Description
Ethical Dilemma Analysis |
The reading/literacy specialist has many roles, and frequently must use professional judgement to decide the best ways to help students improve in reading and writing.
The following scenarios will inform the assignment that follows. Please select the scenario that aligns with your program emphasis:
Elementary Scenario:
Joey is a student in a regular classroom. According to Informal Reading Inventories, he is reading about three grades below his current grade level. He was previously pulled out of the classroom for small group interventions. Since the intervention group has stopped, he has made minimal growth in reading and writing. When he is called to Mr. Santiago’s table to read with his group, he often complains that the words “jump around on the page,” and is reluctant to read aloud. When asked questions about the book, he gives very little accurate information about what he read.
During independent reading and work time, Mr. Santiago reports that Joey has a hard time keeping his hands to himself and is constantly out of his seat, disrupting the classroom. Mr. Santiago is frustrated by Joey’s behavior and has admitted he loses his patience with Joey and is lost as to how to help him. He has expressed to you that he just does not seem motivated and will not even try. You have arranged a time to observe the situation in hopes of helping.
As you are leaving your observation, the instructional assistant in Mr. Santiago’s classroom, Julia, has come to you and expressed concern for how Mr. Santiago treats Joey. Specifically, she details the negative treatment of Joey during reading and writing instruction by Mr. Santiago.
Secondary Scenario:
Joey, a freshman, is a student in an inclusive general education ELA classroom. According to Joey’s IEP, he is reading a grade below his current grade level. Last year, Joey was pulled out of his ELA general education setting to receive more support in the resource setting. He showed great progress and wanted to start his high school experience in a general education classroom for ELA. Since he was showing progress and there was an opportunity to be in an inclusive setting, the IEP team decided to place Joey in Mr. Santiago’s ELA freshman class, along with Mrs. Cavill, a special education teacher and Joey’s case manager.
It is now the second quarter of the school year, and Joey’s progress is declining. Mr. Santiago has noticed his regression in reading and writing. Mrs. Cavill has been documenting Joey’s performance, both academically and behaviorally, and also making the appropriate accommodations and interventions to try and support Joey.
At this time, Mrs. Cavill does not believe Joey needs to be placed back in the resource setting for ELA, but has observed other classroom factors that are not supporting Joey. In conversations with Joey’s parents, they also agree to not change the setting yet. Instead Mrs. Cavill will look for additional support to keep Joey in ELA during instruction time, but perhaps to have a reading/literacy specialist work with him independently during an open resource time. Mrs. Cavill, with approval from Joey’s parents, has reached out to Ms. Adams, the itinerant reading/literacy specialist for the district, to see if additional support from her would benefit Joey.
Ms. Adams arranges to observe the ELA class and Joey. As she leaves the classroom, Mrs. Cavill feels she needs to address additional concerns that she has seen that may be affecting Joey. She expressed concern for how Mr. Santiago treats Joey. Specifically, she details the negative treatment of Joey during reading and writing instruction by Mr. Santiago. In addition, during independent reading and work time, Mr. Santiago constantly reprimands Joey for being disruptive, or being out of his seat (which Mrs. Cavill is working on with him, but the constant belittling to Joey is just escalating his behaviors). In addition, Mr. Santiago has shared with Mrs. Cavill how frustrated he is by Joey’s behavior and has admitted he loses his patience with Joey and is lost as to how to help him. He has expressed that he just does not feel Joey is motivated, nor does he seem to try. Mrs. Cavill also shares that Joey he has shared with her that he is reluctant to read aloud due to the words “jumping around the page.” In addition, in observing and working with Joey as well, Mrs. Cavill noticed that Joey gives very little accurate information about what he read when asking questions about various readings done in class or for an assignment.
In 750-1,000 words discuss the following based on the scenario:
- An explanation of the ethical dilemma for you as the reading/literacy specialist
- Description of how to act and communicate professionally in this situation with all stakeholders
- At least 2-3 steps to try to resolve the issues at hand
- 1-2 culturally responsive, research-based strategies for the teacher to use to address the student’s reading needs
- 1-2 resources to help the teacher support the student’s academic and behavioral needs in the classroom
- Overview of 1-2 strategies or resources the teacher can provide to the student’s family to support academic and behavioral needs at home
- Rationale to support how behaving ethically in your professional practice affects student achievement. Refer to the Model Code of Ethics
REA-500
Class Code
REA-500-O500
Criteria
Criteria
Percentage
100.0%
Explanation of Ethical Dilemma
10.0%
How to Act and Communicate
10.0%
Steps for Resolution
10.0%
Culturally Responsive, Research-Based Strategies 10.0%
Resources for Teacher Support
10.0%
Resources for Family
10.0%
Model Code of Ethics
10.0%
Rationale
10.0%
Organization
10.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to
assignment and style)
5.0%
Total Weightage
100%
Assignment Title
Ethical Dilemma Analysis
No Submission (0.00%)
Not addressed.
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Not addressed.
Total Points
100.0
Insufficient (69.00%)
Explanation of the ethical dilemma is irrelevant and does not
connect with the scenario.
Description of how to act and communicate professionally in
the situation is inappropriate and does not connect with the
scenario.
Steps for resolution are implausible and do not connect with
the scenario.
Strategies for the classroom teacher to use to address the
student’s reading needs are ineffective, and not culturally
responsive or research-based.
Resources to help the teacher support students academic and
behavioral needs in the classroom are unrealistic and do
not align with research and best practices.
Resources to help families support the students academic and
behavioral needs at home are insufficient and do not align
with research and best practices.
Evidence from the Model Code of Ethics is poorly integrated
into the discussion.
Rationale to support how behaving ethically in the
professional practice affects student achievement is
incomplete or irrelevant.
An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized; may not relate to each other.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Documentation of sources is inconsistent or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Approaching (74.00%)
Explanation of the ethical dilemma is vague and superficially
connects with the scenario.
Description of how to act and communicate professionally in
the situation is vague and minimally connects with the
scenario.
Steps for resolution are weak and partially connect with the
scenario.
Strategies for the classroom teacher to use to address the
student’s reading needs are underdeveloped, and partially
culturally responsive and research-based.
Resources to help the teacher support students academic and
behavioral needs in the classroom are overly simplistic and
superficially aligns with research and best practices.
Resources to help families support the students academic and
behavioral needs at home are surface level and marginally
align with research and best practices.
Evidence from the Model Code of Ethics is minimally
integrated into the discussion.
Rationale to support how behaving ethically in the
professional practice affects student achievement is overly
simplistic.
The content may not be adequately organized even though it
provides the audience with a sense of the main idea.
Submission includes mechanical errors, but they do not
hinder comprehension. Effective sentence structures are
used, as well as some practice and content-related language.
Sources are documented, as appropriate to assignment and
style, although several minor formatting errors are present.
Acceptable (87.00%)
Explanation of the ethical dilemma is descriptive and clearly
connects with the scenario.
Description of how to act and communicate professionally in
the situation is appropriate and logically connects with the
scenario.
Steps for resolution are credible and competently connect
with the scenario.
Strategies for the classroom teacher to use to address the
student’s reading needs are effective, culturally responsive,
and research-based.
Resources to help the teacher support students academic and
behavioral needs in the classroom are relevant and align with
research and best practices.
Resources to help families support the students academic and
behavioral needs at home are appropriate for students and
align with research and best practices.
Evidence from the Model Code of Ethics is competently
integrated into the discussion.
Rationale to support how behaving ethically in the
professional practice affects student achievement is clear and
descriptive.
The content is logically organized. The ideas presented relate
to each other. The content provides the audience with a clear
sense of the main idea.
Submission is largely free of mechanical errors, although a
few are present. A variety of effective sentence structures
and figures of speech are used, as well as appropriate
practice and content-related language.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Target (100.00%)
Explanation of the ethical dilemma is insightful and draws
complex connections with the scenario.
Description of how to act and communicate professionally in
the situation is compelling and thoughtfully connects with the
scenario.
Steps for resolution are thought provoking and thoroughly
connects with the scenario.
Strategies for the classroom teacher to use to address the
student’s reading needs are innovative, culturally responsive,
and research-based.
Resources to help the teacher support students academic and
behavioral needs in the classroom are unique and expertly
align with research and best practices.
Resources to help families support the students academic and
behavioral needs at home are creative and meaningful and
specifically align with research and best practices.
Comments
Evidence from the Model Code of Ethics is skillfully integrated
into the discussion.
Rationale to support how behaving ethically in the
professional practice affects student achievement is insightful
and draws complex conclusions.
The content is well organized and logical. There is a
sequential progression of ideas related to each other. The
content is presented as a cohesive unit. Provides the
audience with a clear sense of the main idea.
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of
error.
Points Earned
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