Ethics and Honor A \ have read the statement of ethics as I 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, Signature i full Date 7 bf Iie I € yi Wa 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 _ | vate_ 7/6 [iy 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 Dictlonary of Occupational Tiles, 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 negigile amount of force constantly to move objects, Physical demand requirements are in excess of those for sedentary work. Even though the weight ited may be only a negligible amount, a job should be rated light work when it requires any combination of the following: «+ Static Strength: The ability to exert maximum force to lift, push, pull, or carry objects. ‘© Examples may include; Using a 10-pound force to push or pull the VORTY stands, The overhead projector requires 8 pounds of force to move. Itis also necessary to forward bend, squat, kneel, efc. when working with equipment, plugging itn, ote + Moving children’s desks and chairs to change the layout of the classroom to influence the learning situation. + Lifting and carrying boxes weighing up to 25 pounds from the office to classrooms. Carrying can be up to 200 feet and varies + Stamina: The ability to exert one’s self physically over long periods of time without getting winded or out of breath. ‘9 Examples may include; = Sponding the majority of the 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. + Seoing and hearing on a continuous basis as woll 2s speaking frequently. Positions may vary from standing, sitting, walking, etc. + Explosive Strength: The 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 situations such as fre drils, tomado dis, sudden emergencies, or to resolve conflicts and confrontations. + Moving quickly, running ete, ovar smooth to uneven surfaces such as on asphalt, pea gravel, on te playground, or on grass. A whistle may be used on the playground requiring the ability to blow. ‘The playground could have up to a 6:inch curb lo step over. ‘+ Dynamic Strength: The ability to exert muscle force repeatedly or continuously over time, This involves muscular endurance and resistance to muscle fatigue. Examples may include; ‘+ Standing for ong periods of time while writing on a board, holding up a book, demonstrating specific sks, or conducting experiments + Remaining in one position for extended periods of ime while assisting a student, answering questions, or providing examples. Positions vary according to need but could include, squatting, stooping, standing, leaning, siting, stretching, 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 being able to maneuver in tight spaces between desks, etc. + Dynamic Fioxibility: The ability to quickly and repeatedly bend, stretch, twist, or reach out with the body, arms, andior legs. + Examples may include, ‘= Deating with the students by kneeling oF squatting, stooping, and bending from 60-70 degrees at the waist on an occasional o frequent basis on a given day. a ny ppt yt sree. oa Toile er,Ii. Evaluation The Candidate Knows... The Candidate Demonstrates... ‘The Candidate Believes. T.-7a. The candidate understands various types of student assessments. (K) IlI-7b.The candidate uses @ variety of formal and informal assessments (portfolios, observations, student assessments, and standardized tests, performance tasks) fo inform instructional decisions and to assess student learning. (S) Ill-To.The candidate believes that itis necessary to use & variety of assessments in order to make prudent instructional decisions (D) “The candidate knows a variety of self-assessment strategies for reflecting on hiisfher practices and the impact, of these practices on student learning, (K) TIL-8b, The candidate refines and revises professional and/or pedagogical behaviors based on reflections. (8) Ii-Be:The candidate recognizes that reflections ean provide the impetus for revising and refining professional and pedagogical practices. (D) Bffective teaching requires a confluence of su ject-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 concepts 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). EA Wal nave read and understand the (Print Name) Conceptual Framework. I understand that it is central to the education program at Wesleyan College 4 (Date Signed) -4&