engage learners in critical thinking and creativity. They understand how to build the comprehensive skills needed for the practice of massage therapy. ● Standard 6: Planning for Instruction Teachers plan instruction that supports every student in meeting well-defined learning objectives by drawing upon knowledge of subject, curriculum, andragogy and pedagogy. They also draw upon knowledge of learners and the body-centered nature of massage therapy education. ● Standard 7: Instructional Strategies and Delivery Teachers understand and use a variety of instructional strategies to motivate learners to develop a comprehensive understanding of theory and methodology, and to build skills to apply the knowledge in meaningful and effective ways. ● Standard 8: Observation and Assessment Teachers understand and use multiple methods of assessment to engage and receive feedback from learners in their own growth, to observe and evaluate learner progress, and to guide the teacher’s and learner’s decision making. ● Standard 9: Professional Development and Ethical Conduct Teachers participate in ongoing learning activities, engage in self-reflection, and receive input from others on the performance of their duties to increase their knowledge and skills. They bring a high level of ethical awareness to their work with learners and colleagues, and maintain a healthy balance in their professional life. ● Standard 10: Collaboration Teachers participate in activities that advance the art and science of massage therapy through collaboration with colleagues and other education and health care professionals. (Alliance for Massage therapy Education, 2012). and protects students’ boundaries and privacy on all levels. ● Teach students to represent themselves honestly and to provide only those services for which they have the training and experience to provide. ● Treat AFMTE members with respect, and refrain from disparaging or discrediting other members to the general public and/or other AFMTE members. ● Know, understand and uphold prevailing educational, ethical and professional standards that apply to the institution, and its faculty, staff and students. ● Honor the copyright of others educational materials, intellectual property, and proprietary training techniques. In addition, schools and continuing education providers shall: ● Comply with all applicable standards and operational requirements from external entities; including federal education agencies, accrediting commissions, state/ provincial educational licensing authorities, or state/ provincial massage therapy boards. ● Ensure that the institution is free from sexual harassment or sexual misconduct, and refrain from using sexually suggestive or explicit advertising or business promotions. ● Support faculty, staff and directors in obtaining ongoing education for their professional development.
has learned or discovered, skill is the ability to do something well and consistently and attitude is an internal state, value or belief that influences an individual’s choices or decisions to act in a certain way under particular circumstances. The ten standards are summarized as follows and the KSA elements can be found on their website as listed on the reference page: ● Standard 1: Learner Development and Well-being Teachers recognize that patterns of learning and development vary individually within and across the physical, cognitive, emotional, spiritual and social aspects. Teachers design and implement developmentally appropriate and challenging learning experiences and maintain a focus on the progress of learners throughout the educational process. ● Standard 2: Learning Differences and Integrative Approaches Teachers use understanding of individual differences and cultural factors to ensure inclusive learning environments that enable learners to meet their full potential, and recognize the interconnected nature of human experience to provide adult learners with rich opportunities for personal growth and integration. ● Standard 3: Learning Environments Teachers work with learners to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning and self-motivation. ● Standard 4: Content Knowledge Teachers understand the central concepts, tools of inquiry, and structures of the subject(s) they teach. They create learning experiences that make these aspects of the subject accessible and meaningful for learners to assure competency in the content. ● Standard 5: Application of Content Teachers understand how to connect theory and methodology and use differing perspectives to A Code of Ethics for Educators A Code of Ethics for Educators was developed by the Alliance for Massage Therapy Education (AFMTE). According to their literature: Members are committed to promoting professionalism and serving the learning experience of their students in every educational setting. The ethical principles set forth in this Code are intended to foster respectful relationships within the community of students, faculty, staff and institutional leaders, to facilitate successful educational outcomes, and to ultimately improve the quality of care provided to all who receive massage therapy services. The Code of Ethics is as follows: AFMTE Members shall: ● Provide a positive and focused educational environment for students that is conducive to the learning process. ● Develop and maintain policies, principles and standards that respect the dignity and worth of all persons regardless of age, race, gender, ethnicity, creed or religion, sexual orientation, socioeconomic status, political affiliation, disability and/or health status. ● Represent the institution and its programs with honesty and integrity in all forms of communication and in all professional relationships. ● Model appropriate boundaries and professional behavior in the discharge of their duties, and conduct educational programs in a manner that acknowledges
EliteLearning.com/Massage-Therapy
Book Code: MPA0825
Page 46
Powered by FlippingBook