law, regulations and policy

Law Regulations and Policy

We work in classrooms characterised by cultural, social, and ethical pluralism.  Families have varied beliefs, live by different values and hold varied expectations of schools.  Decisions teachers make are more likely to be publicly challenged and publicised than they were in the past.  Teachers are being confronted by new ethical demands and our ethical decision making has become more complex.

 

Last week our school had a very timely Digital Citizenship meeting with netsafe.  The four fundamental principles we discussed are: client autonomy, justice, beneficence, and the avoidance of maleficence.  We have an ethical obligation to our commitment to the teaching profession, learners, parents/caregivers and families and a commitment to wider community. 

The challenge, I think, is how to distinguish between personal values and preferences and professional obligations. In effect, this involves being clear about the limits of private beliefs when fulfilling public roles.  This kind of reconciliation is not always easy. 

Ethical Dilemma

Gone are the days where parents discuss teachers at the school gate.  The school gate has a new name- Social Media.  Many years ago, when Face book was still a youngster some of our teaching staff were thoroughly discussed online by a group of disgruntled parents.  The conversation was picked up by a teacher aide and a detailed print out was given to the school Management. Nobody really knew how to handle this situation.  And it never did get resolved.

It would have been easy and probably satisfying for some teachers to get into an online word war with the parent group.  That however will be in direct violation of the Code of Professional Responsibility for Educators section c (1)(A) Teacher has obligation to the profession to conduct ourselves as a professional realizing that our actions reflect directly upon the status and substance of the profession.

Obvious concerns are the spiral out of control scenario where circumstances could be sensationalised and blown out of proportion.  

Potential negative consequences: The staff involved and even the school’s name can be damaged by on- going negative online conversations.  The teachers involved might even lose their legal right to teach.

 

A clear Violation of the Code would be if staff involved, get sucked into the online conversations in an attempt to defend their case or to “even the score” with comments of their own.

A more positive response is to invite those parents to communicate face to face with the teachers involved and allow both parties to voice any concerns.  The Code of Ethics for Certified teachers clearly states the importance of establishing an open, honest, and respectful relationship with parents and family section2 (b). Teachers acknowledge the right of caregivers to consultation on the welfare of their children.  In fact, we encourage parents to be actively involved at school. 

According to the New Zealand Education Council:  The Code is: a set of principles that should be applied to situations, with careful reflection. Teachers should use the Code as a guide to help them make ethical decisions, recognising questions of ethics may not always have straightforward answers. 

References

Collste, G.(2012). Applied and professional ethics. Kemanusiaan,19(1), 17–33

Education Council. (n.d). The Education Council Code of Ethics for Certificated Teachers. Retrieved from https://educationcouncil.org.nz/content/code-of-et...

Hall, A. (2001). What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper presented at the IIPE Conference, Brisbane. Retrieved from http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-Ought-I-to-Do-All-Things-Considered-An-Approach-to-the-Exploration-of-Ethical-Problems-by-Teachers