Code of Ethics 7

References

Code of Ethics for Educators. (2014, October 15). Retrieved November 3, 2014.

Pollock Sadker, M., & Miller Sadker, D. (2005). Chapter 11. In Teachers, Schools, and

Society(7th ed., p. 416). New York: McGraw Hill.

Wesleyan College Conceptual Framework. (n.d.). Retrieved April 04, 2017, from

https://wesportal.wesleyancollege.edu/ICS/Campus Life/Campus Groups/Education. De

partment Information/

Wesleyan College Honor Code. (n.d.). Retrieved April 04, 2017, from

https://wesportal.wesleyancollege.edu/ICS/Campus Life/Campus Groups/Education De

partment Information/

7
 Code of Ethics 6

and should be followed by everyone. I believe that they are reasonable for almost any

professional environment. Many of these standards may not directly affect students but an

educator teaches these students about many things. These standards can help teachers influence

students in a good way. Being honest is something that almost all people value. If teachers are

honest, students will look up to them and do the same.

I believe that teachers have one of the most important jobs, so requirements and

expectations are needed. I also believe that teachers have a job to take care of students. Being

required to report any evidence of child abuse and not turn and look away is an acceptable

standard. Educators see students for over half the day during the first part of their life. They are

important influences to student's lives. The Code of Ethics for Educators is an important and

reasonable code to follow. If one cannot follow the standards, then they do not deserve to be an

educator. To me, all of these standards and guidelines can all be put under doing the right thing

and thinking about the students needs before anything else.

6
 Code of Ethics 5

state that the candidate (a future teacher) should have and apply a variety of knowledge and

critical thinking skills. It also states how the candidate should create and understand how

valuable a positive learning environment is. I believe that the environment of a classroom can

dictate how well student learn and develop. In Section 113 the candidate should have a variety of

knowledge on teaching practices and use them in their lesson plans. It is very important to know

more than one way to teach because there are many different types of learners in a classroom.
(Wesleyan College Conceptual Framework)

I have a personal experience with section 114 and 5. 114 talks about understanding and

appreciating diversity. Personally, I find the diversity of students an amazing thing that keeps the

classroom exciting. With one of the teachers I observed she did not appreciate cultural diversity.
She made crude comments about a Syrian student and her father saying they were in ISIS. That

upset me a lot because it showed how ignorant she was, even if she was kidding in any way. 115

in the Conceptual Framework is all about classroom management. In EDU 245 with Dr. Wilcox I

learned a plethora of classroom management techniques. Effective classroom management can

do amazing things for the teacher and students. It is good to have multiple management

techniques because one technique will never work for every situation. 116 is about personal

relationships with the students, which is a very important aspect to being a good teacher. 1117 and

8 talk about giving good assessments to the students and assessments for the teacher to better

themselves. (Wesleyan College Conceptual Framework)

The Code of Ethics for Educators was made to help teachers maintain a professional

behavior and have good ethical conduct. I believe that all of the Ethic's standards as well as the

guidelines in Conceptual Framework are favorable and if anyone thinks otherwise then they

probably should not be an educator. These are practical standards that can be followed by anyone

5
 Code of Ethics 4

when renewing any certificate and reporting known violation of the Code of Ethics and state or

federal law. The tenth standard requires an educator to remain professional while being in school

or representing the school. A teacher must also be aware of how he/she acts in public. You never

know who is around, so if a teacher decided to go to the bar, be careful what you do and how you

carry yourself. My mom is a teacher and anytime she goes out and drinks, which isn't often, she

makes sure no pictures of her a taken and posted on social media. She also makes sure she does

not act poorly in front of anyone who may know her as an educator.

The last standard goes over testing. Teachers are obligated to gives state mandated tests

"fairly and ethically." (Code of Ethics, page 4) Even though these state mandated tests are not a

teacher's favorite, they never were my favorite to take, they must abide by the rules and give the

test to their students properly and professionally. Helping the students in any way that may be

cheating is wrong, no matter how much a teacher wants to see their students succeed. Wesleyan's

Conceptual Framework can be related to this. Section 1117 deals with testing. It states that we

must know and give a variety of assessments including standardized tests but not limited to them.

If any of the standards are ignored or broken, then there will be disciplinary actions. Certificates

may be suspended, revoked, or denied. A teacher's performance will be monitored after an

investigation is held. The Code of Ethics is not the only source for being punished. If there is any

adequate cause that makes an educator unfit to perform as an educator, then they will get

disciplinary actions against their certificate. If a certificate has been revoked, denied, or

suspended then that person may not work in the classroom. (Wesleyan College Conceptual

Framework)

Wesleyan's Conceptual Framework gives a different set of standards to go by when

teaching. They are less legal than the Code of Ethics, but equally important. Section Il and 12

4
 Code of Ethics 3

alcohol or drugs and any sort of setting with children. As in any other setting a teacher must be

honest and show integrity during their professional practice. Wesleyan's Honor Code is similar

to this standard. Every semester Wesleyan students sign the Honor Code, which in short means

we will not cheat or steal in any way. (Wesleyan College Honor Code) Going back to the Code

of Ethics, any forging of professional documents is forbidden as well as distribution of

documents of children. A teacher must also be truthful when taking absences. Public funds and

property is discussed in standard five. Any teacher given the responsibility to handle money shall

not misuse or fail to account public funds. Mixing public or school funds with personal funds is

not allowed. Property of the school shall not be misused.

Educators do not have the right to accept gifts from vendors where there may be personal

interest or gain. Tutoring currents students and coaching or instructing students in an educator's

school system is unethical. A teacher may do so with other students and on their own time.

Standard seven is similar to FERPA. "An educator shall comply with state and federal laws and

state school board policies relating to the confidentiality of student and personnel records,

standardized test materials and other information." (Code of Ethics, page 4) The student's

information must be secure, as well as testing information. A teacher may not steal test material

and better prepare their students. The Honor Code at Wesleyan has a rule similar to this, a

student may not "steal examination or course material" (Wesleyan College Honor Code).

When a teacher signs a contract with a school then they must fulfill the requirements and

finish out the contract. A teacher may not leave mid-year without consequences. Personally, I

believe if a person makes a commitment then they should stick with it. Leaving any job before

the contract is over is not something that should be done. An obligation of an educator is to file

reports when the Code of Ethics is broken. This includes reporting all information requested

3
 Code of Ethics 2

Ethics is defined as a set of moral principles that governs a person's or group's behavior.

Every individual will be faced with moral dilemmas that require them to tap into their code of

ethics, if they have not already. Teachers have an obligation to know the Code of Ethics for

Educators. They will use this code on a daily basis as a set of rules to protect them, the school,

and students. Since this code can have changes made to it, it is the teacher's responsibility to stay

updated and informed on legal decisions that determine their natural processes inside and outside

their classroom. "Ignorance of the law...is no defense" (Sadker, 2005, p416), meaning there is no

excuse for educators not to know the code. Teachers are required to abide by a set of standards in

the Code of Ethics as well as follow their own morals and ethics.

The Code of Ethics starts off with an educator having to abide by federal, state, and local

laws and statutes. Abiding by the law should fall into anyone's standard for living a moral life,

not just an educator. As a Christian, I believe that following rules and laws is the right thing to do

and if I know the right thing but don't do it, I am not being Christian like. The second standard

states that an educator must maintain a professional relationship with their students, inside and

outside of school. An educator cannot abuse, or have any sexual or inappropriate relationship

with a student nor give students drugs or alcohol. This standard coincides with Wesleyan's

conceptual Framework section II 6. This section goes over building interpersonal relationship

with students inside the classroom. I believe it is so important to build good relationship with

students, but every teacher needs to know where the line is for an inappropriate relationship and

not cross it. Any abuse or sexual relationship with a child is a disgrace and should be avoided by

all adults.

An educator is not allowed to be under the influence of or possess alcohol or illegal drugs

while at any school related activity. In my opinion, an adult should not be under the influence of

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 Revised 1/17/13
Grading Rubric for Dispositional/Code of Ethics Essay Portfolio II

Name Ca ro I, n19, - rerf Date: h7 4 ko

CATEGORY 1 2 3 A
Length of Paper Less than Three double- Three double-spaced pages Four double-spaced pages e or more double-space
spaced pages pages
---.....
Introduction There is no clear The introduction states the The introduction clearly states The introduction is inviting,
introduction to the purpose, but does not the purpose of the paper, encourages the reader to learn
purpose of the paper or adequately preview the previews the structure of the more about the candidate's
its structure. structure of the paper and paper, but does not engage th ideas, and clearly states the
does not engage the reader. reader. main points and the purpose of
the paper.

Coverage of Code of Information includes no Information includes few of Information includes most of I ation includes a ..
Ethics reference to the Georgia the Georgia Code of Ethics the Georgia Code of Ethics thorough delineation and
Code of Ethics for for Educators eleven for Educators eleven synthesis of the Georgia Cod $
Educators eleven standards. standards. of Ethics for Educators elev:
standards. standards and clearly
articulates the disposition of
oral 1.1;1,p. .. ,
Integration of Does not include Offers few examples of Offers examples, values, and 0 -- ''''etails and
Experiences, Beliefs, examples of personal experiences, values, and beliefs to illustrate the xamples about personal
and Values experiences, values, or beliefs to illustrate commitment to most experiences, values, or beliefs
beliefs related to commitment to dispositions, dispositions, morality or to illustrate support of
dispositions, morality or morality or ethics. ethics. dispositions, morality or ethi
ethics. Examples add little to the
discussion.
Incorporation of There are no There are few connections Most connections between the is a strong connec ,
Wesleyan's connections between the between the writer's writer's expression of ethics .etween the writer's
Conceptual writer's views on ethics expression of ethics and and morality in conjunction expression ethics and moral'
Framework and and morality in morality in conjunction with with Wesleyan's Conceptual 1 in conjunction with
Dispositions conjunction with Wesleyan's Conceptual Framework and Dispositions Wesleyan's Conceptual
Wesleyan's Conceptual Framework and are included. Framework and Dispositio .
Framework and Dispositions.
Dispositions. V3'6Il
Sequencing/ Points are not in logical Few points are in logical Most points are made in a Al oints are made in :'cal
Transitions order. The paper lacks order; the way they are logical order; the way they are o er; the smooth flow
organization. The presented makes the writing presented sometimes makes ffectively maintains the
transitions between difficult to follow and less the writing difficult to follow nterest of the reader and
paragraphs and/or ideas interesting. Some or less interesting for the creases the ease of reading.
are unclear or transitions work well; but reader. Transitions show how A variety of clear transitions
nonexistent. connections among ideas ideas are connected, but there are . ed. They clearly sh.
are fuzzy. is little variety. how id- ..--- = ...
There is no clear The conclusion is The conclusion is e conclusion is stat 111. .
Conclusions
conclusion; the paper recognizable; but does not recognizable; ties up almost leaves the reader wits an
ends with no summary tie up several loose ends. all loose ends in a summary understanding of the writer's
statement. It simply statement. points; offers a summary
ends. statement, looks forward to the
future, uses a quote, cites a
ue expert , .
Several grammatical, One or two errors in gramm No gram , apitalization,
Mechanical Errors Many grammatical,
spelling, or punctuation capitalization, spelling, or capitalization and/or spelling, or punctuation errors .
punctuation errors; the punctuation; the paper is easy - aer is exc - i_ y
errors; errors interrupt
errors interrupt the flow. to read. . .
the flow.
Most sources are not All sources (information All sources (information and All sources (information and
Proper Use of graphics) are accurately
Citations accurately documented. and graphics) are accurately graphics) are accurately
documented, but many are documented, but a few are not documented in APA format
not in APA format in APA format

A score of 27/36 with no ones is required