0 J) l have read the statement of ethics as outlifed by the Georgia Professional Standards Commission and agree to abide by the Georgia Professional Standards Code of Tthics in my field experiences and upon entering the profession. Signature fares D4 ? We Date Fille ae Al iy I Ku YE FULL pave read the Wesleyan College Honor Code and pledge to uphold the honor code in class n Feld experiences, and upon entering the profession. Signature “Ahndle lih Date 4Aliflly Please sign this form and return it to the education department office.Physical Demands of Early Childhood Education Majors ‘Summary of Physical Demands ‘An elementary school teacher is considered a LIGHT duty position according to the physical demands strength rating ofthe Dictionary ‘¥ Occupational Titles, 2003. Light Work Examples. Light physical demand is defined as exerting up to 20 pounds of force occasionally or up to 10 pounds of force frequently, or & negligible amount of force constanty to move objects. Physical demand requirements are in excess of those for sedentary work. Even though the weight ited may be only a nogligisle amount, 2 Job should be rated fight work when itrequires any combination of the folowing: ‘+ Static Strength: The ability to exert maximum force to lift, push, pull, or carry objects. ‘0 Examples may include; Using a 40-pound force lo push or pull the VCRTY stands. The overhead projector requires § pounds of force to move, It is also necessary to forward bond, squat, knee, etc. when working with equipment, plugging iin, ot. + Moving children's desks and chairs to change the layout ofthe classroom to influence the leaming situation. * Lifting and carrying boxes weighing up fo 25 pounds from the ofice to clasrooms. Carrying can be up to 200 feat and varies. ‘+ Stamina: The ability to exert one’s self physically ovar long periods of time without getting winded or out of breath. © Examples may include; Spending the majority of the day standing in a classroom. While standing the teacher wil frequently hold light objects they are working and demonstrating, efc. 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, ete + Explosive Strongth: Tho ability to use short bursts of muscle force to propel oneself as in jumping oF sprinting), or to throw an object. + Examples may include; ‘© Reacting quickly in emergency situatone auch es fire drils, tomado drills, sudden emergencies, or to resolve conficts and confrontations. ( ‘+ Moving quickly, running ete, over emooth to uneven surfaces such as on asphalt, pea gravel, on the playground, or on grass. A whistlo may be used on the playground requiring the ablity 0 blow. “Tho playground could havo up to a 6-inch curb to step over: + Dynamic Strength: The ability to exert muscle force repeatedly or continuously aver time. This Involves muscular ‘endurance and resistance to muscle fatigue. ‘= Examples may include; ‘+ Standing for long periods of time while writing on a board, holding up a book, demonstrating specific skills, or conducting experiments, ‘+ Remaining in one positon for extended periods of time while assisting a student, answering questions, or providing examples. Positions vary according to need but could include, squatting, stooping, standing, leaning, siting, siretching, or reaching. + Gross Body Equilibrium: The ability to keep or regain one’s body balance or stay upright when In an unstable position, + Examples may include; ‘© Walking through the classroom and bolng able to maneuver in tight spaces between desks, etc © Dynamic Fi lity to quickly and repeatedly bend, stretch, twist, or reach out with the body, arms, and/or logs. + Examples may include; ‘+ Dealing with the students by kneeling or squatting, stooping, and bending from 0-70 degrees at the waist on an occasional to frequent basis on a given day. ty: The az comin niptgeenymunpmnennnmsan Stepper ae tctendl wt) LOD vue. LeTH. Evaluation tests, performance tasks) to {inform instructional decisions and to assess student leaming. (8) | The Candidate Knows... The Candidate Demonstrates. .. | The Candidate Believes... THL-7a, The candidate TH-7b.The candidate uses a TIL-To.The candidate believes understands various types of | variety of formal and informal _| that it is necessary to use a student assessments. (K) assessments (portfolios, variety of assessments in order } observations, student to make prudent instructional assessments, and standardized | decisions (D) Tif-fa.The candidate knows «| Ill-8b. The candidate refines and ‘variety of self-assessment revises professional and/or strategies for reflecting on pedagogical behaviors based on his/her practices and the impact | reflections. (S) of these practices on student learning. (K) Til-B0..The candidate recognizes that reflections can provide the impetus for revising and refining professional and ‘pedagogical practices. (D) Effective teaching requires a confluence of subject-matter knowledge, pedagogical skills, and dispositions. An integration of these concepts is critical to teacher effectiveness and consequently, student learning, Knowledge, skills, and dispositions support the unit’s vision of “Educating Exemplary Teachers.” These concepis are developed, supported, and measured as the candidates move through the process of becoming exemplary teachers. ‘Wesleyan’s knowledge, skills, and dispositions are based on the standards developed by Interstate New Teacher Assessment and Support Consortium (INTASC). 2 (Print Name) 7 7 onda. Hull , have read and understand the Conceptual Framework, Tunderstand that itis central to the education program at Wesleyan College.