The AAE Code Of Ethics For Educators

The American College of Healthcare Executives (ACHE) Code of Ethics is a list of principles set forth to guide healthcare executives in their daily practice. The Code of Ethics clearly defines the behavior and performance standards required by those performing the duties of healthcare executives. The ACHE Code of Ethics is designed in a way that clearly directs healthcare executives in their interactions with patients, employees, and the community. The ACHE Code of Ethics also clearly defines the responsibilities of the healthcare executive to the profession of healthcare management and also the responsibilities of the healthcare executive to the organization, as well as the

Some things change, some things stay the same. The National Education Association (NEA) adopted a code of ethics in 1975 (Strike & Soltis 2009, p. viii). While this code still upholds many concerns that educators face today, it is important to make sure that a code of ethics is a breathing document. It must adapt and change with the changing of time. Strike and Soltis (2009) reference the code of ethics quite regularly throughout the entire book. It is first introduced in full at the beginning of the book. Looking over the code, it is important to remember that much has changed since it was first adopted. While all of the code still applies, it is necessary to add to the code to make it acceptable for the twenty-first century.

The CEC Ethical Principles for Special Education Professionals are just making sure that the student’s best interest is put first in a safe and regulated way. The principles are to make sure special education teachers are held to a high standard when teaching students with disabilities. The three principles that stood out to me the most were principle #1, principle #3, and principle #8. I think all the principles were important and should be upheld by special education teachers.

The NAEYC Code of Ethical Conduct was developed to uphold the application of core values, ideals, and principles to assist teachers’ decision-making about ethical issues. The Core Values of the NAEYC Code of Ethical Conduct is based on the foundation of the field's commitment to young children. It is noteworthy that all seven of the Code's Core Values directly address our commitment to children:

In the world of Early Childhood Education one will meet their fair share of ethical dilemmas. In order to maintain a healthy, safe, learning environment that respects the dignity and worth of each child and family, you must be able to respond to these dilemmas in a way that is appropriate. NAEYC’s Code of Ethical Conduct offers guidance in making the correct decisions.

The North Carolina Code of Ethics can be described as a constitution for fellow educators. The purpose of the North Carolina Code of Ethics is to guarantee a secure, honest, and professional environment for both students and teachers. As the Code of Ethics states, “The educator strives to maintain the respect and confidence of colleagues, students, parents and legal guardians, and the community, and to serve as an appropriate role model”.

Ethics also plays a huge part in making a decision that yields a more positive outcome. Ethical Codes provides a framework and guidance for maintaining obligations to different stakeholders (Follari, 81).NAEYC and NEA both created a code of ethics. The national education association (NEA) code of ethics has two main principles: commitment to the student and commitment to the profession. NAEYC also developed a code of ethics with the intent to “give practitioners a research-based framework for making sound decisions in their work, especially when faced with ethical dilemmas” (Follari , 72). NAEYC code set a framework of professional responsibilities in four sections that address professional relationships that include: children, families, colleagues, and community and society; and in which each section is divided into ideal and principles. (NAECY 2011, pg 2)

As school leaders, we have to hold the public trust and so ethics are such an important part what we do in our school. I think there are a few simple rules and one of them is always to think about what is the best benefit for our students. Our ultimate goal is to provide a safe learning environment where students are willing to learn and improve. If we keep this in our mind, we can hardly go wrong with an ethical question that we face. Ethical challenges need to be confronted with courage and compassion for those who would be impacted by difficult decisions. School leaders are responsible for setting the examples that others would wish to follow.

The Alaska Code of Ethics for teachers contain many points that deal with normative and applied ethics. I drew this conclusion because many of the topics within the code lead to things that explain how things should be done or if situations arise, it explains how they should be handled. These more general ideas provide a framework, which grounds these ethics (Moral Philosophy, 2009). From there the Alaska Code of Ethics spirals down to more specific terms and situations. This is when the code gets into more applied ethics (Moral Philosophy, 2009). The Alaska Code of Ethics seems to speak to the personal values and morals of those for whom they are intended. This can be seen in many of the codes such as, ?The educator may not engage in physical abuse of a student or sexual conduct with a student and shall report to the commission knowledge of such an act by an educator? (Alaska Department of Education & Early Learning, 2000). This is just one example of how Alaska?s code asks educators to abide not only by the professional code of ethics, but to also base their actions and judgments on their personal values and ethics. Teachers, in their responsibility to society, must work in order to not betray that trust (Nelson, Palonsky, & McCarthy, 2010). The knowledge of this responsibility is obvious throughout the Alaska Code of Ethics.

Second, Starratt (2004) suggests that the moral challenge presented to all educational leaders is embodied in the two sides of moral responsibility: avoid the bad, but perhaps more importantly, do the good. Indeed, educational leaders are granted the power and authority to do either or both, yet I do not believe they fully recognize the impact of the power and authority that they are permitted to wield. Throughout my career,

A code of ethics highlights the responsibility and accountability standards of each and every employee within the organization. These codes are also motivating factors that guide the employees’ behavior, set the standard regarding ethical conduct, and build an organizations trustworthiness within

Social worker professions are guided by the professional body of Australia Association of Social Work code of ethics and practice standards (AASW, 2010). Thus, social workers should first have an understanding of their ethical code for practice when entering into a organisation. As the AASW (2010) states “social worker will uphold the ethical values and responsibilities of this code, even though employers’ policies or official may not be compatible with its provisions (AASW, 2010, p.33). Social worker should analysis organisation policies and procedures as these are the rules and responsibilities which the workers must compile too (McDonald, Craik, Hawkins & William, 2012) In addition, a social worker should must make sure the policy and polices compatible with the AASW code of ethics, as previous stated

A code of ethics is a document that every profession agrees to abide by, it lets the public know that a profession is serving the public in a good way, and the services is going to be acceptable moral conduct. A code of ethics permits a profession to speak with a knowledgeable voice. It provides support for behaving in a justify way when there is pressure or temptation to do what is quickest or what will make people admire us. The reason early childhood educators should follow a code of ethics because they have a daily influence on the lives of children, teachers are held to high expectations. As an early childhood educator every child should to be treated fairly and receive the same services as any other child. A lot of things can happen

Early Childhood professionals encounter ethical dilemmas while carrying out their work, that’s why code of ethics are important to help describe standards of practice expected of the group of people to whom it refers. This paper offers a review and comparison on how code of ethics defines core values and offers guidelines for responsible behavior and for resolving the principle ethical dilemmas encountered in early childhood care and education. Educators work with the most vulnerable children and code of ethics “provides protection and creates a safe environment for young students”. (Braud, L.) Principles guide the philosophy that inform educators the best way to act in certain situations where children are present and provides direction for

Over the years, there have been numerous individuals that have made contributions to ethical practices in education and helped to address some of the several ethical challenges that face educators today. This paper serves to examine three contributors to ethics in education and three ethical challenges educators face. Thurgood Marshall, Tom Harkin, and James L. Buckley are three contributors that have made headway toward ethical treatment of students, and ethical challenges that educators’ face that were addressed through these contributors are diversity, disabilities, and privacy.