ࡱ> 241 Wbjbj >WYYYYYmmmm ym$5 YYYYY:,8[Cm 0R!!8!Y8h^oL! : College of Education and Human Development 91Ƭ Professionalism Agreement It is a very important decision to want to become a teacher. Successful teaching requires a stable personality, one who can be entrusted with children, an intellectually curious and accomplished individual--a person possessing knowledge of the subject to be taught, pedagogical skills and knowledge, and democratic values. The Teacher Education Program at 91Ƭ shares in the responsibility of admitting to practice as educators only persons who are qualified. For pre-admission to the Teacher Education Program, you must comprehend and sign the following agreement. During pedagogy courses and your field assignments in P-12 schools, you must abide by fundamental beliefs deemed essential for effective educators and to conduct yourself at all times in a professional manner. Professional Behaviors I agree to: Exhibit a love of learning, understanding that what I learn is often personally and professionally useful. Accept differences among students and try to find ways to help each one learn. Patiently strive to maintain productive classroom behavior, consistent with democratic principles. Maintain the dignity and respect of all students and school personnel. Provide students opportunities for learning and employing critical thinking. Assist other professionals in improving and planning coordinated instruction. Protect students privacy and confidentiality. Maintain self-control and remain calm under stress. Reserve the time necessary for doing my best work. Be present and prompt to class and to field visitations; notify proper individuals if I am unable to attend or if I will be late. Contribute to group assignments. Be flexible to and accept changes when necessary. Advocate democracy through formal instruction and classroom practices. Abide by all campus rules and regulations. Beliefs: Following are the beliefs that 91Ƭ faculty agree are necessary for effective teaching. I agree to conduct myself in a manner that is consistent with these beliefs in all of my interactions with supervisors, mentors, colleagues, and students. Teachers should use students perceptions and past experiences in developing rapport and for supporting new learning. All children have ability to learn at some level and deserve help and accommodation for learning. Diversity in the classroom expands opportunities for enriched learning. Teachers are responsible for establishing a classroom environment conducive to learning and good order. Teachers should help each student and enlist students to help others learn. Teachers should encourage students to express themselves by various and creative means. Evaluation helps teachers understand how a student learns best, how well s/he is achieving, and how instruction can be improved. Teaching is best when it encourages acquisition of knowledge useful to analyzing information, creating new ideas, and reaching decisions. Reflection and analysis of teaching effectiveness can lead to instructional improvement. The most effective teachers rely on assistance from many others, including parents, school personnel and members of the community. At several transition points within the teacher education program, there will be rigorous assessment of the candidates fitness for becoming a professional educatorincluding a review of desired dispositions. I understand that if I am found to have a serious deficiency in one of these areas or I do not act upon the beliefs listed above, I may not be permitted to continue in the Teacher Education Program at 91Ƭ. 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