PROFESSIONAL DEVELOPMENT and PROFESSIONAL RESPONSIBILITY

1
PROFESSIONAL DEVELOPMENTandPROFESSIONAL
RESPONSIBILITY

• Rowan University
• Alternate Route Program
• Dr. Walter C. Quint

2
Instructor Introduction

• Professional Background
• I am not a radio personality

3
Structure of this Seminar

• Introduction
• Four Instructional Modules
• Module 1 The Standards
• Module 2 Commitment to the Students
• Module 3 Commitment to the Profession
• Module 4 Commitment to Professional Growth
• Assignments

4
References

• Blank, Helen D. "Speaking of Ethics." NJEA Review
  (April 2003) 18-20.
•  
• Fimian, Michael J. Teacher Stress Inventory.
  Brandon, VT Clinical Psychology Co., Inc., 1988.
•  
• Jorgensen, Donna W., and Frank J. Orlando, Eds.
  Improving Teaching and Learning -Seminars for
  Alternate Route Teachers. New York Houghton
  Mifflin Company, 2005.
•  
• Kronowitz, Ellen L. The Teacher's Guide to
  Success. Boston Pearson/Allyn and Bacon, 2008.
•  
• Levy, Lynne C., and Frank J. Orlando, Eds.
  Transition to Teaching in New Jersey. 3rd ed.
  Boston Houghton Mifflin Company, 2004.
•  
• Levy, Lynne C., Frank J. Orlando, Eds. New Jersey
  Alternate Route Teacher's Handbook. Boston
  Pearson Custom, 2008.
•  
• Orlando, Frank J., Lynne C. Levy, and Ronald K.
  Butcher, Eds. Techniques, Topics and Tips for
  Teachers. Boston Pearson Custom, 2006.
•  
• Orlando, Frank J., Joseph J. Pizzillo, and Ronald
  K. Butcher, Eds. Contemporary Issues in Education
  Policy and Practice. 2nd ed. New York Houghton
  Mifflin Company, 2004.
•  
• Orlando, Frank J., Ronald K. Butcher, and Lynne
  C. Levy, Eds. Becoming a Teacher in New Jersey.
  Boston Pearson Custom, 2007.
•  
• Putman, Joyce, and J. Bruce Burke. Organizing and
  Managing Classroom Learning Communities. 3rd ed.
  Boston McGraw Hill, 2006.

5
Naïve !!!!

• Prospective and novice teachers are often naïve
  about the pressures that will face them. This can
  cause a less than perfect career decision and
  hamper long term success.

6
Teaching is Demanding

• Teachers must have many skill sets and
• knowledge bases
• Knowledge of content
• Knowledge of materials
• Classroom management skills
• Planning skills
• Knowledge of child development
• Human relations skills
• Instructional skills

7
Teaching is Stressful

• Stress is related to the number of decisions that
  you make. Teachers make many, many decisions
  most are made on the spot.
• Teachers experience stress because of
• Work overload.
• Rigid and constant timelines and due dates.
• Unexpected schedule changes.
• Lack of direct feedback on job performance/accompl
  ishment.
• Long hours of direct interaction with students.
• Occupational tedium.
• Ambiguity.
• Conflict.
• Stress can lead to emotional exhaustion and, in
  turn, burnout.

8
Isolation and Autonomy

• Classroom teachers work in isolation from other
  adults but under the gaze of their students and,
  in turn, their parents.
• Teachers have a high degree of autonomy and
  freedom from direct supervision. On the other
  hand, they receive little feedback about their
  professional skills.
• Within the isolation, teachers have considerable
  discretion and autonomy.

9
Teaching is Unique

• Education is compulsory
• Clients are children
• Public profession done under the gaze of
  students (and, second handedly parents)
• Security of tenure
• As a result, teachers are held to very high
  standards.

10
PROFESSIONAL DEVELOPMENTandPROFESSIONAL
RESPONSIBILITY

• Module 1 The Standards
• Rowan University
• Alternate Route Program
• Dr. Walter C. Quint

11
Objectives

• Participants will be able to
• Explain that teachers are held to high standards
  for professional development as well as
  professional responsibility.
• Compare and contrast the professional standards
  and codes of ethics for teachers developed by
  various organizations and agencies in terms of
• Commitment to the students.
• Commitment to the profession.
• Commitment to professional growth.
• Discuss the standards in terms of the required
  knowledge, dispositions and performances for
  professional teachers.
• After reviewing the Board of Education policy
  manual, student and faculty handbooks, conduct a
  discussion with the principal for the purpose of
  comparing and contrasting the a code of
  ethics/conduct for
• Board of Education Members
• Administrators
• Teachers
• Students

12
Standards for the Profession

• New Jersey Department of Education
• Standard 10 Professional Development
• Standard 11 Professional Responsibility
• Each Standard outlines indicators for
• Knowledge
• Dispositions
• Performance
• National Board of Professional Teaching
  Standards
• Five Propositions
• Professional Organizations
• National Education Association Code of Ethics
• Commitment to the Students
• Commitment to the Profession

13
New Jersey Standard 10 Professional Development

• Teachers shall participate as active,
  responsible members of the professional
  community, engaging in a wide range of reflective
  practices, pursuing opportunities to grow
  professionally and establishing collegial
  relationships to enhance the teaching and
  learning process.

14
Standard 10 - Knowledge

• Teachers know and understand how education
  research and other methods of inquiry can be used
  as a means for continuous learning,
  self-assessment and development.

15
Standard 10 - Dispositions

• Teachers value and are committed to
• Refining practices that address the needs of
• all students and the school community.
• Professional reflection, assessment and learning
  as an ongoing process.
• Collaboration with colleagues to give and receive
  help.

16
Standard 10 - Performances

• Teachers engage in activities to
• Use reflective practice and the Professional
  Development Standards to set goals for their
  professional development plans.
• Make the entire school a productive learning
  climate through participation in collegial
  activities.
• Learn through professional education
  organizations.

17
New Jersey Standard 11 Professional
Responsibility

• Teachers shall act in accordance with legal and
  ethical responsibilities and shall use integrity
  and fairness to promote the success of all
  students.

18
Standard 11 - Knowledge

• Teachers know and understand
• Their professional responsibilities as reflected
  in constitutional provisions, statutes,
  regulations, policies, and collective
  negotiations agreement.
• Strategies to foster professional and productive
  relationships with students and colleagues.

19
Standard 11 - Dispositions

• Teachers value and are committed to
• Recognizing that an educators actions reflect on
  the status and substance of the profession.
• Upholding the highest standards of professional
  competence both as a practitioner as well as an
  employee vested with the public trust.
• Recognizing , upholding and respecting the
  dignity and worth of students as individual human
  beings, and therefore dealing with them justly
  and considerately.
• Recognizing their obligation to the profession of
  teaching and not engaging in any conduct contrary
  to sound professional practice and/or applicable
  statutes, regulations and policy.

20
Standard 11 - Performances

• Teachers engage in activities to
• Promote aspects of students well-being by
  exercising the highest level of professional
  judgment, and working cooperatively and
  productively with colleagues and parents to
  provide a safe, healthy, and emotionally
  protective learning environment.
• Maintain the confidentiality of information
  concerning students obtained in the proper course
  of the educational process and dispense such
  information only when prescribed or directed by
  federal and/or state statutes or accepted
  professional practice.
• Maintain professional relationships with
  students and colleagues.
• Provide access to various points of view without
  deliberate distortion of subject matter.
• Foster and maintain a school environment which
  protects students from sexually, physically,
  verbally, or emotionally harassing behavior by
  recognizing, understanding, and conducting
  themselves in a sound and professionally
  responsible manner.

21
National Board of Professional Teaching Standards

• Five propositions
• Teachers are committed to students and their
  learning.
• Teachers know the subjects they teach and how to
  teach these subjects to students.
• Teachers are responsible for managing and
  monitoring student learning.
• Teachers think systematically about their
  practice and learn from experience.
• Teachers are members of learning communities.

22
National Education Association Code of Ethics

• Based on two principles
• Commitment to the Student
• Commitment to the Profession
• Note A code of ethics for teachers exists but
  is not policed by a professional organization as
  is the case in other professions.

23
PROFESSIONAL DEVELOPMENTandPROFESSIONAL
RESPONSIBILITY

• Module 2 Commitment to Students
• Rowan University
• Alternate Route Program
• Dr. Walter C. Quint

24
Objectives

• Participants will be able to
• Explain at least seven fundamental concepts of
  fostering positive relationship with the parents
  of their students.
• Explain their commitment to students in terms of
  being a role model, reporting child abuse and
  neglect, supervision, corporal punishment, and
  confidentiality.

25
Commitment to the Student

• Teachers strive 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 formation of worthy goals.

26
Commitment to the Students

• In fulfillment of the obligation to the student,
  the educator
• Shall not unreasonably restrain the student from
  independent action in pursuit of learning.
• Shall not unreasonably deny the students 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 students to
  embarrassment or disparagement.
• Shall not on the basis of race, color, creed,
  gender, national origin, marital status,
  political or religious beliefs, family, social or
  cultural background or sexual orientation,
  unfairly
• Exclude any student from participation in any
  program.
• Deny benefits to any student.
• Grant any advantage to any student.
• Shall not use professional relationships with
  students for private advantage.
• 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.

27
Teachers are Role Models

• Over the past few decades, a study of 12,000 high
  school students found that 43 of them believe
  that a person has to lie or cheat sometimes in
  order to succeed!
• Teachers are (and must be) role-models for their
  students.

28
Working with Students

• Be a role model for your students by
  volunteering.
• Use discretion when sharing personal information
  with students (and colleagues).
• Students value teachers who are firm but fair.
• Treat all students the same.
• Confidentiality with student information is
  critical.
• Err on the side of caution when working with
  students.
• Ask yourself, If this was my child, how would I
  want them treated?

29
Working with ParentsWhy Are Parent
Conferences/Contacts Important?

• In the Past, teachers
• Grew up in the community, went to college, and
  then returned home to teach.
• Almost always lived in the community where they
  taught.
• As a result, parents and teachers knew each
  other.
• Today
• This shared background and experience is not as
  frequent.
• School districts are large consolidated
  institutions.
• Mobility is high for both parents and teacher.
• As a result, teachers must learn to know the
  parents and community.
• Contact parents early in the process so that they
  can help.
• Have specific goals and actions for both you and
  the parent to do in order to help the child.
• I dont know what to do is never a good start
  for a parent contact!

30
Working with ParentsFundamental Concepts

• You teach one of the children but there is
• more going on in the family than just that
• childs performance in your class.
• Parents are their children's first teachers.
• Parents have the right to have a voice in their
  childrens education.
• Parents want a teacher who cares about their
  children.
• Parents want a teacher who is empathetic,
  optimistic and approachable.
• Parents are frequently anxious about working with
  the teacher/school.
• Parents are frequently defensive when it comes to
  their children.
• Each child is a treasure to the parents.

31
Working with ParentsHelping Parents Participate

• Listen Listen Listen !!!
• Assume all parents are good parents who want the
  best for their children.
• Ask the parents for additional information.
• Parents view teachers as authority figures and
  may be uncomfortable expressing their own ideas.
  
• Be pleasant and welcoming.
• Dont use education jargon.
• Communicate optimism about their child.
• Most communications between teachers and parents
  are negative.
• Teachers must go out of their way to make
  positive contacts.

32
Working with Parents

• Join the PTA and help with parent activities.
• It is your job to establish the relationship with
  parents.
• ALWAYS
• return calls to parents
• PROMPTLY

33
Working with ParentsConference Skills

• Conference Skills
• Respect the parents point of view.
• See the situation from the parents perspective.
• Honor the parents perspective.
• Communicate openness to a collaborative solution.
• Be An Active Listener
• Let the parents talk.
• Convey the attitude that the conference is an
  essential part of the childs education.
• Dont let your mind drift.
• Allow enough time (at the parents convenience).
• Dont prejudge the parents intent.
• Take notes.
• Be careful with eye contact, facial gestures,
  body language, and voice tone.
• Follow-Up
• Be certain to follow-up on commitments made
  during the conference.

34
Child Abuse and Neglect

• As school officials, teachers are required by law
  to report suspected child abuse or neglect.
• This includes physical, emotional, and sexual
  abuse as well as neglect and exploitation of
  children.
• Most school districts appoint a liaison to work
  with the Division of Youth and Family Services.
• Consult with the liaison, the school nurse,
  guidance counselor or principal before reporting
  suspected abuse and neglect.
• Use caution and sensitivity.
• Always error on the side of the child.

35
Supervision of Students

• Teachers must carefully supervise students at all
  times in order to maintain their safety and
  well-being.
• During the school day
• At school activities
• Do not leave students unattended or unsupervised.
• Maintain a safe learning environment and be
  certain to warn students of potentially dangerous
  situations.

36
Corporal Punishment

• In the vast majority of cases corporal punishment
  is not allowable or appropriate.
• Dont touch a student unless it is required
• for self-defense.
• to protect other people from harm.
• Even in these situations use caution.

37
Confidentiality

• Teachers are held to a high standard when it
  comes to maintaining confidentiality of student
  records including
• IEPs
• 504 Plans
• Health and medical records
• Educational information

38
Confidentiality

• In some cases, students will share information
  with teaches but request that it remain
  confidential.
• Be cautious about making such promises.
• You have a legal obligation to report child abuse
  and neglect.
• You have the obligation to protect the safety of
  others.

39
If This Was My Child

• A good barometer for a teacher to follow when
  making a decision about a student is to ask,
• If this student was my child, how would I handle
  this situation?

40
PROFESSIONAL DEVELOPMENTandPROFESSIONAL
RESPONSIBILITY

• Module 3 Commitment to the Profession
• Rowan University
• Alternate Route Program
• Dr. Walter C. Quint

41
Objectives

• Participants will be able to
• Outline at least five procedure and/or norms that
  your colleague feels are essential for you to
  know.
• Explain how they can contribute formation and
  maintenance of the schools learning community.
• Explain the role of the New Jersey Department of
  Education, local Board of Education,
  administration, and employee unions in the
  governance of a school district.

42
Commitment to the Profession

• Teachers are vested by the public with a trust
  and responsibility requiring the highest ideals
  of professional service.
• Because teachers directly influence the nation
  and its citizens, they must
• Exert effort to raise professional standards.
• Encourage the exercise of professional judgment.
• Attract persons worthy of this trust into the
  profession.
• Assist in preventing unqualified persons from
  entering the profession.

43
Commitment to the Profession

• In fulfillment of the obligation to the
  profession, educators
• Shall not in an application for professional
  position deliberately make a false statement or
  fail to disclose a material fact related to
  competency and qualifications.
• Shall not misrepresent his/her professional
  qualifications.
• Shall not assist any entry into the profession of
  a person known to be unqualified in respect to
  character, education, or other relevant
  attribute.
• Shall not knowingly make a false statement
  concerning the qualifications of a candidate
  for a professional position.
• Shall not assist a noneducator in the
  unauthorized practice of teaching.
• 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.
• Shall not knowingly make false or malicious
  statements about a colleague.
• Shall not accept any gratuity, gift, or favor
  that might impair or appear to influence
  professional decisions or actions.

44
Learning Communities

• It Takes a Village to Educate a Child
• Teachers dont just work with students, they are
  members of an occupational working group.

45
Propensities of Learning Community Members

• Identify Common Needs and Purposes
• Seeing connections between individual and group
  needs.
• See Peers as Colleagues
• Seeing peers as resources of experience, skill
  and knowledge.
• Seek Self-Actualization and Group Actualization
• Seeing problems as opportunities to grow
  individually and as a community.
• Recognize Other Groups as Similar
• Seeing other groups as more similar than
  different.
• Reflect on Past Actions
• Seeing mismatches between what we thought would
  happen and what happened.
• Seeing the mismatch as a natural part of taking
  risks.
• Receive Help and Give Help
• Seeing giving and receiving help as positive
  rather than a stigma or weakness.
• Celebrate Accomplishments
• Seeing celebrations as a way to solidify the
  community.
• Great goofs and great successes.

46
Propensities of Learning Community Teachers

• Instructional Leadership
• Assumes that teachers and students are part of
  the same community.
• Not the factory model.
• Developmental Perspective
• Assumes that everyone in a community is somewhere
  on a continuum of personal development and no one
  is a finished product.
• Cooperative Disposition
• Assumes that people like to cooperate.
• Reflective Orientation
• Assumes that knowledge is a social function.
• What we think we know becomes knowledge when we
  test it in public and receive critical feedback.
• Requires the teacher to state publicly the plan
  and goals of instruction.

47
School Governance

• New Jersey has adopted both statutes and
  regulations to govern P-12 education in the
  State.
• Local Boards of Education adopt policies to
  provide direction to the school administration
  and staff.
• In many cases, standard operating procedures are
  developed in order to clarify how policies are to
  be implemented.
• Frequently, the New Jersey Department of
  Education actually mandates that local Boards of
  Education have specific policies.
• As a service to local Boards of Education, the
  New Jersey School Boards Association creates
  model policies for school districts to modify and
  adopt.
• At the building level, principals and their staff
  develop norms, procedures, and routines for their
  school.
• Dont confuse these building level procedures
  with Board of Education policy.

48
Be Part of the Professional Team

• Professional growth and responsibility
• Join and be active in professional organizations
• Subject-Matter organizations
• Honorary organizations
• Join and be active in the education
  association/union. This organization provides
  many services including
• Collective bargaining
• Explanation of duties/responsibilities
• Legal council/representation
• In-service training
• Serve on committees that interest and/or affect
  you.
• Administrative
• Union
• Professional Growth
• Take course
• Participate in workshops
• Attend conferences
• Present workshops at conferences

49
Cautions for the New Teacher

• Do not volunteer for committees that will
  jeopardize your relationship with the
  administration (i.e., contract disputes)
• Dont get in over your head. Professional
  commitments should not
• Interfere with classroom preparation
• Interfere with your personal life
• Commit to a balance between your personal and
  professional lives.
• Socialize with some non-teachers.

50
Flourishing as a Teacher

• Come to work on time everyday!
• Look at the other teachers to determine school
  norms for dress
• Clean, neat, and pressed
• Look like a teacher, not a student
• Complete paperwork accurately and promptly.
• Make positive contacts with parents.
• Proofread your materials.
• Make guests in your classroom feel welcome.
• Treat everyone the same - Be respectful to
  everyone
• Go to school activities.
• Be visible in town, local stores and at community
  activities.
• Always present yourself as a prepared
  professional who is positive, enthusiastic and
  can-do.

51
Communications

• Use standard English
• Proofread
• Return calls promptly
• Emails
• Use standard English
• Proofread
• Be careful to convey the proper tone.

52
Staying Out of Trouble

• Treat everyone the same.
• Dont jump the chain of command.
• Read and understand the IEPs and 504s for your
  students.
• Be careful with CC.
• Dont use the word They.
• Dont start or spread rumors.

53
Working with the Principal

• Keep the principal informed
• It is better to over-inform rather than
  under-inform
• Be brief
• Give the principal copies of letters and
  communications before you send them to parents.
• Then wait a day or two before you send the
  information home
• Make the principal feel welcome in your classroom
• Invite them to special activities
• Provide lesson plans, books, worksheets and an
  adult size chair when they observe you.
• Always follow the chain of command

54
Working with Colleagues

• Reach out and make yourself available to
  colleagues
• Least Restrictive Environment means that students
  with disabilities will be members of every class.
  
• As a result, teachers frequently are joined by
  special educators, paraprofessionals, basic
  skills teachers and other professionals within
  the general education classroom.
• Inclusion means co-teaching, not each person
  working with their students.
• Members of the Child Study Team and other
  specialists will also ask for your cooperation,
  insight and input.
• Secretaries are the first line of contact and can
  help you navigate the school organization as well
  as set the tone for your success/failure with
  other members of the school community and
  parents.

55
Working with ColleaguesThe Informal Structure of
School Communities

• Custodians
• Aides
• Cafeteria Workers
• Bus Drivers
• Secretaries
• Listen very carefully to suggestions made by the
  Secretary to the Principal.
• Hint Maintain your own professional records.
  Dont ask the secretary for copies. This leaves
  a bad impression.

56
Safe Harbors

• Idiot Mittens
• Everything and everyone is connected.
• School Nurse
• Key people are those with respect and influence
  (informal leaders) and are not always the people
  with titles.

57
PROFESSIONAL DEVELOPMENTandPROFESSIONAL
RESPONSIBILITY

• Module 4 Professional Growth
• Rowan University
• Alternate Route Program
• Dr. Walter C. Quint

58
Objectives

• Participants will be able to
• Explain the difference between and the purposes
  of formative assessments (observations) and
  summative evaluations (Annual Written Performance
  Report).
• Design a five-year plan of goals you would like
  to achieve.
• Explain ways that they can seek help from all
  sources (parents, students, colleagues, etc.) to
  achieve their professional goals.

59
Professional GrowthTeacher Evaluation Process

• Teacher Observation Process Formative
  Assessments
• Ongoing
• Intended to provide ongoing feedback.
• Purpose is self-improvement and professional
  development.
• Assists in developing an understanding of ones
  own teaching style.

60
Professional GrowthReflective Practice

• Reflective Practice -Thoughtful consideration of
  ones own experiences. This requires the
  teacher to be
• Open-minded.
• Avoid We have always done it this way.
• Analytical about the profession.
• Responsible for his/her professional growth.
• Admit to ones errors.
• Willing to accept all students.

61
Professional Growth Teacher Evaluation Process

• Annual Written Performance Report Summative
  Evaluation
• Indicators of Pupil Progress
• Professional Improvement Plan
• Planning for improvement, not admitting to
  weakness.
• Need to constantly update teaching skills and
  knowledge base.
• Professional Development Requirement - 100
  hours/5years
• Evaluation is for the purpose of making personnel
  decisions

62
From Novice to Master Teacher

• Teachers progress through levels of professional
  development
• They begin by following the prescribed written
  curriculum, focus on classroom management, cover
  content , grade papers and keep up with required
  tasks.
• They then become more reflective about what they
  are doing and how it is working.
• They continue by becoming more diagnostic
  concerning the students work, by setting high
  expectations for all students, being proactive,
  and become more innovative with the curriculum
  and student assessment. 
• Be patient with yourself.
• Plan to take five years to become a seasoned
  teacher.

63
Be Kind to Yourself

• Talk about your successes.
• Dont put yourself down.
• Maintain a positive perspective.
• Have a sense of humor
• Kids love it when their teacher enjoys themselves
  in class
• So do your colleagues and family!!!!
• Make your classroom comfortable you live there
  for 8 hours per day.
• Devise ways to break the routine for yourself and
  your students.

64
PROFESSIONAL DEVELOPMENTandPROFESSIONAL
RESPONSIBILITY

• Assignments
• Rowan University
• Alternate Route Program
• Dr. Walter C. Quint

65
AssignmentModule 1 - The Standards

• Review the Board of Education Policy Manual,
  student handbook, and faculty handbook in order
  to identify a code of ethic/conduct for
• Board of Education Members
• Administrators
• Teachers
• Students
• If you cannot identify codes of ethics in the
  policy manual, student handbook, and faculty
  handbook, do a Internet search to locate codes of
  ethics for the above mentioned groups.
• In a one page summary, compare and contrast the
  codes of ethics that you examined above.

66
Assignment Module 2 Commitment to the Students

• In a one page summary explain
• At least seven fundamental concepts of how to
  foster a positive relationship with the parents
  of your students.
• OR
• Your commitment to students in terms of being a
  role model, reporting child abuse and neglect,
  supervision, corporal punishment, and
  confidentiality.

67
AssignmentModule 3 Commitment to the
Profession

• Meet with a colleague to discuss school building
  procedures and/or norms that they feel are
  essential for you to know in order to be
  successful as a teacher.
• In a one page summary, outline at least five
  procedures and/or norms that your colleague
  identified as essential. Be certain to explain
  how they contribute to the formation and
  maintenance of the schools learning community.

68
Assignment Module 4 - Professional Growth

• Prepare a five-year plan of goals you would like
  to achieve. Within the plan, explain how you
  will seek help from all sources (parents,
  students, colleagues, etc.) to achieve your
  goals?
• The plan must be at least one page in length.

69
Format of the Assignment

• Four assignments have been presented. You will
  submit 2 of the 4 one-page summaries in order to
  complete this seminar. You may select any two of
  the assignments explained above.
• At the beginning of each assignment, include the
  name of the appropriate module. (For example
  Assignment for Module 1 The Standards)
• Both summaries must be included in a single
  Microsoft Word document. Use one inch margins
  and Times New Roman 10 point font.
• Save the document with the following title
  Alternate Route Assignment Your Name
  Alternate Route Site. (For example, Alternate
  Route Assignment John Jones Blackwood)
• Place your name and your alternate route site on
  the top of every page. (For example, John Jones
  Blackwood)

70
Submission of the Assignment

• Submit your assignment via email to
  quint_at_rowan.edu.
• The subject line of the email must read
  Alternate Route Assignment Your Name
  Alternate Route Site. (For example, Alternate
  Route Assignment John Jones Blackwood)
• The assignment must be received no later than
  midnight (daylight savings time) on Monday, May
  18, 2009.

71
Self-Assessment

• You are not required to submit your responses to
  the following questions. These questions will,
  however, allow you to check your knowledge on key
  points of this seminar
• Explain how teachers are held to high standards
  for professional development as well as
  professional responsibility.
• Discuss the standards in terms of the required
  knowledge, dispositions, and performances for
  professional teachers.
• Explain the role of the New Jersey Department of
  Education, local Board of Education,
  administration, and employee unions in the
  governance of a school district.
• Explain the difference between and the purposes
  of formative assessments (observations) and
  summative evaluations (Annual Written Performance
  Report).

72
On Your Own Activity Professional Portfolio

• This activity is recommended but will not be
  submitted as part of this
• seminar..
• Create a teaching portfolio for yourself that
  includes at least
• Resume
• Transcripts
• Professional Certificates
• Awards and Honors
• Letters of Recommendation
• Observations/Evaluations
• Samples of teacher and student work
• Other items that you feel are important
• Dont forget to include some items that you feel
  make your school successful. That is,My
  schools good ideas.

73
Thank you

• Thank you on behalf of Program Directors Frank
  J. Orlando and Lynne C. Levy and myself for
  participating in this online seminar.
• We hope that you have found it to be a meaningful
  learning experience offered in a convenient
  format.
• We welcome your comments and suggestions via
  email at quint_at_rowan.edu.