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Level Three- Ethics

The purpose of the Code of Ethics and Principles of Professional Conduct of the Education

Profession of Florida is to set the standards for educators and what is deemed ethical teaching in

the state of Florida, as well as teachers’ obligations to the students, public, and profession of

teaching. The Code of Ethics emphasizes the importance of valuing each student as a person,

providing each student equal and equitable opportunity for success, and leading students toward

the ability to be positive members of a democratic society. Likewise, the code of ethics

emphasizes the importance for teacher to continue their own professional development in order

to uphold the main goal of developing students’ potential. Finally, teachers must be aware of the

importance of maintaining the confidence of their colleagues, students, parents, and community

members by maintaining the highest degree of ethical conduct both in and out of school. As for

the Principles of Professional Conduct of the Education Profession of Florida, is of vital

importance for the teacher to consider their obligation to their students, the public, and the

education profession, so as to maintain professional conduct as an educator.

Reflecting on my experiences during my level three internship, an example of when I

demonstrated being an ethical educator is during my inquiry research modules and discussions.

In reference to the artifacts presented, I have provided three weeks’ worth of multicultural

literature, focused on building background of other cultures through the lens of literature, while

building background and having discussions about these topics and how students can

individually relate their experiences to those of the books, as well as others’ in the class. For

each module, I have provided a section to build background on the topics discussed in the book

so students can have a greater understanding of the concepts and ideas they are reading and

learning about. Likewise, I have provided a discussion board where students can post their
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thoughts about the book and how it relates to the building background section as well as their

own experiences. Finally, students participate in an in-class discussion about the book, its

relation to the building background section, their own experiences, as well as others’

experiences, similar or different to their own. Looking at the first week’s module, students

learned and read a book about Dia De Lost Muertos, or Day of the Dead, a Mexican holiday,

celebrating their ancestors. In the discussion board and in-class conversation, students shared

their interest in celebrating ancestors, wearing makeup and costumes, and the dancing they saw

in both the book and the building background section. Students also related this to an experience

many of them had had with the movie Coco, going as far to recognize the marigolds and

skeletons from the film as they appeared in the book as well. Moving further into the discussion,

students related this celebration to examples of ones they celebrated, such as Diwali, Bengali,

New Years, Christmas, Hanukkah, Halloween, Easter, and more. One student was even able to

share their experience with celebrating the Day of the Dead with their own family each year.

This example from my level three field experience is connected to the code of ethics as it

teaches students to be accepting of each other’s differences and reflect on how aspects of other

people’s traditions, lifestyles, languages, and cultures are important to them, just as these same

aspects are important to each of them. Teaching and encouraging this acceptance is educating

students as to how to be positive members of a democratic society. Similarly, it is vital to

consider the way this impacts professional growth for myself as an educator, as I am learning

about my students and how I can best develop these lessons and activities to promote their

potential as well.

Artifacts
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Week 1
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Week 2
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Week 3
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Anecdotal Notes for Weeks 1 & 2

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