Program Guide9
Learning Activities Guide
Standard 8—Ethics Standard: Demonstrates honesty, integrity, and fairness to guide school policies and practices consistent with current legal and ethical standards for professional educators.
Contents Indicator 8A: Demonstrates honesty, integrity, and fairness consistent with ethical standards for professional educators ..................................................................................................................................................... 3 Getting to Know the Standards ............................................................................................................. 4 Reflecting on Ethical Issues .................................................................................................................. 7 Role Modeling Ethical Behavior .............................................................................................................. 8 Indicator 8B: Develops and acts on well-reasoned beliefs, based upon an understanding of teaching and learning .... 9 Developing a Personal Belief System About Teaching and Learning .......................................................... 10 Fostering Positive Beliefs About Students, Teachers, and Staff ................................................................ 11 Learning About Special Programs .................................................................................................................. 12 CTE and Ethics .................................................................................................................................. 13 Learning and research activities for understanding…CTE and Ethics ......................................................... 14 Additional Aids For the New Principal ............................................................................................................. 15 Alabama Educator Code of Ethics ........................................................................................................ 16 A Checklist for Making Good Ethical Decisions ....................................................................................... 21
Indicator 8A: Demonstrates honesty, integrity, and fairness consistent with ethical standards for professional educators
A Framework for Thinking Ethically ...................................................................................................... 22 A Framework for Ethical Decision Making ............................................................................................. 25 Glossary of Acronyms ........................................................................................................................ 26
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Indicator 8A Demonstrates honesty, integrity, and fairness consistent with ethical standards for professional educators
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Getting to Know the Standards Observe…
Participate…
Lead…
Tools and Resources
…(read) The Alabama Educator Code of Ethics (COE). Keep a file on this document and reference it often. Model compliance to these standards of professional behavior and conduct.
…in discussions with your mentor about: o The Alabama Educator Code of Ethics and compliance issues. o The requirements of NCLB. o The section by section analysis of the FERPA.
…by incorporating ethics and ethics standards and FERPA guidelines into meetings and staff discussions. Ensure that the discussion includes a focus on the correlation between specific ethical practices and improved student outcomes.
Alabama Educator Code of Ethics (COE). This document defines the professional behavior of educators in Alabama and serves as a guide to ethical conduct.(http://alex.state.al.us/l eadership/Alabama_Educator_Co de_of_Ethics.pdf).
…informally compliance to COE standards among teachers and staff. …(read) the requirements of NCLB as they relate to your school. …(read) each section of the Family Education Rights and Privacy Act (FERPA). Keep a file on this document for future reference.
…in training, workshops, and inservice sessions on ethics, student privacy, diversity, sexual harassment, search and seizure, abuse, threats, and other topics related to ethics and issues affecting student and teacher rights.
Grant Application Process (eGap), Document Library. Can be used to search for information about NCLB regulations and guidelines as well as other federal program guidelines that must be followed. (https://egrant.alsde.edu/ Accelegrants/DocumentLibrary/D efault.aspx?t=633864457303885 177). Family education rights and privacy act (FERPA). This document provides a section by section analysis of guidelines that govern the rights and privacy of students. (http://www.ed.gov/policy/gen/g uid/fpco/pdf/ht12-17-08-att.pdf). AEA Minority Leadership Training. Alabama Educator Code of Ethics Training. For more information, contact the Manager of Education Policy and Professional Practice Division, 334-834-9790 or go to www.myaea.org, Contact Us.
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Observe…
Participate…
Lead…
Tools and Resources
…(read) the book, Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas (see Tools and Resources column).
…in developing a plan with your mentor for sharing the following pertinent information with staff: o The Alabama Educator Code of Ethics. o The requirements of NCLB. o The section by section analysis of the Family Education Rights and Privacy Act (FERPA)
…in the implementation of a plan for communicating the importance of state and federal standards, policies, laws, and procedures to ensure staff compliance. Ensure the discussion identifies why the laws and procedures are needed and their projected effect on student success.
Shapiro, J.P. & Stefkovich, J.A. (2001). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas. Mahwah, New Jersey: Lawrence Erlbaum Associates. This book explores the importance of ethical decision making in a complex diverse society. Case studies are examined as models for learning.
…by providing staff opportunities for ethics training (workshops, in-service sessions, staff training). Use the book Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas as a guide for ethics curriculum planning. …by example. You will help staff understand and apply ethical standards by modeling these standards in the workplace.
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Observe…
Participate… …in developing a monitoring plan that will assess the school’s compliance to COE, NCLB, FERPA, and other state and federal policies.
Lead…
Tools and Resources
…by advocating fair and equitable opportunities for all children’s growth and learning.
Alabama Department of Education, Professional Education Personnel Evaluation Program Publications, EDUCATEAlabama. This is a good source of behavioral feedback to help in the effort to monitor ethical behavior, including equity, respect, and fairness in classroom and school-wide interactions between and among students and teachers. (http://www.alsde.edu/html/secti ons/documents.asp?section= 62&footer=sections/).
…by working collaboratively with staff to ensure compliance with local, state, and federal regulations and requirements. …in the implementation of a system of assessment which monitors for equity, respect, and fairness in classroom and school-wide interactions between and among students and staff. Highlight effective practices for the entire staff. …in reporting the results to teachers and staff. Then, collaborate with the school leadership team to develop a plan for improvement.
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Reflecting on Ethical Issues Observe… …current events in the media regarding principals’ use of ethics (educational publications, TV, radio, newspaper). …difficult ethical issues that arise as you try to apply ethics in your own work. …(read) A Checklist for Making Good Ethical Decisions and A Framework for Thinking Ethically to learn more about ethical decision making. …the case studies in the book, Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas. …the video “Leadership for the 21st Century.”
Participate…
Lead…
…in discussing challenging ethical issues with your mentor. Identify contributing factors and measures that could be taken to prevent a recurrence of the issues in the future. …in discussions with your mentor about the case studies in the book Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas. Discuss the real-life ethical dilemmas given in the book and the application of different ethical paradigms. …in self-assessment of your personal and professional ethics and values on an ongoing basis. Discuss in one or more focused sessions with mentor. …in discussion with your mentor about the ethical implications for 21st Century Leadership.
Tools and Resources
…a review of school policies and practices for consistency with current legal and ethical standards. Discuss alignment with mentor.
A Checklist for Making Good Ethical Decisions on page 21. Serves as a guide for reflection on ethics and ethical decision making.
…faculty and student discussions about ethical expectations, and solicit input regarding appropriateness and effectiveness of current expectations.
A Framework for Thinking Ethically on page 22 and A Framework for Ethical Decision Making on page 25. These documents provide an introduction to thinking ethically and what to consider when making ethical decisions.
…by responding to challenges from school stakeholders. Address appropriate changes that lead to school improvement and increased student achievement. …by ensuring that all decisions are based on what’s best for student learning.
Leadership for the 21st Century. To view this brief video, go to http://alex.state.al.us/staticfiles/ teacherzone/podcast/KenKay1.w mv.
….in engaging ongoing reflection, communication, and collaboration to revise practices and beliefs that promote school improvement. …..in engaging the school community (staff, students, parents, and community) in true dialogue about the purposes of schooling and arriving at shared values and beliefs based on current research and best practices.
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Role Modeling Ethical Behavior Observe… …experienced principals’ use of ethics during site visits at other schools. (Can tie this in with site visits for other purposes).
Participate… …in discussions with your mentor about characteristics of ethical leadership.
Lead…
Tools and Resources
…by modeling exemplary ethics with teachers, staff, students, parents and other stakeholders, according to ethical standards.
Alabama Educator Code of Ethics (COE). This document defines the professional behavior of educators in Alabama and serves as a guide to ethical conduct. (http://alex.state.al.us/ leadership/Alabama_Educator_ Code_of_Ethics.pdf).
…in the development of a survey with your mentor that will assess stakeholders’ (faculty, staff, students, parents, community) perceptions of your ethical behavior. Discuss the results with your mentor. Develop a plan of improvement, if warranted.
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Indicator 8B Develops and acts on well-reasoned beliefs, based upon an understanding of teaching and learning
Indicator 8B: Develops and acts on well-reasoned beliefs, based upon an understanding of teaching and learning
Developing a Personal Belief System About Teaching and Learning Observe…
Participate…
Lead…
Tools and Resources
… (read) literature on the implications of high expectations and positive beliefs on the quality of teaching and learning (see Tools and Resources column).
…in regular self-reflection about the alignment of your daily practice with positive beliefs and expectations that promote quality teaching and student learning. Note areas of misalignment and identify remedies.
…the rest of the faculty and staff in a facilitated learning process (e.g., workshops, book studies, site visits, etc.) that culminates in the development of a school-wide belief system about teaching and learning. Create a clear and comprehensive understanding of the affect of that belief system on student outcomes. All documents such as the school’s vision, mission, and belief statements as well as school policies, procedures, interventions, grading system, and other components of the school program should reflect the school-wide belief system.
Mangum, A. (2009) Alabama torchbearer schools: Lighting the way to student achievement. Retrieved from Leadership and Evaluation (http://alex.state.al.us/leadershi p/Torchbearer%20Schools%2020 09-WEB.pdf). This booklet profiles nine high-performing, high-poverty schools. It spotlights their uncompromising belief in students and their use of strategies, programs, and interventions that have resulted in high levels of achievement.
…by discussing the results of your reflection with your mentor and formulate a personal action plan for improvement. …by recording your personal beliefs and your ideas about the topics from your literature review. Note areas of misalignment between personal beliefs, practices and models of positive beliefs, and practices noted in the literature.
Carter, S. C. (2001) No excuses: Lessons from 21 highperforming, high-poverty schools. Washington, DC: The Heritage Foundation. This book is about 21 high-performing, high-poverty schools that hold highexpectations for teaching and learning and accept no excuses for student failure. Fullan, M. (2004) Failure is not an option: Six principles that guide student achievement in highperforming schools. Thousand Oaks, CA: Corwin Press. This book is about six principles that guide schools in comprehensive school reform while bolstering the achievement of all students.
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Indicator 8B: Develops and acts on well-reasoned beliefs, based upon an understanding of teaching and learning
Fostering Positive Beliefs About Students, Teachers, and Staff Observe…
Participate…
…schools that align their school practices with high expectations and positive beliefs about students, teachers, and staff and as a result have experienced academic success among all subgroups of students (see Tools and Resource column for a listing of possible sites).
…in developing trainings that will communicate the importance of holding high expectations and positive beliefs about all students, teachers, and staff and aligning school practices to these values (see Tools and Resources).
…teachers’ classrooms for the purpose of indentifying individual teachers that exhibit highly positive teacher-student interaction.
Lead…
…by facilitating a conversation with the teachers that have the most positive teacher/student interaction at your school. Engage in a conversation about their beliefs, experiences, knowledge, and strategies that have contributed to their positive attitude and behaviors toward students. During the discussions, ask the teachers to identify specific benefits of their positive relationships with students. …in developing a plan for a book study on the importance of holding high-expectations and positive beliefs about all students, teachers, and staff and aligning school practices to these values (see Tools and Resources column).
ANPM Learning Activities Guide
…training on the importance of holding high expectations and positive beliefs about all students, teachers, and staff and aligning school practices to these values. Ensure that a principle focus of the training is the creation of a common vocabulary regarding expectations and beliefs. …a planning session with the group of model teachers to give them an opportunity to prepare for sharing their ideas and strategies for developing positive relationships with students. Teachers can present their ideas during a faculty meeting or informal sharing session. …a book study on the importance of holding high expectations and positive beliefs about all students, teachers, and staff and aligning school practices to these values. The culmination of this study should include identification and in depth evaluation of specific practices and their impact on both adult and student success.
Standard 8—Ethics
Tools and Resources ALSDE, Torchbearer Schools Program. Recognizes highperforming, high-poverty schools that hold high-expectations and positive beliefs about students’ abilities to learn regardless of their backgrounds. For more information, go to http://alex.state.al.us/showleade rpg.php?lnk=torch. Carter, S. C. (2001) No excuses: Lessons from 21 highperforming, high-poverty schools. Washington, DC: The Heritage Foundation. Twenty-one highperforming, high-poverty schools hold high-expectations for teaching and learning and accept no excuses for student failure. Fullan, M. (2004) Failure is not an option: Six principles that guide student achievement in highperforming schools. Thousand Oaks, CA: Corwin Press. Six principles guide schools in comprehensive school reform while bolstering the achievement of all students.
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Learning About Special Programs
Learning About Special Programs
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Learning About Special Programs
CTE and Ethics Observe…
Participate…
Lead… …your own learning and research of the CTE program to gain an understanding of how federal and state ethics requirements affect the program and its instruction.
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Standard 8—Ethics
Tools and Resources Learning and research activities for understanding…CTE and Ethics, on page 14.
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Learning About Special Programs
Learning and research activities for understanding…CTE and Ethics Directions: The following lists some learning and research activities to help you better understand how federal and state ethics requirements affect the CTE program and its instruction.
Resource
Activity
Federal legislation governing CTE: o Perkins IV o Child Labor Laws o Safety Regulations o Office of Civil Rights o Technical Preparation Programs
o
Review these documents to acquire information on federal mandates that impact CTE programs and funding at the state and local levels.
o
Discuss the mandates included in these documents and the ethical implications of each with CTE faculty and staff.
o
(From the Alabama Educator Code of Ethics) Standard 4: Teacher/Student Relationship: An educator should always maintain a professional relationship with all students, both in and outside the classroom. (See also on page 17). Visit a Torchbearer School with your mentor and/or select staff. Look for best practices that model highexpectations and ethical conduct and behavior. Make note of how student outcomes are affected by these practices.
o
The checklist below may be used as a source of “look-fors” during your site visit. Ethical conduct includes, but is not limited to, the following: o Fulfilling the roles of trusted confidante, mentor, and advocate for students’ growth. o Nurturing the intellectual, physical, emotional, social, and civic potential of all students. o Providing an environment that does not needlessly expose students to unnecessary embarrassment or disparagement. o Creating, supporting, and maintaining a challenging learning environment for all students.
Alabama Educator Code of Ethics (COE). This document defines the professional behavior of educators in Alabama and serves as a guide to ethical conduct. (http://alex.state.al.us/leadership/Alabama_Educator_ Code_of_Ethics.pdf). For additional information about the Torchbearer Schools Program, contact ALSDE, Leadership and Evaluation Section at (334)242-9962.
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Additional Aids for the New Principal
Additional Aids For the New Principal
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Additional Aids for the New Principal
Alabama Educator Code of Ethics Introduction The primary goal of every educator in the state of Alabama must, at all times, be to provide an environment in which all students can learn. In order to accomplish that goal, educators must value the worth and dignity of every person, must have a devotion to excellence in all matters, must actively support the pursuit of knowledge, and must fully participate in the nurturance of a democratic citizenry. To do so requires an adherence to a high ethical standard. The Alabama Educator Code of Ethics defines the professional behavior of educators in Alabama and serves as a guide to ethical conduct. The code protects the health, safety, and general welfare of students and educators; outlines objective standards of conduct for professional educators; and clearly defines actions of an unethical nature for which disciplinary sanctions are justified. Code of Ethics Standards Standard 1: Professional Conduct An educator should demonstrate conduct that follows generally recognized professional standards. Ethical o o o
conduct includes, but is not limited to, the following: Encouraging and supporting colleagues in the development and maintenance of high standards. Respecting fellow educators and participating in the development of a professional and supportive teaching environment. Engaging in a variety of individual and collaborative learning experiences essential to developing professionally in order to promote student learning.
Unethical conduct is any conduct that impairs the certificate holder’s ability to function in his or her employment position or a pattern of behavior that is detrimental to the health, welfare, discipline, or morals of students. Unethical conduct includes, but is not limited to, the following: o Harassment of colleagues. o Misuse or mismanagement of tests or test materials. o Inappropriate language on school grounds. o Physical altercations. o Failure to provide appropriate supervision of students. Standard 2: Trustworthiness An educator should exemplify honesty and integrity in the course of professional practice. Ethical o o o
conduct includes, but is not limited to, the following: Properly representing facts concerning an educational matter in direct or indirect public expression. Advocating for fair and equitable opportunities for all children. Embodying for students the characteristics of intellectual honesty, diplomacy, tact, and fairness.
Unethical conduct includes, but is not limited to, the following: o Falsifying, misrepresenting, omitting, or erroneously reporting professional qualifications, criminal record, or employment history when applying for employment or certification.
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o o o o
Falsifying, Falsifying, Falsifying, Falsifying,
misrepresenting, misrepresenting, misrepresenting, misrepresenting,
omitting, omitting, omitting, omitting,
or or or or
erroneously erroneously erroneously erroneously
reporting reporting reporting reporting
information submitted to federal, state, and/or other governmental agencies. information regarding the evaluation of students and/or personnel. reasons for absences or leaves. information submitted in the course of an official inquiry or investigation.
Standard 3: Unlawful Acts An educator should abide by federal, state, and local laws and statutes. Unethical conduct includes, but is not limited to, the commission or conviction of a felony or of any crime involving moral turpitude. As used herein, conviction includes a finding or verdict of guilty, or a plea of nolo contendere, regardless of whether an appeal of the conviction has been sought or a situation where first offender treatment without adjudication of guilt pursuant to the charge was granted. Standard 4: Teacher/Student Relationship An educator should always maintain a professional relationship with all students, both in and outside the classroom. Ethical o o o o
conduct includes, but is not limited to, the following: Fulfilling the roles of trusted confidante, mentor, and advocate for students’ growth. Nurturing the intellectual, physical, emotional, social, and civic potential of all students. Providing an environment that does not needlessly expose students to unnecessary embarrassment or disparagement. Creating, supporting, and maintaining a challenging learning environment for all students.
Unethical conduct includes, but is not limited to, the following: o Committing any act of child abuse, including physical or verbal abuse. o Committing any act of cruelty to children or any act of child endangerment. o Committing or soliciting any unlawful sexual act. o Engaging in harassing behavior on the basis of race, gender, national origin, religion, or disability. o Soliciting, encouraging, or consummating an inappropriate written, verbal, or physical relationship with a student. o Furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a student to consume alcohol or illegal/unauthorized drugs. Standard 5: Alcohol, Drug and Tobacco Use or Possession An educator should refrain from the use of alcohol and/or tobacco during the course of professional practice and should never use illegal or unauthorized drugs. Ethical conduct includes, but is not limited to, the following: o Factually representing the dangers of alcohol, tobacco and illegal drug use and abuse to students during the course of professional practice. Unethical conduct includes, but is not limited to, the following: o Being under the influence of, possessing, using, or consuming illegal or unauthorized drugs. o Being on school premises or at a school-related activity involving students while documented as being under the influence of, possessing, or consuming alcoholic beverages or using tobacco. A school-related activity includes, but is not limited to, any activity that is sponsored by a school or a school system or any activity designed to enhance the school curriculum such as club trips, etc., where students are involved.
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Additional Aids for the New Principal
Standard 6: Public Funds and Property An educator entrusted with public funds and property should honor that trust with a high level of honesty, accuracy, and responsibility. Ethical conduct includes, but is not limited to, the following: o Maximizing the positive effect of school funds through judicious use of said funds. o Modeling for students and colleagues the responsible use of public property. Unethical conduct includes, but is not limited to, the following: o Misusing public or school-related funds. o Failing to account for funds collected from students or parents. o Submitting fraudulent requests for reimbursement of expenses or for pay. o Co-mingling public or school-related funds with personal funds or checking accounts. o Using school property without the approval of the local board of education/governing body. Standard 7: Remunerative Conduct An educator should maintain integrity with students, colleagues, parents, patrons, or businesses when accepting gifts, gratuities, favors, and additional compensation. Ethical conduct includes, but is not limited to, the following: o Insuring that institutional privileges are not used for personal gain. o Insuring that school policies or procedures are not impacted by gifts or gratuities from any person or organization. Unethical conduct includes, but is not limited to, the following: o Soliciting students or parents of students to purchase equipment, supplies, or services from the educator or to participate in activities that financially benefit the educator unless approved by the local governing body. o Accepting gifts from vendors or potential vendors for personal use or gain where there appears to be a conflict of interest. o Tutoring students assigned to the educator for remuneration unless approved by the local board of education. Standard 8: Maintenance of Confidentiality An educator should comply with state and federal laws and local school board policies relating to confidentiality of student and personnel records, standardized test material, and other information covered by confidentiality agreements. Ethical conduct includes, but is not limited to, the following: o Keeping in confidence information about students that has been obtained in the course of professional service unless disclosure serves professional purposes or is required by law. o Maintaining diligently the security of standardized test supplies and resources. Unethical conduct includes, but is not limited to, the following: o other confidentiality agreements required by state or local policy.
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Additional Aids for the New Principal
Standard 9: Abandonment of Contract An educator should fulfill all of the terms and obligations detailed in the contract with the local board of education or educational agency for the duration of the contract. Unethical conduct includes, but is not limited to, the following: o Abandoning the contract for professional services without prior release from the contract by the employer; o Refusing to perform services required by the contract.
Reporting Educators are required to report a breach of one or more of the Standards in the Alabama Educator Code of Ethics as soon as possible, but no later than sixty(60) days from the date the educator became aware of the alleged breach, unless the law or local procedures require reporting sooner. Educators should be aware of their local school board policies and procedures and/or chain of command for reporting unethical conduct. Complaints filed with the local or state school boards, or with the State Department of Education Teacher Certification Section, must be filed in writing and must include the original signature of the complainant. Alabama Administrative Code 290-3-2-.05 (1)-5-c Each Superintendent shall submit to the State Superintendent of Education within ten calendar days of the decision, the name and social security number of each employee holding an Alabama certificate or license who is terminated, or non-renewed, resigns, or is placed on administrative leave for cause, and shall indicate the reason for such action. Disciplinary Action Disciplinary action shall be defined as the issuance of a reprimand or warning, or the suspension, revocation, or denial of certificates. “Certificate” refers to any teaching, service, or leadership certificate issued by the authority of the Alabama State Department of Education. Alabama Administrative Code 290-3-2-.22 (1) Authority of the State Superintendent of Education (a) The Superintendent shall have the authority under existing legal standards to: 1. Revoke any certificate held by a person who has been proven guilty of immoral conduct or unbecoming or indecent behavior in Alabama or any other state or nation in accordance with Ala. Code §16−23−5 (1975). 2. Refuse to issue a certificate to an applicant whose certificate has been subject to adverse action by another state until after the adverse action has been resolved by that state. 3. Suspend or revoke an individual’s certificate issued by the Superintendent when a certificate or license issued by another state is subject to adverse action. 4. Refuse to issue, suspend, or recall a certificate for just cause.
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Additional Aids for the New Principal
Any of o o o o
the following grounds shall also be considered cause for disciplinary action: Unethical conduct as outlined in the Alabama Educator Code of Ethics, Standards 1-9. Order from a court of competent jurisdiction. Violation of any other laws or rules applicable to the profession. Any other good and sufficient cause.
An individual whose certificate has been revoked, denied, or suspended may not be employed as an educator, paraprofessional, aide, or substitute teacher during the period of his or her revocation, suspension, or denial.
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Additional Aids for the New Principal
A Checklist for Making Good Ethical Decisions An educational leader who takes seriously the challenge of creating a strong ethical culture for the school must make good decisions when faced personally with ethical dilemmas. Here is a checklist an educational leader might wish to follow when deciding what to do if presented with an ethical dilemma: o o o o o o o o
Recognize the ethical dilemma Get the facts Identify your options Test each option: Is it legal, right, beneficial? Decide which option to follow Double check your decision Take action Follow up and monitor decision implementation
A key step in this checklist is number 6: Double check your decision! When in doubt consider how each of the following advisors might guide you. Take the action that would allow you to maintain your reputation with the advisors you believe adhere to the highest ethical standards: o o o o o o o o
Your School Attorney Your family Your Accountant The newspaper Your boss Your co-workers Your stakeholders Your Deity
How would you feel if you had to explain your decision-and your actions-to each of these individuals? If you would not feel good about making a detailed explanation to each of these, then it is quite likely you are about to make a poor decision. Double check your decision in this manner before you take any action you may later regret.
Source: William I. Sauser Jr., PhD, Associate Dean and Professor, Business and Engineering Outreach, Auburn University, Business Ethics: Back to Basics(#MIP-1045).
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Additional Aids for the New Principal
A Framework for Thinking Ethically This document is designed as an introduction to thinking ethically. We all have an image of our better selves-of how we are when we act ethically or are "at our best." We probably also have an image of what an ethical community, an ethical business, an ethical government, or an ethical society should be. Ethics really has to do with all these levels-acting ethically as individuals, creating ethical organizations and governments, and making our society as a whole ethical in the way it treats everyone. What is Ethics? Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on. It is helpful to identify what ethics is NOT: o
o o
o o
Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard. Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face. Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it. Law can be a function of power alone and designed to serve the interests of narrow groups. Law may have a difficult time designing or enforcing standards in some important areas, and may be slow to address new problems. Ethics is not following culturally accepted norms. Some cultures are quite ethical, but others become corrupt -or blind to certain ethical concerns (as the United States was to slavery before the Civil War). "When in Rome, do as the Romans do" is not a satisfactory ethical standard. Ethics is not science. Social and natural science can provide important data to help us make better ethical choices. But science alone does not tell us what we ought to do. Science may provide an explanation for what humans are like. But ethics provides reasons for how humans ought to act. And just because something is scientifically or technologically possible, it may not be ethical to do it.
Why Identifying Ethical Standards is Hard There are two fundamental problems in identifying the ethical standards we are to follow: 1. On what do we base our ethical standards? 2. How do those standards get applied to specific situations we face? If our ethics are not based on feelings, religion, law, accepted social practice, or science, what are they based on? Many philosophers and ethicists have helped us answer this critical question. They have suggested at least five different sources of ethical standards we should use.
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Additional Aids for the New Principal
Five Sources of Ethical Standards The Utilitarian Approach Some ethicists emphasize that the ethical action is the one that provides the most good or does the least harm, or, to put it another way, produces the greatest balance of good over harm. The ethical corporate action, then, is the one that produces the greatest good and does the least harm for all who are affected-customers, employees, shareholders, the community, and the environment. Ethical warfare balances the good achieved in ending terrorism with the harm done to all parties through death, injuries, and destruction. The utilitarian approach deals with consequences; it tries both to increase the good done and to reduce the harm done. The Rights Approach Several philosophers and ethicists suggest that the ethical action is the one that best protects and respects the moral rights of those affected. This approach starts from the belief that humans have a dignity based on their human nature per se or on their ability to choose freely what they do with their lives. On the basis of such dignity, they have a right to be treated as ends and not merely as means to other ends. The list of moral rights -including the rights to make one's own choices about what kind of life to lead, to be told the truth, not to be injured, to a degree of privacy, and so on-is widely debated; some now argue that non-humans have rights, too. Also, it is often said that rights imply duties-in particular, the duty to respect others' rights. The Fairness or Justice Approach Aristotle and other Greek philosophers have contributed the idea that all equals should be treated equally. Today we use this idea to say that ethical actions treat all human beings equally-or if unequally, then fairly based on some standard that is defensible. We pay people more based on their harder work or the greater amount that they contribute to an organization, and say that is fair. But there is a debate over CEO salaries that are hundreds of times larger than the pay of others; many ask whether the huge disparity is based on a defensible standard or whether it is the result of an imbalance of power and hence is unfair. The Common Good Approach The Greek philosophers have also contributed the notion that life in community is a good in itself and our actions should contribute to that life. This approach suggests that the interlocking relationships of society are the basis of ethical reasoning and that respect and compassion for all others-especially the vulnerable-are requirements of such reasoning. This approach also calls attention to the common conditions that are important to the welfare of everyone. This may be a system of laws, effective police and fire departments, health care, a public educational system, or even public recreational areas. The Virtue Approach A very ancient approach to ethics is that ethical actions ought to be consistent with certain ideal virtues that provide for the full development of our humanity. These virtues are dispositions and habits that enable us to act according to the highest potential of our character and on behalf of values like truth and beauty. Honesty, courage, compassion, generosity, tolerance, love, fidelity, integrity, fairness, self-control, and prudence are all examples of virtues. Virtue ethics asks of any action, "What kind of person will I become if I do this?" or "Is this action consistent with my acting at my best?"
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Additional Aids for the New Principal
Putting the Approaches Together Each of the approaches helps us determine what standards of behavior can be considered ethical. There are still problems to be solved, however. The first problem is that we may not agree on the content of some of these specific approaches. We may not all agree to the same set of human and civil rights. We may not agree on what constitutes the common good. We may not even agree on what is a good and what is a harm. The second problem is that the different approaches may not all answer the question "What is ethical?" in the same way. Nonetheless, each approach gives us important information with which to determine what is ethical in a particular circumstance. And much more often than not, the different approaches do lead to similar answers. Making Decisions Making good ethical decisions requires a trained sensitivity to ethical issues and a practiced method for exploring the ethical aspects of a decision and weighing the considerations that should impact our choice of a course of action. Having a method for ethical decision making is absolutely essential. When practiced regularly, the method becomes so familiar that we work through it automatically without consulting the specific steps. The more novel and difficult the ethical choice we face, the more we need to rely on discussion and dialogue with others about the dilemma. Only by careful exploration of the problem, aided by the insights and different perspectives of others, can we make good ethical choices in such situations. We have found the following framework for ethical decision making a useful method for exploring ethical dilemmas and identifying ethical courses of action.
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Standard 8—Ethics
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Additional Aids for the New Principal
A Framework for Ethical Decision Making Recognize an Ethical Issue 1. Could this decision or situation be damaging to someone or to some group? Does this decision involve a choice between a good and bad alternative, or perhaps between two "goods" or between two "bads"? 2. Is this issue about more than what is legal or what is most efficient? If so, how? Get the Facts 3. What are the relevant facts of the case? What facts are not known? Can I learn more about the situation? Do I know enough to make a decision? 4. What individuals and groups have an important stake in the outcome? Are some concerns more important? Why? 5. What are the options for acting? Have all the relevant persons and groups been consulted? Have I identified creative options? Evaluate Alternative Actions 6. Evaluate the options by asking the following questions: • Which option will produce the most good and do the least harm? (The Utilitarian Approach) • Which option best respects the rights of all who have a stake? (The Rights Approach) • Which option treats people equally or proportionately? (The Justice Approach) • Which option best serves the community as a whole, not just some members? (The Common Good Approach) • Which option leads me to act as the sort of person I want to be? (The Virtue Approach) Make a Decision and Test It 7. Considering all these approaches, which option best addresses the situation? 8. If I told someone I respect-or told a television audience-which option I have chosen, what would they say? Act and Reflect on the Outcome 9. How can my decision be implemented with the greatest care and attention to the concerns of all stakeholders? 10. How did my decision turn out and what have I learned from this specific situation? This framework for thinking ethically is the product of dialogue and debate at the Markkula Center for Applied Ethics at Santa Clara University. Primary contributors include Manuel Velasquez, Dennis Moberg, Michael J. Meyer, Thomas Shanks, Margaret R. McLean, David DeCosse, Claire André, and Kirk O. Hanson. This article appeared originally in Issues in Ethics, V. 1, N. 2 (Winter 1988). It was last revised in May 2009. This article can be accessed at: http://www.scu.edu/ethics/practicing/decision/framework.html
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Standard 8—Ethics
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Additional Aids for the New Principal
Glossary of Acronyms o o o o o
COE - Code of Ethics CTE – Career and Technical Education eGAP - Grant Application Process FERPA - Family Education Rights and Privacy Act NCLB – No Child Left Behind
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Standard 8—Ethics
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