Texas Teachers of Tomorrow TNT700.1

This project has three tasks, each representing a different facet of the role of the professional educator. Task 1 evaluates your ability to recognize and respond to violations of the Texas Educator Code of Ethics. Task 2 evaluates your ability to communicate professionally and appropriately with parents. Task 3 evaluates your ability to respond appropriately to your colleagues.
ethics
ATTACHED FILE(S)
700.1P The Teacher: Performance-based
Assessment
Part 1:Educator Code of Ethics
As you have learned in this course, teachers serve as role models and your conduct, both on
and off the job, can significantly impact your professional image. In this project, you are to
read each scenario and answer the questions that follow.
Your Task:
For each scenario (2), you are to write a paragraph of at least 1/2 page in length that will:
• Identify the ethical behavior/dilemma,
• Cite the standard of professional behavior from the Code of Ethics the action violates
using the number and letter and exact language of the standard.
• Provide justification for your selection of the standard, and
• Describe an alternate behavior that is detailed and appropriate to take in that situation.
You are expected to use professional language, spelling, and grammar.
Scenario 1
The Life Skills classroom at Hasting High provides Community Based Instruction to its small
group of students with severe disabilities. The district provides some funds for transportation
and community outings, but it isn’t usually enough to keep the students busy throughout the
school year. To help with the funds, the principal allows the students, with the support of the
teachers, to sell breakfast items to the school three days a week. This fundraiser becomes very
popular with the rest of the student body because the breakfast items are inexpensive,
delivered straight to their 1st period classes, and they get to feel good about helping the Life
Skills classroom in a positive way. Ever since the Life Skills fundraising began, the Student
Council sponsor, Mrs. Sumner, has noticed that support for their daily candy fundraiser has
declined, and she believes it is due to the popularity of the breakfast items being sold. One day
she notices a Life Skills student and one of the teachers, Mr. Moore, out making deliveries and
collecting money. The student is clearly struggling with handling the money, so Mr. Moore helps
her by taking some of the money and putting it into his own pocket. Mrs. Sumner sees only this
small interaction and has no other context for the exchange. Later that day, when speaking to a
group of other teachers she mentions seeing Mr. Moore putting some of the breakfast
fundraiser money into his pocket. Over the next several days, this comment makes its way
through the faculty, and when she is questioned by other faculty members, Mrs. Sumner’s
response is that she did see Mr. Moore pocket the money, but she doesn’t know what he did
with it after that. In the same conversations, she also casually mentions the expensive new car
Mr. Moore recently started driving.
Questions:
1. Identify the behaviors (if any) that you believe violate standards in the Educator Code
of Ethics.
2. Which standards do you think were violated? Explain your reasoning. If you feel that
no standards were violated, explain your reasoning.
3. Should Mr. Moore and/or Mrs. Sumner have handled this situation differently so as
not to violate the Code of Ethics, or (if you feel that there was no violation) to avoid
their actions being called into question?

Scenario 2
Mrs. Nelson is a 5th grade teacher at Xander Elementary School. Mrs. Nelson is very tech-savvy
and uses many forms of social media to communicate with her parents and students. At the
beginning of the year she asks parents to follow her on a communication app, Remind, so that
they can receive important text reminders about upcoming events. Remind is typically used for
group communication. For example, Mrs. Nelson might send out a reminder to the class that
they have a field trip and will need to remember to bring their lunch. After receiving a group
text, parents then have the option to respond individually to Mrs. Nelson and they can then
carry on a conversation in a private environment if they need to discuss more student-specific
information. Many of her students have their own cell phones and have also begun following
Mrs. Nelson on the Remind app. While Mrs. Nelson does not encourage this, she doesn’t
remove them when they do. It has never been an issue in the past, and she assumes it might
help them to know about upcoming and important events too. Mrs. Nelson is a very loved and
respected teacher, and she is known for providing a very safe and nurturing environment in her
classroom. Whenever a student is struggling with an issue, he or she knows that Mrs. Nelson
will listen and support them. Because of the precarious nature of 5th grade, students often
come to Mrs. Nelson with all kinds of problems. After sending out a Remind text about the
upcoming early dismissal day, a student, Maddie, responded with a private message to Mrs.
Nelson telling her that she needed to talk to her about a problem. Mrs. Nelson tells her to come
to her first thing in the morning, so they can talk before class begins. The next morning, Maddie
shows up early to class as instructed and tells Mrs. Nelson that she thinks something is wrong
with her because she doesn’t like boys the way her friends do, but she really doesn’t want to be
gay. She is afraid of what her parents and friends would say if she never likes boys the way she
thinks she is supposed to. Though she was a little taken aback by this confession, Mrs. Nelson
assures her that she will be ok, and that it is ok that she doesn’t have the answers to those
questions right now. Thinking about it later that evening, Mrs. Nelson was concerned that she
hadn’t been supportive enough in talking with Maddie, so she sends her a private Remind text
saying, “I want you to know that you are a very smart and beautiful young lady, and that won’t
change if you like boys or girls. I won’t say anything to anyone about our conversation.”
Questions:
1. Identify the behaviors (if any) that you believe violate standards in the Educator Code
of Ethics.
2. Which standards do you think were violated? Explain your reasoning. If you feel that
no standards were violated, explain your reasoning.
3. Should Mrs. Nelson have handled this situation differently so as not to violate the
Code of Ethics, or (if you feel that there was no violation) to avoid her actions being
called into question?
Part 2: Effective Communication with Parents
The Situation
Brandon, a student in Ms. Jennings 7th grade science class, had his phone out during a major
exam.Ms. Jennings established testing procedures at the beginning of the year.Phones are to
be put away during tests and quizzes.All students are to place their phones in their backpacks.
Students know that – if they do not follow this rule – Ms. Jennings will take up their phone for
the duration of the class.If a student violates this rule twice, Ms. Jennings takes upthe
phone, notifies the parent, and assigns a detention.
When Ms. Jennings calls Brandon’s mother, she explains the situation and that, when she
questioned him, he indicated to her that he knew he wasn’t supposed to have his phone out but
kept it anyway so he could check the time. The mother became upset that Brandon had
received a detention for this and sent the following email after the conversation.

I am highly disappointed in how this issue was handled with my son. I really believe the
teachers at this school are out to get him. It is evident by how you seemed happy to tell me
that Brandon was going to have a detention. It is obvious he does not understand the
seriousness of this. However, you all are so quick to punish him. Did anyone triple check if he
understood the penalties of having a phone? He did not engage in taking pictures or use it for
cheating. However, he was treated like he did.I disagree with after school detention.
Mrs. Jackson
Your Task
Respond to Mrs. Jackson in a paragraph or two.Your response should reflect effective
communication skills such as setting aside judgement and remaining calm. You should address
her concerns and assert yourself through the values of the district.
You are expected to use professional language, spelling, and grammar.

Part 3:Relations with Colleagues
The Situation
In order to illustrate the importance of early trade in her world history class, Ms. Jeffries asks students
to bring snacks the next day of class to use in a simulation activity.Several students forget and Ms.
Jeffries sends them to the vending machine in the cafeteria at the very beginning of class to purchase
some.A short time later, Mrs. Daniels, an assistant principal, escorts them back to Ms. Jeffries room.
While still about 100 feet from the classroom Mrs. Daniels yells “Did you send these kids to the
cafeteria?”Ms. Jeffries acknowledges that she did and starts to explain when Mrs. Daniels remarks,
“Don’t you know that you aren’t supposed to send students out of the classroom for snacks? Don’t ever
do that again!”Ms. Jeffries’ students try to explain but Mrs. Daniels cuts them off.Once the students
are inside the classroom, Ms. Jeffries starts to give instructions for the activity, but she is fuming.She
was just reprimanded in front of her students.
Your Task
In a paragraph or two explain how Ms. Jeffries should handle the situation.Be sure to consider the
following:
1. Did Ms. Jeffries do anything inappropriate?If so, what should she have done instead?
2. Did Mrs. Daniels do anything inappropriate?If so, what should she have done instead?
3. According to guidelines of effective communication, what should Ms. Jeffries do next? Be
specific in how she should approach the situation and Mrs. Daniels.

SCORING CRITERIA
Code of Ethics portion:
• Identification of behavior
• Standard(s) cited and justification
• Identification of alternative, ethical behavior
• Professional Writing
Communication with Parents
• Effective Communication
• Concerns Addressed
• Professional Writing
Relations with Colleagues
• Identification of inappropriate behavior and alternatives
• Explanation of Next Steps
• Professional Writing

TNT 700.1P PERFORMANCE BASED ASSESSMENT RESPONSE GUIDE
TASK 1 — The Texas Educator Code of Ethics:Read the instructions and both scenariosand write a paragraphof at least 1/2 page
for each scenario,
responding to the prompts. Answer the three questions at the end of each scenario, in which you* identify the behavior(s), if any, that you believe violate standards in the Educator Code of Ethics.You must cite the standard from the Code of Ethics, using the letter, number and exact language of the standard. * Explain your reasoning in the selection of the standard(s) or your reasoning if you believe no standards were violated. Additionally, *describe an alternate behavior that is detailed and appropriate to take in that situation. Use professional language, spelling and grammar in your response.
1. Scenario 1 Response:

2. Scenario 2 Response:

TASK 2 – Effective Communication with Parents:Read the scenario in part 2 regarding the parent communication. Respond to the parent in a paragraph or two. Your response should reflect effective communication skills such as setting aside judgement and remaining calm. Address the parent’s concerns and assert yourself through your values. Use professional language, spelling and grammar.

TASK 3 – Effective Relations with Colleagues: Read the scenario provided and in a paragraph or two, describe how Ms. Jeffries should handle the situation. Read the questions following the scenario and incorporate your responses to the questions in the paragraph. Your response must be in the form of a professionally written paragraph.
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TITLE 19 EDUCATION
PART 7 STATE BOARD FOR EDUCATOR CERTIFICATION
CHAPTER 247 EDUCATORS’ CODE OF ETHICS
RULE §247.2 Code of Ethics and Standard Practices for Texas Educators
Enforceable Standards.
(1) Professional Ethical Conduct, Practices and Performance.
(A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive
practices regarding official policies of the school district, educational institution, educator preparation
program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its
certification process.
(B) Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel,
property, or equipment committed to his or her charge for personal gain or advantage.
(C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or
pay.
(D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or
partisan advantage.
(E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair
professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of
gifts or tokens offered and accepted openly from students, parents of students, or other persons or
organizations in recognition or appreciation of service.
(F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so.
(G) Standard 1.7. The educator shall comply with state regulations, written local school board
policies, and other state and federal laws.
(H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility
on the basis of professional qualifications.
(I) Standard 1.9. The educator shall not make threats of violence against school district employees,
school board members, students, or parents of students.
(J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or
supervise the youth of this state.
(K) Standard 1.11. The educator shall not intentionally or knowingly misrepresent his or her
employment history, criminal history, and/or disciplinary record when applying for subsequent
employment.
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(L) Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled
substances and/or abuse of prescription drugs and toxic inhalants.
(M) Standard 1.13. The educator shall not consume alcoholic beverages on school property or during
school activities when students are present.
(2) Ethical Conduct Toward Professional Colleagues.
(A) Standard 2.1. The educator shall not reveal confidential health or personnel information
concerning colleagues unless disclosure serves lawful professional purposes or is required by law.
(B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a
colleague or the school system.
(C) Standard 2.3. The educator shall adhere to written local school board policies and state and
federal laws regarding the hiring, evaluation, and dismissal of personnel.
(D) Standard 2.4. The educator shall not interfere with a colleague’s exercise of political,
professional, or citizenship rights and responsibilities.
(E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of
race, color, religion, national origin, age, gender, disability, family status, or sexual orientation.
(F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order
to influence professional decisions or colleagues.
(G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint
with the SBEC or who provides information for a disciplinary investigation or proceeding under this
chapter.
(3) Ethical Conduct Toward Students.
(A) Standard 3.1. The educator shall not reveal confidential information concerning students unless
disclosure serves lawful professional purposes or is required by law.
(B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or
minor in a manner that adversely affects or endangers the learning, physical health, mental health, or
safety of the student or minor.
(C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts
regarding a student.
(D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny
benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability,
national origin, religion, family status, or sexual orientation.
(E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical
mistreatment, neglect, or abuse of a student or minor.
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(F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship
with a student or minor.
(G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person
under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any
person under 21 years of age unless the educator is a parent or guardian of that child to consume
alcohol or illegal/unauthorized drugs in the presence of the educator.
(H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships
and boundaries based on a reasonably prudent educator standard.
(I) Standard 3.9. 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. Factors that may be
considered in assessing whether the communication is inappropriate include, but are not limited to:
(i) the nature, purpose, timing, and amount of the communication;
(ii) the subject matter of the communication;
(iii) whether the communication was made openly or the educator attempted to conceal the
communication;
(iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a
romantic relationship;
(v) whether the communication was sexually explicit; and
(vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or
the sexual history, activities, preferences, or fantasies of either the educator or the student.
Source Note: The provisions of this §247.2 adopted to be effective March 1, 1998, 23 TexReg 1022;
amended to be effective August 22, 2002, 27 TexReg 7530; amended to be effective December 26,
2010, 35 TexReg 11242
List of Titles Back to List
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purp CODE OF ETHICS.pdf
CODE OF ETHICS.pdf
Part 1:Educator Code of Ethics
Criteria Exemplary: 8 pts. Proficient: 6 pts. Developing: 4 pts. Novice: 0 -2 pts.
Identification of
Behavior
TAC 228.35 (b) (2)
(H) meeting expectations
for attendance,
professional appearance,
decorum, procedural,
ethical, legal, and
statutory responsibilities;
Behavior that is or could be
an issue is explicitly
identified from both
scenarios.
Behavior that is or could be
an issue is generally
identified from both
scenarios.
Behavior that is or could be an
issue is too vague or not
correctly identified for both
scenarios.
Behavior that is or could be
an issue not correctly
identified for either scenario.
Standard(s) Cited and
Justification
Standard 6: Professional
Practices and
Responsibilities
(D) Teachers model
ethical and respectful
behavior and
demonstrate integrity in
all situations.
(i) Teachers adhere to the
educators’ code of ethics
in §247.2 of this title
(relating to Code of Ethics
and Standard Practices
for Texas Educators),
including following
policies and procedures
at their specific school
placement(s).
Standards are explicitly cited
by number and letter.
A coherent and cogent
statement is provided that
explicitly and clearly aligns and
connects the behavior to the
standard believed to be
violated.
Standards are cited by a
general description.
Justification is provided
but it doesn’t explicitly align
and connect the behavior to
the standard believed to be
violated.
Standards are not correctly cited
for one of the scenarios.
Justification is not provided, or it
doesn’t align and connect the
behavior to the standard believed
to be violated for one of the
scenarios.
Standards are not correctly
cited for either of the
scenarios.
Justification is not provided,
or it doesn’t align and
connect the behavior to the
standard believed to be
violated for either of the
scenarios.
Alternative behavior
Standard 6: Professional
Practices and
Responsibilities
(D) Teachers model
ethical and respectful
behavior and
demonstrate integrity in
all situations.
(i) Teachers adhere to the
educators’ code of ethics
in §247.2 of this title
(relating to Code of Ethics
and Standard Practices
for Texas Educators),
including following
policies and procedures
at their specific school
placement(s).
Intern provides a detailed and
appropriate approach that
could be taken by the teachers
in the scenario, so no
standards are violated.
Intern provides a general
description of an alternative
approach that could be taken
by the teachers in the scenario,
so no standards are violated.
Intern does not provide a
different approach that could be
taken by the teachers so that no
standards are violated in one of
the scenarios.
Intern does not provide a
different approach that could
be taken by the teachers so
that no standards are
violated in either of the
scenarios.
Part 2: Effective Communication with Parents
Criteria Exemplary: 8 pts. Proficient: 6 pts. Developing: 4 pts. Novice: 0 -2 pts.
Effective
communication
TAC 228.35 (b) (2)
(J) effectively
communicating with
students, families,
colleagues, and
community members.
Response consistently and
thoroughly utilizes effective
communication skills and calm
tone.
Response utilizes effective
communication skills and has
calm tone.
Response utilizes some effective
communication skills but may
include some phrases or
language that are not conducive
to professional communication.
Response lacks evidence of
effective communication
skills, and/or includes
unprofessional language.
Concerns Addressed
Standard 6: Professional
Practices and
Responsibilities
(D) Teachers model
ethical and respectful
behavior and
demonstrate integrity in
all situations.
(ii) Teachers
communicate
consistently, clearly, and
respectfully with all
members of the campus
community, including
students, parents and
families, colleagues,
administrators, and staff.
The concerns are fully
addressed in a manner that
blends respect with
assertiveness.
The concerns are addressed in
a respectful manner.
Concerns are partially
addressed.Manner may need
improvement.
Concerns are not addressed
or are done so in a
derogatory manner.
Part 3:Relations with Colleagues
Criteria Exemplary: 8 pts. Proficient: 6 pts. Developing: 4 pts. Novice: 0 -2 pts.
Identification of
inappropriate
behavior and
alternatives
Inappropriate behavior and any
alternate behavior needed
correctly identified and fully
explained.
Inappropriate behavior and any
alternate behavior needed
correctly identified and
explained.
Explanation of inappropriate
behavior and any alternate
behaviors lacking detail.
Inadequate or incorrect
explanation of inappropriate
behavior and any alternate
behaviors.
Explanation of next
steps
Standard 6: Professional
Practices and
Responsibilities
(D) Teachers model
ethical and respectful
behavior and
demonstrate integrity in
all situations.
(ii) Teachers
communicate
consistently, clearly, and
respectfully with all
members of the campus
community, including
students, parents and
families, colleagues,
administrators, and staff.
Next steps are explained and
explicitly include elements of
effective communication.
Next steps are explained and
include elements of effective
communication.
Explanation of next steps is
vague and may not include
elements of effective
communication.
Explanation of next steps is
missing or incorrect and
may not include elements of
effective communication.
Professional
Language, Spelling
and Grammar
Writing is professional quality,
with fewer than 2 spelling or
grammar mistakes.
There are 2 – 3 issues with
grammar and spelling, but the
writing is still up to an
adequate professional
standard.
There are 4 – 5 issues with
spelling and/or grammar, or the
quality of the writing is not up
to a professional standard.
There are more than 5
issues with spelling and/or
grammar and the quality of
the writing is not up to a
professional standard.

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