Running Head: CONNECTING WITH STUDENTS

Connecting with Students

Breanna Hartman, Annya Hosseini, Lindsay Kawohl, Alana Parsons

University of Calgary

EDUC 525 – S02

Dennis Parsons

November 3, 2017
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Introduction

As a student teacher, the fallout of Derrick’s romantic relationship with Max following

his practicum at Pierre Trudeau High has initiated the need for a university administrative

committee to evaluate the ethical decisions of Derrick, Max, the principal of Pierre Trudeau

High, and the VW University. In order to analyze the ethical decisions made in this scenario,

three ethical perspectives will be evaluated: Virtue Ethics, Deontological Ethics and Utilitarian

Ethics. The aim of this review is to determine whether or not there was an ethical lapse by any

person or persons in this scenario (Parsons, 2017).

Virtue Ethics

Over the course of our teaching careers, our ethical understandings are likely to change,

but generally our core values remain the same. Since the summary of the situation does not

provide a character reference on Derrick, we must determine whether or not his individual

characteristics are virtuous. Derrick genuinely believed he was doing the right thing in the sense

that he was attempting to make meaningful connections with his students by engaging in

inappropriate conduct. Connecting with students can be seen as a virtuous quality in a teacher.

However, because an act supports a certain virtue, this does not implicate the person themselves

as virtuous (Donlevy & Walker, 2010). Derrick is in a position of authority in relation to his

students, and it is not virtuous or ethical of Derrick to engage in inappropriate conversations such

as these in order to create meaningful relationships with his students. Furthermore, Derrick

provided Max with a false sense of security and engaged in an inappropriate relationship with

her while in a position of trust and authority.

Max is an eighteen-year-old student, so she can be viewed as an individual in a position

of vulnerability in this situation. However, Max is ethically bound as a mother to provide the
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safest and most positive environment for herself and her daughter. Max placed herself and her

daughter in a vulnerable position by engaging in a relationship with her student teacher. It is

reasonably foreseeable that engaging in a relationship with a student teacher can be detrimental

to Max’s academic and mental health. Max failed to display “practical wisdom” and did not

acknowledge the impact this relationship could have on her life (Parsons, 2017).

Derrick and Max displayed lapses in judgement with regards to ethical decision-making

based on the lens of virtuous ethics. (What about the Principal and the University Supervisor?)

Deontological Ethics

Deontological ethics refers to ethical decision-making focusing solely on the rightness or

wrongness of actions, ignoring potential consequences. From this ethical lens, a person’s actions

or inactions must be assessed based on an objective determination of right and wrong which

could be applied universally to anyone else in the given situation (Parsons, 2017). Based on

Derrick’s role as a student teacher, his actions should be based on the Alberta Teachers’

Association’s (ATA) Code of Professional Conduct. While Derrick may hold his own values and

beliefs regarding interpersonal relationships with students, he still owes an obligation to abide by

the ATA’s Code of Professional Conduct. Although Derrick places value on connecting with

students and believes that his actions engaged Max in becoming a better student, he did not

attend to his obligation to “... [act] in a manner which maintains the honour and dignity of the

profession” (Alberta Teachers’ Association (ATA), 2004), or to “... [treat] pupils with dignity

and respect and [be] considerate of their circumstances” (ATA, 2004). By Derrick’s actions, he

was not presenting a honourable or dignified image of the teaching profession. Additionally,

Derrick did not demonstrate respect towards Max as a student, or consider her circumstances as a

young, single mother in an emotionally vulnerable state. Because the Code of Professional
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Conduct applies to teachers, even beyond their time in the classroom, Derrick was still bound by

the Code even after the completion of his practicum at Pierre Trudeau High.

From the lens of deontological ethics, the school principal is obligated to “evaluate the

teachers employed in the school” (Province of Alberta, 2017, p. 27) which extends to student

teachers who are acting in the same role and are bound by the same obligations as certified

teachers. The school principal should have viewed Derrick’s actions in relation to the ATA’s

Code of Professional Conduct. Furthermore, the University is also obligated to ensure the

students approved for practicum are abiding by the Code of Professional Conduct. University

education programs are responsible for ensuring the students they approve for certification are

meeting all of the Knowledge, Skills, and Attributes (KSAs) outlined by Alberta Education for

interim certification. The relevant KSA to this situation states teachers must demonstrate “they

know how to establish… professional relationships that are characterized by mutual respect, trust

and harmony” (Alberta Government, 1997). The university was aware of, and ignored, the

unprofessional relationship that developed between Derrick and Max.

In conclusion, Derrick, the school, and the university all displayed significant lapses in

ethical decision making based on the lens of deontological ethics (correct).

Utilitarian Ethics

Utilitarian ethics focuses on an ethical decision, course of action, which provides the

most benefits to all stakeholders or parties involved (Parsons, 2017). Derrick had an ethical lapse

in regards to engaging in a relationship with Max. Derrick should have recognized his alignment

with the Code of Professional Conduct and he is restricted from engaging in such relationships

with students. The ATA’s Code of Professional Conduct states “...the teacher acts in a manner

which maintains the honour and dignity of the profession” (ATA, 2004). Engaging in a
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relationship with a student does not maintain the honour and dignity of a teacher, which can

make student teachers seen as unprofessional. Furthermore, this does not change even though

Max is a consenting adult. If Max had acted under utilitarian ethics, she would have foreseen a

student-teacher relationship would have negative consequences. (Is Max not a vulnerable student

needing protection from someone in a position of power who may be taking advantage of her

vulnerabilities?) These consequences consisting of negative effects for herself and wellbeing of

her child, Max as a student teacher and the image of the University and the school in which she

attends. Both the university and the principal of Pierre Trudeau School are ethically liable as the

public image of the university and school are now negatively tainted as a result of the break-up.

The university and Pierre Trudeau School should have acted under utilitarian ethics and banned

student-teacher relationships, as they do not benefit the greater good.

In terms of this analysis, it can be argued that Derrick, Max, the University and the

principal representing Pierre Trudeau School all acted unethically underneath the school of

utilitarian ethics. In turn, all stakeholders involved should have seen Derrick’s engagement in a

relationship with Max as an unethical occurrence.

Conclusion

We believe Derrick, Max, the principal of Pierre Trudeau High and the VW University

all exhibited a lapse in ethical judgement based on our analysis. As an educator, it is important to

maintain a balance between student-teacher relationships while abiding by the ATA’s Code of

Professional Conduct. While each school of thought has its own merits, educators benefit from

the awareness of these ethical approaches. Educators need to be true to themselves in whatever

course of action they engage in, while being mindful of their influence and obligation as a

teacher.
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Very strong work!

You have looked through three ethical lenses, critique the scenario and supported your analysis.
Your analysis is clear, and fairly comprehensive. I have made a few comments above to help
guide further consideration of these ethical schools of thought.

Your work demonstrates you have a good understanding of the relevant concepts and should be
able to apply them going forward.

85 % A-

References

Alberta Government. (1997). Teaching Quality Standard Applicable to the Provision of Basic

Education in Alberta. Retrieved from https://education.alberta.ca/media/1626523/english-

tqs-card-2013_3.pdf

Alberta Teachers’ Association (ATA). (2004). Code of Professional Conduct. Retrieved from

https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-

Professionals/IM-4E%20Code%20of%20Professional%20Conduct.pdf

Donlevy, J.K., Walker, K.W. (2010). Working through Ethics in Education: Two Plays and

Ethical Analysis. Sense Publications, Netherlands. In Faculty of Education: EDUC 525.

Ethics Handout. Retrieved from D2L.

Parsons, D. (2017). Ethics and the Law. [PowerPoint Slides]. Retrieved from

https://d2l.ucalgary.ca/d2l/le/content/193826/viewContent/2700411/View?ou=193826

Province of Alberta. (2017). School Act. Retrieved from

http://www.qp.alberta.ca/documents/Acts/s03.pdf
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