Grading Rubric for Dispositional/Code of Ethics Essay Portfolio I name Eni Wall oate:_4} df af | Revised 1174 __ CATEGORY, 1 2 3 4 Length of Paper | Less than Thee double- | Three doubiespacel pages | — Fourdouble-spaced pages | Fy or more double-spaced spaced pages ages Tntroduetion “There is no Clear itreducton to the purpose of the paper or its structure "Te introduction sites the purpose, but doesnot adequately preview the sreture ofthe paper and does not engage the reader “The iniroduction cleary staies the parpose of the paper, previews the structure ofthe pape, but does not engage the eater v “The inroducion Inviting, ‘encourages the reader to learn more about the candidate's ‘dees, and clearly states the ‘ain points and the purpose of the paper. ‘Coverage of Code of Bthies Tpformaion cludes 00 reference tothe Georgia Code of Ethics For Eaiveators eleven standards. Taformaion includes few of the Georgia Code of Bhies for Educators eleven standards, Taformation inches most of the Georgia Code of Ethics for Educators eleven srandards. J ‘formation includes @ thorough delineation and syathesis ofthe Georgia Code ‘of Ethics for Edueatorscleven standards and clearly anicatates the dispositions of ‘moral and ethical educators. [ integration of Experiences, Beli ‘and Values Boss not nade ‘examples of personal experiences, values, or beliefs related to Aispositions, morality or eties ‘ies Few exaniples of experiences, values, and beliefs to itlutrate ‘commitment to dispositions, morality of eties [Examples ad lite tothe discussion. ‘Offers examples, values, and beliefs to ihstrate the ‘commitment to most ispositions, morality oF tics. ‘Offers quality details and examples about personal experiences, values, or beliefs fo illustrate support of eo morality o ethics, Tncorporation of ‘Wesleyan’s Conceptual Framework and Dispositions “Thee areno connections between the writer's views on ethics and morality in ‘conjunetion with Wesleyan's Conceptual Framework and Dispositions. "Thero aro few coanections betweon the writer's expression ofethies and ‘morality in conjunction with ‘Wesleyan’s Conceptual Framework and Dispositions. ‘Most connections between the \witer’s expression of ethics ‘and morality in conjunction ‘with Wesleyan’s Conceptual Pramewark and Dispositions fe included. "Thee sw dong connection between the weters ‘expression ethies and morality in conjunction with Wesleyan’s Conceptual yi and Dispositions, ‘Sequencing! ‘Transitions i Points are uot in To order. The paper lacks ongunization, The ‘transitions between Paragraphs andr ides sreunclear or nonexistent Few pol ae logical order; the way they re presented makes the writing lifficlt to follow and less interesting, Some transitions work well but ‘connections among ideas are fuzz ‘Mos points are made ine legical odes; the way they are presented sometimes makes the writing dificult to follow ‘oF Tos interesting forthe reader. Transitions show how fas ae connected, but there is litle vaity A pi a Ta ord th sh on enelvey aan fie inet ote ena ot insect ee of eg jy ole entors gfe yey tw bo ent emer. CanchusTons There is n0 clear ‘conclusion; the paper ends with no summary statement. Ttsimply ends “The conclusion Is recognizable; but doesnot tieup several loose ends "The conclusion is recognizable; ies up almost ~ all loose ends in summary = “The eonelusion i strong and leaves the reader with an understanding ofthe writer's points offers a summary Statement, looks forward tthe futur, uses a quote, cites a tunigue experience ete Mechanical Errors Many grammatical, spelling, o punctuation cerors; errors interrupt ‘the flow. ‘Several grammatical, capitalization, spelling, oF punetuation errors, the errors interrupt the ow. ‘One oF bvo errors In grammar, capitalization and/or ‘punctuation; the paper is. ey | to read. "No granunatical, capitalization, spelling, or punctuation erors, the paper is exceptionally easy to read. Proper Use of Citations ‘Mast sourees are not accurately documented All sources (information ‘and graphics) are accurately documented, but many ste not in APA format All sourees (formation and ‘aphice) ae accurately documented, buta few are not in APA format ‘All soprées Gformation and ‘erapfies) are accurately imented in APA format A score of 27/36 is required. a we qh)Dispositional/Code of Bthics Essay Brin Wall, EDU 201 April 10,2014Code of Ethics - Wall 2 Code of Ethics Bthios play a large tole throughout our lives. Bthies are moral principles and expectations ofconduct set out to create a stable, safe and responsible environment, Dispositions also play a big role in society. Dispositions are a way of thinkifg or acting; itis the manner with which you conduct yourself. This paper will explore Georgia State Code of Bihics and Wesleyan’s Conceptual Framework to discover how it affects Wesleyan and how it can be applied to our everyday lives. Ethics surround society and differ depending where you are. Gcorgia’s Code of Bthies may be different from California's Code of Ethics and this is because of different standards of behavior and professionalism in each state. The code of ethics allows for workplaces such as schools to have a baseline standard for all of the teachers and workers to follow and keep above. This allows employees to know what is expected from them and what they need to do to do their best in the workplace. Dispositions are the behaviors and manners that someone has, Itis important for a person in a professional position to uphold high standards. They are expected to behave the best they can and to act as professional as possible. Dispositions aro very important in schools because We rely on the teachers to maintzin a professional classroom and have professional relationships with students. Dispositions play a large part in Georgia’s Code of Bthics. ‘The Georgia Professional Standards Commission Code of Ethics for Professional stable work Educators is a code of conduct that has been created by state officials to create environment, The Code of Ethics discusses the expectations for professional educators throughout the state, The code outlines eleven standards including: legal compliance, conduct \with students, alcohol and drugs, honesty, public funds and property, remunerative conduct,Code of Ethics ~ Wall 3 confidential information, abandonment of contract, required reports, professional conduct and testing, The code then goes on to discuss how to report violations and the process and outcome of reporting. ‘The Code of Ethics is very important to create a safe and stable workplace, Bach of the standards is very reasonable and imderstandable tothe average educator. This heips ensure that ys aie! our schools are full of worthy educators that remait honest, truthful and trustworthy. Following those standards is what makes an ethical and moral educator. Employees that do not follow or abide by the Code of Ethios have questionable morals and ethics, It would make you question theie reiabitity, honesty and safety, Tes important for eraployees to abide by these standards so that your identity does not become tarnished. ‘The Code of Ethics does not have to remain only in the classroom but can extend to other things such as Westeyan. Yes, the code isin the classrooms but also extends out throughout all aspects of campus life, Professor, faculty, staff and students live by a code of ‘ethics. Our code at Westeyan is called the Honor Code. This honor code involves all aspects of campus: classrooms dormitories, clubs, free time, events. This code ‘allows the campus fo be safe amt professional Other colleges and universities have a code similar however we take it very seriously. We have an honor court called Council on Judicial Affairs (CIA). When someone breaks the honor code they are reported to CTA. This is similar to the Professional Standards Commission for the Code of Fthics in that CJA decides what punishment is appropriate for the violation ofthe code. The Codie of Ethics ean be used for many different environments to create a safe and stable environment.Code of Ethics - Wall 4 J will continue to use the Code of Ethies in the classroom at Wesleyan but also in the classrooms I visit for field experience, In the future T will be able to apply the Code of Ethies to my career in my own classroom. Abiding by the Georgia Code of Ethics will allow me to uphold a professional environment while facilitating learning. ‘After discussing and analyzing the code, [have found that a fow stand out to me to be the most important. The first one is Standard 10: Professional Conduct. This standard discusses the importance of being the best you can be while remaining professional in all situations. The educator is expected to “preserve the dignity and integrity of the teaching profession” (p. 2). This js so important in the classroom especially in situations where itis difficult to remain sit can be _ es — Rollers professional: difficult students, frustrating coworkers. [Ihave had an experience with a teacher failing to follow tis standard. This teacher was the 10" grade AP European History instructor. The teacher was always incredibly inappropriate in the classroom. He constantly shared inappropriate stories and photos with his favorite studetts. On the other hand he was consistently de and unusually mean to the students he did not like, This was a very big violation of the Professionalism Standard but no one ever reported him. ‘This particular teacher had a negative impact on my learning experience and 1 wish Thad known of te Code so that he could have bean reported: ae ‘Another standard that I believe is one of the most important is Standard 2: Conduet with Students, This standard outlines all of the things included in any interaction with students that an educator is not allowed to do. Some of the items are: child abuse, cruelty, harassment, inappropriate relationships. Now this is one of the most important standards because the students are the most important thing about education, Putting them in harm’s way is the worst possible thing an educator could do.Code of Ethics Wall 5 To in fact have personal experience with a violation of this standard as well. My first experience with this standard is with standard 2 #1 “committing any act of child abuse, including physical or verbal abuse” (p.1). This experience is about a teacher verbally abusing students. In ‘an International Baccalaureate History class the teacher would tell his students that they were stupid and that they would never do any in their lives. He would also say that we would never finish the IB program successfully. This kind of behavior is unacceptable in a classroom. The job of the teacher is to believe in their students and build them up not teqr them down. If teacher, LHS PROMe aia our hea docs not want the students tobe the best they an be then they should not bea teacher. Students need to feel safe and welcomed in the classroom, not afraid. “Another experience I have is with Standard 2 #5 “soliciting, encouraging, or consummating an inappropriate written, verbal, electronic, or physical relationship with a student” (p.1). This is one of the biggest standards that get broken that people hear about because itis also breaking a law. In my high school I played softball and my history teacher was the softball coach. In the classroom he was very inappropriate; sharing stories and photos about his drunken weekends, He also made sly remarks about the girls in the class. On the softball field thore was some inappropriate contact with the girls and he was also suggesting inappropriate relationships or actions. At the time it did not seem strange or inappropriate but looking back I ‘would not want my daughter to be under his supervision, Itis difficult to trust or rely on someone that you know would mistreat students when they should be the top priority in and out ofthe classroom. Wesleyan’s Conceptual Framework goes along with the Code of Bthies especially when it explains its ideas on dispositions, The conceptual framework of Wesleyan are the standards that students will have leam by the time of graduation, There are three parts of the framework:Code of Ethics ~ Wall 6 Liberal Arts Education, Professional Knowledge, Assessment, Within these sections there are standards that go along with knowledge, skills and dispositions. These standards in the conceptual framework revolve around professionalism and conduct in the classroom. It also gives a set of ethics and morals that will be taught and explained throughout the program. This framework gives a set of standards that the students are expected to leam and apply to their lives. ‘These standards can also be seen in the conduct and disposition of the professors at Wesleyan trying to teach and enforce the conceptual framework. These standards also apply to teaching, and leaming strategies. The conceptual framework allows us as students to learn important behavioral and teaching standards. To be an ethical and moral educator one must be responsible, honest, and trustworthy, They must also put their students above everything else because they ate the reason they are pee oa — there, They must be able to remain professional in all situations no matter what. Wesleyan’s Conceptual Framework states that the educator should appreciate “the impact of elesroom ‘management plan in fostering a positive climate that supports teaching and leaning” (Element 2.7), The biggest priority for a teacher should be their students and their success. If an educator has that priority and also remains professional and makes ethical and moral decisions I believe they are a highly ethical and moral educator. This is the educator that should be hired.Code of Ethics —Wall 7 References Georgia Professional Standards Commission. (2013). Georgia Professional Standards Commission Code of Ethics for Professional Educators. tip vAvww.gadoe.org/Curriculum-Instruction-and, ‘Assessment/CTAE/Documents/GAPSC-Session-Code-of-Ethics.pdf. Wesleyan College. (2013). Wesleyan College Education Department's Conceptual Framework. Wesleyan College.