Prior to beginning work on this discussion, review the NAEYC’s Code of Conduct and Statement of Commitment. (Links to an external site.) You are quickly impressing your lead teacher and director. Your director sees such promise in you that she has asked you to help her prepare for an upcoming staff meeting. Although you are nervous, you are excited for the opportunity and you truly want to impress them! The director has been made aware that a few policies are not being enforced or were not made clear. She wants you to help her tackle this issue in the upcoming faculty meeting. You have heard a few people complaining about these specific policies, so you are excited to tackle the project. You hope that your contribution to the faculty meeting can help get everyone on the same page. As you dig into the policies, you begin to realize that some policies aren’t followed because some staff believe these policies do not benefit the children and do not wish to engage with them. You have an ethical responsibility to your colleagues, children, families, and community to advocate against policies that do not benefit the children, so you must carefully consider these policies before presenting at the staff meeting. Policy #1: Instruction will not change from student to student. All students are to be treated like equals and instructions will not be modified under any circumstances. Often times in life accommodations aren’t made and we want to set our children up for success. Policy #2: On water day, each kid must have a pair of water shoes that are rubber bottoms and purchased by the parents. If the child does not have them, they are not allowed to engage with water play and must remain in the classroom while their peers are outside. Before you write your response, make sure to review Chapter 10 of the Gadzikowski (2013) text, in regards to advocacy and the NAEYC Code of Conduct and Statement of Commitment to be clear on your obligations as an early childhood professional. In your discussion, answer the following questions for both policies individually: Making ethical decisions isn’t only about you – it’s about the students you impact also it promotes positive modeling of good behavior for your students and colleagues. Ethical behavior also can be demonstrated in how you respond and interact with others, in your communication, both in your verbal and non-verbal behaviors.Before you write your response, make sure to review Chapter 10 in regards to advocacy and the NAEYC Code of Conduct to be clear on your obligations as an Early Childhood professional. In your discussion, answer the following questions for both policies individually: Is this policy ethical? Why or why not? Instructor Tip: Make sure that you describe what about the policy IS or IS NOT ethical. Be specific. Feel free to cite a source to support your ideas. If it is ethical, how will you get all staff on the same page and begin to enforce the policy? Be specific and consider revising the policy slightly to get more staff “buy in”. Instructor Tip: Staff members work as a team. If one is not on board, it impacts how the team functions. How will you get your team on board? What methods will you use to communicate and educate about the policy. If it is not ethical, how do you plan to be an advocate? Be specific with your step by step approach and address who you will contact and a plan to bring awareness. Instructor Tip: What will your first step be? Who will you contact? How will you let your staff know about this issue? How will you resolve it? As you dig into the policies, you begin to realize that some policies aren’t followed because some staff believe these policies do not benefit the children and do not wish to engage with them. You have an ethical responsibility to your colleagues, children, families, and community to advocate for policies that do not benefit the children, so you must carefully consider these policies before presenting at the staff meeting. In addition to the NAEYC policies, there are code of ethics put forth by the Association of American Educators. You will also want to peruse the website so that you have more information to share when you approach these discussion questions. https://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics Here are some additional resources to help you make ethical desicions  https://www.g-casa.com/conferences/bangkok14/papers/Tyler.pdf (Links to an external site.) https://files.eric.ed.gov/fulltext/EJ1138586.pdf (Links to an external site.) http://library.tedankara.k12.tr/IB2010Toplanti/Ethicaldescisonmakinginschools.pdf

GoalYou've studied the two plays and you've looked at several outside sources [literary criticisms] for use in developing ideas about each play. Now, a 3-4 page paper on ONE of the three plays. Choose ONE to write about [Macbeth or A Streetcar Named Desire]. You may [and should] quote passages from the play you write about and any outside sources you use [criticisms]. Cite your sources. InstructionsYou will write a 3-4 page paper on ONE of the plays [unless, of course, you choose to compare two]. You should use sources that help you in your analysis of the play. This assignment allows you to demonstrate the variety of skills you have learned throughout this unit [the first three modules], especially your understanding of literary criticism, Jungian archetypes, and the story elements [plot, character, theme, symbol, etc.] and your understanding of a fairly broad range of cultural and intellectual experiences and voices [see course objectives]. Your paper will also be grammatically sound and contain few to no punctuation errors. You should treat this like any other kind of paper. MLA rules apply. Follow the steps below:Open a document (e.g., Google Doc, Word). MLA requires your name, my name, the course title, and the date [upper left], hit return key once, begin the paper. Do not allow for extra spacing.You should find relevant, quality sources [literary criticisms] that help this paper.Use our textbook if you have it and/or the criticisms that I've found for you. Remember to use your fact-checking skills when selecting database sources!Create MLA citations for any sources using the MLA guides found within the module.Double-space the entire document. Create a Works Cited” list on the last page. Remember to put the citations in alphabetical order, and add "hanging" indents to the citationsHow to SubmitTo upload your document, click on the Submit Assignment button at the top of this pageScroll down to upload your file, or choose the option to submit from Google DocsFile types accepted: PDF, Word, Pages, Google DocsGradingThe paper will be graded in four [4] ways. You will be given [25] five points for each area [for a total of 100 points]: paper will be unified, coherent, and developed [25], use of criticism [25], proper MLA formatting [25], proper use of grammar, punctuation [25]. See the grading rubric for detailed grading criteria and guidelines.RubricUse of Criticism (1) (2)Use of Criticism (1) (2)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeUse of literary criticismUse of literary criticism [Shakespeare criticism and T. Williams criticism].25 ptsFull MarksCarefully quoted parenthetically in MLA style and integrated into the text.12.5 ptsAlmost there.Parenthetical citation, but done incorrectly [not in MLA style]0 ptsNo MarksIncorrect use of quote, failure to parenthetically document in MLA style.25 ptsThis criterion is linked to a Learning OutcomeUse of material from the playUse of quoted passages from the play.25 ptsFull MarksCarefully quoted parenthetically in MLA style and integrated into the text.12.5 ptsAlmost there.Parenthetical citation, but done incorrectly [not in MLA style]0 ptsNo MarksFailure to quote, failure to parenthetically document in MLA style.25 ptsThis criterion is linked to a Learning OutcomeOrganizationPaper is unified, coherent, and developed.25 ptsFull MarksPaper is highly unified, follows our discussion of unity in writing [see notes in pages entitled, "Unity, Coherence, Development in Writing"].12.5 ptsAlmost there.Paper is unified and coherent but lacks developed sources [see handout on Unity, Coherence, Development].0 ptsNo MarksPaper is disorganized, incoherent, not well developed [see handout on Unity, Coherence, Development].25 ptsThis criterion is linked to a Learning OutcomeGrammar, PunctuationPaper is error free, grammatically sound, with few or no punctuation errors.25 ptsFull MarksPaper is grammatically sound, free of errors in punctuation.12.5 ptsAlmost there.Paper has few to no grammar errors, an acceptable level of errors in punctuation.0 ptsNo MarksPaper is grammatically unsound, contains more than five punctuation errors.25 ptsTotal Points: 100