2013 Annual Certification and Program Officials Drive-in Conference Session C3: Teaching and Assessing Ethics November 12, 2013

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2013 Annual Certification and Program
OfficialsDrive-in ConferenceSession C3
Teaching and Assessing EthicsNovember 12, 2013
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Resources
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Website

• Code of Ethics Test
• 5 Most Violated Standards-power point by Marjorie
  Bazluki as a project for her Ed. Specialist
  degree at UGA
• Generic Code of Ethics Power Point

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Darkness to Light

• Georgias Sexual Abuse
• Prevention Initiative

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WHAT are we doing ABOUT IT

• Statewide Child Sexual Abuse Prevention
  Initiative led by the Georgia Center for Child
  Advocacy
• Train Georgia adults to prevent, recognize and
  react responsibly to child sexual abuse
• Core values
• Prevention
• Adult Focus
• Community Engagement
• Cultural Change

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PRIMARY TOOL

• Stewards of Children
• Created by Darkness to Light, this is the only
  adult-focused material that has been shown to
  change the protective behaviors of adults.
• Training takes 3 hours and cost 10
• Facilitator-led or online

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Contact Information

• Georgia Center for Child Advocacy
• Tiffany Sawyer-Director of Prevention
• Tiffanys_at_gacfca.org
• 678-904-2880 ext.215

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Mazin EnCompass Software

• Tracking System for Students-At-Risk

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Early Identification, Referral and
MonitoringMental Detectors, Not Metal Detectors

• Dropout prevention
• Behavioral management and bullying prevention
• Mental health, physical health, family service
  and academic intervention provider referral and
  monitoring
• Ensure the effectiveness of existing programs and
  services
• Multi-Tier System of Support (MTSS)
• Response to Intervention (RTI)
• Supplemental Educational Services (SES)
• Positive Behavioral Interventions and Supports
  (PBIS)

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Implementing an Identification and Referral
Infrastructure

• Mazin EnCompass (www.mazineducation.com)
• Predict which students are likely to drop out
  based on multiple research-based indicators
• Automatically flag students with indicators of
  dropout risk, or who are exhibiting signs of
  emotional or mental health problems
• Automate referral and monitoring to make sure
  vulnerable students are actually connecting to
  and benefiting from needed services.
• Manage school- and community-based programs and
  assess program efficacy, response time, and
  capacity
• Streamline communication between teachers, staff
  and service providers
• Deliver real-rime, interactive reports for
  behavioral incident tracking, student progress
  monitoring, program evaluation, and referral
  management.

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Mazin EnCompass Pilot Results
 Mental Health BEFORE Year 1 (2008-09) Year 2 (2009-10) Year 3 (2010-11) Year 4 (2011-12)
of Referrals 61 143 376 423 465
Contacted Not tracked 111 302 369 426
Served 44 106 275 320 373
Conversion Rate 72.13 74.13 73.14 75.65 80.22
Avg. Time between Referral and Initial Contact Not tracked 24 days 37 days 25 days 26 days
Information from 2008-09 was tracked from
multiple sources as the online referral system
was not available until 2009.
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EthicsGame in partnership with Pioneer RESA
Professional Learning
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Evolved out of the Georgias Educator Ethics
Taskforce whose mission was to

1. To review status of educator ethics violations in
   GA
2. Too consider current practices in ethics training
   and maintain ethics awareness of Georgia
   Educators
3. To recommend steps for improving ethics
   understanding and ethics behavior of Georgia
   Educators

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One of the recommendations of the Taskforce was

• The PSC and RESAs should continue and expand the
  development and delivery of ethics training
  content, resources and offering.
• Because of this Taskforce recommendation
• One online PLU course in ethical decision-making
  based on the Georgia Code of Ethics

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GEORGIA ETHICS PROFESSIONAL LEARNING UNIT (PLU)

• This one-of-a-kind program is delivered online
  and provides educators with the following tools
  to build an ethical culture with their class and
  community
• The ability to identify ethical criteria that
  provide the foundation of professional ethics
• The ability to understand and apply standards in
  a model Code of Conduct for Educators
• The ability to practice real life ethical issues
  using a repeatable decision model in a virtual
  environment

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• TEACHERS
• Develop ethical career dispositions. These
  engaging exercises let you experience and
  practice ethical decision-making in a virtual
  environment at your own pace.
• PRINCIPALS
• Build an ethical community with a common
  language. Provide your team with skills for
  resolving ethical conflicts while validating
  their completion of this critical learning
  experience.
• SUPERINTENDENTS
• Raise the bar and create an ethical culture with
  this program. Be proactive and provide your
  Educators powerful tools to face the ethical
  challenges of today.

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Contact information can be found atGAPSC Ethics
Division Resource page and www.pioneerresa.org
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• Web-based, online training and records management
  system which helps systems manage their critical
  compliance related activities available 24/7
• Maintain legal records of all successful training
  completers for your school system

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• Meet annual mandated training requirements
• Free up administrator and staff time
• Train new hires anytime
• Provide legal database documentation of each
  training
• Offer potential customization for unique system
  training

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• Web Traffic July 2013 October 2013

More than 163,000 trainings completed using
ComplianceDirector modules!
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• "Pioneer RESA is a wonderful group to work with! 
  The quality of service is impeccable!  They are
  quick to respond to any and all concerns and go
  out of their way to make sure you are satisfied
  with their product. ComplianceDirector is
  incredibly easy to manage and monitor!"
• --Holly Boykin - Screven County School System--

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Contact information can be found atGAPSC Ethics
Division Resource page and www.pioneerresa.orgw
ww.compliancedirector.org
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EthicsGame in Partnership with Pioneer RESA
Professional Learning

• Understanding Educator Ethics for Georgia School
  Board Members

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This transformational course is delivered online
and provides board members with the following
tools to build an ethical culture within their
community

• The ability to understand your own ethical
  perspective along with the ethical perspectives
  of others, highlighting overall ethical diversity
• The ability to comprehend real-life ethical
  issues that school administrators face when
  enforcing the Georgia Educator Code of Ethics
• The ability to better support school
  administrators to improve educator ethics

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COURSE BENEFITS

• Online access provides flexibility for the
  learner work from the coffee shop or the kitchen
  table
• Engaging content holds learners attention
  through experiential exercises
• Consistency in message and language supports
  building an ethical culture
• Practical application brings insight into
  everyday issues faced by educational leaders and
  developed with the support of current GA school
  superintendents.

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Contact information can be found atGAPSC Ethics
Division Resource page and www.pioneerresa.org
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EthicsGame
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Semester Course

• Online
• Developed by Dr. Catharyn Baird
• Provides Profile
• Can be customized to needs of professor
• Cost less than a textbook
• Suzanne Taylor-staylor_at_ethicsgame.com

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Contact information

• Paul A. Shaw
• paul.shaw_at_gapsc.com
• 404-232-2635

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Policy and Program ImplicationsGeorgias
Educator Ethics Assessment
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Policy and Program Implications

• State policy changes
• 505-3.01
• Multi-tiered certification
• Statewide Educator Ethics Assessment

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GaPSC Rule 505-3-.01

• Georgia GaPSC-approved educator preparation
  providers (EPPs) shall ensure that candidates
• Complete a well-planned sequence of courses
  and/or experiences in professional studies that
  includes knowledge about and application of
  professional ethics and social behavior
  appropriate for school and community, as well as
  specific knowledge about the Georgia Code of
  Ethics for Educators
• Demonstrate knowledge and dispositions reflective
  of the standards and requirements delineated in
  the Georgia Code of Ethics for Educators

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GaPSC Rule 505-3-.01 (contd.)

• Provide information to each candidate on
  professional ethical standards, the Georgia Code
  of Ethics for Educators, the process for
  completing a background check, and application
  procedures for certification and employment
• Assess candidates knowledge of professional
  ethical standards and the Georgia Code of Ethics
  for Educators either separately or in conjunction
  with assessments of dispositions
• Rule 505-3-.01, paragraph (3) (e) 7.

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Draft Tiered Certification
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Opportunities

• Ethics remediation
• LEAs and in-service educators
• Customization
• Pre-service
• In-service
• Leaders
• Other school personnel
• Use of data

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Georgias Educator Ethics Assessment

• Looking for a well-planned sequence of
  experiences based on the 11 standards in the Ga.
  Code of Ethics that
• Establishes solid knowledge among the educator
  community (beginning with pre-service teachers
  and new teachers) of the Code of Ethics and the
  regulatory, dispositional, and ethical frameworks
  it represents
• Elevates behavior and encourages compliant,
  ethical actions and decisions
• Promote student safety and welfare
• Assist teachers with decisions
• Bear public scrutiny
• Inspire public confidence

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Recap Broad Goals of Project

• Methodology
• Asynchronous e-learning for training and
  assessment
• Courseware and platform built by ETS vendor
• ETS/GA team to guide, provide expertise,
  supervise
• Modular approach to learning

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Approaches

• Theme and Center Point
• The Professional Educator
• Like other professions, with special values,
  rules, duties, and public responsibilities
• All of which have to be balanced
• All of which have to be learned and practiced

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Approaches (contd.)

• Tone Peer-to-peer, professional-to-professional
• NOT lecture, superior-to-underling
• High attention to engagement
• Use video scenarios, storytelling
• Favor shorter modules
• Positive modeling

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Approaches (contd.)

• Establish and rely on shared and balanced
  normative values
• Care for every student but thats not the only
  value
• Balanced, in part, with firm and detailed
  approach to regulatory requirements
• Balancing short- and long-term consequences
• Explored in collaborative workshop

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Outline of Modules

• 1. Introduce Interest The Professional Educator
• 2. Introduce Awareness Overview of the Georgia
  Professional Educator
• 3. Introduce Knowledge The Professional Educator
  and the Student
• 4. Introduce Knowledge The Professional
  Educator, the School, and the Community
• 5. Advance Knowledge The Georgia Professional
  Educator
• 6. Experience Knowledge Ethical Decision Making
  for the Professional Educator

.
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Contact Information
Email annemarie.fenton_at_gapsc.com Phone
404-232-2654 Skype annemarie_fenton_2654
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The ConnectionDispositions and Ethical
Behaviors
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Professional Dispositions Defined
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Professional Dispositions The End Goal

• To support student learning and development.

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A Balancing Act Dispositions Ethical Behavior
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A Balancing Act Dispositions Ethical Behavior
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Thank You!
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Thank you for attending the 2013 GaPSC Annual
Certification and Program Officials Drive-In
Conference. We hope your day was
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