a professional organization for its members.
   NAEYC (National Association for the Education of Young Children)- One of the most
    respected professional organizations for people who work with young children.
   Etiquette- the conduct or procedure required by good breeding; observed in social or
    official life
   Professionalism- the conduct, aims, or qualities that characterize or mark a profession or a
    professional person
   Codes- a system of principles or rules
   Confidentiality-The keeping private of sensitive personal information involving other
    people
   Communication-to transmit information, thought, or feeling so that it is satisfactorily
    received or understood
   Character-moral excellence and firmness
   Credential- warranting credit or confidence
   Code of Ethics- a set of guidelines which are designed to set out acceptable behaviors for
    members of a particular group, association, or profession.
   Attitude- Outlook on life
   Values- beliefs, feelings, and ideas about what is important
Goodness is the only investment that
             never fails.

       - Henry David Thoreau

Morality, when vigorously alive, sees
       farther than intellect.

            - J.A. Froude
                    THE MIRACLE WORKER
Which can best provide you with what you want?
                                                                    Dr. Charlie Smart: He will develop your common sense
   Dr. Dorian Grey: A noted plastic surgeon, he can make            and your intelligence to a level in excess of 150 I. Q. It
    you look exactly as you want to look by means of a new           will remain at this level through your lifetime.
    painless technique. (He also uses hormones to alter
    body structures and size!) Your ideal physical                  Rocky Fellah: Wealth will be yours, with guaranteed
    appearance can be a reality                                      schemes for earning millions within weeks.
   Baron Von Barrons: A college placement and job                  Dwight K. DeGawl: This world famed leadership expert
    placement expert.                                                will never be lonely. A life filled with love will be yours.
   The college or job of your choice, in the location of your      Dr. Otto Carengy: You will be well liked by all and will
    choice, will be yours! (He also provides immunity from           never be lonely. A life filled with love will be yours.
    the draft if you wish.)
                                                                    Dr. Claire Voyant: All of your questions about the future
   Jedediah Mehhuselah: Guarantees you long life (to the            will be answered, continually, through the training of this
    age of 200) with your aging process slowed down                  soothsayer.
    proportionately. For example, at the age of 60 you will
    look and feel like 20.                                          Dr. Hinnah Self: Guarantees that you will have “self”
                                                                     knowledge, “self” respect, and “self” confidence. True
   Drs. Masters Johnson and Fanny Hill: Experts in the              “self” assurance will be yours.
    area of sexual relations, they guarantee that you will be
    the perfect male or female, will enjoy sex and will bring       Prof. Val U. Clear: With his help you will always know
    pleasure to others.                                              what you want, and you will be completely clear on all the
                                                                     muddy issues of these confused days.
   Dr. Yin Yang: An organism expert, he will provide you
    with perfect health and protection from physical injury
    throughout your life.                                                                             CHOOSE A SECOND FIVE:
                                                                  VALUED HIGHEST:
   Dr. Knot Not Ginott: An expert in dealing with parents,                                           1.
    he guarantees that you will never have any problems           1.
    with your parents again. They will accept your values                                             2.
    and your behavior. You will be free from control and
                                                                  2.
                                                                                                      3.
    badgering.                                                    3.
                                                                                                      4.
   Stu Denpower: An expert on authority, he will make            4.
    sure that you are never again bothered by the                                                     5.
    authorities. His services will make you immune from all       5.
    control which you consider unfair by the school, the
    police, and the government (the armed force included).       THE FIVE LEAST DESIRABLE:
   “Pop” Larity: He guarantees that you will have the           1.
    friends you want now and in the future. You will find it
    easy to approach those you like and they will find you       2.
    easily approachable.
                                                                 3.
                                                                 4.
                                                                 5.
HUMAN CONTINUUM
   Define the word value
                                             Achievement
   What are values?                         Career         Loyalty
                                             Creativity     Physical
   When you value something, you            Education      Pleasure
    _______________.
                                             Family life    Popularity
 
                                             Forgiveness    Recognition
   Who and what have an influence on
    your values?                             Freedom        Religion
                                             Happiness      Service
   Give 10 examples of material/tangible    Health         Traditions
    values (can be seen or touched)
                                             Honesty        Trustworthiness
 
                                             Integrity      Truth
   Give 10 examples of
    nonmaterial/nontangible values           Intelligence   Wealth
    (cannot be seen or touched)              Justice        Wisdom
                                             Knowledge
     
                                             Love
   The world would be different if people
    did not have values. If people did not
    have values, what differences or
    changes do you think would be visible
    in our day-to-day lives?
 Qualities, characteristic or ideas about which
  we feel very strong.
 Our values affect our decisions, goals and
  behavior.
 They are standards to guide your actions,
  judgments and attitudes.
 They define what is of worth, what is
  beneficial and what is harmful.
 Values come from our homes,
  school, society, friends, TV,
  church, music, books, families,
  culture, etc.
 Different people and things
  influence you at different ages:
    Ages 1-7: Parents
    Ages 8-13: Teachers, Heroes
    Ages 14-20: Peers
    Ages 21+: Your values are
     established, but you may test your
     values from time to time.
 Moral  – What is right or
  wrong; thoughts or codes by
  which to live.
 Aesthetic – Values that
  reflect your feelings about
  what has beauty in nature
  and life. They reveal
  appreciation for the way
  things look, sound, feel,
  taste and smell.
 Material – Values that reflect
  the possessions we own; the
  things on which we spend
  our money.
 Once you have a job, it’s a good idea to still
  think of yourself as the owner of your own
company, Me, Inc. To keep Me, Inc. running,
 you need to please your customers, improve
your skills and build relationships with people
  at work. In other words, you have to be an
 excellent employee with a good work ethic.
 Work  ethic is a set of values based on hard
  work and diligence. It is also a belief in the
  moral benefit of work and its ability to
  enhance character.
 The values of hard work instilled in or held
  by employees. For example, an employee
  with a good work ethic would complete
  projects and other tasks of a high quality,
  and take pride in the quality of his or her
  work.

WHAT WOULD YOU CONSIDER ETHICAL ON A
       JOB? UNETHICAL ON A JOB?
  Work Ethics                                   Productivity
                                                 • Work quickly, accurately and
                                                   efficiently.
                                                 • Strive for productivity, not just
Pride in Work                                      activity.
                                                 • Take the initiative.
 • Know the value of your contribution.
 • Strive to be the best at whatever you do.
                                                Customer Service
                                                 • Treat everyone with respect and
 • View every job as an opportunity to
   make                                            courtesy.
                                                 • View the customer as vitally important.
 Me, Inc. better and more successful.
                                                 • See problems as opportunities to gain
Attendance
                                                   customer loyalty.
 • Be at work on time.
                                                Communication
 • Don’t take days off unless necessary.
                                                 • Communicate often with your
 • Be responsible when you can’t show up.         supervisor, coworkers and other
Integrity                                          customers.
 • Don’t lie, cheat or steal.                   • Be assertive and respectful.

 • Don’t cover for those who do.                • Listen more than you speak.

 • Follow company policies and rules.          Followership
Attitude                                         • Treat your supervisor with respect.

 • Be positive and open to change.              • Follow directions enthusiastically.

 • Take responsibility for your feelings.       • Make your supervisor look good.

 • Focus on giving, not getting.               Be a Good Team Player
Maximum Effort                                   • Be discreet; don’t gossip or backstab.

 • Leave your personal life at home.            • Find the value in everyone’s
                                                   contribution.
 • Avoid too many breaks, calls, emails,
   etc.                                          • Focus on the common good, not
                                                   personal advancement.
 • Volunteer to do more and help others.
                                   Work Excellence




                                                               http://www.cdr.state.tx.us/shared/PDFs/SAW%20Ch3.pdf
Continuous Learning
   • Seek opportunities to learn more.
   • Be open and willing.
   • Ask for help and humbly accept the response.
Problem Solving
   • Follow a proven problem solving process.
   • Involve others in problem solving.
   • Practice and improve your creativity.
Organization
   • Develop and maintain routines.
   • Arrange work space and tools so that you
   know where everything is all the time.
   • Take notes so that you don’t have to
   remember everything.
Time Management
   • Prioritize your tasks.
   • Follow a daily to-do list.
   • Keep track of appointments and work hours.
Appearance
   • Dress appropriately for your job.
   • Use your best manners.
   • Remember that your demeanor reflects on your employer.
  PROFESSIONAL DRESS- FEMALES

                  CORPORATE
                    ATTIRE




BUSINESS CASUAL
PROFESSIONAL DRESS- MALES
                  BUSINESS CASUAL




BUSINESS CASUAL
                  FOR WOMEN
In general, the “business uniform” for women that
                                                                              FOR MEN
would work in most corporate settings:                       In general, the “business uniform” for men that
   • A two-piece, conservative pant- or skirt-suit is       would work in most corporate settings:
    best.
   • Think conservatively and keep your skirt knee-            • A two-piece, conservative suit in a dark or
    length; shorter skirts make it hard to sit gracefully        charcoal gray color
    and risk being a needless distraction for all parties
    concerned.                                                  • A white or blue long-sleeve, button-
   • Stick to closed-toe, moderate-heeled (1”-2”)               down/dress shirt
    shoes.
                                                                • A coordinating necktie with a subtle
   • Avoid boatloads of make-up and extremely long              pattern
    fingernails; nail polish (if worn) should be a neutral
    color and be chip-free.                                     • Dark socks—never white
   • An interview is not the time to show off your
    belly or the girth of your biceps; stay away from           • Dark leather shoes, preferably black tie-
    anything very tight or short.                                up style
   • Wear minimal jewelry/piercings; let the sparkle           • Minimal jewelry/piercings; let the sparkle
    of your personality make you shine!
                                                                 of your personality make you shine!
   • Bring a professional bag/ or a nice portfolio-type
    folder (leather or dark canvas). If you bring a             • Bring a professional bag/briefcase or a
    purse, keep it simple, uncluttered, and coordinated          nice portfolio-type folder (leather or canvas
    with your outfit.
   Avoid Strong Fragrances. That is, skip the perfumes, colognes, and aftershaves. Interviews can
    cause stress that may trigger perspiration, which can magnify scents. In a closed interview
    room, the scent can become overpowering. Of course, wear deodorant or antiperspirant.
   • Think Clean. You want to look pulled-together for your interview. That means clean nails,
    showered, and good breath. Shined shoes and fresh clothes that are crisply ironed are
    extremely important.
   • Test-drive your interview wear. You want to feel comfortable during your interview. It’s a
    good idea to “try out” your interview suit once or twice so you know how you feel in it while
    you’re walking, sitting, and standing. A job interview is not the time for surprises like a gaping
    blouse, a fitted skirt that lets you take only baby steps, or a too-tight collar.
   • Keep any items that scream “Student!” at home! Backpacks, gigantic water bottles, and other
    campus gear at the interview leave you looking uninformed about the professional workplace.
   • Last-minute checks. Of course, you’ll want to arrive for your interview 10 minutes early and
    plan to check in 5 minutes early. This will enable you time to step into a nearby restroom for a
    last-minute check of how you look. You might want to bring a few “emergency” supplies that
    can come in handy at this moment: a tissue, a small breath mint (especially for smokers or
    coffee drinkers), a safety pin, and a small comb. Rinsing your hands under warm water and
    drying them thoroughly right before the interview is a way to avoid the “clammy” handshake.


    Remember, while you want to look professional and neat for your interview, dress for comfort and
confidence, as well. During the interview, you want to concentrate on selling yours skills, abilities, and
                interest in doing the job, not on your clothes! Good luck at the interview!
Using the Clothing: Fabrics
and Construction textbook,
design ten outfits that are
considered to be
professional dress.
         pp. 135-145
Amanda has been caring for four-year-old Jamie for the past six months.
While Jamie is a great kid, when things don’t go his way he gets really angry.
He throws things and can be destructive. It’s getting to the point that
Amanda feels she is ignoring the other children while trying to handle Jamie.
Amanda has been trying to be consistent in her discipline of Jamie, but she’s
starting to wonder if she should ask his parents to find another place for him.
What should Amanda do?

•In your own words, identify what you think is the main concern, issue, or
problem in this situation.

•To whom do you have responsibilities? Whom and what do you have to
consider in making a decision?

•What guidance can you find in this section of the Code of Ethics? What
specific items in the code are helpful in guiding your decision?

•What do you think an early childhood educator should do to best resolve
this situation? What action(s) should you take in resolving this situation?
Acode of ethics is a set of
   guidelines which are
    designed to set out
 acceptable behaviors for
 members of a particular
  group, association, or
        profession.
Question to Ask Yourself   What the Answer Means
 Is it legal?                If it’s against the law, DON’T DO
                               IT. Even if your boss tells you to,
 Would I feel proud           the law may hold you responsible.
  about it?                   If it makes you feel ashamed, if
                               your conscience tells you it’s
 Would I like everyone        wrong, DON’T DO IT.
  to know it?                 If you would not want your
                               supervisor, coworkers, family,
 Would it hurt                friends, neighbors and associates to
                               know about it, DON’T DO IT.
  someone unfairly?           If it unjustly harms a person or an
 What would happen if         organization, either physically,
                               mentally or financially, DON’T DO
  I didn’t decide?             IT.
                              If not deciding could result in
                               harm, DO SOMETHING positive;
                               don’t just wait
Responsibilities to children                     Responsibilities to families
   We shall not harm children                      We shall not deny family members access to
                                                     child’s classroom or program
   We shall care for and educate children
                                                    We shall keep families informed of all aspects of
    in positive emotional and social
                                                     the program
    environments
                                                    We shall involve them in policy, when appropriate
   We shall not participate in practices
                                                    We shall involve the family in significant decisions
    that discriminate against children               affecting their child
   We shall involve all of those with              We shall make every effort to communicate
    relevant knowledge in decisions                  effectively
    concerning a child                              We shall consider shared information
   We shall use appropriate assessment             We shall inform families about nature and purpose
    systems                                          of necessary assessments
   We shall strive to ensure that decisions        We shall keep information confidential
    will be based on multiple sources of            Families will be fully informed
    information                                     We shall not engage in or support exploitation of
   We shall strive to build individual              families
    relationships with each child                   We shall develop written policies for protection of
                                                     confidentiality
   We shall be familiar with risk factors for
    and symptoms of child abuse and                 We shall maintain confidentiality; respect right to
                                                     privacy
    neglect; we shall report such if
    suspected                                       We shall work openly

   We shall report such practices and              We shall be familiar with and refer families to
                                                     community resources
    situations that endanger a child
Co-Workers                              Employers
                                           We shall follow all program
   Recognize the contributions of          policies
    colleagues to our program
                                           We shall speak or act on behalf
   We shall first let inform our co-       of an organization only when
    work of professional behavior           authorized
    and attempt to resolve matter
                                           We shall not violate laws or
   We shall exercise care in               regulations designed to protect
    expressing views regarding              children and shall take
    personal attributes or                  appropriate action when aware
    professional conduct                    of such violations
   We shall not participate in            If we have concern’s about a
    practices that discriminate             colleague’s behavior, we shall
    against a co-worker                     address it with that individual;
                                            we shall report behavior if not
                                            improved
                                           We shall inform administration
                                            when we have a concern about
                                            circumstances or conditions
Responsibilities to Employees
   We shall draw upon education, training, experience, and expertise of
    staff members in decisions concerning children and program
   We shall provide staff members with safe and supportive working
    conditions
   We shall develop and maintain comprehensive written personnel policies
   We shall inform employees whose performance does not meet program
    expectations and assist in improving their performance
   We shall conduct employee dismissals for just cause, in accordance with
    all applicable laws and regulations
   In making evaluations and recommendations, we shall make judgments
    based on fact and relevant to the interests of children and programs
   We shall make decisions based solely on a person’s competence,
    accomplishment, ability, and preparation
   We shall not discriminate
   We shall maintain confidentiality in dealing with issues related to an
    employees job performance and personal issues
   We shall communicate openly and truthfully about the nature and extent of services that we provide
   We shall apply for, accept, and work in positions for which we are personally well-suited and
    professionally qualified
   We shall carefully check references and shall not hire or recommend employment for any person
    unsuited for the position
   We shall be objective and accurate in reporting knowledge upon which we base our program practices
   We shall be knowledgeable about appropriate assessment strategies and interpret results accurately
   We shall be familiar with laws and regulations that serve to protect the children in our programs
   We shall have an ethical responsibility to protect children or inform parents and/or others who can
   We shall not participate in practices that are in violation of laws and regulations that protect children in
    our programs
   We shall report early childhood programs who are violating laws
   We shall disclose the identity of a program that violates or requires its employees to violate this Code
   We shall work to change practices that enact policies that do not benefit children
   We shall report when a program is failing to meet its obligations and be vigilant in our follow-up
   We shall work to improve a child protection agency that fails to provide adequate protection for abused
    or neglected children
    Standard 1: Criminal Acts - An educator should abide by federal, state, and local
    laws and statutes. Unethical conduct includes but is not limited to the commission or
    conviction of a felony or of any crime involving moral turpitude. As used herein,
    conviction includes a finding or verdict of guilty, or a plea of nolo contendere,
    regardless of whether an appeal of the conviction has been sought; a situation
    where first offender treatment without adjudication of guilt pursuant to the charge
    was granted; and a situation where an adjudication of guilt or sentence was
    therwise withheld or not entered on the charge or the charge was otherwise
    disposed of in a similar manner in any jurisdiction.
   Standard 2: Abuse of Students - An educator should always maintain a professional
    relationship with all students, both in and outside the classroom. Unethical conduct
    includes but is not limited to:
   1. committing any act of child abuse, including physical and verbal abuse;
   2. committing any act of cruelty to children or any act of child endangerment;
   3. committing or soliciting any unlawful sexual act;
   4. engaging in harassing behavior on the basis of race, gender, sex, national origin,
    religion or disability;
   5. soliciting, encouraging, or consummating an inappropriate written, verbal, or physical
    relationship with a student; and
   6. furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a
    student to consume alcohol, or illegal/unauthorized drugs.
   Standard 3: Alcohol or Drugs - An educator should refrain
    from the use of alcohol or illegal or unauthorized drugs
    during the course of professional practice. Unethical
    conduct includes but is not limited to:
   1. being on school premises or at a school-related activity
    involving students while under the influence of, possessing,
    using, or consuming illegal or unauthorized drugs; and
   2. being on school premises or at a school-related activity
    involving students while documented as being under the
    influence of, possessing, or consuming alcoholic beverages.
    A school-related activity includes, but is not limited to, any
    activity sponsored by the school or school system (booster
    clubs, parent-teacher organizations, or any activity designed
    to enhance the school curriculum i.e. Foreign Language
    trips, etc).
   Standard 4: Misrepresentation or Falsification - An educator should
    exemplify honesty and integrity in the course of professional practice.
    Unethical conduct includes but is not limited to:
   1. falsifying, misrepresenting, omitting or erroneously reporting
    professional qualifications, criminal history, college or staff development
    credit and/or degrees, academic award, and employment history when
    applying for employment and/or certification or when recommending an
    individual for employment, promotion, or certification;
   2. falsifying, misrepresenting, omitting or erroneously reporting
    information submitted to federal, state, and other governmental
    agencies;
   3. falsifying, misrepresenting, omitting or erroneously reporting
    information regarding the evaluation of students and/or personnel;
   4. falsifying, misrepresenting, omitting or erroneously reporting reasons
    for absences or leaves; and
   5. falsifying, misrepresenting, omitting or erroneously reporting
    information submitted in the course of an official inquiry/investigation.
   Standard 5: Public Funds and Property - An educator
    entrusted with public funds and property should honor
    that trust with a high level of honesty, accuracy, and
    responsibility. Unethical conduct includes but is not
    limited to:
   1. misusing public or school-related funds;
   2. failing to account for funds collected from students or
    parents;
   3. submitting fraudulent requests for reimbursement of
    expenses or for pay;
   4. co-mingling public or school-related funds with personal
    funds or checking accounts; and
   5. using school property without the approval of the local
    board of education/governing board.
   Standard 6: Improper Remunerative Conduct - An educator should
    maintain integrity with students, colleagues, parents, patrons, or
    businesses when accepting gifts, gratuities, favors, and additional
    compensation. Unethical conduct includes but is not limited to:
   1. soliciting students or parents of students to purchase equipment, supplies,
    or services from the educator or to participate in activities that financially
    benefit the educator unless approved by the local board of
    education/governing board;
   2. accepting gifts from vendors or potential vendors for personal use or gain
    where there may be the appearance of a conflict of interest;
   3. tutoring students assigned to the educator for remuneration unless
    approved by the local board of education/governing board or
    superintendent; and
   4. coaching, instructing, promoting athletic camps, summer leagues, etc.
    that involves students in an educator’s school system and from whom the
    educator receives remuneration unless approved by the local board of
    education/governing board or the superintendent. These types of activities
    must be in compliance with all rules and regulations of the Georgia High
    School Association.
   Standard 9: Failure to Make a Required Report - An educator should file reports of a
    breach of one or more of the standards in the Code of Ethics for Educators, child abuse
    (O.C.G.A. §19-7-5), or any other required report. Unethical conduct includes but is not
    limited to:
   1. failure to report all requested information on documents required by the Commission
    when applying for or renewing any certificate with the Commission.
   2. failure to make a required report of a violation of one or more standards of the Code of
    Ethics for educators of which they have personal knowledge as soon as possible but no
    later than ninety (90) days from the date the educator became aware of an alleged breach
    unless the law or local procedures require reporting sooner.
   3. failure to make a required report of any violation of state or federal law soon as
    possible but no later than ninety (90) days from the date the educator became aware of an
    alleged breach unless the law or local procedures require reporting sooner. These reports
    include but are not limited to: murder, voluntary manslaughter, aggravated assault,
    aggravated battery, kidnapping, any sexual offense, any sexual exploitation of a minor,
    any offense involving a controlled substance and any abuse of a child if an educator has
    reasonable cause to believe that a child has been abused.
   Standard 10: Professional Conduct - An educator should demonstrate conduct that
    follows generally recognized professional standards. Unethical conduct is any conduct
    that impairs the certificate holder’s ability to function professionally in his or her
    employment position or a pattern of behavior or conduct that is detrimental to the
    health, welfare, discipline, or morals of students.
Disciplinary Action
   The Professional Standards Commission is authorized to suspend, revoke, or deny
    certificates, to issue a reprimand or warning, or to monitor the educator’s conduct and
    performance after an investigation is held and notice and opportunity for a hearing are
    provided to the certificate holder. Any of the following grounds shall be considered cause
    for disciplinary action against the holder of a certificate:
   1. unethical conduct as outlined in The Code of Ethics for Educators, Standards 1-10
   2. disciplinary action against a certificate in another state on grounds consistent with
    those specified in the Code of Ethics for Educators, Standards 1-10 (PSC Rule 505-6-.01);
   3. order from a court of competent jurisdiction or a request from the Department of
    Human Resources that the certificate should be suspended or the application for
    certification should be denied for non-payment of child support
   4. notification from the Georgia Higher Education Assistance Corporation that the
    educator is in default and not in satisfactory repayment status on a student loan
    guaranteed by the Georgia Higher Education Assistance Corporation (O.C.G.A. §20-3-295);
   5. suspension or revocation of any professional license or certificate
   6. violation of any other laws and rules applicable to the profession (
   7. any other good and sufficient cause that renders an educator unfit for employment as
    an educator.
   An individual whose certificate has been revoked, denied, or suspended may not serve as
    a volunteer or be employed as an educator, paraprofessional, aide, substitute teacher or
    in any other position during the period of his or her revocation, suspension or denial for a
    violation of The Code of Ethics.
               GEORGIA
             DEPARTMENT
NAEYC             OF
              EDUCATION


  STATEMENT OF COMMITMENT
 CODE OF ETHICS BROCHURE
                          Utilizing the following sites:
                         http://departments.weber.edu/chfam/2610/
                                         code.pdf
                           *RESPONSIBILITY TO FAMILY, CHILDREN,
                                        COMMUNITY

                         http://www.naeyc.org/files/naeyc/file/positi
                                     ons/PSETH05.pdf

                         http://www.gapsc.com/Rules/Current/Ethics
                                      /505-6-.01.pdf

Design a brochure that          OUTLINE EACH STANDARD (10)
outlines the Georgia
Code of Ethics and the
NAEYC Code of Ethics.
You will be broken up into 4 groups of at least 6 students. Half of
the class will be assigned one case and the other half another.

There are three parts to this Process:
 Research, Reenactment Production, and Reenactment
   Performance
The first part is the research period. Everyone will be a researcher
   for this period.
Each one of you will be assigned a different role in this research and
   will address your research to the role you are playing. The roles
   are: Judge, Lawyer, Juror, Bailiff, Court Reporter, Defendant,
   Witness.
Go to the following site to research your role:
http://projects.edtech.sandi.net/kearny/trial/index.htm
http://www.schoolnet.org.za/PILP/themes/trainer_offline/waw/amistad/index.htm

                        See video “Going to Court”
          http://www.videojug.com/interview/courtroom-jargon-2
During the preparation days before
                                        During the preparation days before
the trial, lawyers should be:
                                        the trial, witnesses should be:
   Developing a solid argument for
    trial                                  Developing a statement
       Finding evidence and               Helping team to develop a solid
        witnesses to support the case       case
   Developing questions for the               Finding evidence and
    witnesses                                   witnesses to support the case

   Developing an opening and              Working on a close reading of the
    closing argument                        scenario so as to stay in
                                            character on the stand
   Working on the team outline of
    your case                              Working on the team outline of
                                            your case
   Practicing interrogation with the
    witnesses                              Practicing interrogation with the
                                            lawyers
   Prepare cross-examinations for
    the opposition’s witnesses
   During a two-day school-sponsored conference,
    Ms. Appleton, a Pre-K teacher, decided to visit
    the hotel bar after completing her trainings for
    the day. She is dressed very provocative. She
    orders a drink at the bar and as she is seated
    there, she notices the mother of one of her
    students from her class whom she has had
    several verbal run-ins with. Ms Appleton
    discreetly leaves the bar. On Monday morning,
    unbeknownst to the teacher, the parent has
    gone to the principal to report this incident. Ms.
    Appleton is called in and suspended until further
    investigation citing that she violated Standards 3
    and 10 of the Educator Code of Ethics.
   During a basketball game, two students get in a
    heated argument that leads to a physical
    altercation. Mr. Pachino, teacher and assistant
    coach, along with another teacher, pull the students
    apart. As Mr. Pachino is holding the student, he
    begins to complain about a pain in his arm. The
    students are escorted out of the gym by security. On
    Monday morning, Mr. Pachino is greeted by the
    principal who informs him that one of the boys
    parents has filed charges against him for assault. It
    appears that while Mr. Pachino was restraining the
    young man, he broke his arm. The student also stated
    that he had knowledge that Mr. Pacino had been
    charged from a previous school for extreme force on
    a student. Throughout the duration of the
    investigation, Mr. Pachino lost his job. He violated
    Standards 1 and 2 of the Code of Ethics.
              RESOURCES

http://betterkidcare.psu.edu/AngelUnits/OneHour/
    EthicsToChild/EthicsToChildLessonA.html

   http://www.teachersfirst.com/webquest.cfm
                 (WebQuests)

				
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