UETS and Moral Commitments

How the Utah Effective Teaching Standards relate to the Moral Commitments set by the BYU-PSP

The Utah Effective Teaching Standards go hand in hand with the Moral Commitments set by the BYU Public School Partnership. If each of the Moral Commitments were seen as an individual category, the Utah Effective Teaching standards would then fit into one of the five categories, as follows:
Civic Preparation and Engagement
The ninth standard, Leadership and Collaboration, relates to the moral commitment of Civic Preparation and Engagement in that they both value the importance of learning being an active part of the community. The moral commitment states, “The Partnership prepares educators who model and teach the knowledge, skills, and dispositions required for civic virtue and engagement in society.” The standard of leadership and collaboration says that the teacher is responsible for be an active member of the community and thusly creates lessons that will get her students engaged in the community as well. Upon reviewing the definitions of both the commitment and the standard they both rely on the teacher to be civically minded so that her students will be civically engaged.
Engaged Learning Through Nurturing Pedagogy
The first, second, and third standards—Learner Development, Learning Differences, and Learning Environments respectively—relate to the moral commitment of Engaged Learning Through Nurturing Pedagogy in that the focus is on the teacher being competent and caring in order to provide all that is necessary for her students. The moral commitment states, “The Partnership develops educators who are competent and caring, and who promote engaged learning through appropriate instructional strategies and positive classroom environments and relationships.” The standards of learner development, learner differences, and learning environments propose that the teacher be aware of each of her students’ differences, their areas of development, and the classroom environment so that optimal learning can take place. It is the teacher’s responsibility to develop a nurturing pedagogy so that her students can get the most out of the education she is providing for them.
Equitable Access to Academic Knowledge and Achievement
The fourth, fifth, sixth, and seventh standards—Content Knowledge, Assessment, Instructional Planning, and Instructional Strategies respectively—relate to the moral commitment of Equitable Access to Academic Knowledge and Achievement in that the focus is on the development of teachers who can competently perform the standards mentioned above. The moral commitment states, “The Partnership develops educators who are committed to and actively provide equitable access to academic knowledge and achievement through rigor and mastery of curriculum content and instructional skills.” Teachers must be knowledgeable in the core curriculum and be able to engage their students through masterfully planned lessons. They must be able to assess their students appropriately on the core knowledge they should have, as well as plan for students of all types so that all learners can benefit from the education they are receiving.

Stewardship in School and Community
The tenth standard—Professional and Ethical Behavior—relates to the moral commitment in that the teacher is proven to be a responsible educator who follows state laws, rules, and policies in order to provide a better education for her students. The moral commitment states, “The Partnership assists educators in becoming responsible stewards in their schools and communities by dedicating themselves to shared purpose, renewal, and high standards of educator competence and learner performance.” Teachers are responsible for their own continuing education in regards to new state policies and laws regarding education. Within this realm of responsibility also lies their commitment to being professional and ethical when dealing with their students.
Simultaneous Commitment to Renewal
The eighth standard—Reflection and Continuous Growth—relates to the moral commitment in that the focus is on the teacher’s commitment to always bettering herself so that she can teach to the best of her abilities. The moral commitment states, “The Partnership fosters in educators a commitment to renewal through consistent inquiry, reflection, and action within their personal practice, resulting in continuous improvement.” It is one of the teacher’s main responsibilities to ensure that she is up to date on current teaching practices, strategies, and resources so that she can provide the best for her students. Teachers are learners too and must continue to be learners so as to teach with understanding and hear.