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May 14, 2014
Todays Discussion
A common understanding
Other professions codes of ethics
Process of constructing a code of ethics
Current research surrounding educator ethics
Why
have Professional Ethical Standards?
No profession can really exist without a code of ethics to guide
the conduct of its members. Doctors, lawyers, and clergymen
have their ethical codes, but teachers can scarcely be said to have
such a code. Until they have developed a professional spirit
which is characterized by loyalty to the recognized standards,
they cannot rank with the learned professions (Ontario Minster
of Education, 1915).
Campbell, E. (2000). Professional ethics in teaching: towards the
development of a code of practice. Cambridge Journal of Education,
Vol. 30, No. 2
Why
have Professional Ethical Standards?
Clarify to current and future teachers, and to those they serve, the nature
of the ethical responsibilities held in common by all educators
Establish principles that define ethical behavior and ethical best practice
Serve as an ethical guide designed to assist educators in constructing the
best course of action
Serve as a basis for educator learning, accountability, and remediation
(adapted from ACA Code of Ethics Purpose)
Operational Definitions
Regulatory Framework
A body of statutes, regulations, policies, and case
law that provides the framework governing school
operations, including the conduct of teachers. This
may include school or district policies, state statutes,
or criminal codes. The consequences of violating
these conduct absolutes may warrant employment or
licensure sanction, or even criminal action.
Dispositional Framework
Professional attitudes, values, and beliefs that guide
professional decision-making
Ethical Framework
Professional ethical standards that guide decision-making in
determining an ethical course of action (they are not
themselves enforceable rules)
A trajectory of decision-making that carefully weighs all
competing tensions
When we speak of ethics, we are NOT talking about
personal morality!
or
or within the framework of professional teaching?
Ethical Framework
Educator Ethics
Its not just about teacher BEHAVIORS,
Ethical Equilibrium
Dispositional Framework
Regulatory Framework
Conduct Absolutes
Personal
Professional
Employment Sanctions
Certification Sanctions
Criminal Action
Ethical Framework
Professional ethical standards
that guide decision-making
Professional Standards
Trajectory of Decision-Making
Personal - Professional
Outcomes
Developed in 1952
Introduction (intent, organization, procedural considerations, and scope of application)
Preamble (5 aspirational goals)
General Principles
Standards (10 standards and multiple substandards)
Glossary of Terms
Ethical Considerations (a body of principles upon which the lawyer can rely for guidance)
Rules (8 sections, and multiple subsections, that state the minimum level of conduct)
Rule 1: Lawyer-Client Relationships
1.8 Conflict of Interests: Current Clients
(j) A lawyer will not have sexual relations
Adopted in 1847
Preamble
Principles (8 aspirational principles)
Terminology
The Relation of Law and Ethics
Opinions (10 sections and multiple subsections)
Opinion 2: Social Policy Issues
2.1 Abortion
Current Research
STUDY GOAL
Categorize the dilemmas that teachers face
SAMPLE and DESIGN
n = 38 teachers (in a central geographic location in Israel)
45-minute interviews
Teachers asked to share ethical dilemmas (52 emerged)
RESULTS
52% of the dilemmas fit into category of:
Caring for others and adhering to formal codes
Barret, D., Headley, K., Stovall, B., & Witte, J. (2012). How do teachers make
judgments about ethical and unethical behaviors? Toward the development
of a code of ethics for teachers. Teaching and Teacher Education, 28, 890898.
STUDY GOAL
Identify the internal ethical norms of the profession by having participants rate the
extent to which they believed teacher behaviors (a) occurred frequently, and (b)
represented a serious violation of professional standards on 41-item scale.
SAMPLE and DESIGN
n = 593 (108 pre-service majors, 485 educators (teachers, counselors,
administrators, support staff, etc.) employed in a school district in northwest South
Carolina)
Descriptive survey (41 Likert-scale questions that describe teacher behavior)
RESULTS
Categories SEEN FREQUENTLY in schools (i.e. teachers gossiping about
students, knowingly allows a student to violate a school rule, etc.)
Categories NOT SEEN as a violation of professional ethics (i.e. hires students to do
chores, behaves unprofessionally outside of work, etc.)
Categories SEEN as a violation of professional ethics (i.e. making sexually
provocative statements to students, engage in romantic relationship with students,
etc.
STUDY GOAL
Determine a typology of boundaries that teachers face, as well as examine teachers
relationships with their students as well as how they described and negotiated
relationship boundaries
SAMPLE and DESIGN
n = 13 (in-service teachers from graduate education courses/10 females and 3 males)
Sequence of two semi-structured interviews
RESULTS
Eleven types of boundaries were established
the participants discussed difficulties in defining boundary lines, and the
dilemma of negotiating that line with students.
Boundary lines are inherently tied to their teacher identities (arbitrary)
STUDY GOALS
(a) To determine the categorical domains of educator ethical dilemmas, (b) examine the
context of educator decision-making, (c) examine the daily ethical dilemmas that
teachers face, (d) and to more fully understand teachers perceptions regarding their
ethical dilemmas.
SAMPLE and DESIGN
n = 92
12 three-hour focus groups in 7 states that were recorded and transcribed
PK-12th grade current teacher practitioners separated into elementary and secondary
focus groups
Representing a variety of learning communities
Structured and open-ended questions
RESULTS
See following slides
Figure 1.
Frequency distribution (n and percentage) of the aggregated (elementary and
secondary) ethical dilemmas identified by teachers.
Categories
Colleagues
38 = 19%
Students
35 = 17%
Building Administration
24 = 12%
Extent of Duties
23 = 12%
Policies
22 = 11%
Implicit Norms
19 = 10%
Curriculum/Instruction/Assessment
18 = 9%
Parents
11 = 6%
Total n = 202
Self
10 = 5%
Mentoring
2 = 1%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
Figure 2.
Distribution (percentage) of data disaggregated by the ethical dilemmas identified
by elementary teachers and the ethical dilemmas identified by secondary teachers
Categories
25%
Colleagues
12%
10%
Students
25%
7%
Building Administration
17%
10%
Extent of Duties
13%
10%
Policies
12%
10%
Implicit Norms
9%
Parents
%%
ofof
elementary
(n =(n
107)
elementary
= 107)
Secondary
8%
2%
%%
ofof
secondary
(n =(n95)
secondary
= 95)
7%
Self
Mentoring
Elementary
9%
9%
Curriculum/Instruction/Assessment
3%
2%
0%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
22%
24%
26%
Alliances often dictate the implicit norms that occur within the
learning community.
Teachers' roles are not clearly defined, and the extent of their
duties not delineated, which results in arbitrary boundaries.
There is often a deference of responsibilities by teachers.
ABA Website:
Center for Professional Responsibility
The center provides national leadership in developing and interpreting standards and scholarly resources in
legal and judicial ethics, professional regulation, professionalism, and client protection.
EthicSearch (free legal and ethics research service for members of ABA which will locate situations to
relevant rules, ethics opinions, and other resources)
Ethics tips
Latest ethical and legal news
Upcoming events
Resources
http://www.americanbar.org/groups/professional_responsibility.html
NAEYC Website:
Code of Ethical Conduct
Position Statements
Applying the NAEYC Code: handouts of situations with ethical
dimensions for group problem solving
Publications that address professional ethics
A series of published columns on early childhood ethics
PowerPoint presentations
A series of videos that discuss the history of the NAEYC Code of Ethical
Conduct development, revisions, the importance of the code, and the
elements of the code.
Other resources
http://www.naeyc.org/ethics