PROFESSIONAL DEVELOPMENT
and
PROFESSIONAL RESPONSIBILITY
Rowan University
Alternate Route Program
Dr. Walter C. Quint
Instructor Introduction
• Professional Background
• I am not a “radio personality”
Structure of this Seminar
• Introduction
• Four Instructional Modules
– Module 1: The Standards
– Module 2: Commitment to the Students
– Module 3: Commitment to the Profession
– Module 4: Commitment to Professional Growth
• Assignments
References
Blank, Helen D. "Speaking of Ethics." NJEA Review (April 2003): 18-20.
Fimian, Michael J. Teacher Stress Inventory. Brandon, VT: Clinical Psychology Co., Inc., 1988.
Jorgensen, Donna W., and Frank J. Orlando, Eds. Improving Teaching and Learning -Seminars for Alternate Route Teachers. New York: Houghton Mifflin
Company, 2005.
Kronowitz, Ellen L. The Teacher's Guide to Success. Boston: Pearson/Allyn and Bacon, 2008.
Levy, Lynne C., and Frank J. Orlando, Eds. Transition to Teaching in New Jersey. 3rd ed. Boston: Houghton Mifflin Company, 2004.
Levy, Lynne C., Frank J. Orlando, Eds. New Jersey Alternate Route Teacher's Handbook. Boston: Pearson Custom, 2008.
Orlando, Frank J., Lynne C. Levy, and Ronald K. Butcher, Eds. Techniques, Topics and Tips for Teachers. Boston: Pearson Custom, 2006.
Orlando, Frank J., Joseph J. Pizzillo, and Ronald K. Butcher, Eds. Contemporary Issues in Education Policy and Practice. 2nd ed. New York: Houghton Mifflin
Company, 2004.
Orlando, Frank J., Ronald K. Butcher, and Lynne C. Levy, Eds. Becoming a Teacher in New Jersey. Boston: Pearson Custom, 2007.
Putman, Joyce, and J. Bruce Burke. Organizing and Managing Classroom Learning Communities. 3rd ed. Boston: McGraw Hill, 2006.
Quint, Mark S. The Loss of Ethics in America: The Causes and Possible Solutions. Rep. 2003.
Quint, Walter C. "Ethics in Education." Rowan University Institute for Principals. Rowan University, Glassboro, NJ. 22 July 2003.
Quint, Walter C. "Culture and Politics of Schools." New Jersey Provisional Teacher Program. Gloucester Catholic High School, Gloucester City, NJ. 2008.
Quint, Walter C. "Teaching in Learning Communities." Teaching in Learning Communities Course. Rowan University, Glassboro, NJ. 2007.
Quint, Walter C. "Working With Parents." New Jersey Provisional Teacher Program. Educational Information and Resources Center, Sewell, NJ. 2008.
Quint, Walter C. Program Curriculum: New Jersey Provisional Teacher Program. Ed. Frank J. Orlando and Lynne C. Levy. Southern Regional Training Center Glassboro, NJ
2006.
What Every Special Educator Must Know: Ethics, Standards, and Guidelines for Special Educators. 5th ed. Upper Saddle River, NJ: Pearson Merrill Prentice Hall, 2003.
Naïve !!!!
Prospective and novice
teachers are often naïve about
the pressures that will face
them. This can cause a less
than perfect career decision
and hamper long term success.
Teaching is Demanding
Teachers must have many skill sets and
knowledge bases:
– Knowledge of content
– Knowledge of materials
– Classroom management skills
– Planning skills
– Knowledge of child development
– Human relations skills
– Instructional skills
Teaching is Stressful
• Stress is related to the number of decisions that you make.
Teachers make many, many decisions – most are made on the spot.
• Teachers experience stress because of:
–
–
–
–
–
–
–
–
Work overload.
Rigid and constant timelines and due dates.
Unexpected schedule changes.
Lack of direct feedback on job performance/accomplishment.
Long hours of direct interaction with students.
Occupational tedium.
Ambiguity.
Conflict.
• Stress can lead to emotional exhaustion and, in turn, burnout.
Isolation and Autonomy
• Classroom teachers work in isolation from other
adults but under the gaze of their students and,
in turn, their parents.
• Teachers have a high degree of autonomy and
freedom from direct supervision. On the other
hand, they receive little feedback about their
professional skills.
• Within the isolation, teachers have considerable
discretion and autonomy.
Teaching is Unique
• Education is compulsory
• Clients are children
• Public profession done under the gaze of
students (and, second handedly parents)
• Security of tenure
• As a result, teachers are held to very high
standards.
PROFESSIONAL DEVELOPMENT
and
PROFESSIONAL RESPONSIBILITY
Module 1: The Standards
Rowan University
Alternate Route Program
Dr. Walter C. Quint
Objectives
Participants will be able to:
•
Explain that teachers are held to high standards for professional development as well as
professional responsibility.
•
Compare and contrast the professional standards and codes of ethics for teachers developed by
various organizations and agencies in terms of:
–
–
–
Commitment to the students.
Commitment to the profession.
Commitment to professional growth.
•
Discuss the standards in terms of the required knowledge, dispositions and performances for
professional teachers.
•
After reviewing the Board of Education policy manual, student and faculty handbooks, conduct a
discussion with the principal for the purpose of comparing and contrasting the a code of
ethics/conduct for:
–
–
–
–
Board of Education Members
Administrators
Teachers
Students
Standards for the Profession
New Jersey Department of Education
• Standard 10 – Professional Development
• Standard 11 – Professional Responsibility
• Each Standard outlines indicators for:
– Knowledge
– Dispositions
– Performance
National Board of Professional Teaching Standards
• Five Propositions
Professional Organizations
• National Education Association Code of Ethics
–
–
Commitment to the Students
Commitment to the Profession
New Jersey Standard 10:
Professional Development
Teachers shall participate as active,
responsible members of the professional
community, engaging in a wide range of
reflective practices, pursuing
opportunities to grow professionally and
establishing collegial relationships to
enhance the teaching and learning
process.
Standard 10 - Knowledge
Teachers know and understand how education
research and other methods of inquiry can be
used as a means for continuous learning, selfassessment and development.
Standard 10 - Dispositions
Teachers value and are committed to:
• Refining practices that address the needs of
all students and the school community.
• Professional reflection, assessment and learning
as an ongoing process.
• Collaboration with colleagues to give and receive
help.
Standard 10 - Performances
Teachers engage in activities to:
• Use reflective practice and the Professional
Development Standards to set goals for their
professional development plans.
• Make the entire school a productive learning climate
through participation in collegial activities.
• Learn through professional education organizations.
New Jersey Standard 11:
Professional Responsibility
Teachers shall act in accordance with legal and
ethical responsibilities and shall use integrity
and fairness to promote the success of all
students.
Standard 11 - Knowledge
Teachers know and understand:
•Their professional responsibilities as reflected in
constitutional provisions, statutes, regulations,
policies, and collective negotiations agreement.
•Strategies to foster professional and productive
relationships with students and colleagues.
Standard 11 - Dispositions
Teachers value and are committed to:
• Recognizing that an educator’s actions reflect on the status and substance
of the profession.
• Upholding the highest standards of professional competence both as a
practitioner as well as an employee vested with the public trust.
• Recognizing , upholding and respecting the dignity and worth of students
as individual human beings, and therefore dealing with them justly and
considerately.
• Recognizing their obligation to the profession of teaching and not
engaging in any conduct contrary to sound professional practice and/or
applicable statutes, regulations and policy.
Standard 11 - Performances
Teachers engage in activities to:
• Promote aspects of students’ well-being by exercising the highest level of
professional judgment, and working cooperatively and productively with
colleagues and parents to provide a safe, healthy, and emotionally
protective learning environment.
• Maintain the confidentiality of information concerning students obtained
in the proper course of the educational process and dispense such
information only when prescribed or directed by federal and/or state
statutes or accepted professional practice.
• Maintain professional relationships with students and colleagues.
• Provide access to various points of view without deliberate distortion of
subject matter.
• Foster and maintain a school environment which protects students from
sexually, physically, verbally, or emotionally harassing behavior by
recognizing, understanding, and conducting themselves in a sound and
professionally responsible manner.
National Board of Professional
Teaching Standards
Five propositions:
• Teachers are committed to students and their
learning.
• Teachers know the subjects they teach and how
to teach these subjects to students.
• Teachers are responsible for managing and
monitoring student learning.
• Teachers think systematically about their practice
and learn from experience.
• Teachers are members of learning communities.
National Education Association
Code of Ethics
Based on two principles:
• Commitment to the Student
• Commitment to the Profession
Note: A code of ethics for teachers exists but
is not policed by a professional organization
as is the case in other professions.
PROFESSIONAL DEVELOPMENT
and
PROFESSIONAL RESPONSIBILITY
Module 2: Commitment to Students
Rowan University
Alternate Route Program
Dr. Walter C. Quint
Objectives
Participants will be able to:
• Explain at least seven fundamental concepts
of fostering positive relationship with the
parents of their students.
• Explain their commitment to students in
terms of being a role model, reporting child
abuse and neglect, supervision, corporal
punishment, and confidentiality.
Commitment to the Student
Teachers strive to help each student realize his
or her potential as a worthy and effective
member of society. The educator therefore
works to stimulate the spirit of inquiry, the
acquisition of knowledge and understanding,
and the thoughtful formation of worthy goals.
Commitment to the Students
In fulfillment of the obligation to the student, the educator :
• Shall not unreasonably restrain the student from independent action in pursuit of
learning.
• Shall not unreasonably deny the student’s access to varying points of view.
• Shall not deliberately suppress or distort subject matter relevant to the student's
progress.
• Shall make reasonable effort to protect the student from conditions harmful to learning
or to health and safety.
• Shall not intentionally expose the students to embarrassment or disparagement.
• Shall not on the basis of race, color, creed, gender, national origin, marital status,
political or religious beliefs, family, social or cultural background or sexual orientation,
unfairly:
– Exclude any student from participation in any program.
– Deny benefits to any student.
– Grant any advantage to any student.
• Shall not use professional relationships with students for private advantage.
• Shall not disclose information about students obtained in the course of professional
service unless disclosure serves a compelling professional purpose or is required by
law.
Teachers are Role Models
• Over the past few decades, a study of 12,000
high school students found that 43% of them
believe that a person has to lie or cheat
sometimes in order to succeed!
• Teachers are (and must be) role-models for
their students.
Working with Students
• Be a role model for your students by volunteering.
• Use discretion when sharing personal information with
students (and colleagues).
• Students value teachers who are firm but fair.
• Treat all students the same.
• Confidentiality with student information is critical.
• Err on the side of caution when working with students.
• Ask yourself, “If this was my child, how would I want
them treated?”
Working with Parents
Why Are Parent Conferences/Contacts Important?
In the Past, teachers:
• Grew up in the community, went to college, and then returned home to teach.
• Almost always lived in the community where they taught.
– As a result, parents and teachers knew each other.
Today:
• This shared background and experience is not as frequent.
• School districts are large consolidated institutions.
• Mobility is high for both parents and teacher.
– As a result, teachers must learn to know the parents and community.
• Contact parents early in the process so that they can help.
• Have specific goals and actions for both you and the parent to do in order
to help the child.
– “I don’t know what to do” is never a good start for a
parent contact!
Working with Parents
Fundamental Concepts
You teach one of the children but there is
more going on in the family than just that
child’s performance in your class.
•
•
•
•
Parents are their children's first teachers.
Parents have the right to have a voice in their children’s education.
Parents want a teacher who cares about their children.
Parents want a teacher who is empathetic, optimistic and
approachable.
• Parents are frequently anxious about working with the
teacher/school.
• Parents are frequently defensive when it comes to their children.
• Each child is a treasure to the parents.
Working with Parents
Helping Parents Participate
• Listen – Listen – Listen !!!
• Assume all parents are good parents who want the best for their children.
• Ask the parents for additional information.
– Parents view teachers as authority figures and may be uncomfortable
expressing their own ideas.
– Be pleasant and welcoming.
• Don’t use education “jargon.”
• Communicate optimism about their child.
– Most communications between teachers and parents are negative.
– Teachers must go out of their way to make positive contacts.
Working with Parents
• Join the PTA and help with parent activities.
• It is your job to establish the relationship with
parents.
ALWAYS
return calls to parents
PROMPTLY
Working with Parents
Conference Skills
Conference Skills:
• Respect the parents point of view.
• See the situation from the parents perspective.
• Honor the parent’s perspective.
• Communicate openness to a collaborative solution.
Be An Active Listener:
• Let the parents talk.
• Convey the attitude that the conference is an essential part of the child’s
education.
• Don’t let your mind drift.
• Allow enough time (at the parent’s convenience).
• Don’t prejudge the parent’s intent.
• Take notes.
• Be careful with eye contact, facial gestures, body language, and voice tone.
Follow-Up:
• Be certain to follow-up on commitments made during the conference.
Child Abuse and Neglect
• As school officials, teachers are required by law
to report suspected child abuse or neglect.
– This includes physical, emotional, and sexual abuse as
well as neglect and exploitation of children.
• Most school districts appoint a liaison to work
with the Division of Youth and Family Services.
– Consult with the liaison, the school nurse, guidance
counselor or principal before reporting suspected
abuse and neglect.
– Use caution and sensitivity.
– Always error on the side of the child.
Supervision of Students
• Teachers must carefully supervise students at all
times in order to maintain their safety and wellbeing.
– During the school day
– At school activities
• Do not leave students unattended or
unsupervised.
• Maintain a safe learning environment and be
certain to warn students of potentially dangerous
situations.
Corporal Punishment
• In the vast majority of cases corporal
punishment is not allowable or appropriate.
• Don’t touch a student unless it is required:
– for self-defense.
– to protect other people from harm.
• Even in these situations use caution.
Confidentiality
• Teachers are held to a high standard when it
comes to maintaining confidentiality of
student records including:
– IEPs
– 504 Plans
– Health and medical records
– Educational information
Confidentiality
• In some cases, students will share information
with teaches but request that it remain
confidential.
• Be cautious about making such promises.
– You have a legal obligation to report child abuse
and neglect.
– You have the obligation to protect the safety of
others.
If This Was My Child
• A good barometer for a teacher to follow
when making a decision about a student is to
ask,
“If this student was my child, how would I
handle this situation?”
PROFESSIONAL DEVELOPMENT
and
PROFESSIONAL RESPONSIBILITY
Module 3: Commitment to the Profession
Rowan University
Alternate Route Program
Dr. Walter C. Quint
Objectives
Participants will be able to:
• Outline at least five procedure and/or norms that your
colleague feels are essential for you to know.
• Explain how they can contribute formation and
maintenance of the school’s learning community.
• Explain the role of the New Jersey Department of
Education, local Board of Education, administration, and
employee union’s in the governance of a school district.
Commitment to the Profession
• Teachers are vested by the public with a trust and
responsibility requiring the highest ideals of
professional service.
• Because teachers directly influence the nation
and its citizens, they must:
– Exert effort to raise professional standards.
– Encourage the exercise of professional judgment.
– Attract persons worthy of this trust into the
profession.
– Assist in preventing unqualified persons from entering
the profession.
Commitment to the Profession
In fulfillment of the obligation to the profession, educators:
• Shall not in an application for professional position deliberately make a false
statement or fail to disclose a material fact related to competency and
qualifications.
• Shall not misrepresent his/her professional qualifications.
• Shall not assist any entry into the profession of a person known to be unqualified
in respect to character, education, or other relevant attribute.
• Shall not knowingly make a false statement concerning the qualifications of a
candidate for a professional position.
• Shall not assist a noneducator in the unauthorized practice of teaching.
• Shall not disclose information about colleagues obtained in the course of
professional service unless disclosure serves a compelling professional purpose or
is required by law.
• Shall not knowingly make false or malicious statements about a colleague.
• Shall not accept any gratuity, gift, or favor that might impair or appear to
influence professional decisions or actions.
Learning Communities
It Takes a Village to Educate a Child
Teachers don’t just work with
students, they are members of an
occupational working group.
Propensities
of
Learning Community Members
•
•
•
•
•
•
•
Identify Common Needs and Purposes
– Seeing connections between individual and group needs.
See Peers as Colleagues
– Seeing peers as resources of experience, skill and knowledge.
Seek Self-Actualization and Group Actualization
– Seeing problems as opportunities to grow individually and as a
community.
Recognize Other Groups as Similar
– Seeing other groups as more similar than different.
Reflect on Past Actions
– Seeing mismatches between what we thought would happen and what
happened.
– Seeing the mismatch as a natural part of taking risks.
Receive Help and Give Help
– Seeing giving and receiving help as positive rather than a stigma or
weakness.
Celebrate Accomplishments
– Seeing celebrations as a way to solidify the community.
– Great goofs and great successes.
Propensities
of
Learning Community Teachers
• Instructional Leadership
– Assumes that teachers and students are part of the same community.
– Not the factory model.
• Developmental Perspective
– Assumes that everyone in a community is somewhere on a continuum
of personal development and no one is a finished product.
• Cooperative Disposition
– Assumes that people like to cooperate.
• Reflective Orientation
– Assumes that knowledge is a social function.
– What we think we know becomes knowledge when we test it in public
and receive critical feedback.
– Requires the teacher to state publicly the plan and goals of instruction.
School Governance
• New Jersey has adopted both statutes and regulations to govern P12 education in the State.
• Local Boards of Education adopt policies to provide direction to the
school administration and staff.
• In many cases, standard operating procedures are developed in
order to clarify how policies are to be implemented.
• Frequently, the New Jersey Department of Education actually
mandates that local Boards of Education have specific policies.
• As a service to local Boards of Education, the New Jersey School
Boards Association creates model policies for school districts to
modify and adopt.
• At the building level, principals and their staff develop norms,
procedures, and routines for their school.
• Don’t confuse these building level procedures with Board of
Education policy.
Be Part of the Professional Team
•
Professional growth and responsibility:
– Join and be active in professional organizations
• Subject-Matter organizations
• Honorary organizations
– Join and be active in the education association/union. This organization provides many
services including:
• Collective bargaining
• Explanation of duties/responsibilities
• Legal council/representation
• In-service training
•
Serve on committees that interest and/or affect you.
– Administrative
– Union
•
Professional Growth
–
–
–
–
Take course
Participate in workshops
Attend conferences
Present workshops at conferences
Cautions for the New Teacher
• Do not volunteer for committees that will
jeopardize your relationship with the
administration (i.e., contract disputes)
• Don’t get in over your head. Professional
commitments should not:
– Interfere with classroom preparation
– Interfere with your personal life
• Commit to a balance between your personal and
professional lives.
• Socialize with some non-teachers.
Flourishing as a Teacher
• Come to work on time – everyday!
• Look at the other teachers to determine school norms for dress:
– Clean, neat, and pressed
– Look like a teacher, not a student
•
•
•
•
•
•
•
•
Complete paperwork accurately and promptly.
Make positive contacts with parents.
Proofread your materials.
Make guests in your classroom feel welcome.
Treat everyone the same - Be respectful to everyone
Go to school activities.
Be visible in town, local stores and at community activities.
Always present yourself as a prepared professional who is positive,
enthusiastic and “can-do.”
Communications
•
•
•
•
Use standard English
Proofread
Return calls promptly
Emails
– Use standard English
– Proofread
– Be careful to convey the proper tone.
Staying Out of Trouble
• Treat everyone the same.
• Don’t jump the chain of command.
• Read and understand the IEPs and 504s for
your students.
• Be careful with “CC.”
• Don’t use the word “They.”
• Don’t start or spread rumors.
Working with the Principal
• Keep the principal informed:
– It is better to over-inform rather than under-inform
– Be brief
• Give the principal copies of letters and
communications before you send them to parents.
– Then wait a day or two before you send the information
home
• Make the principal feel welcome in your classroom
– Invite them to special activities
– Provide lesson plans, books, worksheets and an adult size
chair when they observe you.
• Always follow the chain of command
Working with Colleagues
•
Reach out and make yourself available to colleagues
•
Least Restrictive Environment means that students with disabilities will be
members of every class.
– As a result, teachers frequently are joined by special educators,
paraprofessionals, basic skills teachers and other professionals within the
general education classroom.
– Inclusion means co-teaching, not each person working with “their students.”
– Members of the Child Study Team and other specialists will also ask for your
cooperation, insight and input.
•
Secretaries are the first line of contact and can help you navigate the school
organization as well as set the tone for your success/failure with other members of
the school community and parents.
Working with Colleagues
The Informal Structure of School
Communities
•
•
•
•
•
Custodians
Aides
Cafeteria Workers
Bus Drivers
Secretaries
– Listen very carefully to suggestions made by the
Secretary to the Principal.
– Hint: Maintain your own professional records. Don’t
ask the secretary for copies. This leaves a bad
impression.
Safe Harbors
• Idiot Mittens:
– Everything and everyone is connected.
• School Nurse
• Key people are those with respect and influence
(informal leaders) and are not always the people
with titles.
PROFESSIONAL DEVELOPMENT
and
PROFESSIONAL RESPONSIBILITY
Module 4: Professional Growth
Rowan University
Alternate Route Program
Dr. Walter C. Quint
Objectives
Participants will be able to:
• Explain the difference between and the purposes of
formative assessments (observations) and summative
evaluations (Annual Written Performance Report).
• Design a five-year plan of goals you would like to
achieve.
• Explain ways that they can seek help from all sources
(parents, students, colleagues, etc.) to achieve their
professional goals.
Professional Growth
Teacher Evaluation Process
• Teacher Observation Process – Formative
Assessments
– Ongoing
– Intended to provide ongoing feedback.
– Purpose is self-improvement and professional
development.
– Assists in developing an understanding of one’s
own teaching style.
Professional Growth
Reflective Practice
Reflective Practice -Thoughtful consideration
of one’s own experiences. This requires the
teacher to be:
– Open-minded.
– Avoid “We have always done it this way.”
– Analytical about the profession.
– Responsible for his/her professional growth.
– Admit to one’s errors.
– Willing to accept all students.
Professional Growth
Teacher Evaluation Process
• Annual Written Performance Report – Summative
Evaluation
– Indicators of Pupil Progress
– Professional Improvement Plan
• Planning for improvement, not admitting to weakness.
• Need to constantly update teaching skills and knowledge
base.
• Professional Development Requirement - 100 hours/5years
• Evaluation is for the purpose of making personnel
decisions
From Novice to Master Teacher
• Teachers progress through levels of professional
development :
– They begin by following the prescribed written curriculum,
focus on classroom management, cover content , grade
papers and keep up with required tasks.
– They then become more reflective about what they are
doing and how it is working.
– They continue by becoming more diagnostic concerning
the students’ work, by setting high expectations for all
students, being proactive, and become more innovative
with the curriculum and student assessment.
• Be patient with yourself.
• Plan to take five years to become a seasoned teacher.
Be Kind to Yourself
•
•
•
•
Talk about your successes.
Don’t put yourself down.
Maintain a positive perspective.
Have a sense of humor:
– Kids love it when their teacher enjoys themselves in class
– So do your colleagues and family!!!!
• Make your classroom comfortable – you live there for 8
hours per day.
• Devise ways to break the routine for yourself and your
students.
PROFESSIONAL DEVELOPMENT
and
PROFESSIONAL RESPONSIBILITY
Assignments
Rowan University
Alternate Route Program
Dr. Walter C. Quint
Assignment
Module 1 - The Standards
• Review the Board of Education Policy Manual, student handbook,
and faculty handbook in order to identify a code of ethic/conduct
for:
–
–
–
–
Board of Education Members
Administrators
Teachers
Students
• If you cannot identify codes of ethics in the policy manual, student
handbook, and faculty handbook, do a Internet search to locate
codes of ethics for the above mentioned groups.
• In a one page summary, compare and contrast the codes of ethics
that you examined above.
Assignment
Module 2 – Commitment to the Students
In a one page summary explain:
• At least seven fundamental concepts of how to
foster a positive relationship with the parents of
your students.
OR
• Your commitment to students in terms of being a
role model, reporting child abuse and neglect,
supervision, corporal punishment, and
confidentiality.
Assignment
Module 3 – Commitment to the Profession
• Meet with a colleague to discuss school building
procedures and/or norms that they feel are
essential for you to know in order to be
successful as a teacher.
• In a one page summary, outline at least five
procedures and/or norms that your colleague
identified as essential. Be certain to explain how
they contribute to the formation and
maintenance of the school’s learning community.
Assignment
Module 4 - Professional Growth
• Prepare a five-year plan of goals you would
like to achieve. Within the plan, explain how
you will seek help from all sources (parents,
students, colleagues, etc.) to achieve your
goals?
• The plan must be at least one page in length.
Format of the Assignment
• Four assignments have been presented. You will submit 2 of the 4 onepage summaries in order to complete this seminar. You may select any
two of the assignments explained above.
• At the beginning of each assignment, include the name of the appropriate
module. (For example – Assignment for Module 1 – The Standards)
• Both summaries must be included in a single Microsoft Word document.
Use one inch margins and Times New Roman – 10 point font.
• Save the document with the following title: Alternate Route Assignment –
Your Name – Alternate Route Site. (For example, Alternate Route
Assignment – John Jones – Blackwood)
• Place your name and your alternate route site on the top of every page.
(For example, John Jones – Blackwood)
Submission of the Assignment
• Submit your assignment via email to
quint@rowan.edu.
• The subject line of the email must read:
Alternate Route Assignment – Your Name –
Alternate Route Site. (For example, Alternate
Route Assignment – John Jones – Blackwood)
• The assignment must be received no later than
midnight (daylight savings time) on Monday, May
18, 2009.
Self-Assessment
• You are not required to submit your responses to the following
questions. These questions will, however, allow you to check
your knowledge on key points of this seminar:
– Explain how teachers are held to high standards for
professional development as well as professional
responsibility.
– Discuss the standards in terms of the required knowledge,
dispositions, and performances for professional teachers.
– Explain the role of the New Jersey Department of Education,
local Board of Education, administration, and employee
union’s in the governance of a school district.
– Explain the difference between and the purposes of
formative assessments (observations) and summative
evaluations (Annual Written Performance Report).
On Your Own Activity
Professional Portfolio
This activity is recommended but will not be submitted as part of this
seminar..
Create a teaching portfolio for yourself that includes at least:
• Resume
• Transcripts
• Professional Certificates
• Awards and Honors
• Letters of Recommendation
• Observations/Evaluations
• Samples of teacher and student work
• Other items that you feel are important
• Don’t forget to include some items that you feel make your school
successful. That is,“My school’s good ideas.”
Thank you
• Thank you on behalf of Program Directors Frank
J. Orlando and Lynne C. Levy and myself for
participating in this online seminar.
• We hope that you have found it to be a
meaningful learning experience offered in a
convenient format.
• We welcome your comments and suggestions via
email at quint@rowan.edu.