Ethical Professional Decision Making Model

Samantha Garstang, 2013

1. Recognize that there is a problem 2. Identify the source of the problem 3. Is there immediate or imminent danger to a student or myself? If not, in what time-frame does this problem need to be addressed? 4. Consider BCTF Code of Ethics, Professional Responsibilities, Liability and applicable protocol 5. Can I quickly make an adaptation that will prevent, solve, or de-escalate the problem? 6. Can I consult with someone or does it need to remain confidential? If consultation is appropriate, with whom can I consult? Do I have a duty to report? 7. Gather information (remember to have an attitude of curiosity over judgement) remain unbiased 8. Identify possible solutions with a consideration of ethics Consider test options: i. Professional test: what does my profession's code of ethics say about this option? ii. Harm test: does this option do less harm than any alternative? iii. Publicity test: would I want my choice of this option published in the newspaper? iv. Defensibility test: could I defend my choice of this option? v. Colleague test: what do my colleagues say when I describe my problem and suggest this option as my solution? vi. Rights test: Are we respecting human rights? See the United Nations Universal Declaration of Human Rights 9. Choose a course of action 10. Implement a plan 11. Review the process Monitor and Modify as needed

Rationale As a person with extensive background and training in Leadership, First Aid and Emergency Care in both Aquatics and on land, I am prescribed to a very rational and linear protocol for decision-making. These often life-death situations call for clinical observation, diagnosis and action that is completed under tremendous pressure due to their time sensitive nature. Because of this training, I am calm, critical, and quite able to synthesize a lot of information at once, coming to quick decisions as needed by using the tools and structure available through my protocols. In a very self-reflexive process, I have honed these decisionmaking skills, being influenced by principles of organizational learning like the ladder of inference (Chris Argyris), communication processes like Non-Violent Communication (Marshall Rosenberg), and Restitution training (Choice Theory William Glasser and Diane Gossen). This framework of context and experience lends itself to professional and personal decisions, though is best observed in a professional capacity due to its intrinsically clinical lens. These protocols have served as a springboard for the development of my Ethical Professional Decision Making Model, where I recognize the need for a model that is able to not only help me to observe and act, but to navigate dense and complicated situations often rooted in emotion and relationship, hopefully with great tact, compassion, and grace. When I was sixteen, I was gifted with the acronym H.I.L.L. from a family friend: Honesty, Integrity, Loyalty and Love. Add to these transparency and trust, and you are on your way to understanding some virtues that I believe strongly in. In the rich political climate of a school, having a clear sense of ethics, and of self, within those ethics, is I believe, an important piece of making a collaborative puzzle work. The web of relationships in a teachers life is dense; colleagues, administrators, students, parents, governing bodies and advocates. Understanding where one fits into this puzzle can be overwhelming, and the protocol within each relationship may be unique. To this end, having thought about the process by which I will make decisions ahead of time, can only be considered an asset in the inevitable face of oh my goodness, I cant believe this is happening...This model will of course also provide fodder for considerations to prevent a situation from arising in the first place, because heading something off before it is a situation is always better than putting out a fire. As resources, our code of ethics, the BC Teachers Federation and the Teacher Regulation Branch offer explicit guidelines that govern our profession, and are invaluable in framing and guiding my Ethical

Samantha Garstang, 2013

Professional Decision Making Model, in that barring immediate or imminent danger, this is the first place I go in my decision making process. Where I can see myself stumbling (and hopefully my model will help scaffold this for me so that I do not) would be in the instance of a complicated emotional situation with a colleague. The reason for this is that, because as of yet, I do not completely understand the protocol and political divisions within the system. It is my understanding that these protocols may be District-based, but in general, I do not yet understand the dynamic between teacher colleagues, administrators, and the Union in terms of who I am allowed to consult with and under what circumstances. This is a piece that I need to reconcile, because it will be hard for me to go sideways with a colleague as opposed to going up to seek advice or mentorship from my administrators, as is my present desire/tendency in my primary role as a learner. As a mother and professional, I am always striving for excellence, and always hungry for learning in its various forms. I do not believe that there can be learning without reflection, and this reflection exists too within my decision-making model in the form of considering and gathering of information. Quick to assess and reflect, I am slow to judge, and always seek balance in what is right, and good, for the individual and the community. In summary, I am a compassionate and empathetic person, with a full heart and strong instincts that guide me through my life, and this is well balanced by a very critical and sharp sense of observation where I am able to see things as they really are. This allows me to adapt and respond quickly in situations where I understand the expectations, protocols, and liabilities involved, and thoughtfully and methodically in situations where I do not, always seeking consultation and support when appropriate. My bottom line is ensuring a safe and inclusive environment for my students, and every decision I make aligns with this mission. References: http://www.bcteacherregulation.ca/Standards/StandardsDevelopment.aspx https://www.bctf.ca/ProfessionalResponsibility.aspx?id=4292 http://www.ryerson.ca/content/dam/ethicsnetwork/downloads/model_C.pdf http://www.sagepub.com/upm-data/39590_Chapter7.pdf http://www.ryerson.ca/content/dam/ethicsnetwork/downloads/model_I.pdf
Samantha Garstang, 2013