Statement of Ethics ‘Teachers serve as role models for their teacher candidates. As a result, community leaders and education professionals have always held teachers to a higher standard of ethical behavior, At Wesleyan, exemplary behavior Is expected and required of all teacher candidates in all aspects of their course and field experiences, ‘Wesleyan’s teacher candidates should be acutely aware of the serious responsibilities they will ‘assume upon graduation. They should shape their class and fietd experiences in ways that will best prepare them for their pupils, who will be dependent on the preparation and ski of thelr teachers. Additionally, Wesleyan’ teacher candidates are bound by the Georgia Professional ‘Standards Commission Code of Ethics for Educators (http://www aapsc.com/pps.asp). Honor Code ‘The Honor Code is the foundation upon which life in the Wesleyan College Community Is bullt. It is based upon the idea that individual freedom Is a right founded upon responsiblity. A student Is expected to tell the truth, respect others and their property, and ‘maintain academic Integrity and honesty in all areas of her college life. Ifa student violates a principle of the Honor Code at any time, the student Is honor-bound to turn herself In (self- report), Likewise, if a student Is aware that a fellow student has violated an honor principle, the student is honor-bound to ask the violator to self-report within 24 hours or report the violation. ‘Maintaining these principles of honor is the Ideal toward which we strive. Membership in the college community Involves establishing and maintaining these broad honor princlples: It Is. understood that by becoming a student at Wesleyan, an individual signifies her acceptance of the Honor Code. Honor Pledge ‘Asa member of the Wesleyan College student body, I will uphold the Honor Code, strive for personal honesty and integrity in all areas of my life, and fulfill my responsibility for maintaining the Honor Code in the college community. ‘Academic or personal dishonesty Includes the following examples, as well as similar conduct aimed at making false representation with respect to academic performance: 1. Cheating on an examination. 2. Collaborating with others in work to be presented, contrary to the stated rules of the course, 3, Plaglarlzing, including the submission of others’ ideas or papers, whether purchased, borrowed, or otherwise obtalned, as one’s own. When direct {quotations are used In themes, essays, term papers, tests, book reviews, and other similar work, they must be acknowledged according to the style of documentation appropriate to the discipline, 4, Stealing examination or course materials. 5. Falsifying records, laboratory result or other data. 6. Submitting, if contrary to the rules of a course, work previously presented In another course. 7. Knowingly and intentionally assisting another student in any of the above, Including assistance in arrangement whereby any work, classroom performance, examination, or other activity Is submitted or performed by a person other than the student under whose name the work is submitted or performed.‘*** ANY infraction of the Honor Code or the Georgia Professional Standards Commission Code of Ethics for Educators (hitpi//ww.gapsc.com/ops.asp) may result in dismissal from the Wesleyan College Teacher Education Program*** ‘The Education Resource Room. Students may use the education resource room to complete coursework related to education courses. Any student caught completing work not related to an ‘education course may be expelled from the resource room and reported to'the honor board.Ethics and Honor I Fy have read the statement of ethics as outlined by the Georgia Professional Standards Commission and agree to abide by the statement of ethics in my field experiences and upon entering the profession. sontueA ama dtinths — ate tLe I have read the Wesleyan College Honor Code and pledge to uphold the honor code In class, in field experiences, and upon entering the profession. Signature“ Aananah Te Date slyz er Please sign this form and return it to the education department office.CONCEPTUAL FRAMEWORK CONTRACT: Knowledge, Skills, and Dispositions I. Liberal Arts Education The Candidate Knows... The Candidate Demonstrates... ‘The Candidate Believes... Fla, The candidate possesses knowledge in fine art, science, ‘mathematis, social studies, and humanities. (K) F Ib. The candidate applies content knowledge actoss the ‘curriculum by making curricular decisions based on best practices (eg, critical thinking, problem solving, and innovation) and students” learning needs. (8) Tele. The candidate values intellectual independence (critical thinking, problem solving, and innovation) across the curriculum for all students, @) Ta, The candidate understands the implications of constructivism in the classroom as it pertains to the students creating their own meaning and their need to interact in a positive learning community. (K) ‘F-2b. The candidate creates @ positive leaming community that bolsters the tenets of constructivism by encouraging student interaction and participation in purposeful activities. (S) ‘1-2c. The candidate believes that a positive constructivist leaming community plays a critical role in student active ‘engagement, freedom to think I. Professional Knowledge The Candidate Knows... The Candidate Demoustrates. .» ‘The Candidate Believes... Tl-3a. The candidate understands best practices, various leaning theories, subject matter, curriculum development, and Teamer development necessary to make informed decisions about curriculum and instructional I-3b.The candidate develops lesson plans and units that demonstrate the use of a variety of instructional methods, resources and technology based on knowledge of learner development. (8) Tl-30.The candidate appreciates the impact of leamer development (physical, social, emotional, and cognitive) on instructional decisions. (D) strategies. (K) TI-4a. The candidate understands | Il-4b.The candidate structures the | TI-4c. The candidate appreciates the broad range of diversity classroom and curriculum to meet | and shows respect for diversity (race, ethnicity, gender, sexual | the learning needs of diverse by acknowledging the orientation, cognitive, skills, | Teamers (S) flexibility and fluidity of talents, interests, backgrounds, curricular decisions based on developmental) (K) students’ diverse learning needs. (D) T-Sa,The candidate understands how to create a viable classroom management plan. (K) TE-Sb, The candidate creates a positive classroom environment by implementing an effective classroom management plan. (S) Tr-Se.The candidate realizes the impact of a positive classroom environment in fostering @ climate of teaching and Jeamning, (D) TE-6a,The candidate understands effective methods of building and nurturing interpersonal relationships in the classroom, «) T-6b.The candidate builds effective interpersonal relationships in the classroom. (S) Ti-6c.The candidate believes that building caring relationships with students is critical to a lifetime of learning. @)TH Evaluation | The Candidate Knows. .. The Candidate Demonstrates. .- The Candidate Believes. .. T1L-7a, The candidate understands various types of student assessments, (K) U-7b.The candidate uses a variety of formal and informal assessments (portfolios, ‘observations, student assessments, and standardized ‘ests, performance tasks) to inform instructional decisions and to assess student learning. (S) Il-7e.The candidate believes that itis necessary to use a variety of assessments in order to make prudent instructional decisions (D) TIF-Ba.The candidate knows @ variety of self-assessment strategies for reflecting on histher practices and the impact of these practices on student earning. (K) TIL-8b. The candidate refines and revises professional and/or pedagogical behaviors based on reflections. (S) TIi-8e. The candidate recognizes that reflections can provide the impetus for revising and refining professional and pedagogical practices. (D) ‘These profici Department, Please read the document and sign. 1, cies reflect the Conceptual Framework of Wesleyan’s Education have read and understand the proficiencies in the Conceptual Framework. ‘Signature of CandidatePhysical Demands of Early Childhood Education Majors ‘Summary of Physical Demands ‘An elomentary school leacher Is considered a LIGHT duty position according to the physical demands strength rating of the Dictionary ¥ Occupational Ties, 2003, Light Work Examples Light physical demand is defined as exerting up lo 20 pounds of force occasionally or up to 10 pounds of force frequontly, or a negli Je amount of force canstanlly to move objects. Physical demand requirements are in excoss of those for sedentary work. Even ‘though the woight ited may be only a negigible amount, @ job should be rated light work when it requires any combination of tho following: ‘+ Statle Strongth: The ability to exert maximum force to lift, push, pull, or carry objects. © Examples may include; ‘Using 2 10-pound force to push or pull he VCRTV stands. The overhead projector requires 6 pounds of force to move. itis also necessary to forward bend, squat, knoel, ete. when working with equipment, plugging it in, eto. ‘+ Moving children's desks and chairs to change the layout of the classroom to influence the learning situation, ‘Lifting end carrying boxes weighing up to 25 pounds from the office lo classrooms. Carrying can be up to 200 feet and varies. = Stamina: The ability to oxert one's self physically over long perlods of time without getting winded or out of breath. ‘0 Examples may include; Spending the majority ofthe day standing in a classroom. While standing the teacher will requently hold light objects they are working and demonstrating, etc. These can be held from waist level to slightly above the teacher's head. © Seeing and hearing on a continuous basis as well as speaking frequently. Positions may vary from standing, siting, walking, ot. in jumping or sprinting), or + Explosive Strength: The abllity to use short bursts of muscle force to propel oneself to throw an object. + Examples may include; ‘+ Reacting quickly In emergency situations such as fire drils, lanado drills, sudden emergencies, oF {o resolve confits and confrontations. ‘+ Moving quickly, running atc. over smooth fo uneven surfaces such as on asphalt, pea gravel, on the playground, oron grass. Awhislle may be used on the playground requiring the ablity to biow. The playground could have up to a inch curb to step over. = Dynamic Strength: The ability to oxert muscle force repeatedly or continuously over time, This Involves muscular endurance and resistance to muscle fatigue. + Examples may includes ‘+ Standing for long periods of time while wriling on a board, holding up a book, demonstrating ‘specific skils, or conducting experiments. ‘+ Remaining in ono position for extended periods of ime white assisting a student, answering ‘questions, of providing examplos. Poslions vary according to need but could include, squatting, ‘stooping, standing, leaning, siting, sretching, or reaching. .ep oF regaln one’s body balance or stay upright when in an unstable ‘+ Gross Body Equilibrium: The ablity to position. + Examples may includes ‘+ Walking through the classroom and being able to maneuver in tight spaces between desks, ete. ‘Tho ability to quickly and repeatedly bend, stretch, twist, or roach out with the body, arms, + Dynamic Flexibitt andlor logs. «Examples may include; ‘+ Dealing with the students by kneeling or squalting, stooping, and bending from 50-70 degrees at the waist on an occasional fo frequent basis on a given day. {have read and ynderstand the physical requjrement necessary in the Early Childhood Classroom. Signed: Me Date: ZY] AS