Description
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. Your paper will be evaluated on multiple criteria, including your thorough response to each of the prompts, including your ability to write professionally. To successfully complete this project and avoid resubmission, you must review the rubric with which you are evaluated.
You will submit your responses to each of the tasks in one document. The Canvas grading system does not recognize two or more documents within a submission – it only sees the first document. This is why all three parts must be in one document. You must use the TNT 700.1P Professional Communications Response Guide to respond and submit.
Attached is:
SAMPLE PROJECT TNT- use a reference to complete project
TNT 700.1P Performance Based Assessment – use as a reference while completing the task
TNT 700.1 Professional Response Guide- use document to record answers MUST BE RETURNED IN THIS FORMAT
TNT 700.1P Rubric- Follow rubric to get a passing score of at least an 80
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! DO NOT PLAGARIZE !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
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TNT 700.1PBP SAMPLE RESPONSE TASK 1
SAMPLE SCENARIO – This is NOT one of the scenarios to be answered but is a sample so the user can see the
expectations of one response to Task 1.
SCENARIO 1: Mr. Armstrong is a 3rd grade Language Arts teacher at Cold Creek Elementary. He shares students with
his teaching partner, Mrs. Long, who teaches Math, Science and Social Studies. These two teachers have been
teaching partners for several years and have shared personal information with each other as it pertains to their work
and home life. Recently, Mrs. Long confided in Mr. Armstrong about difficulties she is having with medication she
takes for anxiety, and she let him know that she would be missing school to go to a doctor’s appointment for help
with the issue.
While Mrs. Long was out for her appointment, Mr. Armstrong told the substitute, who is also a parent of a student
who attends Cold Creek Elementary, that Mrs. Long would probably be needing her several more times in the
upcoming weeks, saying specifically that she would be visiting the doctor until she gets her anxiety controlled by her
medications. Mr. Armstrong’s purpose in speaking to the substitute was only to secure her for upcoming days
because he prefers to have consistency for the students.
Questions:
1. Identify the behaviors that you believe violate standards in the Educator Code of Ethics.
2. Which standards do you think were violated? Explain your reasoning.
3. What different choices or actions could Mr. Armstrong have made to act in accordance with the code of
ethics?
Scenario 1 Sample Response:
Mr. Armstrong violated the Texas Educator Code of Ethics Standard 2.1 when he shared confidential health information
about his colleague, Mrs. Long. Standard 2.1 states “The educator shall not reveal confidential health or personnel
information concerning colleagues unless disclosure serves lawful professional purposes or is required by law.” While
Mr. Armstrong’s motives might be good, to secure the substitute so his students have consistency, he should not have
disclosed the health information his teaching partner shared in confidence. He could have alerted the substitute that her
services might be needed more in the upcoming days and not shared anything else. By revealing the health information,
Mr. Armstrong violated the code of ethics.
If the services of the substitute were going to be needed, Mr. Armstrong could just tell the substitute that they
appreciate how well she works with the kids and hope as opportunities arise, that she can be available.
This is the type of response required in both scenarios for Task 1. You must respond to each scenario.
TNT 700.1PBP SAMPLE RESPONSE TASK 2
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 2 Sample Scenario
As a sixth-grade social studies teacher, Mr. Everson knows that students working on group projects is an enjoyable,
meaningful way for students to learn content and also learn how to work together on a team. Once a six weeks,
students are assigned a group and must complete a group presentation on the content learned that six weeks. He allows
students time in class to work on the presentation. The group is graded on the presentation, and also on the individual
work done by each team member.
Recently, he noticed that one group had two members, Jesse and Liz, who were talking and laughing and playing games
during group time. The other students in the group, Alana and Sam were getting visibly frustrated at having to do all the
work and kept complaining that everyone was not doing their fair share.
After reprimanding Jesse and Liz multiple times, Mr. Everson decided to call both sets of parents to let them know that
the students were behaving inappropriately and not working. Both parents agreed to talk with their children and
expected them to be better. Mr. Everson felt that the issue had been resolved.
The next day, Mr. Everson received the following email from Mrs. Davis, Alana’s parent.
Mr. Everson, I received a phone call from Liz’s mom last night. She told me that you had punished Liz because
Alana complained that Liz wasn’t working. She said you blamed Liz’s poor behavior on Alana and that if Alana
hadn’t complained, you probably wouldn’t have even noticed it. I am furious that you would use my child as a
scapegoat for another child’s misbehavior. Alana works very hard to keep good grades, and previously enjoyed
your class. I don’t know why you thought you could bring my child into your poor classroom management issues,
but if you were having issues with Liz, I don’t know why you blamed Alana. Was this your way of staying on Liz’s
mom’s good side? Everyone knows she is a gossip, and that Liz is always in trouble. Why would you believe her
child, instead of Alana, who never gets in trouble?
I do not want Alana working in a group anymore and do not want her anywhere near Liz or Jesse. From now on,
do not assign my child group projects.
How should Mr. Everson respond to Mrs. Davis’ email?
Sample Response:
Mrs. Davis,
Thank you for your email in which you expressed concern regarding a classroom incident between Alana and
another student. I understand you are frustrated, so I hope my email will ease your concerns.
While I cannot comment on the specific situation that involves a student other than your own, please know that I
enjoy having Alana in my class. She is bright, a hard worker, and always helpful to both me and other students.
Typically, we do not have misbehaviors during group work, as students genuinely enjoy working with their peers
and, I believe, teaches students to learn to work with others. Unfortunately, we did have an incident in which
some group members were not working diligently, and that incident was addressed with the students involved.
The ability to work in a group on a project is a life skill that students need to learn and practice. It is for this
reason that I have students work in groups six times a year on presentations. Alana always works hard to do her
best, and that hard work does not go unnoticed. Students are graded on both the presentation of the group, and
also on their own individual work. We will continue this practice. I hope you will reconsider your objection to
group work for Alana. Group members are always rotated, and I have seen Alana thrive in group work prior to
this. I hope you will discuss this with Alana, and perhaps between the three of us, we can come to a resolution
that will allow her to continue with the group presentations.
TNT 700.1PBP SAMPLE RESPONSE TASK 3
TASK 3 – Effective Relations with Colleagues: Read the scenario provided and, in a paragraph, or two, describe how the
new teacher 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.
SAMPLE TASK 3: Ms. Ellison is a new teacher this year in Algebra I. All the teachers on the Algebra I team plan their
lessons together and take turns preparing materials and creating questions for the quiz and test for the unit. Ms. Ellison
always has her materials ready and waiting for the upcoming week, so she can stay on top of learning to teach.
However, the team leader, Ms. Kahari generally waits until Monday morning to pass out the lesson plans and the
accompanying worksheets and quiz questions. This has happened every month of the school year when it is Ms. Kahari’s
turn, and Ms. Ellison continues to be more and more frustrated. On the first week back in January, Ms. Kahari came by
Ms. Ellison’s room at 8:20 am, just as the tardy bell was ringing, to drop off that week’s plans and worksheets. Ms.
Ellison met her at the door and said “It’s about time. I never have time to prepare properly when you are in charge of
getting the materials to us. This is the fifth time this has happened. I am NEVER late with my materials for you. How do
you expect me to be prepared for my classes if you can’t bother to get me the plans and materials the week before? You
are the TEAM LEADER!!” Ms. Kahari turned, got in Ms. Ellison’s face, and said, “As a new teacher, you should be glad I’m
doing this for you. No one ever did this for me when I was new. So, deal with it!” And with that, she walked out. The
students were shocked, as Ms. Ellison never got flustered and upset, and yet Ms. Kahari was screaming, and Ms. Ellison
was crying. Ms. Ellison quickly left the classroom to go find an administrator.
1. Did Ms. Ellison do anything inappropriate? If so, what should she have done instead?
2. Did Ms. Kahari do anything inappropriate? If so, what should she have done instead?
3. According to guidelines of effective communication, what should Ms. Ellison do next? Be specific in how she should
approach the situation and Ms. Kahari.
Sample Response:
Ms. Ellison was inappropriate in a few ways. First, Ms. Ellison is in the team planning meetings, and she should always
have her own copy of the plans so she can prepare ahead of time for the week’s lessons. Second, she should not have
allowed her frustrations with Ms. Kahari to fester, so much that they spilled over in front of her students. She should
have found a time during a planning session where she could request that the weekly materials be made available
several days in advance so she can prepare properly. She also should not have confronted Ms. Kahari in front of her
students. Had she spoken up during a planning session, the incident might not have occurred. Ms. Ellison should always
make sure that she has materials for her students just in case Ms. Kahari doesn’t get the materials to her on time, even if
she has to prepare them herself. Ms. Ellison also should never leave her students unattended. If she is unable to remain
composed, she should have asked another teacher to monitor her classroom for a few minutes while she composed
herself.
Ms. Kahari, as the team leader, should be a better example for her team and always get the plans and learning materials
out to the teachers at least a week in advance. That way, if she is ever out, everyone will still have their materials. Also,
Ms. Kahari should not have responded to Ms. Ellison in the way she did. As a seasoned professional, she should have
apologized and asked Ms. Ellison if they could discuss this in the next planning session.
Both Ms. Ellison and Ms. Kahari need to meet privately and apologize to one another. They may need to ask a counselor
or administrator to meet together with them to make sure the situation does not devolve again. They should discuss the
situation calmly and agree to move forward in a manner that meets both their needs.
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 up the
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 scenarios and write a paragraph of 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.
Part 1: Educator Code of Ethics
Criteria
Identification of
Behavior
Exemplary: 8 pts.
Behavior that is or could be
an issue is explicitly
identified from both
scenarios.
Proficient: 6 pts.
Behavior that is or could be
an issue is generally
identified from both
scenarios.
Developing: 4 pts.
Behavior that is or could be an
issue is too vague or not
correctly identified for both
scenarios.
Novice: 0 -2 pts.
Behavior that is or could be
an issue not correctly
identified for either scenario.
Standard(s) Cited and
Justification
Standards are explicitly cited
by number and letter.
Standards are cited by a
general description.
Standards are not correctly cited
for one of the scenarios.
Standards are not correctly
cited for either of the
scenarios.
Standard 6: Professional
Practices and
Responsibilities
A coherent and cogent
statement is provided that
explicitly and clearly aligns and
connects the behavior to the
standard believed to be
violated.
Justification is provided
but it doesn’t explicitly align
and connect the behavior to
the standard believed to be
violated.
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.
TAC 228.35 (b) (2)
(H) meeting expectations
for attendance,
professional appearance,
decorum, procedural,
ethical, legal, and
statutory 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).
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)
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.
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.
(J) effectively
communicating with
students, families,
colleagues, and
community members.
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.
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.
Professional
Language, Spelling
and Grammar
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.
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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