NT800.1PBP 2026-2027
TNT800.1PBP
The Teacher: Performance-Based Assessment
Tasks & Scenarios
Parts 3 (see below) Submit Via Canvas — single
document
Min. Length 300 words per part Format .docx, .doc, or .pdf
This document contains all three parts of the performance-based assessment. Read the scenario or
situation for each part, review the guiding questions, then write your response in the space provided.
Submit this single document when all three parts are complete.
All responses must use professional language, spelling, and grammar. Each part requires a minimum of
300 words. Do not answer the guiding questions one by one — use them to guide a single, unified
paragraph response.
Part 1 The Texas Educator Code of Ethics
As you have learned in this course, teachers serve as role models and your conduct, both on and off the job, can
significantly impact your professional image. Read each scenario and answer the questions that follow.
Your Task:
For each scenario (2), you are to write a paragraph of a minimum of 300 words that will:
• Identify the ethical behavior/dilemma,
• Cite the standard of professional behavior from the Texas Educator Code of Ethics that the action violates
using the number, letter, and exact language of the standard.
• Provide justification for your selection of the standard,
• Describe an alternate behavior that is detailed and appropriate to take in that situation.
Citation Format:
When citing a standard, always use this format (correct example first):
✔ Correct format:
(1)(D) Standard 1.4 The educator shall not use institutional or professional privileges for personal or
partisan advantage.
✘ Incorrect formats (do not use):
Standard 1.4 | 1.4 | 1(D)
Scenario 1
The Life Skills classroom at Hasting High provides Community Based Instruction to its small group of students
with severe disabilities. The district provides some funds for transportation and community outings, but it
isn't usually enough to keep the students busy throughout the school year. To help with the funds, the
, principal allows the students, with the support of the teachers, to sell breakfast items to the school three
days a week.
This fundraiser becomes very popular with the rest of the student body because the breakfast items are
inexpensive, delivered straight to their 1st period classes, and they get to feel good about helping the Life
Skills classroom in a positive way. Ever since the Life Skills fundraising began, the Student Council sponsor,
Mrs. Sumner, has noticed that support for their daily candy fundraiser has declined, and she believes it is due
to the popularity of the breakfast items being sold.
One day she notices a Life Skills student and one of the teachers, Mr. Moore, out making deliveries and
collecting money. The student is clearly struggling with handling the money, so Mr. Moore helps her by taking
some of the money and putting it into his own pocket. Mrs. Sumner sees only this small interaction and has
no other context for the exchange.
Later that day, when speaking to a group of other teachers she mentions seeing Mr. Moore putting some of
the breakfast fundraiser money into his pocket. Over the next several days, this comment makes its way
through the faculty, and when she is questioned by other faculty members, Mrs. Sumner's response is that
she did see Mr. Moore pocket the money, but she doesn't know what he did with it after that. In the same
conversations, she also casually mentions the expensive new car Mr. Moore recently started driving.
Guiding Questions (use to shape your paragraph):
1. Identify the behaviors that you believe violate standards in the Texas Educator Code of Ethics. There is at
least one ethical violation.
2. Which standards do you think were violated? Include the specific code and language. Explain your
reasoning.
3. How should Mr. Moore and/or Mrs. Sumner have handled this situation differently so as not to violate
the Code of Ethics, or to avoid their actions being called into question?
Scenario 1 Response Paragraph:
The ethical issue in this scenario centers on Mrs. Sumner’s decision to spread suspicion
about a fellow teacher without first determining the facts. She observed Mr. Moore
assisting a Life Skills student who was struggling to manage money during breakfast
deliveries and briefly saw him place some of the cash into his own pocket. However, she
did not stay to observe the rest of the interaction or ask any questions that would
provide context. Even though she has limited information, she shared with other faculty
members that she had seen Mr. Moore pocket fundraiser money. As conversations,
continued over the following days, she fueled additional speculation by mentioning his
recently purchased expensive vehicle, creating the impression that he had acted
dishonestly despite having no evidence to support that conclusion. Mrs. Sumner’s
conduct conflicts with (2)(B) Standard 2.2. “The educator shall not harm others by
knowingly making false statements about a colleague or the school system.” Her
comments invited others to assume misconduct based solely on an isolated observation
rather than verified facts. By repeating what she saw while implying wrongdoing
through unrelated remarks about Mr. Moore’s personal purchases, she risked causing
significant damage to his professional reputation. A more appropriate approach would
TNT800.1PBP
The Teacher: Performance-Based Assessment
Tasks & Scenarios
Parts 3 (see below) Submit Via Canvas — single
document
Min. Length 300 words per part Format .docx, .doc, or .pdf
This document contains all three parts of the performance-based assessment. Read the scenario or
situation for each part, review the guiding questions, then write your response in the space provided.
Submit this single document when all three parts are complete.
All responses must use professional language, spelling, and grammar. Each part requires a minimum of
300 words. Do not answer the guiding questions one by one — use them to guide a single, unified
paragraph response.
Part 1 The Texas Educator Code of Ethics
As you have learned in this course, teachers serve as role models and your conduct, both on and off the job, can
significantly impact your professional image. Read each scenario and answer the questions that follow.
Your Task:
For each scenario (2), you are to write a paragraph of a minimum of 300 words that will:
• Identify the ethical behavior/dilemma,
• Cite the standard of professional behavior from the Texas Educator Code of Ethics that the action violates
using the number, letter, and exact language of the standard.
• Provide justification for your selection of the standard,
• Describe an alternate behavior that is detailed and appropriate to take in that situation.
Citation Format:
When citing a standard, always use this format (correct example first):
✔ Correct format:
(1)(D) Standard 1.4 The educator shall not use institutional or professional privileges for personal or
partisan advantage.
✘ Incorrect formats (do not use):
Standard 1.4 | 1.4 | 1(D)
Scenario 1
The Life Skills classroom at Hasting High provides Community Based Instruction to its small group of students
with severe disabilities. The district provides some funds for transportation and community outings, but it
isn't usually enough to keep the students busy throughout the school year. To help with the funds, the
, principal allows the students, with the support of the teachers, to sell breakfast items to the school three
days a week.
This fundraiser becomes very popular with the rest of the student body because the breakfast items are
inexpensive, delivered straight to their 1st period classes, and they get to feel good about helping the Life
Skills classroom in a positive way. Ever since the Life Skills fundraising began, the Student Council sponsor,
Mrs. Sumner, has noticed that support for their daily candy fundraiser has declined, and she believes it is due
to the popularity of the breakfast items being sold.
One day she notices a Life Skills student and one of the teachers, Mr. Moore, out making deliveries and
collecting money. The student is clearly struggling with handling the money, so Mr. Moore helps her by taking
some of the money and putting it into his own pocket. Mrs. Sumner sees only this small interaction and has
no other context for the exchange.
Later that day, when speaking to a group of other teachers she mentions seeing Mr. Moore putting some of
the breakfast fundraiser money into his pocket. Over the next several days, this comment makes its way
through the faculty, and when she is questioned by other faculty members, Mrs. Sumner's response is that
she did see Mr. Moore pocket the money, but she doesn't know what he did with it after that. In the same
conversations, she also casually mentions the expensive new car Mr. Moore recently started driving.
Guiding Questions (use to shape your paragraph):
1. Identify the behaviors that you believe violate standards in the Texas Educator Code of Ethics. There is at
least one ethical violation.
2. Which standards do you think were violated? Include the specific code and language. Explain your
reasoning.
3. How should Mr. Moore and/or Mrs. Sumner have handled this situation differently so as not to violate
the Code of Ethics, or to avoid their actions being called into question?
Scenario 1 Response Paragraph:
The ethical issue in this scenario centers on Mrs. Sumner’s decision to spread suspicion
about a fellow teacher without first determining the facts. She observed Mr. Moore
assisting a Life Skills student who was struggling to manage money during breakfast
deliveries and briefly saw him place some of the cash into his own pocket. However, she
did not stay to observe the rest of the interaction or ask any questions that would
provide context. Even though she has limited information, she shared with other faculty
members that she had seen Mr. Moore pocket fundraiser money. As conversations,
continued over the following days, she fueled additional speculation by mentioning his
recently purchased expensive vehicle, creating the impression that he had acted
dishonestly despite having no evidence to support that conclusion. Mrs. Sumner’s
conduct conflicts with (2)(B) Standard 2.2. “The educator shall not harm others by
knowingly making false statements about a colleague or the school system.” Her
comments invited others to assume misconduct based solely on an isolated observation
rather than verified facts. By repeating what she saw while implying wrongdoing
through unrelated remarks about Mr. Moore’s personal purchases, she risked causing
significant damage to his professional reputation. A more appropriate approach would
