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Home > Ethical Violations

Ethical Violations

Education candidates,

Unfortunately, we have had an incident in which a candidate has used a code to set up a TaskStream account and sold the yellow packet back to a bookstore.  We are in the process of working with TaskStream to connect the code to the name of the candidate.  If you happen to be the candidate who made this decision, please contact me at 859-338-0017.  It is much better to come forward and let me know before I track down the information through TaskStream.

Please make sure when you buy the yellow packet that the seal has not been broken.  I know of two candidates who were the buyers of the used codes, please contact me and let me know if you were able to get a refund from the bookstore.  If not, I can help you.

Sincerely,

Dr. H.
KY- Kentucky Teacher Standards
Standard: STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE
Criterion: 3.2 Establishes a positive learning environment.
Performance Indicator: Initial-Level Performance - Establishes clear standards of conduct, shows awareness of student behavior, and responds in ways that are both appropriate and respectful of students.
Criterion: 3.4 Fosters mutual respect between teacher and students and among students.
Performance Indicator: Initial-Level Performance - Consistently treats all students with respect and concern and monitors student interactions to encourage students to treat each other with respect and concern.
Standard: STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS
Criterion: 8.1 Identifies students whose learning could be enhanced by collaboration.
Performance Indicator: Initial-Level Performance - Identifies two or more students whose learning could be enhanced by collaboration and provides an appropriate rationale.
Criterion: 8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort.
Performance Indicator: Initial-Level Performance - Designs a plan to enhance student learning that includes all parties in the collaborative effort.
Criterion: 8.3 Implements planned activities that enhance student learning and engage all parties.
Performance Indicator: Initial-Level Performance - Implements planned activities that enhance student learning and engage all parties.
Criterion: 8.4 Analyzes data to evaluate the outcomes of collaborative efforts.
Performance Indicator: Initial-Level Performance - Analyzes student learning data to evaluate the outcomes of collaboration and identify next steps.
USA- NAEYC (Nat. Association for the Education of Young Children): Standards For Early Childhood Professional Preparation (prior to 2009)
Level: Baccalaureate or Initial (Undergraduate) Licensure Level (October 2001)
Standard 1: Promoting Child Development and LearningCandidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.
Key Element: 1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments
Standard 2: Building Family and Community RelationshipsCandidates know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
Key Element: 2b. Supporting and empowering families and communities through respectful, reciprocal relationships
Key Element: 2c. Involving families and communities in their children’s development and learning
Standard 4: Teaching and LearningCandidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines, to design, implement, and evaluate experiences that promote positive development and learning for all young children.
Sub-standard 4a: Connecting with Children and FamiliesCandidates know, understand, and use positive relationships and supportive interactions as the foundation for their work with young children.
Key Element: Knowing, understanding, and using positive relationships and supportive interactions
Sub-standard 4b: Using Developmentally Effective ApproachesCandidates know, understand, and use a wide array of effective approaches, strategies, and tools to positively influence young children’s development and learning.
Key Element: Knowing, understanding, and using effective approaches, strategies, and tools for early education
Sub-standard 4d: Building Meaningful CurriculumCandidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children.
Key Element: Using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes
Author: June Hyndman
Last modified: 6/28/2011 5:41 AM (EST)