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I 2.6- to acknowledge families childrearing values and their right to make decisions for the child.

As teachers, we must understand that these are kids and they can't yet make decisions for themselves, so we have to respect their families decisions.

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I-1.8—To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities.I-1.9—To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.

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I-1.8—To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities.I-1.9—To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.

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If a student is evaluated by the school district and is told that they do not qualify for services and the parents take the student out of the district to get evaluations done and the student is brought back and the teacher advocated for the student based on the new report that does qualify them under IDEA to receive services.

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I-3A.2—To share resources with co-workers, collaborating to ensure that the best possible early childhood care and education program is provided.

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I-3A.2—To share resources with co-workers, collaborating to ensure that the best possible early childhood care and education program is provided.

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As teachers we should be working together with our peer teachers in our certain grade to ensure the students receive similar and overall beneficial information and lessons. Sometimes we have our own opinions on how to teach and what to teach, but it is important to be collaborative and share information and ideas.

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Group 1 - I-3A.1—To establish and maintain relationships of respect, trust, confidentiality, collaboration, and cooperation of co-workers. 

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Group 1 - I-3A.1—To establish and maintain relationships of respect, trust, confidentiality, collaboration, and cooperation of co-workers. 

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Teachers should keep information that was told from students confidential. There are some things that students tell to teachers that should not be told to other teachers or co-workers. The student should be able to trust the teacher knowing that they will not share personal information.

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P-1.11

—When we become aware of a practice or situa-

tion that endangers the health, safety, or well-being of

children, we have an ethical responsibility to protect

children or inform parents and/or others who can.

As educators it is important that we protect all children in the situation of danger, or harm. It is our responsibility to be aware of the well-being of all of our students. It is our duty to maintain communication with parents about any concerns for their child, and their own well-being.

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I-1.5—To create and maintain safe and healthy settings

that foster children’s social, emotional, cognitive, and

physical development and that respect their dignity

As an educator, it is important to provide a safe and healthy environment for the children through all aspects of the school day. For example, recess time supports social and physical development because they choose who and what they play with. It's important to monitor this time to ensure the students' safety.

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1.11 To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language and in learning English.

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1.11 To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language and in learning English.

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As teachers we should make sure all kids that come from bilingual homes should be able to use both of their languages in the classroom. This will enable them to get a good grip on both of their languages and make sure they carry understanding of both languages into their adulthood. Also, as teachers we should make sure all of the other kids respect the use of two or more languages and help them learn these languages as well even if it just the smallest amount.

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-1.10—To ensure that each child’s culture, language,ethnicity, and family structure are recognized andvalued in the programs.

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-1.10—To ensure that each child’s culture, language,ethnicity, and family structure are recognized andvalued in the programs.

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As teachers in the classroom we could create a lesson showcasing the different cultures inside the classroom, so that we can learn about where all the students are from and some things about their culture.

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I-4.3—To work through education, research, and advocacy toward an environmentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities.

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I-4.3—To work through education, research, and advocacy toward an environmentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities.

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Teachers should ensure that all children are provided with free meals while at school, and also ensure the school they work for provides free, regular health checks for all students.

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In a special ed classroom if the teachers aren't talking to each other about the student. 

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In a special ed classroom if the teachers aren't talking to each other about the student. 

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I-3A.2

—To share resources with co-workers, collaborat-

ing to ensure that the best possible early chi

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I-2.9—To participate in building support networks for families by providing them with opportunities to interact with program staff, other families, community resources, and professional services.

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I-2.9—To participate in building support networks for families by providing them with opportunities to interact with program staff, other families, community resources, and professional services.

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As educators, we must meet with families through teacher-parent conferences to discuss their child's academic success, struggles, and the program to work through problems and answer questions. Furthermore, it is the responsibility of the teacher to provide contact information to other staff members and supports open to the parents.

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P-1.4—We shall involve all those with relevant knowledge (including families and staff) in decisions concerning a child, as appropriate, ensuring confidentiality of sensitive information.
In a special education classroom, the teacher could send weekly emails to parents regarding their students' progress. The teacher should collaborate with teachers who also taught the students to monitor the student and their emotional behavior, but conversations should occur in privacy, not in the teacher's lounge.