Teacher Candidate Support Teacher candidates can count on support from many people during the cohort program—cohort coordinators, field supervisors, course instructors, mentor teachers, school administrators, fellow cohort students, OSAS advisors, placement coordinator, secretaries, and the department chair. Above all, candidates should ask for help right away when they need it. The faculty and staff are here to help. This section contains information on teacher candidates’ rights and responsibilities, ethics, and procedures for candidates who experience difficulty in the cohort program.
Click for here for UHM student resources.
Click here for ESEE faculty contact information.
Praxis preparation
Candidates must pass the required Praxis II content knowledge exams in order to advance to student teaching in Semester 4. Candidates in the ESEE program must pass the exams in both content areas K-6 Elementary and SPED. Candidates should attempt to pass the K-6 Elementary before the end of their -second semester in the program and the SPED exam immediately after the second semester in order to submit a complete Student Teaching Application to OSAS. The deadline for submitting the Student Teaching Application is September 15. Content for these exams is not necessarily covered in your methods courses. You must study and prepare for taking the exam(s). You can find preparation materials in the Wist Hall College Collaboration Center and the Educational Testing Service website (www.ets.org/). You can use these free flashcards to assist you in studying for your SPED exam.
Teacher Candidates’ Rights and Responsibilities Teacher candidates share the same rights and responsibilities as all other UHM students. Teacher candidates can find information on the UHM Student Code of Conduct and the UHM Academic Grievance Procedure at:
· http://studentaffairs.manoa.hawaii.edu/policies/conduct_code/
· http://studentaffairs.manoa.hawaii.edu/policies/academic_grievance/
Social Networking Policy Use professional and ethical judgment when posting messages on Facebook or other social networks. Posting inappropriate comments about any University of Hawaii or Partnership school students, faculty, or staff, or persons associated with them, violates the COE Code of Ethics and ESEE Professional Dispositions. Any ESEE student involved in posting such messages will be subject to consequences appropriate to the situation, including possible dismissal from the program.
Ethics Teacher candidates bear additional new responsibilities as educators. The following section contains the National Education Association (NEA) Code of Ethics for the Education Profession, and the Hawai’i Teacher Standards Board Code of Ethics. Candidates not meeting these standards will be put on a plan of assistance and may be subject to dismissal from the program.
Code of Ethics for the Education Profession Preamble The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nature of democratic principles. Essential to these goals are the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.
The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one’s colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.
The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than one specifically designated by the NEA or its affiliates.
Principle I: Commitment to the Student The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals. In fulfillment of the obligation to the student, the educator:
a. Exclude any student from participation in any program.
b. Deny benefits to any student.
c. Grant any advantage to any student.
7. Shall not use professional relationships with students for private advantage.
8. Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.
Principle II: Commitment to the Profession The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.
In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgments, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.
In fulfillment of the obligation to the profession, the educator:
1. Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications.
2. Shall not misrepresent his or her professional qualifications.
3. Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute.
4. Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position.
5. Shall not assist a non-educator in the unauthorized practice of teaching.
6. Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.
7. Shall not knowingly make false or malicious statements about a colleague.
8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or action.
Hawai’i Teacher Standards Board Code of Ethics
Preface
The Hawaii Teacher Standards Board Code of Ethics supports the vision, core values, and mission of the board in fostering professional standards for teachers, not only with regard to academic rigor, but to include the highest ethical standards of professional conduct which foster commitment to students, the profession, and the community. This code is intended to advance the teaching profession, to guide the professional behavior of P-12 educators in the State of Hawaii, and to form the basis for disciplinary action taken by the Board, as authorized in Hawaii Revised Statutes §302A-807.
Principle I: Commitment to Students
Hawaii P-12 educators shall:
Hawaii P-12 educators shall:
Hawaii P-12 educators shall:
Conferences Teacher candidates participate in routine conferences with their cohort coordinators, field supervisors, mentor teachers, and course instructors frequently throughout the cohort program. In addition, cohort coordinators arrange special conferences with teacher candidates who experience areas of concern or need for improvement related to the professional knowledge, skills, and dispositions required of teachers. A conference is the first step designed for teacher candidate support. The conference provides the opportunity to identify specific problems, needed improvement, and program support. Please note a candidate may ask for support and a plan of assistance with NO Penalty and no permanent record. It is strongly advised to seek assistance proactively.
Initial Letter of Notice Teacher candidates who continue to experience areas of concern or need for improvement in the program receive an Initial Letter of Notice. The letter provides written documentation of specific problems, a timeline for correction, and program support. An example Initial Letter of Notice is provided in this chapter.
Plan of Assistance for Improvement A formal Plan of Assistance for Improvement is developed to assist and guide teacher candidates who persist in areas of weakness or need for improvement related to the professional knowledge, skills, and dispositions required of teachers. The ESEE Program seeks to help teacher candidates become the very best professional educators possible. Plans of Assistance are designed to assist teacher candidates in achieving that goal. An example Plan of Assistance for Improvement is provided in this chapter.
Plans of Assistance include the following steps:
1. An objective description of the problem--the description is developed in collaboration with the teacher candidate, course instructors, mentor teachers or field supervisors, depending on the nature of the problem. Teacher candidates are informed in advance that a plan is being developed and have the opportunity for input into what they perceive to be areas of weakness.
2. A list of reasonable expectations for improvement on the part of the candidate--these expectations are a specific list of what the program will reasonably expect the candidate to change in terms of academic or professional behaviors.
3. A list of what the program will do to support the candidate's improvement efforts--this list includes support for the elements described in parts one and two. Faculty expertise, additional supervisory sessions, one-on-one instruction, retaking a course, and other genuine support strategies are included. All parties participate in generating the most helpful strategies. Nothing in section three should create an undue burden on any of those enlisted to help. The operative term is reasonable.
4. A timeline for when expectations should be met--The timeline must be reasonable and have a termination date by when the demonstrated change will be evident.
5. Next steps--Next steps are a part of due process notice and indicate what will happen when the Plan of Assistance timeline is completed.
6. Signatures—The Plan of Assistance is signed by all the people involved in the development of the plan and the Elementary Co-Director of ITE.
7. A sentence that reads, “I have read this plan and understand that my immediate attention to these areas of need is critical for successful completion of the teacher education program. I understand that I can respond in writing to this plan.” The candidate does not have to agree with the plan but must indicate that she or he has received the notice.
Another sentence states “The teacher candidate has chosen to respond in writing to this plan.” __________Yes __________No”
If Yes, the candidate’s response is attached to the plan.
8. Copies—Copies of the plan, without the candidate’s response, will be given to all the individuals who signed the plan. A copy is placed in the candidate’s file.
Plans of Assistance are confidential and shared only on a need to know basis. If the plan is successfully completed, it is removed from the candidate’s file and destroyed. No mention of a successfully completed plan is ever passed on to a potential employer.
Click for here for UHM student resources.
Click here for ESEE faculty contact information.
Praxis preparation
Candidates must pass the required Praxis II content knowledge exams in order to advance to student teaching in Semester 4. Candidates in the ESEE program must pass the exams in both content areas K-6 Elementary and SPED. Candidates should attempt to pass the K-6 Elementary before the end of their -second semester in the program and the SPED exam immediately after the second semester in order to submit a complete Student Teaching Application to OSAS. The deadline for submitting the Student Teaching Application is September 15. Content for these exams is not necessarily covered in your methods courses. You must study and prepare for taking the exam(s). You can find preparation materials in the Wist Hall College Collaboration Center and the Educational Testing Service website (www.ets.org/). You can use these free flashcards to assist you in studying for your SPED exam.
Teacher Candidates’ Rights and Responsibilities Teacher candidates share the same rights and responsibilities as all other UHM students. Teacher candidates can find information on the UHM Student Code of Conduct and the UHM Academic Grievance Procedure at:
· http://studentaffairs.manoa.hawaii.edu/policies/conduct_code/
· http://studentaffairs.manoa.hawaii.edu/policies/academic_grievance/
Social Networking Policy Use professional and ethical judgment when posting messages on Facebook or other social networks. Posting inappropriate comments about any University of Hawaii or Partnership school students, faculty, or staff, or persons associated with them, violates the COE Code of Ethics and ESEE Professional Dispositions. Any ESEE student involved in posting such messages will be subject to consequences appropriate to the situation, including possible dismissal from the program.
Ethics Teacher candidates bear additional new responsibilities as educators. The following section contains the National Education Association (NEA) Code of Ethics for the Education Profession, and the Hawai’i Teacher Standards Board Code of Ethics. Candidates not meeting these standards will be put on a plan of assistance and may be subject to dismissal from the program.
Code of Ethics for the Education Profession Preamble The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nature of democratic principles. Essential to these goals are the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.
The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one’s colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.
The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than one specifically designated by the NEA or its affiliates.
Principle I: Commitment to the Student The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals. In fulfillment of the obligation to the student, the educator:
- Shall not unreasonably restrain the student from independent action in the pursuit of learning.
- Shall not unreasonably deny the student access to varying points of view.
- Shall not deliberately suppress or distort subject matter relevant to the student’s progress.
- Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety.
- Shall not intentionally expose the student to embarrassment or disparagement.
a. Exclude any student from participation in any program.
b. Deny benefits to any student.
c. Grant any advantage to any student.
7. Shall not use professional relationships with students for private advantage.
8. Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.
Principle II: Commitment to the Profession The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.
In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgments, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.
In fulfillment of the obligation to the profession, the educator:
1. Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications.
2. Shall not misrepresent his or her professional qualifications.
3. Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute.
4. Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position.
5. Shall not assist a non-educator in the unauthorized practice of teaching.
6. Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.
7. Shall not knowingly make false or malicious statements about a colleague.
8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or action.
Hawai’i Teacher Standards Board Code of Ethics
Preface
The Hawaii Teacher Standards Board Code of Ethics supports the vision, core values, and mission of the board in fostering professional standards for teachers, not only with regard to academic rigor, but to include the highest ethical standards of professional conduct which foster commitment to students, the profession, and the community. This code is intended to advance the teaching profession, to guide the professional behavior of P-12 educators in the State of Hawaii, and to form the basis for disciplinary action taken by the Board, as authorized in Hawaii Revised Statutes §302A-807.
Principle I: Commitment to Students
Hawaii P-12 educators shall:
- Provide students with appropriate educational services based on research and accepted best practices
- Provide services to students in a nondiscriminatory manner;
- Take all reasonable precautions to protect the health, safety and well-being of students;
- Maintain a respectful, professional relationship with students;
- Keep information about students in confidence, unless disclosure is required by law or serves a professional purpose;
- Nurture in students life-long respect and compassion for themselves and others.
- Promote the right and freedom of students to learn, explore ideas, develop learning skills and acquire the necessary knowledge to achieve their full potential;
- Not exploit professional relationships with students for personal gain.
Hawaii P-12 educators shall:
- Exhibit behaviors which uphold the dignity of the profession;
- Be fair and equitable in their treatment of all members of the profession in a nondiscriminatory manner;
- Keep information about colleagues in confidence, unless disclosure is required by law or serves a compelling professional purpose;
- Continue to study, apply, and advance the professional knowledge base for P-12 educators and maintain a commitment to professional education.
Hawaii P-12 educators shall:
- Distinguish between personal and institutional views in communication to the public;
- Be truthful in representing facts concerning educational matters;
- Decline any gratuity, gift or favor that would impair or influence professional decisions or actions;
- Make information about education research and best practices available to students, parents, colleagues, and the public;
- Be open and honest with students, parents, colleagues, and the public.
Conferences Teacher candidates participate in routine conferences with their cohort coordinators, field supervisors, mentor teachers, and course instructors frequently throughout the cohort program. In addition, cohort coordinators arrange special conferences with teacher candidates who experience areas of concern or need for improvement related to the professional knowledge, skills, and dispositions required of teachers. A conference is the first step designed for teacher candidate support. The conference provides the opportunity to identify specific problems, needed improvement, and program support. Please note a candidate may ask for support and a plan of assistance with NO Penalty and no permanent record. It is strongly advised to seek assistance proactively.
Initial Letter of Notice Teacher candidates who continue to experience areas of concern or need for improvement in the program receive an Initial Letter of Notice. The letter provides written documentation of specific problems, a timeline for correction, and program support. An example Initial Letter of Notice is provided in this chapter.
Plan of Assistance for Improvement A formal Plan of Assistance for Improvement is developed to assist and guide teacher candidates who persist in areas of weakness or need for improvement related to the professional knowledge, skills, and dispositions required of teachers. The ESEE Program seeks to help teacher candidates become the very best professional educators possible. Plans of Assistance are designed to assist teacher candidates in achieving that goal. An example Plan of Assistance for Improvement is provided in this chapter.
Plans of Assistance include the following steps:
1. An objective description of the problem--the description is developed in collaboration with the teacher candidate, course instructors, mentor teachers or field supervisors, depending on the nature of the problem. Teacher candidates are informed in advance that a plan is being developed and have the opportunity for input into what they perceive to be areas of weakness.
2. A list of reasonable expectations for improvement on the part of the candidate--these expectations are a specific list of what the program will reasonably expect the candidate to change in terms of academic or professional behaviors.
3. A list of what the program will do to support the candidate's improvement efforts--this list includes support for the elements described in parts one and two. Faculty expertise, additional supervisory sessions, one-on-one instruction, retaking a course, and other genuine support strategies are included. All parties participate in generating the most helpful strategies. Nothing in section three should create an undue burden on any of those enlisted to help. The operative term is reasonable.
4. A timeline for when expectations should be met--The timeline must be reasonable and have a termination date by when the demonstrated change will be evident.
5. Next steps--Next steps are a part of due process notice and indicate what will happen when the Plan of Assistance timeline is completed.
6. Signatures—The Plan of Assistance is signed by all the people involved in the development of the plan and the Elementary Co-Director of ITE.
7. A sentence that reads, “I have read this plan and understand that my immediate attention to these areas of need is critical for successful completion of the teacher education program. I understand that I can respond in writing to this plan.” The candidate does not have to agree with the plan but must indicate that she or he has received the notice.
Another sentence states “The teacher candidate has chosen to respond in writing to this plan.” __________Yes __________No”
If Yes, the candidate’s response is attached to the plan.
8. Copies—Copies of the plan, without the candidate’s response, will be given to all the individuals who signed the plan. A copy is placed in the candidate’s file.
Plans of Assistance are confidential and shared only on a need to know basis. If the plan is successfully completed, it is removed from the candidate’s file and destroyed. No mention of a successfully completed plan is ever passed on to a potential employer.
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