EDLD+5345+Course-Embedded+Assignments

** Code of Ethics Mind Walk ** Standard 1.4 addresses a conflict that has been dealt with in our district involving the use of the district electronic communication system for personal gain. Locally our Acceptable Use Policy identifies appropriate and inappropriate uses of district technology resources and this policy is written based on some of the areas of the Educator Code of Ethics. Although every employee with access to district network resources is trained each year on the Acceptable Use Policy, we always have someone sending emails and IMs soliciting the staff to purchase products or services from a personal “for profit” business. The conflict occurs in 2 ways: 1) emails and IMs were sent during “school business hours” and 2) it is a direct violation of the Acceptable Use Policy to use district technology resources for personal profit. Standard 2.2 addresses an area where many conflicts arise: making false statements about a colleague. I have known of false statements that have been made by educator that start rumors which can destroy the team atmosphere on a campus quickly. Some of these statements are: “_ is an alcoholic,” “ _ __is gay,” or “__ __and__ ___ are having an affair.” || I do not know the statistics for the percentage of districts who have dealt with or are dealing with conflicts addressed by this standard but unfortunately I imagine they are high. Some of the conflicts that arise are legitimate instances of educator misconduct. However, some of these conflicts are developed by misguided minors who maybe feel rejected by an adult or misinterpret the meaning of a text or email. The abbreviated language of electronic communication does not always convey a clear message. Any educator who communicates electronically with students is opening him/herself to conflict. Refraining from communicating electronically with students would be the safest plan. ||
 * EDLD 5345 Week 2 E-portfolio Assignments**
 * Domain I, Competency 3 Course-Embedded Internship Activity Log 2**
 * Overall professional ethical conduct, practices and performance that may result in a complaint:**|| **Standard 1.4.** The educator shall not use institutional or professional privileges for personal or partisan advantage.
 * Unethical conduct toward professional colleagues:**
 * **Standard 2.2.** The educator shall not harm others by knowingly making false statements about a colleague or the school system.
 * **Standard 2.2.** The educator shall not harm others by knowingly making false statements about a colleague or the school system.
 * Unethical conduct toward students:**
 * **Standard 3.9** (newly adopted) The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication.

** Teacher Recruitment and Retention ** In the space below, describe what you learned in your interview regarding the recruitment and retention of quality staff at your school.
 * Domain II, Competency 6 Course-Embedded Internship Activity Log 2**
 * My campus principal has worked hard to create a technology rich campus and to support an innovative learning environment. She has developed professional learning communities within each grade level which provide a support structure for anyone who is new to our campus. These qualities are positive influences in recruiting teachers.

Our campus can now boast of a very low turn over rate, which is something we could not have done a few years ago. Because of the hiring practices of our current principal we have been able to develop a campus which works as a family structure. And because of the family atmosphere and team concept, teachers want to stay. || As a prospective principal, what did you find out about recruiting high-quality teachers that might impact your recruitment activities? ﻿﻿﻿Mentoring Programs In our district a mentor teacher may be assigned to a teacher who has less than two years of teaching experience in the assigned subject or grade level. To the extent practicable, a teacher assigned as a mentor will teach in the same school and teach the same subject or grade level as the teacher being mentored. The mentor teacher must meet the qualifications prescribed by the Commissioner’s rules which require the mentor teacher to 1) complete a research-based mentor and induction training approved by the Commissioner; 2) complete a training program provided by the District and 3) have at least three complete years of teaching experience with a superior record of assisting students as a whole in achieving improvement in student performance. The district may apply to the Commissioner for funds for a mentor teacher program. These funds may only be used for mentor teacher stipends, scheduled time for mentor teachers to provide mentoring to the assigned teacher(s) and mentor training.
 * Since I worked very closely with my principal in hiring new teachers, I have learned what to look for in the interview process. I have learned how to ask the right questions to determine whether or not a person is the right “fit” for my campus. Being able to sell the positives of my campus is a must when the nearby districts are offering starting salaries well above what we can offer. ||
 * Domain II, Competency 6 Course-Embedded Internship Activity Log 3**


 * Domain II, Competency 6 Course-Embedded Internship Activity Log 4 **