Educator Ethics

The Education Professional Standards Board has approved the following remedial trainings:

Elaine Wilson-Reddy

For more information, call (859) 319-3666 or email gelainewr@gmail.com

Be The Elephant: Preventing Sexual Harassment and Abuse of Students by Education Personnel

ACE Educational Services (http://www.ace-edservices.com/)

For more information, call (270) 933-0543 or email gregeross@gmail.com

• Anger Management: What it is and how to address it

• Administration Code for Educational Assessment (Federal and State Testing Policies)

• Appropriate Student-Teacher Boundaries

• Confidentiality Training for Kentucky School Certified Personnel

• Classroom Management Training for Kentucky School Certified Personnel

• Cultural Sensitivity Training for Kentucky School Certified Personnel

• Fiscal Management Training for Kentucky School Certified Personnel

• Professional Code of Ethics for Kentucky School Certified Personnel

• Sexual Harassment in the Workforce Training for Kentucky School Certified Personnel

• State and Federal Special Education Training

Jefferson County Teachers Association (http://www.jcta.org/)

For more information, call (502) 454-3400

• Classroom Management Training

• Diversity Training

• Educator Ethics Training

 Kentucky Education Association

For more information, contact Michelle Jones at (502) 696-8984 or michelle.jones@kea.org

• Ethics for Educators
• Poverty Informed Care
• Trauma Informed Classroom Management
  

National Education Association (http://nea.certificationbank.com/)

For more information, contact Michelle Jones at (502) 696-8984 or michelle.jones@kea.org

EDUCATOR ETHICS

• Educator Ethics & the Law

• Educator Responsibility to Students
• Educator Responsibility to the Profession
• Educator Responsibility to the School Community
• Educator Responsibility & Ethical Use of Technology
• Setting and Maintaining Ethical Boundaries
• Understanding Educator Ethics

RESTORATIVE PRACTICES

• Exploring Restorative Practices
• Building a Positive Classroom Community with Affective Language
• Restorative Circles: Building Relationships in the Classroom
• Restorative Conferencing
• Implementing Restorative Practices

 EXCEPTIONAL LEARNER

• IEP Implementation: Communication and Collaboration
• Understanding the IEP Process
• Functional Behavior Assessment and Intervention Plans
• IDEA: Determining Eligibility
• Working with Students with Autism Spectrum Disorder
• Introduction to Universal Design and Learning

ENGLISH LANGUAGE LEARNERS (ELL)

• Advocating for ELL students and their Families at the School Level
• Advocating for ELL Friendly Local, State and Federal Policies
• Analyzing Assessments to Support ELL Learning
• Understanding Academic Language
• Understanding Second Language Acquisition (SLA) Stages
• Using ELL Strategies in the Classroom
• Using Formative Assessments to Support ELL Learning
• Using Standards to Plan for ELL Students

ASSESSMENT LITERACY

• Classroom Embedded Performance Assessment
• Descriptive Feedback for Student Learning
• Eliciting Accurate Evidence of Student Learning
• Formative Assessment in the Teaching and Learning Cycle
• Foundational Principles of Quality Assessment
• Learning Targets to Establish Success Criteria and Engage Students

TECHNOLOGY FOR EDUCATORS

• Building Relationships Online
• Connected Educator: Growing Your Professional Network
• Curating Content
• Facilitating a Virtual PLC
• Introduction to Online "Netiquette"
• Providing Asynchronous Feedback to Learners
• Troubleshooting & Providing IT Support to Educators
• Virtual Engagement Strategies for Synchronous Learning
• Virtual Engagement strategies for Asynchronous Learning

TECHNOLOGY INTEGRATION

• Technology Integration: Citizen
• Technology Integration: Collaborator
• Technology Integration: Designer
• Technology Integration: Facilitator
• Technology Integration: Leader
• Technology Integration: Learner
• Technology Integration: Analyst

BULLYING

• Cyberbullying/Cyber Safety

• Federal, State and Local Policy Related to Bullying

• School Connectedness

• Creating Bully-Free Environments within Structured Settings

CLASSROOM MANAGEMENT

• Addressing Challenging Behaviors

• Classroom Expectation and Routines

• Creating Classroom Community

• Aspects of an Engaged Learner

• Organizing the Physical Layout of the Classroom

• Trauma-Informed Pedagogy

COOPERATING TEACHERS

• Listening and Nonverbal Communication

INTERSTATE TEACHER ASSESSMENT AND SUPPORT CONSORTIUM (In TASC) STANDARDS

• Collaboration Between Colleagues

• Communicating with Stakeholders 

• Engaging Classroom Discourse

• Evaluating Digital Sources

• Interdisciplinary Themes

• Linking Families and Communities to Schools for Student Success

• Promote Ownership of Learning

• Setting Objectives and Providing Feedback

• Teaching Note-taking and Summarizing Skills

• Technology Integration 101

• Using Student Evaluations to Improve Instruction and Student Learning

• Utilizing Practice Activities within Content Areas

FIVE CORE PROPOSITIONS: NATIONAL BOARD CERTIFIED TEACHER (NBCT)

• Knowing Your Students
• Knowing Your Content and How to Teach it to Students
• Managing and Monitoring Student Learning
• Thinking Systematically About Your Practice and Learning From Experience
• Teachers are Members of Learning Communities

NASDTEC Academy (http://www.nasdtec.academy/)

• Appropriate Student Teacher Boundaries

• Appropriate Use of Social Media

• Educator Ethics Training

Professional Learning Board (https://renewateachinglicense.com/member/cart-cat/renew-a-teaching-certificate-in-ky-kentucky)

BULLYING

• Bullying: Prevention and Policies for Schools

• Bullying: The Golden Rule Solution

CHILD ABUSE

• Child Abuse Prevention

CLASSROOM ENVIRONMENT/MANAGEMENT

• Classroom Collaboration

• Classroom Management for Positive Behaviors

• Classroom Organization for the 21st Century

• Transformative Classroom Management

• Partnering with Parents

EXCEPTIONAL LEARNERS

• Accommodating All Learners

• Accommodations through UDL

• Cognitive Skills - Understanding Learning Challenges

• English Language Learners

• Documentation and Implementation for Teachers

• Understanding ADHD

• Introduction to Autism

• Differentiation of Gifted Learners in the Classroom

ETHICS

• Ethics for Education Professionals

• Ethical Conduct in Education

MENTAL HEALTH

• Recognizing Early-Onset Mental Health Disorders

• Suicide Prevention

ONLINE LEARNING

• How to Teach Online for the Classroom Teacher

Teacher Coach 

For more information, contact Michelle Jones at (502) 696-8984 or michelle.jones@kea.org

BULLYING

• Bullying Part I

• Bullying Part II

• Bullying Part III

CYBERBULLYING

• Cyberbullying Part I

• Cyberbullying Part II

• Cyberbullying Part III

COMMUNICATION

• Communication Styles in the Workplace Part I

• Communication Styles in the Workplace Part II

• 5 Steps to Improve any Relationship

• Roadblocks to Effective Communication

CLASSROOM MANAGEMENT & CLIMATE

• Class Climate & Student Behavior Part I

• Class Climate & Student Behavior Part II

• Class Climate & Student Behavior Part III

• Class Climate & Student Behavior Part IV

• Class Climate & Learning Support Part I

• Class Climate & Learning Support Part II

• Class Climate & Learning Support Part III

• Class Climate & Learning Support Part IV

• Dealing with Difficult Students Part I

• Dealing with Difficult Students Part II

• Dealing with Difficult Students Part III

• Dealing with Difficult Students Part IV

DIVERSITY/EQUALITY

• Equity and Equality

• Diversity and Inclusion Overview

ETHICS

• Ethical Dilemmas

• Honesty at Work

EXCEPTIONAL NEEDS

• Learning Disabilities Part I

• Learning Disabilities Part II

• Learning Disabilities Part III

• 504 Plan Part I

• 504 Plan Part II

• Individualized Education Program/Plan (IEP) Part I

• Individualized Education Program/Plan (IEP) Part II

HARASSMENT

• Harassment in the Workplace Part I

• Harassment in the Workplace Part II

• Harassment in the Workplace Part III

SUICIDE PREVENTION

• Suicide Prevention Part I

• Suicide Prevention Part II

• Suicide Prevention Part III

Additional trainings may be found through:

Kentucky Department of Education (https://education.ky.gov/Pages/default.aspx)

• Accounting Procedures for School Activity Funds

• Administration Code for Kentucky's Educational Assessment Program

• Inclusion of Special Populations in the State-Required Assessment and Accountability Programs

• Child Abuse and Neglect: Prevention, Recognition, and Reporting

  • Recognizing and Reporting Child Abuse and Neglect

  • Child Abuse: Mandatory Reporting (Kentucky)

• School-Based Decision Making – Training

• Use of Physical Restraint and Seclusion in Public Schools

  • PBIS I – Introduction to PBIS 

  • PBIS II – Schoolwide Implementation of PBIS 

  • PBIS III – Bully Prevention in a PBIS Framework

To become an approved training provider:

 An organization or group may request to be EPSB approved remedial professional development or training provider by submitting a letter of request addressed to the EPSB board chair and a training proposal.  The training proposal shall contain a course syllabus, the approximate time for the course, a course bibliography, and curriculum vitae or resumes for the course developers and instructors.  If the course will be provided online, that information needs to be denoted in the request letter and include an explanation of how the online training is conducted and if online participants will be assessed. 

Please send the letter of request and proposal to breanna.listermann@education.ky.gov or EPSBEducatorEthics@education.ky.gov for preparation for the EPSB’s review.

One time request for professional development or training approvals:

 An individual may request that a professional development or training be approved to meet any board ordered training requirements by submitting the course syllabus, the approximate time for the course, a course bibliography, and curriculum vitae or resumes for the course developers and instructors to BreAnna Listermann, breanna.listermann@education.ky.gov or EPSBEducatorEthics@education.ky.gov.   

Individuals requesting one time approval for a particular professional development or training are encouraged to request approval prior to taking the course.