Standard 5.

0 Professional and Ethical Behavior

Element 5.2 Model ethical behavior
Artifact 5.2.2
Activity: Attend and participate in a PA Core 2-week training session.
Total Time: 21 hours (out of 91 total, split amongst 3 Standards)
Artifact: Final lesson plan (tennis ball experiment) from summer session, MSP-RAMP
submission form, Standards for Mathematical Practice document (showing exactly what they
are).
Description: I attended a 2-week program (35 hours per week) that was intended to train
Somerset County teachers how to implement PA Core mathematical standards in their
classrooms. The major focus of this program was what are called the Standards of Mathematical
Practice, which are quite different from content standards. The Standards of Mathematical
Practice are the different strategies in which students should become fluent in order to become
better at problem solving and to become competent in mathematics in a more general sense. The
training session culminated in the creation of a single lesson that demonstrated teaching using
these standards. I had to teach the created lesson at some point during the school year, and then I
had to create a presentation to address the group of teachers that attended the summer training
session. Three presentation days (7 hours each) were scheduled throughout the school year for
teachers to demonstrate their results. I attended each of them and engaged in questioning and
discussion regarding the lessons and the presentation of the results. On the third of these
presentation days, I gave my presentation to a group of teachers for similar discussion. As a side
note, we were required to submit a RAMP submission form, which answered many questions
about the lesson pre-planning and results. This document has been included as an artifact to
show the expansiveness of what was required for this training.
Reflection: In participating in this program, I was consistently modelling professional and
ethical behavior. Each day, we were expected to engage in professional discussion regarding the
practice of the Standards of Mathematical Practice. In my case, and in the case of most of my
colleagues, ethical behavior was a given. For instance, I did treat the training as a burden to
endure; rather I displayed a motivation for wanting to use the information to benefit my teaching
and the learning of my students. I was not critical of the program, but instead asked questions of
the instructors on how to best implement the new standards. I completed all tasks required, and
this completion was not done half-heartedly, but thoroughly. During the final presentation of our
lesson plan, I was dressed appropriately and presented a professional attitude. In doing these
things, I hope that it helps to elevate the teaching profession and the education field as a more
professional career path than perhaps some of society feels. Regardless, it is important to always
show a professional and ethical attitude so that high standards are maintained.