Full Catalog of Upcoming Events

In this series of 3 brief videos, our main purpose is to provide perspective and related exercises on helping students elaborate. When we elaborate, we explain further.

These exercises are age-appropriate and brief. They are designed to give students practice and familiarity with this skill.

Video 1: Elaborating on textual evidence from fiction texts.

Video 2: Elaborating on textual evidence from non-fiction texts: ELA and SS.
Video 3: Elaborating on textual evidence from non-fiction texts: ELA and Science

In this series of 3 brief videos, our main purpose is to provide perspective and related exercises on helping students elaborate. When we elaborate, we explain further.

These exercises are age-appropriate and brief. They are designed to give students practice and familiarity with this skill.

Video 1: Elaborating on textual evidence from fiction texts.

Video 2: Elaborating on textual evidence from non-fiction texts: ELA and SS.
Video 3: Elaborating on textual evidence from non-fiction texts: ELA and Science

In this series of 3 brief videos, our main purpose is to provide perspective and related exercises on helping students elaborate. When we elaborate, we explain further.

These exercises are age-appropriate and brief. They are designed to give students practice and familiarity with this skill.

Video 1: Elaborating on textual evidence from fiction texts.

Video 2: Elaborating on textual evidence from non-fiction texts: ELA and SS.
Video 3: Elaborating on textual evidence from non-fiction texts: ELA and Science

In this series of 3 brief videos, our main purpose is to provide perspective and related exercises on helping students elaborate. When we elaborate, we explain further.

These exercises are age-appropriate and brief. They are designed to give students practice and familiarity with this skill.

Video 1: Elaborating on textual evidence from fiction texts.

Video 2: Elaborating on textual evidence from non-fiction texts: ELA and SS.
Video 3: Elaborating on textual evidence from non-fiction texts: ELA and Science

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 1

1. I am learning about Standard 1 (Legal Compliance) of the Georgia Code of Ethics for Educators (COE).
2. I am learning best practices in working with legal compliance. 
3. I am learning how to protect myself in dealing with legal compliance. 

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS

1. I am learning about Standard 2 (Conduct with Students) of the GA Code of Ethics.
2. I am learning how to ensure my conduct and interactions with students inside and outside of school are professional.
3. I am learning about unprofessional conduct with students.
4. I am learning the difference in being friendly with students and being friends with students.
5. I am learning the legal definition of a student.
6. I am learning to identify examples of inappropriate or unprofessional behavior with students.

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 3

1. I am learning about Standard 3 (Alcohol or Drugs) of the Georgia Code of Ethics for Educators (COE).
2. I am learning which practices are unethical and what makes them unethical.
3. I am learning how to protect myself in dealing with alcohol or drugs. 

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 4

1. I am learning about Standard 4 (Honesty). 
2. I am learning the definition of honesty in the context of my work at school, at extracurricular activities, and in the community.
3. I am learning to define unethical conduct in the context of my work.
4. I am learning examples of violations.
5.  

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 5

1. I am learning about Standard 5 (Public Funds and Property) of the Georgia Code of Ethics for Educators.
2. I am learning best practices in working with public funds and property.
3. I am learning how to protect myself in dealing with public funds and property.

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 6

1. I am learning about Standard 6 (Remunerative Conduct).
2. I am learning the Dos and Don’ts for Remunerative Conduct. 
3. Through discussing scenarios, I am learning to determine how I should respond professionally.  
4. I am learning about resources for future reference.

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 7

1. I am learning about Standard 7 (Confidential Information) of the Georgia Code of Ethics for Educators (COE).
2. I am learning best practices in working with student and personnel records, testing materials, and other confidential information.
3. I am learning best practices for testing situations.
4. I am learning how to protect myself in dealing with legal confidentiality. 

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 8

1. I am learning about Standard 8 (Required Reports) of the Georgia Code of Ethics for Educators.
2. I am learning which reports should be filed for Standard 8 of the Georgia Code for Educators.
3. I am learning which offenses require immediate reporting.

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 9

1. I am learning about Standard 9 (Professional Conduct).
2. I am learning the Dos and Don’ts of professional conduct. 
3. Through discussing scenarios, I am learning to determine how I should respond professionally.  
4. I am learning about resources for future reference.

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

This last module for the ethics modules also has a comprehensive quiz over all 10 Standards.  Because of the importance of this aspect of your role in schools, you should strive to make a score of 100.  (You may use your notes and repeat the test if you desire.)  A certificate of completion will be issued when a score of 100 is attained.

LEARNING INTENTIONS FOR STANDARD 10

1. I am learning about Standard 10 (Testing) of the Georgia Code of Ethics for Educators.
2. I am learning best practices in working with testing.
3. I am learning how to protect myself in dealing with testing.

This was copied directly from the website: "This webinar is part of the 2023-2024 ESOL Directors’ Munch and Learn webinar series. Topics include Office for Civil Rights considerations, English learner identification procedures, and professional learning opportunities. To report an issue with the event link, please email the event contact."

Primary Contact: Margaret Baker - This email address is being protected from spambots. You need JavaScript enabled to view it.

(For all staff (general education and special education) on how to use a competing pathway chart to modify behavior)

Competing Pathway Chart

When we ran the Behavioral Intervention Program and I taught Applied Behavior Analysis for Classroom Teachers at Georgia State, we found the typical competing pathway chart was confusing to many people.

Certain words depicted the wrong image for those we were trying to define behaviors to in behavior support team meetings.

After two years of careful research, Dr. Riffel has simplified the competing pathway chart to help adults determine the summary statement of behavior and then develop a behavioral intervention plan based on the function of the behavior.

Check out this free mini-course.

 Join our GaDOE Science 3-5 virtual specialists to dive more deeply into the science and engineering practice of constructing explanations in the 3-5 classroom. Presenters provide lesson examples and instructional resources on the practice of constructing explanations. (15 minutes; May 30, 2023)

 Join our GaDOE Science K-2 virtual specialists to dive more deeply into the science and engineering practice of constructing explanations in the K-2 classroom. Presenters provide lesson examples and instructional resources on the practice of constructing explanations. May 30, 2023

 Mr. Curts addresses generative AI, Uses for AI in education, and addressing AI misuse. This is a very informative video and the resources are amazing.

This is a recording of the meeting held 9-13-23.

We are so excited to get year 2 started with Cheerleaders and Champions! 

Please save the date for our VIRTUAL Cheerleaders and Champions kickoff Wednesday, September 13 from 4:30-5:30. 

This workshop is for new teachers and educators and for those who are considering leaving the profession. Veteran teacher educator Bethanie Tucker, Ed.D. shares practical strategies and inspiring stories that can push your career to the next level. Whether you are just starting out or thinking of quitting, Dr. Tucker has tips you can try that will improve your work experience.

This Quick Course will teach you what Bloom’s Taxonomy is and how it is related to cognition. You’ll learn about the thinking processes associated with each level of Bloom’s Taxonomy, and how Bloom’s Taxonomy relates to your standard or lesson objective. By deeply understanding the expectations of your lesson standard, you can help students meet or exceed the cognitive thinking skills required for your lesson activities.

This Quick Course will teach you what Webb’s DOK is and how it is related to rigor. You’ll learn about activities associated with each level of DOK, and how each level is related to a standard, lesson objective, and assessment or activities. By deeply understanding the expectations of your lesson standard, you can design lessons and support students at appropriate levels of rigor.

This Quick Course will provide you with a quick look and overview of what Universal Design for Learning (UDL) is, and the components that make up each UDL principle. You’ll learn about strategies that follow the UDL model so that you can create lessons that support every student in your classroom.

This Quick Course will teach you how to design homework that is aligned to classroom instruction and effective to support student academic achievement. You’ll learn the four purposes of homework and the four steps required to build effective homework for students. The course comes with a simple homework planning template to help you construct specific skills and activities throughout each instructional week.