What Is Acting Ethical?

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.

It is important to begin a study of resource management and allocation with a discussion of ethics because work ethics guides the school leaders with the help of moral compass how to utilize the public resources and taxpayers’ money. In order to execute the school budget efficiently and avoid conflict of interest, school leaders must know how to develop the code of ethics regarding resource management and

Ethical decision-making is the process of deciding what is right and wrong. Ethical decision are made by comparing the benefits and the drawbacks of a situation. Without even knowing it, these decisions are made constantly. For an example, is it worth it for me to risk getting pulled over while speeding to school to make it on time? Or should I drive the speed limit and be a few minutes late? An ethical claim is a statement saying whether a situation is ethical or not, and giving reasons why it is or is not ethical.

The National Education Association Code of Ethics (1975) begins with a preamble that defines not only what constitutes an educator, but also to what the educator should aspire. The code itself is built

The Georgia code of ethic is a set of guidelines that assistances educators in remaining ethically sound. This set of guideline provides standards that must be followed, as well as the consequences for breaking these standards. After reading the Georgia code of ethics I have chosen four standards that I would like to highlight in this paper. I will begin by explaining each standard. Afterwards, I will describe the consequences for breaking each standard. Lastly, I will clarify why I found that standard important.

Whenever we do a right thing because it happens to suit us, or happens to be in our interest, our action has no moral worth. How can the action be praised when someone saves a drowning child? Well, if one faces this situation there are many features of the situation that may be morally relevant. The danger of the child drowning is relevant as also is the risk posed to the person saving the child. When that person is motivated by concern for either of these, the person cannot be accused of acting for an ulterior motive or purpose. However if that person is saving the child for some anticipated reward, it will have no moral relevance. There remains an ulterior motive and the action cannot be considered to have any moral worth. In other words

Instructions: In the left-hand column, list 7 instances of overlap between the two documents by asserting the comparison of the overlapping statements. Be sure to cite each appropriately. In the right-hand column, state the priority from 1-7, (“1” being the most important) you would assign this concept as an educator; state and defend your rationale. Use research to support your rationale.

My personal ethics guide the way in which I make choices in my life. William Greggory, co-founder of Charter of Excellence schools, states that “choices equal consequences and these choices can have positive or negative consequences” (W. Greggory, personal communication, July 2013). While I did not hear this statement until I began teaching at one of his charter schools, Greggory’s idea of choices and consequences is one that was very personal to me because it wrapped throughout my core ethical beliefs. My choices are based on my moral belief system and have guided me in making thoughtful decisions, even in stressful or uncomfortable situations.

Business ethics is now a requirement in most schools and it mainly focuses on organizational ethics. I think business ethics should also focus on personal ethics and moral development. It is because personal ethics would give students and peers to know what they actually think about morality. Educating students about personal ethics would also be helpful to them in the future. Personal ethics will teach students to do what they believe is right. At times, students may face situations where it is not easy to make a decision, but if they have knowledge and know what personal ethics is, then it will help them in making better decisions. Also, the course should not stay behind when it comes to compliance and ethics program. Both of the things are

Banks (2011), highlights the responsibility to being ethical and acting ethical is to see the wider political context on a macro level. This type of practice has potential for profound intervention of social change and justice for service users. Banks (2011), further adds, performing ethical analysis can help social workers act as moral agents when dealing with arising ethical issues and dilemmas. This is not to say we do not abide by the contemporary social work practices of norms, social responsibility, values and accountability to policies in organisations, it just means looking at the ethics sphere and using critical reflection to distinguish an alternative course of action when dealing with ethical dilemmas.

The benefits of acting morally are necessary to live a fulfilling and happy life. When one makes the distinction between right and wrong and chooses to act morally and do what they believe is right, they are reward and ultimately feel good inside.  There is great value in choosing to act morally and it is necessary to each person's pursuit of true happiness and peace.

Most people take actions considered morally good out of fear of the consequences of behaving otherwise. An example of this are those who choose not to commit crimes and breaks laws. For those of who do not break laws do so out of fear of receiving a fine, being arrested, going to jail, or in some cases all three. On the other hand there are those who are morally good simply out of their own will. An example of those who behave morally good out of their own will are those who practice common human decency. Those who practice common human decency do so because that is what they consider right. After learning more about morality I realized that it is not black and white and as simple to distinguish actions as good or bad because morality is based

Which scenarios did you address? Why did you choose to address these specific scenarios? What was the most challenging part of this assignment? What do you feel is the most common ethical dilemma teachers find themselves in when working in today’s educational environment? How will you utilize classroom procedures and professionalism to avoid such ethical issues in your career?

According to the Ethical Lens Inventory, I rely heavily on the Results lens to view ethical issues and to make ethical decisions, focusing on the outcomes of actions and choices and especially what the impact of my decisions will be on me. As this means that I tend to "prioritize autonomy over equality," it could create blind spots where other people and their own needs or outcomes are concerned, and also means that I may tend to ignore or discount ethical principles as important in and of themselves, seeing them only as important in terms of their specific results in a specific set of circumstances. At the same time, I think that one of my key ethical strengths according to the ethical lens inventory and according to my own reflection and introspection is that I am able to clearly see how I and others might be affected by a specific choice or course of action, and I am able to act more decisively because I am not bogged down by abstract and esoteric concerns of universal principles if the outcome is right and good and does not harm people (or harms people as little as possible), then the outcome is ethically desirable and the action is warranted or should be taken. While there is a weakness in that certain decisions might seem inconsistent, invoking (or evoking) different and potentially opposing principles as varying situations demand, I still believe that my ethical perspective is a useful and a proper one.

The Code of Ethics is absolutely essential for every education major to have a strong understanding of. This code presents the main rules and regulations that apply to future teachers to ensure the best behavior and actions possible, inside and outside of the classroom. It is a clear guide of unethical activities that teachers may never indulge in without risking suspension, revocation, denial, or reprimand of any teaching certificate. The code is broken down into eleven different standards which are easy for educators to understand and abide by.