Name Carolyn Gassmann

EPPSP Group 39
Butler University

The Experiential Program for Preparing School Principals

STANDARD:
35. Model personal and professional code of ethics. Provide evidence that models personal
and professional codes of ethics that are clearly reflected in the behaviors and values of the
staff and students in the teaching and learning process. (ELCC 5.2)

Summary:
The National Education Association has set a code of ethics for educators and those involved
with the profession to follow to ensure that they are “serving the needs of all students and
providing standards by which to judge conduct.”

This code of ethics is broken down into three sections—The Preamble, Principle I, and Principle
II. The Preamble begins by stating the purpose of education as a profession. They state that
education consists of a workforce that must serve the needs of all students. Educators must
believe in the worth and dignity of each human being, In order to ensure this goal, it is essential
to protect the freedom to learn and to teach and the guarantee of equal education opportunities
for all. Because of this, educators must adhere to the highest ethical standards.

From the preamble, the code of ethics divides into two distinct principles. The first of those is the
Commitment to the Student. This section states that educators must strive to help each student
realize his or her potential as a worthy and effective member of society. Educators must foster a
spirit of inquiry, acquisition of knowledge, and formulation of worthy goals. It then goes on to
detail eight obligations educators have to students, which include items such as not denying
students access to varying points of view, not intentionally embarrassing students, and not
denying opportunities to students based of their race, gender, cultural background, etc.

Principle II is entitled Commitment to the Profession. This section provides information as to

how public educators have the responsibility to maintain the trust of the community and
therefore must uphold the highest ideals of professional service. It is a standard belief that
education directly influences the nation and its citizens, and that educators should
continuously= attempt to raise professional standards, promote a climate that encourages the
exercise of professional judgement, achieve conditions that attract worthy candidates to the
profession, and assist in preventing the practice of unqualified people. Similar to Principle I, this
section then goes through the obligations of educators. These include not misrepresenting
professional qualifications, knowingly making false statements concerning the qualifications of a
candidate for a professional position, or knowingly making false statements about a colleague.

As an educator, I feel like many of these ideals are things that I have worked to uphold with the
utmost respect in my classroom. Now as I transition to the role of administrator, I believe that it
is crucial to model these same principles for my colleagues to uphold within their classrooms.
Just like so many, things in a school building, if the tone is set from the top, then it will become
standard among the staff. I will detail more about my thoughts on how I plan to do this in my
new role and in future leadership scenarios.

Reflection:
In previously written proficiencies, I have clearly stated my belief that the tone of a school
building is guided by the principle and other building leaders. When a principal models
disorganization and chaos, the whole school will reflect that and most likely suffer. However,
when a principal models respect and structure, the school will reflect that and thrive. As a leader
I hope to exude the latter ideal for my staff, and I believe that upholding a strong ethical code is
crucial in doing so.

Through undergraduate coursework and entering the field, most educators have an idea of what
it means to be ethical in serving students and the school. However, I like that there is a tangible
document that sets a written code of ethics. As a leader, I think it is important to share these
principles with staff to ensure that everyone is on the same page about the expectations.

One way to do this is to introduce it at a professional development session at the beginning of

the school year and having staff members work in groups to determine what they believe are
the most important points from each category. Then, each group can present their perceived
“non-negotiables” to the rest of the staff. From there, the principal can guide a whole-staff
discussion as to what the school’s non-negotiable points of ethics will be for that school year,
write a list, and post it somewhere visible, such as in the copy room or the teachers’ lounge.

In doing this, the principal can then use this code of ethics when doing things such as post-
observation conferences, disciplinary actions, etc. If a teacher is doing something outside of the
set ethical code, the principal can easily refer back to the standards set by the staff as a point of
reference for the disciplinary actions being taken. I believe that when these things are
collaborative, documented, and readily available they are easier to hold as standards for
everyone in the building to uphold.

Another point about this topic I believe is important to address is the “why” behind a code of
ethics. As stated in the preamble of the document, educators are tasked with serving all
students. By creating a code of ethics we are able to have a clear standard to uphold as we
instruct and guide students. Working through this “why” with staff can increase buy-in to the
topic and make them more apt to uphold and follow through with the principles set in place by a
code of ethics.

Artifacts:
https://www.nea.org/resource-library/code-ethics-educators