Writing a code of ethics for teachers

The member speaks and acts toward students with respect and dignity, and deals judiciously with them, always mindful of their individual rights and sensibilities.

Writing a code of ethics for teachers

These professional behaviors and dispositions foster the positive relationships that effective teachers build with students, parents, professional colleagues, and communities to promote student success. Being caring and collaborative individuals who communicate in a professional manner with all educational stakeholders.

Position Statements

By striving to understand and appreciate the wealth of diversity in their communities and schools. By bettering the profession and their communities through personal, professional and educational growth through lifelong learning and reflective practices. Educators demonstrate these professional and ethical dispositions by showing up prepared, ready to teach and collaborate with all educational stakeholders for the success of their students every day.


WGU Teachers College expects students to understand these professional and ethical dispositions are not just a university expectation, but also professional expectations for all in the field of education.

As such, WGU expects Teachers College students to develop and practice these dispositions by demonstrating them in all interactions verbal, non-verbal, and written within the WGU community, as well as demonstrating strong academic integrity with all course work.

Student behaviors and dispositions are assessed at various points in the program. Each student assessment is evaluated using a dispositions rubric.

Patient Dignity

Recommendation for demonstration teaching or field experiences: Students in initial licensure programs assess their own behaviors and dispositions at the beginning of their program and during demonstration teaching.

Students in advanced programs assess their own behaviors and dispositions at the beginning of their program. Intro to Field Experiences: Students in initial licensure programs participate in this seminar consisting of two presentations and a self-evaluation of the Mentor Recommendation prior to entering the clinical phase of their program.

The seminar focuses on demonstrated ethics, professional behaviors, and dispositions expected in the field of education. Students evaluate their dispositions using the Teacher Dispositions Index.

Students and other members of the WGU community are provided a copy of this code which summarizes the behaviors and dispositions expected of students in WGU teacher education programs. Students are made aware that egregious or repeated violations of this code may constitute grounds for separation from the WGU Teachers College.

This code is published in the WGU Student Handbook, teacher education documents and is reinforced throughout the program. Significant and unresolved concerns could result in a student being denied program admission, denied participation in demonstration teaching or field experiences, or denied continuance in their teachers college program.

Students are expected to demonstrate the following professional dispositions appropriate to the field of teacher education: Affirming of diversity and cross-culturally competent Reflective practitioner Committed to the belief that all students can learn Collaborative Technologically proficient Professional leadership In addition to these eight dispositions, students are expected to demonstrate professional behavior in all interactions written, verbal, and non-verbal with other WGU students, WGU mentors and staff, as well as with those they encounter in the field.

Caring And Considerate Teachers College students and graduates demonstrate an appropriate degree of care and consideration for their students. Teachers who care for their students are able to attend to their various cultural, social, emotional, and educational needs both within the classroom and through the use of various resources.

They have high ethical and moral standards commensurate with the expectations of an educator. They always act in a professional manner when interacting with all school stakeholders, and hold as their main objective, the success of all children.

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Affirming of Diversity and Cross-Culturally Competent WGU Teachers College students and graduates appropriately differentiate instruction to meet the individual needs of each child in the classroom. They are able to utilize members of the educational community in pursuit of such awareness and appreciation, including community leaders and social service organizations, thus developing an appreciation of diversity in the various workplaces and working with diverse learners in P classrooms, as well as an awareness of appropriate pedagogical techniques.

This integration is addressed and is reflected throughout the curriculum and in field experiences. Reflective Practitioners Teachers College students and graduates recognize the professional and personal value of ongoing reflection as a tool for continuous performance improvement.

They implement reflection as a means of ongoing professional development. They also recognize and appreciate the value of continual and ongoing professional growth and development in both content and pedagogical expertise. Equitable And Fair Teachers College students and graduates understand language acquisition; cultural influences on learning; exceptionalities; diversity of student populations, families, and communities; and inclusion and equity, with the ideal of fairness, in various positions, classrooms and schools.

As such, they are flexible in nature and respectful in disposition. Committed To The Belief That All Students Can Learn Teachers College students and graduates have developed and are able to model expected professional dispositions with the ideal of fairness and the belief that all students can learn.

They are competent in making knowledge accessible, are advocates for all students, and create a responsive and supportive learning environment that nourishes and promotes learning and development. Collaborative Teachers College students and graduates recognize the value of working in close collaboration with the many stakeholders in education, including working with, but not limited to colleagues in P classrooms, support staff, administration, parents, community members, and students themselves.

writing a code of ethics for teachers

They pursue high-quality, meaningful professional development activities through reflection, collaboration, advanced research, and data-driven decision making. Technologically Proficient Teachers College students and graduates are highly proficient in the use of technology as both a pedagogical tool and management tool.

They recognize that the use of educational technology is to be employed as an adjunct to high-quality, effective pedagogy, and recognize that technology alone does not equate to excellence in teaching.

They seek to employ the latest tools of technology in order to improve what will already be excellent pedagogical practice. Professional Leadership Upon graduation, Teachers College students and graduates will serve at the forefront of their chosen profession in education through the application of research-based pedagogical techniques.

They will serve as leaders in their respective classrooms, schools, communities, and in the profession as a whole, in the pursuit of high educational achievement for all children. Indeed, they will become lifelong learners who meet the ever-changing professional responsibilities of educators.

Standards of Ethical Conduct The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.The Nurse's Code of Professional Conduct, also known as the Nurse's Code of Ethics, is a compilation of ethical rules designed to guide the nurse in making the correct decision in .

Jul 01,  · A professional code of ethics must address this fact, stating that teachers must not show favoritism or discriminate against students. Teachers also must interact with students appropriately, not taking advantage of students in any way, bullying students or putting them down.

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PART I* CODE OF ETHICS FOR PUBLIC OFFICIALS *Cited. 18 CA Sec. Definitions. The following terms, when used in this part, have the following .

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BCTF Code of Ethics