Grading Rubric for Dispositional/Code of Ethics Essay Portfolio II I Revised 1117/13

Name '4
l e ort dra )1*, n Date: 4A7117 3 gAt D
CATEGORY 1 2 3 , ,-----_______
Length of Paper Less than Three double- Three double-spaced pages Four double-spaced pages we or more double-spaced I
spaced pages pages

Introduction There is no clear The introduction states the The introduction clearly states The roduction is inv
introduction to the purpose, but does not the purpose of the paper, - courages the reader two
purpose of the paper or adequately preview the previews the structure of the ore about the candidate's
its structure. structure of the paper and paper, but does not engage the ideas, and clearly states the
does not engage the reader. reader. main points and the purpose of
the paper.

Coverage of Code of Information includes no Information includes few of Information includes most of Inf ation includes a -41N\
Ethics reference to the Georgia the Georgia Code of Ethics the Georgia Code of Ethics rough delineation and
Code of Ethics for for Educators eleven for Educators eleven synthesis of the Georgia Code
Educators eleven standards. standards. of Ethics for Educators eleve
standards. standards and clearly
articulates the dispositions .f
moral .,:, I rs.
Integration of Does not include Offers few examples of Offers examples, values, and ai s an.
Experiences, Beliefs, examples of personal experiences, values, and beliefs to illustrate the xamples about personal
and Values experiences, values, or beliefs to illustrate commitment to most experiences, values, or belief ,
beliefs related to commitment to dispositions, dispositions, morality or to illustrate support of
dispositions, morality or morality or ethics. ethics. dispositions, morality or et cs
ethics. Examples add little to the
discussion.
Incorporation of There are no There are few connections Most connections between th There is a strong connection
Wesleyan's connections between the between the writer's writer's expression of ethics between the writer's
Conceptual writer's views on ethics expression of ethics and and morality in conjunction expression ethics and morality
Framework and and morality in morality in conjunction wi with Wesleyan's Conceptual in conjunction with
Dispositions conjunction with Wesleyan's Conceptual Framework and Dispositions Wesleyan's Conceptual
Wesleyan's Conceptual Framework and are included. Framework and Dispositions.
Framework and Dispositions.
Dispositions.
Sequencing/ Points are not in logical Few points are in logical Most points are made in a Al nits are made in a lot' al
Transitions order. The paper lacks order; the way they are logical order; the way they are der; the smooth flow
organization. The presented makes the writing presented sometimes makes effectively maintains the
transitions between difficult to follow and less the writing difficult to follow interest of the reader and
paragraphs and/or ideas interesting. Some or less interesting for the increases the ease of reading.
are unclear or transitions work well; but reader. Transitions show how A variety of clear transitions
nonexistent. connections among ideas ideas are connected, but there are used. They clearly s . ,
are fuzzy. is little variety.
Conclusions There is no clear The conclusion is The conclusion is e conclu 'on is strong an
conclusion; the paper recognizable; but does not recognizable; ties up almost leaves the reader with an
ends with no summary tie up several loose ends. all loose ends in a summary understanding of the writer's
statement. It simply statement. points; offers a summary
ends. statement, looks forward to t
1 - e uses a quote, c
unique e .. , etc.
Mechanical Errors Many grammatical, Several grammatical, i ne or two errors in grammar, No grammatical, capitalization,
spelling, or punctuation capitalization, spelling, or capitalization and/or spelling, or punctuation errors;
errors; errors interrupt punctuation errors; the punctuation; the paper is e the paper is exceptionally easy
the flow. errors interrupt the flow. ad. to
Proper Use of Most sources are not All sources (information All sources (information and .1% \
All sources (information as-nc'
Citations accurately documented. and graphics) are accurately graphics) are accurately graphics) are accurately
documented, but many are documented, but a few are n t documented in APA format
not in APA format in APA format _,..../

A score of 27/36 with no ones is required



' At fit
'.. ..4`.

. . ...
. 4.. . ...r. ...
4* .
...... .. .' on t tt'
. .* '.1, -. 4 .;
. ... 4.-4 ,,,,
'T ''
0 . ...-... ,,, ...:.
: ::..: . %
I. :;A;' .. :I . ..11,...
'0'
, 4S.'
.. g.ts' % .6,36,..
. k-... . . N..... ..
4144.. . a . 01
. r?115!;.t:it
. -..!.. .. ,.. , V. ,..... 147 % I: . .4.
r . ' ' :4 4' a. .
- v x "- . g 'Z'. .,;.\...:: .....V. :..... .
. . g S. PV.;

t .4. J.
I . if. . .....S 4,f .
..", ...r r. .

,r A '.. t ' ki. .
1..kra,...ar;,trit... . :....
NI, . .1
a ... ".. .. Z.. 6 Vy' li, ' . .'
. 4.5. . r s.. t .,
"it ...
*.
il.
.,, 6.1 ; 4
.; . ., :11,.... t..,
Cli S.....
''..V.,1 110 it..., .r
....... ! 1 0.6. ,.. ...1
.: e s ... s . ... ..,'.. , . z i., ..4. .: . .tt ..r..,. . .....2.....
.. -1. ; ...t
... .. t, ...:, r,,...t.:4 ..v, . . ;
.... :. ...0 0 . . ... . .
,
. r.
1
. te t: . r,44.0. A . . .... . ....
Oa I of ..,:. .
1144 ... ...., : iSkt 441. .V. . t t: 4 p, .g . .. ..1

. ._ .. .1..4'53.

4 . 1: V
: : t . . .1 . . . ... .144( 1... 1. it _ i. .,; ... f .1. ...%. I.. . ,:-
, 4 . 1; T. .,1-....1, r 1.. 4. ....... L. ..,.... . . .., r . A
...... 4 . .
4.4 .1. 4..: ; 1. ) . .01.'4' ., ; 1' . .1 ?-' . t :i.i c 414/. .. e ??.431
:$84} .1
:. 44144 't 4 ...
`,4 .. ... 2:4

l'es. . .. :t . ,
''. : Ii. '4-S ... .J. ..1 .:4 i 4Y
ie.:I.e.' ' 4 a ...Co i#' ir - 4A: . :J . '' i. 2 ...
..1N ' 1 ''' t - 31 iii .'t,t4.....!.
.'"1.1.4 t:.z.";'`I ., 21.:A c. . . .... r.
" C . q . 4'.4..I. sg, i'. e t .t.. .4. ; *.
.:,.. 1* .. :: ' 4 ',IX +.1..4 :1'. 4
,I. . . . i , K. ....1- .7 7; 7, %..1.1..4:t t .
4 tre .1 14 4- 1Y ,21i .4 1 ..: .-- r . $.1 : 4.14.. - 1 r' "$ 3 4. V
. .1. :. . .... "..' to 4 i 4 1\4; ,;!?. it ,;, .: .1. .....?, ..,.. ... ........, .i.... ,,,,,q.!,,;41,.7,11,
,, "..3.1":1,4:::*..
, : t -
"4..1.
ti ,' :,,, ,)..;77;43 '..b.,.114...t.
. ... ...;et`.. .t. 7,.... 1j I
7:
r 1 ; "..: 4
. . 4. ... 4 ? 1/41". ....

si .,..... 0.4 40 1 :. - . .e . ; :*:e..c.;,..
It. t ?;1X-;4 ,4%ev1:4; e at )r .. i tp...6. 6.
...
:1 g;.... 1%, f!:'7 't ie :.`-'. 4 . :.. ; - te...t.. A. It:, : . , 4.4 c . 4...../....4 % .:..:. i.a...
,.. : ...., 4 .1 .... :41. f.: . 4 ::1.. 148,14....: . i e
.4 . t a . 16, sp. . . .`,.1 : S ..... .61.
; r. . , r.: *It .. Z .....
0.. filo
*- . NI .S ...
k , ... j . U.N.: . 3 it_ 3.74.,.... et 1
... a. : Pr
.. .1 2
. '. F ri.
. .nt. jt.1 4 2 4 .4.
--44 - ,..;
......V.1 ,.......... ....
I, 4t. - *
.r ., - ,t. : ''.... .... !,:::::-", :. :' .-:
'' , . -.s '4- 3 = . . . 1- ',.$ r .i. C ",' 4.." '.Ic - -. ......... 4:'.4:_ :1...4 ..4:X . -. r..!'...
% ,. '4 ; t. r" . ...,1 . .' s : .
, . ,... 1 4. . .. . w
. 4.4 t.t.N.
.! .. ,,j;:*.
(:,
. '
4;:
% ,55"::.K
W ..../4

' :..4.1 . "4
.1. .... :.%
.:%;:i .a
"
5. :. .1
1 s. t it ;7 1)..7 ...-l.+ 7 , r....> -1... ,:t . ... . 1 . 's . .4 . .
.. --4.3.%1 1, l
e, 4 401 . :' :11 .
4. t . '*. .- . ., ... 4 . Air:
r'' c 2,___ 4- ea ,;.5. 41 ;t.
, I' .
,.
.

1
. , Itt..t.. - . ,, . ..4. 4. 8 ... . ..
. 4 S i: 3 - $:.1...
,*, ...
. .1.: :-.rS ... ..., ,
... ' s';&*
t ''' *
s 6.
a. : "I' :3 ',X :r:43* 13 ai ;3 j. Itkrt 1..
4. If : t 4' .
...r: ...
s .'
'
K4 i' .1 1 .:,rit. '; sz' *L-f.74:
.. . . ; '' ..; . ..': 4 -* .?I,a44,:::17iti'.717.,;': .1, ..
:? 41 1.1 1 .. ..": j . %:. :.-:?.:- . ,..
.. ag '
.' . ::. ,
:v . % :` ,'.-. .N - , tthrtsjcticationiheC141;*1.tioalitylair n t. : 2 ...
. 1 ., .7$,,,...t
...... . .i...
..v.:, -;:;-.,..,4:4,-.
.. z4 ,. .... ... :. ... :.
; . ::..fli!! s
'....;317 %r' %., l' itrzy 1. r; ; i....... i 1... ..1.eitt.,.: ;. .., .,,,X..,2,
0
:: ...t.'
4 r :
....tt.y,.7., " :, . , ..,.. -,....... -toorsii,-;.. ./.1. .. N.:S.1. . ".
.;; . 'A.
. .
,t.
.
.
.
. ...., 44 . 1); 4% .2,,i.atIttr. Tlie, ...::.,... ;7 -. .'
. y. ,:':
,..f,...4
. .., sp. %. i 1.1t te..4 t.:.: .
.
..; #. it. 4;,e/. i:r......3:r .

Zl

; .. , *vt....; .tr lErt..Z.... A , 1 . ..... ., .....!..,, Z.4 .. % . 4. 6:1.1

11
... ..
6, .%
.--.; ;A, ,.. .. 4. .=,,krit: w...: , .....,. 41 i .,,.. 1,. .: .:r . . ..
%S ,
.:. 1..
.,,,i .,.:, -='- ''''
. 4.,1 g" !'.0 . .: - ..... ' ' r ott...
, ' . Lt.14..'4
^t :P ....1:; . : . t:..: .. .! . '' .1 ":1
'' t+ s... ; ..4 r, -: ....;;.. .4.::: ' :;;I. "2% .4
, ,.-.1: . .1 . ....?' .4.
. 49n
, -
6. f . . t::: ," .4.'''1......; . ..c.:1" : : :...i .. .... ' * a 4.....;,
1. :
, v.,,, ::.
.1: ' '
'ke k t v.+ '4% Z 4..)1. -
s I. r.
... c...
...se, :. . .. .
' '1 . -. 6 . .. ; e .1:'.1.: 41.4.%*
..,.,, . 1.1fte
4,.....
... f . ,.
,:$..%'.47
... .T...,..,.,.3, .. 41.
t r . ''' *%
r , e ...._ :tr. '.". s'i i. .: r. 7 . 1 .1.4. i', " ! " . ...".
. - .,,, ..;, - .1:
. " -6 '''t .,(...1. 11.....,z YX-',.:...S'.
.. . .
, -1.- 3... ''. .....
, '. .4 .. . . ;::..:.. .. .. 4:j4.
t.j,;,44. : r:i 734%7.1 s, `;.IV:
...:.1";"'
..., . M . ....._
1 ' .r
:**. 4..0. ::.* V j,. 4/4 *41. .*". ._.
... - ...,71 ... "7'4.'1 .ti;f " ' a
P : % ' ,....ri, 4( r i i. "
4 .7. 7.: .;:.*. ? C3 4
'
I. i

.
A t
s.
,1
4
; ' .4..i.;; . '; f...
.(4 -" ' .k7e...
- 'V' I. 43.:4$4 h A:1' 1VA. -.4. ' .V1'. iA.
.
1
$1..-.. I: ..'
s . Ss. 4,4..f.r;Ltr
., J.. z.:... ..Ns
A. .41 ,
` :: . a
4 ...

.; ,. ... .. . ".f fik;" I'L. ,''. .. j.
k"....1:

- _ tr .. -0: -.. 1 ... .4.... ...: 'i..tN 1
e IL .f.txt
.......'',..' lee
1 .. ;e ...' '- ,
.7.
... .:" . . 4 ' ,...-, t;:4u:..=i-: -.. '. ' .. . .' tv
.., , . 4.. a....,..-
a ...! '.'t ;*sa' I '
r '. .;

). 1 ...4 . :;
. . ,,S1 t .:. - eic.
. rf t!.. -r. t.'......:., ./1,:, .: ;4*. --, -... '"
. .,
ii.,..-t:i . .v....
1.., '1: ,. .s. 3::' 1
.. . - '.. 2 )14. " "..f &'. 44'.1`:,". v.? :i
. 4 1 $.7.1,,' .1.!rt.t.r.t! ? %*. ' .
v ::., .2 - Z.:' k ! . . ..i . -. . 4... Ytr ' ....;
. i . - a .. . ...I a I% . . A.4". kt-s.r.
.....; :z ., ?.: :.% *2 0....4
' ,4:54.15.
.44 .: . 4 . .7,
- 4.- s .. ,...4
,.....:. a .:,. 4, e ..,-1, . .....; .-3 -1. .., ' 1:', x ' tt..: . .) :' lar . : . ..
0 a .... . . . 1.7- . .... ' itr -
:; ,
' 4., .. 4.... ...:.,..N. . :,1 '' :

., . .
.....e. . , :-:-. . y ..1 ... -r. ; . : .F. . tir: .. ..%
..1.:. . t !.?::.re $1,:, . ...

, ..' , - :'": - t . . ....

."
It :I:".6!
;:;7:::tiil.:41.&:.
1. 4..1:7 :11;:
1 :::::.'.:7:47!::..1,.''!. ::::
. - , 4 ... 4
.ef . : 4. - ,, . = i .ti .. . A ;','" _t'' 1,1
. ;;:* :..... t?.:., -;:::."1: i.: i : :
,, -. "
t 4 1.:. %. .. % . .; r ' :'... . : 7 ....t
. 4.5 "t:TY. , t : .1: ::;
'v .4. "*". . . .0. At -.. * . 1..
tita. '4'4 . . :!. Al.. -" . f 1, .. . ... .. Z i t :.;6/. . :
j
. t. ....... ,,....11. . 4. . . '11 1.41...t4...r
., . 1. : , il .. .
or ''.1 .- t 41
' 4 :'
j e. 4
I
4
." . .

rf %
,1 ,, is .. ... .
. 1
yi '% :. :

j
' . %
..,. }. .. .
...
.. ;* ..4 - j 1. ..! "- k %t .1::.,.. .,, v. *.or
-I

its v. ,.; . ... - v.; i
v
:4 .0-.. :.. . t..i.. : ... f3 %... . . .
4...1 ,) te %.{$.
i. . . . . : j . ..;il ......4 0- ,....k, .r. P.: , ,. ,r . I '
SW w g . ., el 1
i . .AG ..,..... ' -4.
.
4" :. 4* ' I.. .. 4(. tn.. 4 3 . t %';tr et.i.A.:3 k : 3 th.
; ' .. .-4..,.. , ....? lesef:,:.,...!...- :..A4. , . itr: . ... .-
.,..
i
4 P
.44 r. N.'', ...:-:,,'.:. f '...'''...- - ; - - ;. ! ,!. :.) 41'. ": '-
: 6. %
.e.:f . '',7. ;'..:. ..; gi-;,,.1.1t ,....
"el:
.% I. % lL
. a . i. .: i.z, .i... : . . .. . .... . . .- .
4 . .. et.l.
, . .. 1 ; ; .. . , .. it. . . s. r. 4 ..;
. . .."
5.; 't.:
. ;1,1 . . . 1.. :"."1t ..;. 11- ? 11? . 6.

J :. .. . I
I , 4:...i - 3; . -
)7.:,. 7... . 14 ',,Zi.s Si. . 1. ' IS
g':',1',.. %
; ...: .. .
.4Z .. . . s- . i'l.e.; - 4 . .
f. Le : .:*tIst 1 ' t 34. .Z;411 0.'.. .. . ...,z., , !. i%! ...
. . ;sag. '4/..;:,,Vsls,- 11, r Nkt .... ''..... ... ' .... f . ..`.. , 1. ' .. ':,:',.." : 1. - . 4:Clk 4:
. . '44:,

.-... ' -.1
: ' ,2A ) -i,,.-./. ,. ......,.PAI -5, :r. , ..., ; ... . ...., .
. 4..4. ...... . ....:.: .- 17... . S,;; - ' 47r5ri 12-r
.7 Al".......1:.;:..t;;"...:f .;.. 1: !: :At2 ; 41;7 .;::::.;;...3
,,,,,... . :;: t. .
, '''.: 'i: 'V.*. ''-'10;1 v ....: 1.
4 e - - : '..,..t.:g i!,:.r A-A-:1:0'.', f4:;i.4';t11% , e .

' .Os". " i '`1 ." . ' 4e
.4 I.Te. :: .31., ,.
,,,.
.:.,,: ..... .. . . ..,c,..,;... et AN: .
e1( ,... .11 i, 8: ' ...
. t 1,, r\ . ." r t.0
.. .( . t & :. % : '' I. % 's
4. ; ' ' l ' X 44 4..5 ?4,...1
1 '' Se i 4 1f: ;
,.:7 - j " ;1
r r
J :::*e 4
,"0.,'.71P ev...*; o
;. -. ,.
4. 0. 4; .4r- .c
. ). "Y. ,
t , ". . ait=s;- ,,,. .* ?
,.
: 4

*
.
"1 :" j :
tt
kt* ; V ri %.7
. .: :4*. 17:1..t''::.
yfF-
.: t* "
b.; ;:

:1 t
4!L N: 1 !. .,
, : .
45;4 \; ; : 4
.4t-.4K,
- %
r54
4.
:: :
.
1 1
:: ,
4 ir 1t

1.11.....; ,, .6677; Z
e 1 . t. s It.. 4,0; ".
S.:171' .?,.4* ' S i`' '7... "J &i. l'ff4i:::;;i . rC- tgAIV:6.1. 61. f
. 14, ; .-. 4 ` ea ;3 f"4 e.%. 0
:' '':.,::. .. 4%. . t4. "!4 6; 4) SI . e .3 r " 4
. . :t ot # . " t '7....:. ZS**. ..1. ..; " .. . 4. 4 . t : P
r ,... 4 i. ..: '1, .-4 r ' . .
.8.
.

4' 7: 1
ii....! 4,1,,I ..., .
..
1 % ... 4 ... 1.-..' t A . .. ... :.L ;..
. i*,.. ,....*, it. ...,f.r...t
. o , ., .00 ..' . 1,..._
.
% ' 1".44 , e .
P.. ...n.. :4.
? . ? W. t . ;Str41.Ce: .7.i,. ,1 1: :: . ... e . 41...1.4. . : ......t.. .. I 4 ,4;)!s:......?s ilk.,.....4464
$ 4 . ..
%
).i...;?
it..,kr
rl e ' ..... . ..1:'. :.
, ..1I. 3
... : ...
..t k't g r... IC ':6

..
1 ..:,..,... r )1 , t .
i . jtil

. 0,"..8.4. !3
, ' a . :41 .1 .4. ....: ... j.l,'.. . .1.g. .
3- .. r - .; .. '..Z:r.,;,:1%.:If t. ti...,.):::,; ii. ..; `*:'-0?:.:...i.:"%.' . . '-: f-z.:-.-:.
. .i. 1... ...s.er i... :LI t.':
. . ". Ver . ; " t. A mi.' & t.. "....g. : t. . . 1171414:. Arit4/4 . . Al, 62 i l'i s t f..1.. . ,i.3
.0 ..t.-- ........ " 1 -:,;::::&;".4:. -:..g
q.t... . :. ,..1 0 '. r ... 4 '.
t ;
4 14-
P .4 . f 11 . ...., A..- 2,-
,. i --., 4 - ::::!: , . .7,-.......,t ik .1
1 .. .:

,.;..e::
;: ;, ..41,: ',... *'Vi; .0-.: ...,'
. 41. . ..
e . 1 It ., ":

:" ' ..4:4f 7V.' :t..E.I'' ': .:.' t"" ?:%-% , .:. - :--: 34

,... ,
t .:;.: . '13.41?... !i: .4 iv:: "::i;.,...!;;;.,. r : , - ..
. .

. .. 4 . :?a, 4 .4. j Ni Ar401a.44 .44 . ' F. . 1. 1
. ft . 4. 4. t .' 4. 1 4: 4. :
5
,..,, ,-,, :,(I ; 4: ." *i A:
V * .
.
. 4.
' .:?..
, . 4

. *41.... .. 1 4:?.:_g. .. .
.1 .
.:
.. ... t .
.t. r -
.,;:.* ,t44...0s- 4 ;"r
. 4.... :;:. *.kOr . .5 . 4 - v....;$!..;;:: .4 % It .: .. n
I'

. a Z ! ell . .. ; VI i a ''..." ..i
r - ' , Av I - :e t -' % I !:i .... ....4.:43 1.4i *. **T1.:74 '...". . *k At .. r4"A .
. ,j :4 sq..-
. 44
; X :/r I..
tt,' . .v
. 11i
1 i\r
. ' ...*'. I.V.,;, ... e ?
%

;

.4. 5,
.

'.
.. X
. 1.4 .
6.' V...' sg.." t... . h.. . :rr.: .*.
. a..., .5 :5

: ,42 ,. . . 44 . cAprrs -. ..& . 1

.Z.
. :I t. ert.: ! 1 e. ;j...t .1. !'il.;.. ..k. r I . . et O., It.e 1VI. A .4.:

i i 1.4:: tiii.;.1...$.1, .,:.
...54 ea. .
& ' .....

t Id X:: ....eg .1 k't ' %,:...,,{1
4...,.. N 4;! 4 ...z.s...ci .%.4.6t ..5.....,
I. . . S... : t ..,
; t t
.r : " ,: ...:.
. .,.. . ..
.. , c T.,...4.:- ; ..

.r
iii." tt.i 5.' 5
4k f. ON , V' : 1 a.:1:; 4
. :. : :..... : . .. .. , ... ..... t ' 't . 1 4 .:: ,..;tff::?;: 1:. :.,...;
0:! .., ..: 4 :.
,
't7 4:,4'4.1' .,,
:' .: i...
. !. '..t.; .:,..., ,, :.;:. -..; : .:J.
. .y. % : ' :,r ... . ....
... , :: . . . a.3 "4. 1 '.
N. . ;r 4 Oh ..N. 1 il pre ..s4 fri. ;,:t '
. 1.,:. , ...... .
;' '
3-
. r . ,!:.' 4

. Z. .
.:
....$1; . ...... . i:r I st.t" ': 1 . ' p
.7t.
;:...
::. I :.17P
.% .1 ... ...t . . 1!
.. ,i,1' ... . : . : . : ' ' 4.. .1; 7 .r".:1: !
'* b.: . .5 .8A:-1 .3.i" .' :. it ;$ 4 , - : . : ; ,); ..:'. -, 'J, e "., : . . .r.
. . . 1'

'N.- . .. -: :.1 :..

. L. ,

4, 4...
4'. '
..... . ., 4 : It a
.. 3 ;.: T.\ ' , 97

'.. 'SI, .t. .,
.
"rx 4. %VA. . 4. r4 r. i it
. rrNi . . sr.. '. .k.e :..,; - - ' .;:,1',%.- ;4:',;;!,.....-
-... 1 , .1,1, ,, .1,,t , %,.. , ...
. " t; * . .... '1 . V'4 :..?....fZI *Ifn :
w 2'%
:
Ethics 2

Ethics and Moral in Education

I'm pretty sure that everyone would agree that it is very important to live according to

what is right and avoid acting in a way that is considered wrong. However not everyone will

agree with what is considered right and wrong. Ones code of ethics and morality is personal and

different. This is why jobs and schools create a code of ethics to make sure that individuals have

a guide to ethical conduct. Morality is the antecedent to ethics. It can be defined as human

conduct and the idea of what is right and fitting (Warner & Sower, 2005). Ethics can vary in

meaning, it can be defined as the study of what is right and wrong, duty and obligation for many

people (Warner & Sower, 2005). Ethics to me, is defined as ones behavior or conduct that must

be upheld in the profession and what's being expected from them. Though morality and ethics

may seem similar they are different. To simply put it morals are what make up our personal

character and ethics are standards/ behavior that is expected in the workplace or by a group.

Ethics and Teaching

As the need to provide students with efficient and purposeful education increases, so

does the demand for dedicated moral leaders. Teaching involves leaders who promote a learning

environment for all students, effective teaching instruction, and the ability to collaborate with the

community (Warner & Sower, 2005). Teachers take on an important role of bringing up the

future generations. Educators must set an example by modeling a professional who is able to

comply with the norms, and also possess personal qualities, proper behavior and good ethical

standards. It is imperative that teachers are moral, ethical, and value centered, if one aims to be a

worthwhile, valued and effective leader.

Ethics 3

Importance of Teacher Ethics

Morals, values, and ethics are one of the most important characteristics of a person. They

define who we are and what we believe in. Many different factors come in to play when

determining a person's morals, values, and ethics; childhood upbringing, later life experiences,

family, friends, culture, religious beliefs, race, and discussions with others, can have an effect on

a person's beliefs (Warner & Sower, 2005). In many instances there may be times when one

person's beliefs do not align with someone else's. This doesn't mean that one of these people is

wrong, it simply means that we, as individuals, do not all think the same. This is why teachers

must use standards as a guide when they are confronted with ethical decisions and professional

conduct. However it's important that teachers understand that when they land a teaching position

they are agreeing to follow the code of ethics. Teachers are expected to be fair to all students and

to never take advantage of their teaching position in any way, shape, or form.

Georgia Code of Ethics

The code of ethics for teachers, also referred to as the code of "common sense" is

professional guidelines written to guide educators on how to appropriately conduct themselves in

the field of education. ("GaPSC Ethics", n.d.). Although it is okay for teachers to have personal

lives, never should what takes place in their personal lives carry over into the profession if it may

be considered unethical. There are 11 standards that the Georgia Professional Standards

Commission has adopted and represents acceptable conduct of the Georgia Educator professional.

The 11 ethical standards cover Legal Compliance, Conduct with Students, Alcohol and Drugs,

Honesty, Public Funds and property, Remunerative Conduct, Confidential Information, Required

Reports, Professional Conduct, and Testing.

Ethics 4

Passing out prescription drugs to students, distributing child pornography, and using

funds collected from the school to pay for your own personal needs are all considered unethical

acts. Each of those incidents could result in the loss of an educator's license or suspension.

Standard I of the Georgia code of ethics, Legal compliance simply states that an educator must

abide by federal, state and local laws and statutes. It would be considered unethical for a teacher

to be convicted of a felony crime involving moral turpitude. Moral turpitude basically includes

everything contrary to justice, honesty, modesty or good morals. ("GaPSC Moral", n.d.) This

would include crimes such as murder, theft, fraud, Soliciting for prostitutes, Voluntary

manslaughter, Sale of narcotics or other illegal drugs, Pattern of failure to file federal tax returns

in years in which taxes are due, Criminal Issuance of a bad check and making a false report of a

crime. The safety and wellbeing of students should always be a number one priority therefore

any person who has been convicted of a crime of moral turpitude would be unfit for a profession

in education.

An educator needs to have a professional relationship with all students. It should never

get to casual and familiar. This includes inside and outside of the classroom. Unethical conduct

with students is a standard that we often hear way to many stories about. Teachers are being fired

or suspended because of failing to appropriately conduct themselves with students. Teachers

should always treat students with respect and maintain a classroom environment that safe for

students physically as well as emotionally (Warner & Sower, 2005). The guiding principle in

student / teacher relationships is that no harm should ever be done to them. Therefore no acts of

discrimination should ever take place upon student for any reason. One would think that this

shouldn't even have to be a standard. However inappropriate relationships between students and

teachers occur more than they should. I remember being in high School and having to tell the
Ethics 5

new young high school teacher that she could get into trouble for allowing the male student to sit

behind her and massage her shoulders. She responded by looking back and acting as if she didn't

know he was behind her doing that and dismissed him to his seat. In this case the teacher was

allowing inappropriate touching to take place. Lack of good judgement, and not being familiar

with appropriate student/teacher conduct could case educators their job or suspension. I will

never give my students the idea that it is okay to behave or interact in a way where they see me

as a "friend" or something more. This is why teachers should be professional in dress,

conversations in and out of a school setting, and classroom settings at all times.

Standard three covers alcohol and drugs. Educators should never distribute drugs to

students. Educators should never be under the influence of drugs, consume or use drugs on the

school premises or chaperoning a school related event. Being inhibited by drugs could cause

educators to fail to properly supervise students. A students wellbeing and safety should always

be and educators priority. Honesty is the 4 th standard, it shall be exemplified during the course

of professional practice. ("GaPSC Ethics", n.d.) Unethical conduct under this standard can

include falsifying, misrepresenting, or omitting information ("GaPSC Ethics", n.d.). A teacher

should never falsify information upon the course of professional practice. It's best to always be

honest when in the teacher profession. I would never change grades of students with no

documentation of why, lie about leave time or absences, nor would I falsify information on any

school documents. Honesty is a hard thing to gain back once you can no longer be trusted.

Standard five covers Public Funds and Property, basically its educator's responsibility to

handle school money and property with honesty, and accurately use the funds for approved

purchases and not personal use ("GaPSC Ethics", n.d.). That means I would not use the school

syetem computer to access online shopping sites and make purchaces during student instructional
Ethics 6

time. I would also not mix my personal money with funds ive collected for a field trip and than

use it to purchase a designer bag. In one of my field experience my host teacher forgot to

confirm a field trip which resulted in the auditorium being booked. Funds had already been

collected so she wrote a letter of apology for her mistake and told parents that the money would

be credited to the second field trip that was planned and parents/guardians were already informed

about. I felt that good ethical judgement was used here. She never took the money and used it for

her own personal gain but identified parents and used it still for a field trip.

Through courses I have taken at Middle Georgia, Wesleyan, and employment at a

daycare I have heard over and over that educators are mandated reporters. That means we are

legally required to report child abuse, a breach of one or more of code of ethics for educators,

and required reports. This is what standard 9 on required reports covers. For example if an

educator fails to report a rumor that a student and teacher were involved it would be considered

unethical. Especially if reports of the incident are made after the educator is found guilty and

arrested for sexual assault. That educator is just as guilty as the one whom committed the crime.

This would be considered unethical conduct which could lead to suspension or a revoked license.

As stated before it is educator's duty to make sure a student's safety and wellbeing is priority.

Though I only discussed a few of the Georgia code of ethics all must be taken seriously.

Professionalism

As stated in the education course syllabus the teaching profession is scrutinized heavily.

Educators must set themselves apart and stand out in the most positive of ways. We all have

private lives, but once we commit to the profession of teaching its imperative that we always

present ourselves in the most professional manner. The education department does a good job of

training us to be the best educational professionals. We are trained to treat our work as
Ethics 7

professional documents, respect our peers and their difference of opinions. We are also advised

on how to properly dress so that we stand out and that we don't draw unwanted attention by

students. The way we dress can say a lot about how others view us. While attending a substitute

teacher class in Houston County one of the host talked about how a substitute was band from

subbing at her school because she decide to wear something to tight, short and revealing. It's a

time and a place for everything, Students don't need unnecessary distractions.

Our personal values and morals will shape how we respond to situations in our classroom,

deal with parents, as well as how we interact with our school professionals (Diffily, 2004).

However as stated by Warner, we cannot solely rely on our personal values and morals when

making decisions in the educational field. (Warner & Sower, 2005). People come from many

different backgrounds, upbringings, and have differing values, religious beliefs and morals. This

is why the code of ethics is so important to abide by. It guides educators in making the best

ethical decisions. Even though it's perfectly fine to have differing opinions in those areas, it is

never okay to try to push your views upon students, parents, and colleagues. An educator must

be respectful of others, always keep a professional demeanor and a willing ear to listen to others

views and ideas.

Summation

Ethical and moral leadership requires us to know who we are as individuals, where we

stand in our cultural beliefs, and what we as an educator see as ethical practice in all aspects of

the educational career. All educators need to be aware of how our actions affect students, other

educators, and the community directly and indirectly. Our personal and professional ethics

influence one another and provides an indication of our individual character.

Ethics 8

An educator's actions and decisions in any situation define how society views us. We

must be an ethical, moral, reflective leader, and great model in the school setting. After all

educators are looked at as model citizens and we need to be mindful about how others view us,

our decisions, and our actions. We need to be taken seriously. Any negative ethical decisions are

noticed more frequently than the good. Those negative decisions provides a basis for judgment

rather than positive views. It is each educator's responsibility to make the right moral choice

each time an ethical situation occurs.

Ethics 9

References

Diffily, D. (2004). Teachers and families working together. Boston: Pearson/A and B.

GaPSC - Ethics. (n.d.). Retrieved April 01, 2017, from http://www.gapsc.com/Ethics/

GaPSC Moral Turpitude. (n.d.). Retrieved April 01, 2017, from

http://www.gapsc.com/MoralTurpitude/

Warner, L., & Sower, J. (2005). Educating young children from preschool through primary

grades. Boston, MA: Pearson/A and B.