Education course – TOPIC:
Reflective Teaching and Code of Ethics
Christi post: What it means to me to be a reflective practitioner; I feel it starts with being self aware and having a growth mindset. Being open to changes in the day while meeting the code of ethics and the stands required for teaching. It means being able to focus on the plan and analyze the actions that are occurring in the classroom and adjust your curriculum from there; while continuing to meet the standards that are required for teaching. It is being able to identify my own strengths and weaknesses as well as that of my students and being able to meet my students where they are at regardless where I am at in my own personal progress. I feel life experience is important here in addition to being able to discern when and how to share those life experiences that are personal to help your individual student grow in a teachable moment. I was surprised at how short the code of ethics was listed for teachers as I hold a real estate licence and they are much longer and more intricate. I think the code of ethics and the standard go hand in hand as they are focused on the students learning and the teachers responsibility to see they do so to the best of the student and teacher abilities. Professional standards translate teaching into concrete observable standards that are measurable to everyone’s benefit.
Matt post: From my perspective, Reflective Teaching is important for educators to first develop their own practices by learning from colleagues and continuing to build skills through professional development courses, both internal and external. This ongoing growth allows teachers to be adaptable and meet the needs of all learners. According to ISTE (n.d.), educators should also seek opportunities for leadership and support student empowerment. This is important for pre-service teachers, who must learn to balance effective instruction with well-designed assessments that support every student. Additionally, educators can benefit from learning from colleagues about strategies to improve classroom practices, manage students’ diverse emotions, and create equitable learning environments. According to NEA (2020) Code of Ethics emphasizes that teachers must demonstrate a commitment to the profession by exercising sound professional judgment, being honest, and maintaining integrity. Acknowledging mistakes early in one’s career and working toward upholding ethical standards enhances collaboration and a positive professional environment. My goal is to plan and develop a classroom environment where I can grow professionally, collaborate with veteran teachers, and support early-career teachers in maintaining ethical and effective practices. Reflective Teaching is also important for applying the ISTE. According to iCEV (2024), by understanding and using these standards, educators can ensure that their teaching strategies meet the needs of modern learners. ISTE supports teachers to integrate technology, enhance digital citizenship, and design learning experiences that engage students in developing critical thinking.
Education course – Topic: Parent Participation & Conflict Resolution
Marie post: I heard about a family that got upset with their child’s teacher because she had concerns about their son’s behavior at school. The teacher was trying to find out if the family had noticed any unwanted behaviors at home or if they had any concerns. Through a mutual friend of the family, I learned that the family was upset because they thought that the teacher was accusing them of not disciplining their child.
In this situation, having better 2-way communication could have made the situation better. The teacher could have made an effort to assure that their son’s behaviors are not a discipline issue. The teacher could have also mentioned several positive attributes of the student to offset the negative. The family could have also voiced their concerns instead of just getting upset.
To help build the trust of the family back up, I would ask the family if there was someone they would feel comfortable having come with them- a friend or a trusted teacher- that would help them advocate for their son and also be available so the family feels heard. I would reassure them that the teacher was not trying to accuse the family of anything, but rather wanted them to be part of the decision-making process for their son’s education. The teacher, and the school, values their input.
Kristi post: Think about a time (real or fictional) when there was a disagreement or misunderstanding between a family and school staff.
There was a time when I was sitting in on a 504 meeting; and when we opened the meeting we were talking about what the students accommodations and modifications were. This student specifically has tests read to them, is allowed extra time to turn in assignments, and needs to sit in the front row. The parent was confused when we started discussing why the student does not get to leave the classroom to have tests read to them by a paraprofessional and why their student did not receive a one on one paraprofessional for the classes they were struggling with. We told them that their student is on a 504 plan and does not receive one on one services with a paraprofessional. I think the parents were upset that they did not know this and assumed that they were getting more assistance then the student really was. I think that the collaborative practice that could have helped us out in this situation was to be more open, clear and concise about what their students’ modifications and accommodations are. From this week’s readings, one leadership action I would recommend is focusing on building trust through communication and transparency (Epstein & Sheldon, 2023). When teachers and administrators take the time to explain things clearly and invite families to share their thoughts, it helps families feel respected and involved. I think that this would help the parents feel not quite so surprised when they are in a meeting and make it sound like they don’t have a clue about what is going on with their students.
