Running head: CONCEPTUAL FRAMEWORK AND ETHICAL DISPOSITIONS

Conceptual Framework and Ethical Dispositions Erica Priscella EDU 576 July 22, 2013 Barbara Lee

CONCEPTUAL FRAMEWORK AND ETHICAL DISPOSITIONS

Conceptual Framework and Ethical Dispositions Comparison of overlapping statements regarding teacher ethics The professional educator endeavors to understand and respect the values and traditions of the diverse cultures represented in the community and in his or her classroom. (AAE, 2001) Educators should be sensitive to individual learning and social needs of students and embrace the cultural diversity of the community. (COE-Framework, 2011) Priority of specific ethical dispositions/protocols and rationale Priority ranking:2 Rationale: According to Powell and Lines (2010) that belong to a community that is intentionally built on recognizing, valuing, and learning from the diversity within that community can further deepen students understanding of self, others, and the global community in which they will live and work. It is important as a teacher to build a sense of a community in their diverse classroom. Teachers need to be sensitive to how they teach to students cultures and their backgrounds. Priority ranking:1 Rationale: Confidentially and personal information should never be released to unauthorized persons without the express consent of the parents or legal guardian, Even then, care should be taken not to release sensitive information that is based on opinion or perceptions (Essex, 2004). It is important as a teacher not to release any information about a student unless a need to know basis (i.e. special education teacher, principal, specials teachers) at school. The students parents are the only people that the teacher should be discussing their student too. Priority ranking: 3 Rationale: According to Lickona (1991), schools and teachers should educate for character, especially through teaching respect and responsibility. Teachers know what is right and wrong. Teachers serve as role models to students and in the community. People hold teachers to a higher standard because they take care of children on a daily basis.

The professional educator does not reveal confidential information concerning students unless required by law. (AAE, 2001) Educators should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise fairness in all areas including assessment. (COEFramework, 2011)

The professional educator endeavors to maintain the dignity of the profession by respecting and obeying the law, and by demonstrating personal integrity. (AAE, 2001) Educators should exercise sound judgment and ethical behavior. They should be a positive role model within their community. (COE-Framework, 2011)

CONCEPTUAL FRAMEWORK AND ETHICAL DISPOSITIONS

The professional educator continues professional growth. (AAE, 2001) Educators should recognize that reflection combined within experience leads to growth as a professional. Educators should be thoughtful about their professional practice, critically examining it, and seeking improvement. (COE-Framework, 2011)

A person of character has the wisdom to know right from wrong; is honest; trustworthy, fair, respectful, and responsible; admits and learns from mistakes and commits to living according to the principles (Lumpkin, 2008). Priority ranking: 7 Rationale: Ongoing professional development keeps teachers up to date on new research on how children learn, emerging technology tools for the classroom, new curriculum resources, and more. The best professional development is ongoing, experimental, collaborative, and connected to and derived from with working and understanding their culture (Edutopia, 2008). It is important as teachers to continue being a lifelong learner. Being able to continue to learn and be able to improve their teaching. Priority ranking: 6 Rationale: Bebeau, Rest, & Narvaez (1999) developed a four-component model of moral maturity that moral behaviors are built upon: moral sensitivity, moral judgment, moral motivation, and moral character. It is important as teachers to be aware how our actions affect others, moral judgment of what is fair and moral, moral motivation that requires moral values over personal values in the classroom, and moral character. A teachers first moral obligation is to provide excellent instruction. Teachers with a high level of moral professionalism have a deep obligation to help students learn (Wynne, 1995). Priority ranking:5 Rationale: Good colleague relationships are essential if is to be successful. The best

The professional educator does not intentionally misrepresent official policies of the school or educational organizations, and clearly distinguishes those views from his or her own personal opinions. (AAE, 2001) Educators should model integrity by their words and actions. They should be forthright with others and uphold high standards of trust, character, and integrity. (COE-Framework, 2011)

The professional educator in exemplifying ethical relations with colleagues, accords just and equitable treatment to all members of the profession. (AAE, 2001)

CONCEPTUAL FRAMEWORK AND ETHICAL DISPOSITIONS

Educators should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others while providing intellectual, emotional, and spiritual support. (COE-Framework, 2011)

schools can boast of a camaraderie which promotes teamwork among the teachers and great student support systems. Getting along as teachers lead to workable planning, good problem solving, and positive learning with regards to the students (Hupe, 2013). As a teacher it is important to have an open line of communication with your other colleagues to be able to be successful in the classroom. As a new teacher or an older teacher, it is important to have a mentor to be able to go to when there is a question or to use as a resource. Priority ranking: 4 Rationale: A positive school climate exists when all students feel comfortable, wanted, valued, accepted, and secure in an environment where they can interact with caring people they trust (Manitoba Education, 2001) As a teacher it is important to maintain a positive and active role in the community. It is also important to create a positive school climate in the school for students, parents, and community in the school environment.

The professional educator manifests a positive and active role in the school/community relations. (AAE, 2001) Educators should promote positive change in schools and communities that benefit the welfare of others. (COE-Framework, 2011)

CONCEPTUAL FRAMEWORK AND ETHICAL DISPOSITIONS

References: Association of American Educators. (2001). Code of Ethics. Retrieved from http://www.ethicsoup.com/code-of-ethics-association-of-american-educators.html Bebeau, M.J., Rest, J.R., Narvaez, D. (1999). Beyond the promise: A perspective on Research in moral education. Educational Researchers, 28(4), 18-26. College of Education-Grand Canyon University. (2011). Conceptual Framework. Retrieved from http://www.gcu.edu/College-of-Education/ProgramEssentials/Conceptual-Framework.php Edutopia. (2008). Why Is Teacher Development Important?: Because Students Deserve the Best. Retrieved from http://www.edutopia.org/teacher-developmentintroduction Essex, N.L. (2004). Confidentiality and Student Records. Clearing House, 77(3), 111113. Hupe, D. (2013). How to Maintain Teacher Colleague Relationships. Retrieved from http://suite101.com/article/how-to-maintain-teacher-colleague-relationshipsa192608 Lickona, T.(1991). Educating for character: How our schools can teach respect and responsibility. New York: Bantam. Lumpkin, A. (2008). Teachers as Role Models: Teaching Character and Moral Virtues. Retrieved from http://www.csuchico.edu/kine/documents/teachersasrolemodels.pdf Manitoba Education. (2001). Creating a Positive School Climate. Retrieved from http://www.edu.gov.mb.ca/k12/specedu/fas/pdf/3.pdf

CONCEPTUAL FRAMEWORK AND ETHICAL DISPOSITIONS Powell, J.D., & Lines, J.I. (2010). Make Learning Personal: Recommendations for Classroom Practice. About Campus, 15(2), 19-25.

Wynne, E.A. (1995).The moral dimension of teaching. In A.C. Ornstein (Ed.) Teaching: Theory into practice. Boston: Alynn and Beacon.