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Use advanced part of the grading rubic and use apa reference format EDUC 703 Philosopher Values & Ethics Assignment Instructions Overview The purpose of the Philosopher Values & Ethics Assignment is twofold. The first purpose is to identify dispositions displayed by various educational philosophers throughout history. The second is to discuss how educators may apply the dispositions in a current-day context in such a way as to impact education and society. Candidates will provide historical examples of how educators in the past have displayed specific values and ethical dispositions. Then, considering factors regarding current social and cultural issues, candidates will also provide examples of how educators today may impact culture through the dispositions of social responsibility, commitment, reflective practice, integrity, and professionalism. As candidates identify various dispositions displayed by historical figures, they are indicating the relevance of specific ethical beliefs and actions. Candidates apply the lens of Biblical truth and their own educational philosophy as they analyze the dispositions of various philosophers. Instructions Using the Philosopher Values & Ethics Template, in the Historical Example column, explain how each disposition was exemplified by a particular educational philosopher. Refer to a variety of different philosophers throughout the template and cite each example in APA format; include a reference list at the bottom. In the Current Proposed Application column, propose how educators today might impact culture by applying each disposition. Current application should be specific to societal issues that influence education. Do not submit a formal paper for this assignment. The template is all that is required. Each cell in the template should include one or two fully-developed and well-structured sentences. Note: Your assignment will be checked for originality via an online plagiarism tool. SCRIP Disposition Explanation Below is an explanation of what is intended by each disposition. Consider these definitions as you complete the assignment: S-C-R-I-P: S ocial responsibility, C ommitment, R eflective practice, I ntegrity, P rofessionalism 1. Displays a sense of Social responsibility and the belief that all students can learn. Fruit of the Spirit: Love, Joy, Peace, Goodness (Gal 5:22,23) · Demonstrates the belief that all students can learn. · Demonstrates a sense of fairness, justice, and equity for all students. · Differentiates instruction to meet the needs of all diverse learners. · Demonstrates empathy and sensitivity to human needs. · Provides opportunities and motivation for all students to learn. · Interacts effectively with students to provide a positive, structured learning environment where student access, success, and achievement is priority. 2. Demonstrates Commitment and Work ethic. Fruit of the Spirit: Faithfulness, Longsuffering (Gal 5:22,23) · Is committed to the professional field of education. · Follows through on commitments. · Takes responsibilities seriously. · Completes assigned tasks on time. · Shows the self-discipline and work ethic essential to be planned, prepared, and organized for success. · Demonstrates a persevering commitment to each student’s learning success. 3. Demonstrates Reflective practice. Fruit of the Spirit: Faithfulness (Gal 5:22,23) · Critically evaluates issues as a means for reform and progress. · Considers thoughtfully educational matters and the practice of teaching. · Makes choices after pondering ideas and experiences. · Learns from collaboration and shared leadership with colleagues. · Utilizes data to make informed decisions. 4. Displays personal Integrity. Fruit of the Spirit: Goodness (Gal 5:22,23) · Models exemplary citizenship through moral leadership. · Acts in an ethical and moral manner. · Values honesty both professionally and personally. · Demonstrates trustworthiness. · Abides by a professional code of ethics; maintains confidentiality and discretion. 5. Displays Professionalism in behavior and actions. Fruit of the Spirit: Gentleness, Meekness, Temperance (Gal 5:22,23) · Respects authority, colleagues, students, and others. · Accepts constructive feedback in a respectful, appropriate manner. · Demonstrates appropriate behavior; possesses patience, self-control, and flexibility when obstacles or difficult situations occur. · Effectively manages personal emotions and feelings and reacts reasonably to situations. · Adheres to proper, formulated lines of communication / expresses a grievance in a dignified, temperate manner. · Acts confidently and maturely. · Is prompt and responsible in attendance for class, field experiences, meetings, etc. · Effectively uses language in speech and writing to persuade and positively impact others. · Maintains enthusiasm and passion for the field of education. · Cooperatively collaborates with others to form learning communities. · Views learning as a life-long activity. Page 1 of 2 EDUC 703 Philosopher Values & Ethics Template DISPOSITION HISTORICAL EXAMPLE With Citation CURRENT PROPOSED APPLICATION SOCIAL RESPONSIBILITY Fairness, Justice, Equity COMMITMENT Work Ethic, Committed to the Field of Education REFLECTION Critical Analysis, Reform, Progress, Data-based Decisions INTEGRITY Ethical Leadership PROFESSIONALISM Effective Problem Solving References Authorlastname, A. B. (2020). Book title in italics with only the first word and proper nouns and proper adjectives, like Christian, capitalized: If there is a subtitle, the first word is capitalized. Publisher. Authorlastname, A. B. (2019). Article title in regular font with only the first word and proper nouns, like European, capitalized: Subtitles may or may not be used. Journal Titles and Volume Numbers Are Italicized, 15(2), 41-50. https://doi.org/10.1037/rev0000126 EDUC 703 Philosopher Values & Ethics Grading Rubric Criteria Levels of Achievement Content 80\% Advanced Proficient Developing Not Present Points Earned Dispositions, Historical Examples, & Current Examples 17-18 points Strong, relevant examples demonstrate a sense of all five dispositions within both a historical and current context. 15-16 points Relevant examples demonstrate a sense of most of the five dispositions within both a historical and current context. 1-14 points Incomplete and/or weak examples demonstrate a sense of some of the five dispositions within either a historical or a current context. 0 points Not present Structure 20\% Advanced Proficient Developing Not Present Points Earned Mechanics, Composition, & Length 4 points Assignment is free of errors in spelling, grammar, or punctuation. Graduate-level writing style displays exceptional composition with all of the following elements: coherent, cohesive, effective sentence/paragraph structures, logical progression, and transitions. Meets 100\% of length requirement. 3 points Few errors in spelling, grammar, or punctuation. Clear writing style displaying basic composition with most of the following elements: coherent, cohesive, effective sentence/paragraph structures, logical progression, and transitions. Meets 90-99\% of length requirement. 1-2 points Several errors in spelling, grammar, or punctuation; and/or writing includes several errors in multiple categories: coherent, cohesive, effective sentence/paragraph structures, logical progression, and transitions; and/or length is less than 90\% of the requirement. 0 points Not present Total Points /22 Instructor’s Comments: 1. Centre the title, References, at the top of the page. 2. Double-space the list. 3. Start the first line of each reference at the left margin; indent each subsequent line five spaces (a hanging indent). 4. Put your list in alphabetical order. Alphabetize the list by the first word in the reference. In most cases, the first word will be the author’s last name. Where the author is unknown, alphabetize by the first word in the title, ignoring the words a, an, the. 5. For each author, give the last name followed by a comma and the first (and middle, if listed) initials followed by periods. 6. Italicize the titles of these works: books, audiovisual material, internet documents and newspapers, and the title and volume number of journals and magazines. 7. Do not italicize titles of most parts of works, such as: articles from newspapers, magazines, or journals / essays, poems, short stories or chapter titles from a book / chapters or sections of an Internet document. 8. In titles of non-periodicals (books, videotapes, websites, reports, poems, essays, chapters, etc), capitalize only the first letter of the first word of a title and subtitle, and all proper nouns (names of people, places, organizations, nationalities). 9. If a web source (not from the library) is not a stable archived version, or you are unsure whether it is stable, include a statement of the accessed date before the link.