PROFESSIONAL DEVELOPMENT and PROFESSIONAL RESPONSIBILITY Rowan University Alternate Route Program Dr. Walter C. Quint

PROFESSIONAL DEVELOPMENTand

PROFESSIONAL RESPONSIBILITY Rowan University

Alternate Route ProgramDr. Walter C. Quint

Instructor Introduction

• Professional Background

• I am not a “radio personality”

Structure of this Seminar

• Introduction

• Four Instructional Modules– Module 1: The Standards– Module 2: Commitment to the Students– Module 3: Commitment to the Profession– Module 4: Commitment to Professional Growth

• Assignments

ReferencesBlank, Helen D. "Speaking of Ethics." NJEA Review (April 2003): 18-20. Fimian, Michael J. Teacher Stress Inventory. Brandon, VT: Clinical Psychology Co., Inc., 1988. Jorgensen, Donna W., and Frank J. Orlando, Eds. Improving Teaching and Learning -Seminars for Alternate Route Teachers. New York: Houghton Mifflin

Company, 2005. Kronowitz, Ellen L. The Teacher's Guide to Success. Boston: Pearson/Allyn and Bacon, 2008. Levy, Lynne C., and Frank J. Orlando, Eds. Transition to Teaching in New Jersey. 3rd ed. Boston: Houghton Mifflin Company, 2004. Levy, Lynne C., Frank J. Orlando, Eds. New Jersey Alternate Route Teacher's Handbook. Boston: Pearson Custom, 2008. Orlando, Frank J., Lynne C. Levy, and Ronald K. Butcher, Eds. Techniques, Topics and Tips for Teachers. Boston: Pearson Custom, 2006. Orlando, Frank J., Joseph J. Pizzillo, and Ronald K. Butcher, Eds. Contemporary Issues in Education Policy and Practice. 2nd ed. New York: Houghton Mifflin

Company, 2004. Orlando, Frank J., Ronald K. Butcher, and Lynne C. Levy, Eds. Becoming a Teacher in New Jersey. Boston: Pearson Custom, 2007. Putman, Joyce, and J. Bruce Burke. Organizing and Managing Classroom Learning Communities. 3rd ed. Boston: McGraw Hill, 2006. Quint, Mark S. The Loss of Ethics in America: The Causes and Possible Solutions. Rep. 2003. Quint, Walter C. "Ethics in Education." Rowan University Institute for Principals. Rowan University, Glassboro, NJ. 22 July 2003. Quint, Walter C. "Culture and Politics of Schools." New Jersey Provisional Teacher Program. Gloucester Catholic High School, Gloucester City, NJ. 2008. Quint, Walter C. "Teaching in Learning Communities." Teaching in Learning Communities Course. Rowan University, Glassboro, NJ. 2007. Quint, Walter C. "Working With Parents." New Jersey Provisional Teacher Program. Educational Information and Resources Center, Sewell, NJ. 2008. Quint, Walter C. Program Curriculum: New Jersey Provisional Teacher Program. Ed. Frank J. Orlando and Lynne C. Levy. Southern Regional Training Center Glassboro, NJ

2006. What Every Special Educator Must Know: Ethics, Standards, and Guidelines for Special Educators. 5th ed. Upper Saddle River, NJ: Pearson Merrill Prentice Hall, 2003.

Naïve !!!!

Prospective and novice teachers are often naïve about

the pressures that will face them. This can cause a less

than perfect career decision and hamper long term success.

Teaching is Demanding

Teachers must have many skill sets andknowledge bases:– Knowledge of content– Knowledge of materials– Classroom management skills– Planning skills– Knowledge of child development– Human relations skills– Instructional skills

Teaching is Stressful• Stress is related to the number of decisions that you make.

Teachers make many, many decisions – most are made on the spot.

• Teachers experience stress because of:– Work overload.– Rigid and constant timelines and due dates.– Unexpected schedule changes.– Lack of direct feedback on job performance/accomplishment.– Long hours of direct interaction with students.– Occupational tedium. – Ambiguity.– Conflict.

• Stress can lead to emotional exhaustion and, in turn, burnout.

Isolation and Autonomy• Classroom teachers work in isolation from other

adults but under the gaze of their students and, in turn, their parents.

• Teachers have a high degree of autonomy and freedom from direct supervision. On the other hand, they receive little feedback about their professional skills.

• Within the isolation, teachers have considerable discretion and autonomy.

Teaching is Unique

• Education is compulsory • Clients are children• Public profession done under the gaze of

students (and, second handedly parents)• Security of tenure

• As a result, teachers are held to very high standards.


PROFESSIONAL RESPONSIBILITY

Module 1: The Standards

Rowan UniversityAlternate Route Program

Dr. Walter C. Quint

ObjectivesParticipants will be able to:

• Explain that teachers are held to high standards for professional development as well as professional responsibility.

• Compare and contrast the professional standards and codes of ethics for teachers developed by various organizations and agencies in terms of:– Commitment to the students.– Commitment to the profession.– Commitment to professional growth.

• Discuss the standards in terms of the required knowledge, dispositions and performances for professional teachers.

• After reviewing the Board of Education policy manual, student and faculty handbooks, conduct a discussion with the principal for the purpose of comparing and contrasting the a code of ethics/conduct for:– Board of Education Members– Administrators– Teachers– Students

Standards for the ProfessionNew Jersey Department of Education• Standard 10 – Professional Development• Standard 11 – Professional Responsibility• Each Standard outlines indicators for:

– Knowledge – Dispositions– PerformanceNational Board of Professional Teaching Standards

• Five PropositionsProfessional Organizations • National Education Association Code of Ethics

– Commitment to the Students– Commitment to the Profession

New Jersey Standard 10: Professional Development

Teachers shall participate as active, responsible members of the professional community, engaging in a wide range of reflective practices, pursuing opportunities to grow professionally and establishing collegial relationships to enhance the teaching and learning process.

Standard 10 - Knowledge

Teachers know and understand how education research and other methods of inquiry can be used as a means for continuous learning, self-assessment and development.

Standard 10 - Dispositions

Teachers value and are committed to:• Refining practices that address the needs of

all students and the school community.

• Professional reflection, assessment and learning as an ongoing process.

• Collaboration with colleagues to give and receive help.

Standard 10 - Performances

Teachers engage in activities to:• Use reflective practice and the Professional

Development Standards to set goals for their professional development plans.

• Make the entire school a productive learning climate through participation in collegial activities.

• Learn through professional education organizations.

New Jersey Standard 11: Professional Responsibility

Teachers shall act in accordance with legal and ethical responsibilities and shall use integrity and fairness to promote the success of all students.

Standard 11 - Knowledge

Teachers know and understand:•Their professional responsibilities as reflected in constitutional provisions, statutes, regulations, policies, and collective negotiations agreement.

•Strategies to foster professional and productive relationships with students and colleagues.

Standard 11 - DispositionsTeachers value and are committed to:• Recognizing that an educator’s actions reflect on the status and substance

of the profession.

• Upholding the highest standards of professional competence both as a practitioner as well as an employee vested with the public trust.

• Recognizing , upholding and respecting the dignity and worth of students as individual human beings, and therefore dealing with them justly and considerately.

• Recognizing their obligation to the profession of teaching and not engaging in any conduct contrary to sound professional practice and/or applicable statutes, regulations and policy.

Standard 11 - PerformancesTeachers engage in activities to:• Promote aspects of students’ well-being by exercising the highest level of

professional judgment, and working cooperatively and productively with colleagues and parents to provide a safe, healthy, and emotionally protective learning environment.

• Maintain the confidentiality of information concerning students obtained in the proper course of the educational process and dispense such information only when prescribed or directed by federal and/or state statutes or accepted professional practice.

• Maintain professional relationships with students and colleagues.• Provide access to various points of view without deliberate distortion of

subject matter.• Foster and maintain a school environment which protects students from

sexually, physically, verbally, or emotionally harassing behavior by recognizing, understanding, and conducting themselves in a sound and professionally responsible manner.

National Board of Professional Teaching Standards

Five propositions:• Teachers are committed to students and their

learning.• Teachers know the subjects they teach and how

to teach these subjects to students.• Teachers are responsible for managing and

monitoring student learning.• Teachers think systematically about their

practice and learn from experience.• Teachers are members of learning communities.

National Education Association Code of Ethics

Based on two principles:• Commitment to the Student • Commitment to the Profession

Note: A code of ethics for teachers exists but is not policed by a professional organization as is the case in other professions.



Module 2: Commitment to Students


Dr. Walter C. Quint

Objectives

Participants will be able to:• Explain at least seven fundamental concepts

of fostering positive relationship with the parents of their students.

• Explain their commitment to students in terms of being a role model, reporting child abuse and neglect, supervision, corporal punishment, and confidentiality.

Commitment to the Student

Teachers strive to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formation of worthy goals.

Commitment to the StudentsIn fulfillment of the obligation to the student, the educator :• Shall not unreasonably restrain the student from independent action in pursuit of

learning.• Shall not unreasonably deny the student’s access to varying points of view.• Shall not deliberately suppress or distort subject matter relevant to the student's

progress.• Shall make reasonable effort to protect the student from conditions harmful to

learning or to health and safety.• Shall not intentionally expose the students to embarrassment or disparagement.• Shall not on the basis of race, color, creed, gender, national origin, marital status,

political or religious beliefs, family, social or cultural background or sexual orientation, unfairly: – Exclude any student from participation in any program.– Deny benefits to any student.– Grant any advantage to any student.

• Shall not use professional relationships with students for private advantage.• Shall not disclose information about students obtained in the course of professional

service unless disclosure serves a compelling professional purpose or is required by law.

Teachers are Role Models

• Over the past few decades, a study of 12,000 high school students found that 43% of them believe that a person has to lie or cheat sometimes in order to succeed!

• Teachers are (and must be) role-models for their students.

Working with Students

• Be a role model for your students by volunteering. • Use discretion when sharing personal information with

students (and colleagues).• Students value teachers who are firm but fair.• Treat all students the same.• Confidentiality with student information is critical. • Err on the side of caution when working with students.• Ask yourself, “If this was my child, how would I want

them treated?”

Working with ParentsWhy Are Parent Conferences/Contacts Important?

In the Past, teachers:• Grew up in the community, went to college, and then returned home to teach.• Almost always lived in the community where they taught.

– As a result, parents and teachers knew each other.

Today:• This shared background and experience is not as frequent.• School districts are large consolidated institutions.• Mobility is high for both parents and teacher.

– As a result, teachers must learn to know the parents and community.

• Contact parents early in the process so that they can help.• Have specific goals and actions for both you and the parent to do in order

to help the child.– “I don’t know what to do” is never a good start for a

parent contact!

Working with ParentsFundamental Concepts

You teach one of the children but there is more going on in the family than just that

child’s performance in your class.

• Parents are their children's first teachers.• Parents have the right to have a voice in their children’s education.• Parents want a teacher who cares about their children.• Parents want a teacher who is empathetic, optimistic and

approachable.• Parents are frequently anxious about working with the

teacher/school.• Parents are frequently defensive when it comes to their children.• Each child is a treasure to the parents.

Working with ParentsHelping Parents Participate

• Listen – Listen – Listen !!!

• Assume all parents are good parents who want the best for their children.

• Ask the parents for additional information.– Parents view teachers as authority figures and may be uncomfortable

expressing their own ideas. – Be pleasant and welcoming.

• Don’t use education “jargon.”

• Communicate optimism about their child.– Most communications between teachers and parents are negative.– Teachers must go out of their way to make positive contacts.

Working with Parents

• Join the PTA and help with parent activities.• It is your job to establish the relationship with

parents.ALWAYS

return calls to parents PROMPTLY

Working with ParentsConference Skills

Conference Skills:• Respect the parents point of view.• See the situation from the parents perspective.• Honor the parent’s perspective.• Communicate openness to a collaborative solution.

Be An Active Listener:• Let the parents talk.• Convey the attitude that the conference is an essential part of the child’s

education.• Don’t let your mind drift.• Allow enough time (at the parent’s convenience).• Don’t prejudge the parent’s intent.• Take notes.• Be careful with eye contact, facial gestures, body language, and voice tone.

Follow-Up: • Be certain to follow-up on commitments made during the conference.

Child Abuse and Neglect• As school officials, teachers are required by law

to report suspected child abuse or neglect. – This includes physical, emotional, and sexual abuse as

well as neglect and exploitation of children.• Most school districts appoint a liaison to work

with the Division of Youth and Family Services.– Consult with the liaison, the school nurse, guidance

counselor or principal before reporting suspected abuse and neglect.

– Use caution and sensitivity.– Always error on the side of the child.

Supervision of Students

• Teachers must carefully supervise students at all times in order to maintain their safety and well-being. – During the school day– At school activities

• Do not leave students unattended or unsupervised.

• Maintain a safe learning environment and be certain to warn students of potentially dangerous situations.

Corporal Punishment

• In the vast majority of cases corporal punishment is not allowable or appropriate.

• Don’t touch a student unless it is required:– for self-defense. – to protect other people from harm.

• Even in these situations use caution.

Confidentiality

• Teachers are held to a high standard when it comes to maintaining confidentiality of student records including:– IEPs– 504 Plans– Health and medical records– Educational information

Confidentiality

• In some cases, students will share information with teaches but request that it remain confidential.

• Be cautious about making such promises.– You have a legal obligation to report child abuse

and neglect.– You have the obligation to protect the safety of

others.

If This Was My Child

• A good barometer for a teacher to follow when making a decision about a student is to ask,

“If this student was my child, how would I handle this situation?”



Module 3: Commitment to the Profession


Dr. Walter C. Quint

ObjectivesParticipants will be able to:

• Outline at least five procedure and/or norms that your colleague feels are essential for you to know.

• Explain how they can contribute formation and maintenance of the school’s learning community.

• Explain the role of the New Jersey Department of Education, local Board of Education, administration, and employee union’s in the governance of a school district.

Commitment to the Profession• Teachers are vested by the public with a trust

and responsibility requiring the highest ideals of professional service.

• Because teachers directly influence the nation and its citizens, they must:– Exert effort to raise professional standards.– Encourage the exercise of professional judgment.– Attract persons worthy of this trust into the

profession.– Assist in preventing unqualified persons from entering

the profession.

Commitment to the ProfessionIn fulfillment of the obligation to the profession, educators:• Shall not in an application for professional position deliberately make a false

statement or fail to disclose a material fact related to competency and qualifications.

• Shall not misrepresent his/her professional qualifications.• Shall not assist any entry into the profession of a person known to be unqualified

in respect to character, education, or other relevant attribute.• Shall not knowingly make a false statement concerning the qualifications of a

candidate for a professional position.• Shall not assist a noneducator in the unauthorized practice of teaching.• Shall not disclose information about colleagues obtained in the course of

professional service unless disclosure serves a compelling professional purpose or is required by law.

• Shall not knowingly make false or malicious statements about a colleague.• Shall not accept any gratuity, gift, or favor that might impair or appear to

influence professional decisions or actions.

Learning Communities

It Takes a Village to Educate a Child

Teachers don’t just work with students, they are members of an

occupational working group.

Propensities of

Learning Community Members• Identify Common Needs and Purposes

– Seeing connections between individual and group needs.• See Peers as Colleagues

– Seeing peers as resources of experience, skill and knowledge.• Seek Self-Actualization and Group Actualization

– Seeing problems as opportunities to grow individually and as a community.

• Recognize Other Groups as Similar– Seeing other groups as more similar than different.

• Reflect on Past Actions– Seeing mismatches between what we thought would happen and what

happened.– Seeing the mismatch as a natural part of taking risks.

• Receive Help and Give Help– Seeing giving and receiving help as positive rather than a stigma or

weakness.• Celebrate Accomplishments

– Seeing celebrations as a way to solidify the community.– Great goofs and great successes.

Propensities of

Learning Community Teachers• Instructional Leadership

– Assumes that teachers and students are part of the same community.– Not the factory model.

• Developmental Perspective– Assumes that everyone in a community is somewhere on a continuum

of personal development and no one is a finished product. • Cooperative Disposition

– Assumes that people like to cooperate.• Reflective Orientation

– Assumes that knowledge is a social function.– What we think we know becomes knowledge when we test it in public

and receive critical feedback.– Requires the teacher to state publicly the plan and goals of

instruction.

School Governance• New Jersey has adopted both statutes and regulations to govern P-

12 education in the State.• Local Boards of Education adopt policies to provide direction to the

school administration and staff. • In many cases, standard operating procedures are developed in

order to clarify how policies are to be implemented.• Frequently, the New Jersey Department of Education actually

mandates that local Boards of Education have specific policies.• As a service to local Boards of Education, the New Jersey School

Boards Association creates model policies for school districts to modify and adopt.

• At the building level, principals and their staff develop norms, procedures, and routines for their school.

• Don’t confuse these building level procedures with Board of Education policy.

Be Part of the Professional Team• Professional growth and responsibility:

– Join and be active in professional organizations• Subject-Matter organizations• Honorary organizations

– Join and be active in the education association/union. This organization provides many services including: • Collective bargaining• Explanation of duties/responsibilities• Legal council/representation• In-service training

• Serve on committees that interest and/or affect you.– Administrative – Union

• Professional Growth– Take course– Participate in workshops– Attend conferences– Present workshops at conferences

Cautions for the New Teacher• Do not volunteer for committees that will

jeopardize your relationship with the administration (i.e., contract disputes)

• Don’t get in over your head. Professional commitments should not:– Interfere with classroom preparation– Interfere with your personal life

• Commit to a balance between your personal and professional lives.

• Socialize with some non-teachers.

Flourishing as a Teacher• Come to work on time – everyday!• Look at the other teachers to determine school norms for dress:

– Clean, neat, and pressed– Look like a teacher, not a student

• Complete paperwork accurately and promptly.• Make positive contacts with parents.• Proofread your materials.• Make guests in your classroom feel welcome.• Treat everyone the same - Be respectful to everyone • Go to school activities.• Be visible in town, local stores and at community activities. • Always present yourself as a prepared professional who is positive,

enthusiastic and “can-do.”

Communications

• Use standard English• Proofread • Return calls promptly • Emails –Use standard English–Proofread–Be careful to convey the proper tone.

Staying Out of Trouble

• Treat everyone the same.• Don’t jump the chain of command.• Read and understand the IEPs and 504s for

your students.• Be careful with “CC.”• Don’t use the word “They.”• Don’t start or spread rumors.

Working with the Principal• Keep the principal informed:– It is better to over-inform rather than under-inform – Be brief

• Give the principal copies of letters and communications before you send them to parents.– Then wait a day or two before you send the information

home• Make the principal feel welcome in your classroom– Invite them to special activities– Provide lesson plans, books, worksheets and an adult size

chair when they observe you. • Always follow the chain of command

Working with Colleagues• Reach out and make yourself available to colleagues

• Least Restrictive Environment means that students with disabilities will be members of every class. – As a result, teachers frequently are joined by special educators,

paraprofessionals, basic skills teachers and other professionals within the general education classroom.

– Inclusion means co-teaching, not each person working with “their students.”– Members of the Child Study Team and other specialists will also ask for your

cooperation, insight and input.

• Secretaries are the first line of contact and can help you navigate the school organization as well as set the tone for your success/failure with other members of the school community and parents.

Working with ColleaguesThe Informal Structure of School

Communities• Custodians • Aides• Cafeteria Workers• Bus Drivers• Secretaries– Listen very carefully to suggestions made by the

Secretary to the Principal.– Hint: Maintain your own professional records. Don’t

ask the secretary for copies. This leaves a bad impression.

Safe Harbors

• Idiot Mittens:– Everything and everyone is connected.

• School Nurse

• Key people are those with respect and influence (informal leaders) and are not always the people with titles.



Module 4: Professional Growth


Dr. Walter C. Quint

ObjectivesParticipants will be able to:• Explain the difference between and the purposes of

formative assessments (observations) and summative evaluations (Annual Written Performance Report).

• Design a five-year plan of goals you would like to achieve.

• Explain ways that they can seek help from all sources (parents, students, colleagues, etc.) to achieve their professional goals.

Professional GrowthTeacher Evaluation Process

• Teacher Observation Process – Formative Assessments– Ongoing– Intended to provide ongoing feedback.– Purpose is self-improvement and professional

development.– Assists in developing an understanding of one’s

own teaching style.

Professional GrowthReflective Practice

Reflective Practice -Thoughtful consideration of one’s own experiences. This requires the teacher to be:– Open-minded.– Avoid “We have always done it this way.”– Analytical about the profession. – Responsible for his/her professional growth.– Admit to one’s errors.– Willing to accept all students.

Professional Growth Teacher Evaluation Process

• Annual Written Performance Report – Summative Evaluation– Indicators of Pupil Progress– Professional Improvement Plan

• Planning for improvement, not admitting to weakness.• Need to constantly update teaching skills and knowledge

base.• Professional Development Requirement - 100 hours/5years

• Evaluation is for the purpose of making personnel decisions

From Novice to Master Teacher • Teachers progress through levels of professional

development :– They begin by following the prescribed written curriculum,

focus on classroom management, cover content , grade papers and keep up with required tasks.

– They then become more reflective about what they are doing and how it is working.

– They continue by becoming more diagnostic concerning the students’ work, by setting high expectations for all students, being proactive, and become more innovative with the curriculum and student assessment.

• Be patient with yourself. • Plan to take five years to become a seasoned teacher.

Be Kind to Yourself

• Talk about your successes.• Don’t put yourself down.• Maintain a positive perspective.• Have a sense of humor:– Kids love it when their teacher enjoys themselves in class – So do your colleagues and family!!!!

• Make your classroom comfortable – you live there for 8 hours per day.

• Devise ways to break the routine for yourself and your students.



Assignments


Dr. Walter C. Quint

AssignmentModule 1 - The Standards

• Review the Board of Education Policy Manual, student handbook, and faculty handbook in order to identify a code of ethic/conduct for:– Board of Education Members– Administrators– Teachers– Students

• If you cannot identify codes of ethics in the policy manual, student handbook, and faculty handbook, do a Internet search to locate codes of ethics for the above mentioned groups.

• In a one page summary, compare and contrast the codes of ethics that you examined above.

Assignment Module 2 – Commitment to the Students

In a one page summary explain:• At least seven fundamental concepts of how to

foster a positive relationship with the parents of your students.

OR

• Your commitment to students in terms of being a role model, reporting child abuse and neglect, supervision, corporal punishment, and confidentiality.

AssignmentModule 3 – Commitment to the Profession

• Meet with a colleague to discuss school building procedures and/or norms that they feel are essential for you to know in order to be successful as a teacher.

• In a one page summary, outline at least five procedures and/or norms that your colleague identified as essential. Be certain to explain how they contribute to the formation and maintenance of the school’s learning community.

Assignment Module 4 - Professional Growth

• Prepare a five-year plan of goals you would like to achieve. Within the plan, explain how you will seek help from all sources (parents, students, colleagues, etc.) to achieve your goals?

• The plan must be at least one page in length.

Format of the Assignment• Four assignments have been presented. You will submit 2 of the 4 one-

page summaries in order to complete this seminar. You may select any two of the assignments explained above.

• At the beginning of each assignment, include the name of the appropriate module. (For example – Assignment for Module 1 – The Standards)

• Both summaries must be included in a single Microsoft Word document. Use one inch margins and Times New Roman – 10 point font.

• Save the document with the following title: Alternate Route Assignment – Your Name – Alternate Route Site. (For example, Alternate Route Assignment – John Jones – Blackwood)

• Place your name and your alternate route site on the top of every page. (For example, John Jones – Blackwood)

Submission of the Assignment• Submit your assignment via email to

[email protected].

• The subject line of the email must read: Alternate Route Assignment – Your Name – Alternate Route Site. (For example, Alternate Route Assignment – John Jones – Blackwood)

• The assignment must be received no later than midnight (daylight savings time) on Monday, May 18, 2009.

mailto:[email protected]

Self-Assessment• You are not required to submit your responses to the following

questions. These questions will, however, allow you to check your knowledge on key points of this seminar:– Explain how teachers are held to high standards for

professional development as well as professional responsibility.

– Discuss the standards in terms of the required knowledge, dispositions, and performances for professional teachers.

– Explain the role of the New Jersey Department of Education, local Board of Education, administration, and employee union’s in the governance of a school district.

– Explain the difference between and the purposes of formative assessments (observations) and summative evaluations (Annual Written Performance Report).

On Your Own Activity Professional Portfolio

This activity is recommended but will not be submitted as part of this seminar..

Create a teaching portfolio for yourself that includes at least:• Resume• Transcripts• Professional Certificates• Awards and Honors• Letters of Recommendation• Observations/Evaluations• Samples of teacher and student work• Other items that you feel are important

• Don’t forget to include some items that you feel make your school successful. That is,“My school’s good ideas.”

Thank you • Thank you on behalf of Program Directors Frank

J. Orlando and Lynne C. Levy and myself for participating in this online seminar.

• We hope that you have found it to be a meaningful learning experience offered in a convenient format.

• We welcome your comments and suggestions via email at [email protected].

mailto:[email protected]

Documents

PROFESSIONAL DEVELOPMENT and PROFESSIONAL RESPONSIBILITY Rowan University Alternate Route Program Dr. Walter C. Quint