My Personal Code of Ethics as an Education Leader As an educator, and conceivable future educational leader, my personal code of ethics is one that envelops uprightness, correspondence, respect, imparted objectives, sympathy, open-mindedness, and confidentiality. A leader recognizes what is correct and utilizes it to make the best decision paying little mind to personal danger. I will utilize this personal code of ethics when settling on decisions including ethical issues and to guide my profession. I accept the focal and most basic reason for an educational leader is: To foster a dream for the organization as a learning community that respects the characteristic worth and abilities of every person and that fosters the planning of students
Understanding the power of words and what teachers model to the learner Rogers terms “corrective discipline” and lastly, “supportive discipline” is described as creating a positive and enriched learning environment that also includes the student in developing resolutions to discipline issues (Rogers p. 4). However, Rogers asserts, it is the teacher’s philosophical position, both implicit and explicit, that will be
The teachers and I will uphold the ideal of “cause beyond oneself” and work together with the school community to achieve success through thoughtful and purposeful practice. A supervisor that is a student and teacher at heart will create meaningful relationships with staff and community, show genuine concern for the teacher’s stage of development and professional growth, and be a continuous learner by example. Building relationships will create a strong platform for change. Supervision reminds me of teaching in in many ways. Educators create classrooms that become democratic communities by valuing thoughts and individual needs.
Through this perspective moral decision making is demonstrated when “attending to and meeting the needs of the others for whom we take responsibility” (Cahn, 2013, p.144). I strongly employ this feature within my personal philosophy, both personally and professionally. It is not atypical for me to help other teachers’ with grading, or to take on a more challenging course load so to help minimize challenges for someone else. In addition, I provide the majority of my students with personalized instruction and assessment in order to best meet their needs. Although this sometimes prompts unnecessary stress, I feel my actions are validated because I am helping someone else.
Teacher observation is most successful when the teacher and observer work together and reflect on the teaching behaviour. Critical Elements of Teacher Observation as Professional Development * Ensuring school leaders advocate and support teacher observation as a valid form of professional development * Building a community of trust among faculty * Establishing a school-wide commitment to the approach * Separating observation from the teacher evaluation
Those messages of implied curriculum usually deal with attitudes, principles, beliefs, and conduct. Although implied curriculum is unavoidable, a student’s worldview can be deeply impacted by the implied curriculum in a school. In teaching character education, teachers are asking students to conform to a set of values they have chosen. Teachers must be extremely careful as they decide which values should be taught to students. According to Power and Kohlberg in their article, Moral Development: Transforming the Hidden Curriculum, administrators and teachers can change the hidden curriculum in a moral atmosphere and teachers and administrators should state moral values clearly and provide democratic environments for students (Power & Kohlberg, 1986, pp.
School and teachers can influence the extent and quality of learning for all students. Teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life. Educators have control over numerous factors that influence motivation, achievement and behaviour of students. They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences.
In the process of doing this there are ethical aspects to be considered by teachers. The action research aim is mainly for teachers to collaborate actively to improve their practical approaches based on the inquiry. The other key attributes of this action research are that it will allow teachers and researchers to evaluate critically, reflecting on the data gathered. According to Reason and Bradbury (2001) the primary purpose of the action research is for teachers to identify the practical side of how knowledge is used in our daily life. The action research method deals with real life situation in any working environment,therefore it is easier for teachers to develop professionalism in their field of
But, among all the above factors, the teacher has the most important role for efficient and quality learning. Markley (2011) stated that Good and qualified teachers are essential for efficient functioning of educational systems and for enhancing the quality of learning. A good teacher and actions to be taken on his part in the classroom play a vital role in provoking effective and efficient learning on the part of the students. Parents trust their children to be taught and educated at school, to be hoped that they will become good and qualified human beings. A teacher takes an important role in motivating the students to get their success in their life.
A leader guides activities as a role model, consider personal and professional values, as well as demonstrate a personal and professional code of ethics. They treat people fairly with dignity and respect. Legal and contractual obligations must be filled and laws and procedures should be applied fairly, wisely, and considerately. A key role in educational leadership is to create an atmosphere that everyone wants to be a part of.
2. What supports do you need from me to be a more effective educator in your classroom? We need support with regards to the policy and procedures that are implemented at our site with regards to Special Education law, the Child & Welfare Institution Codes, Penal Codes, and Education Code. We need to be sure that other site are accountable to the ethical practices that we are trying to encourage in our student’s. We need you to be our motivator and inspiration in recognizing the positive things our staff is doing more often.
Having the teachers work with one another will allow the teachers to make sure that they know what they are teaching and can help one another with any problems they may be having. The last policy was the safety and security plan, which passed. I feel that this policy is absolutely necessary in all schools, today safety in schools is often tested and needs to be as thorough as