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Abstract
Teaching is, by its very nature, an ethical endeavor. Martin Buber’s theory of the I-thou
relationship (Cooper, Palmer & Bresler, 2002) is found at the core of teaching and involves a
tremendous amount of trust between teachers, colleagues, students and parents. What, then, is a
teacher to do when faced with an ethical dilemma that threatens this trust? We will examine this
question through analysis of the following hypothetical scenario involving two teaching
colleagues, their students, and a position of power. We will apply various ethical schools of
Imagine that Mr. Smith, the school principal, and Ms. Taylor are both ninth grade
teachers at The Best School in Calgary. The school is preparing to take the annual Provincial
Achievement Test (PAT). Mr. Smith is a long-time principal-teacher and over those years his
classes have always done very well on the PAT. Ms. Taylor is a first year teacher who looks up
to Mr. Smith as her teacher mentor. This year, both grade nine classes have many English
Second Language (ESL) students who have had great difficulty in some subject areas due to
language issues. Mr. Smith has met with Ms. Taylor and told her that they will have to assist the
ESL students who take the PAT by giving verbal cues to them during the test. Mr. Smith told
Ms. Taylor that there was no need for her to discuss this with anyone as he is the principal and
knows what it best for the students. In fact, he made it clear that it was a matter only for them as
the grade nine teachers and nobody else. He then said that there would be two exam rooms set
up, one with all grade nine ESL students and one with all remaining students. Ms. Taylor is fully
aware that Mr. Smith’s plan would constitute unprofessional conduct under the Teaching
Profession Act and is against PAT administration protocol. The test scores for the ESL students
Firstly, if we look at this dilemma through a virtue ethics lens, we would examine the
character of Ms. Taylor before she was faced with this situation and see if her ultimate decision
aligns with her fundamental and true character. The school has a good reputation on the PAT that
Ms. Taylor would like to continue, she is a new teacher who looks up to Mr. Smith and one
would assume she admired his character up until this point. Seeing him in this scenario may fade
this admiration if she feels he is making an unethical choice. Virtue ethics would dictate that she
not go along with his plan. Mr. Smith’s plan would be going against Alberta Education and the
Alberta Teachers’ Association, the governing bodies that Ms. Taylor values as an educator. Even
though Mr. Smith is Ms. Taylor’s superior, it does not mean she needs to follow his orders. She
needs to do what she believes is ethical and she is fully aware that his plan would invalidate the
test results. Her decision comes from the entirety of her character, not from this one
circumstance. “It is in the doing – the acting out on an ethical matter that is where the ethical
virtue of the individual is revealed” (Donlevy & Walker, 2010, cited in Ethics Handout, 2014, p.
16). Alberta Education’s PAT administration protocol is put in place to maintain the integrity
and validity of the test. Even though the results might be slightly worse if she goes against Mr.
Smith’s plan, Ms. Taylor would need to stay true to the protocol to achieve true honesty with the
results. “A decision made with practical wisdom is made with eyes wide open to all the pre-
existing elements, the contextual factors, and the consequences to those affected with the
decision” (Donlevy & Walker, 2010, cited in Ethics Handout, 2014, p. 17). Practically, this is the
best thing to do, to avoid consequences such as losing her teaching license or suspension. This
clearly trumps a possible consequence of her teaching contract not being renewed at this
Next, we may consider the viewpoint from the deontological school of ethics. In this case, “a
A Teacher Faced with an Ethical Dilemma 4
person should do the right thing regardless of the consequences” (Donlevy & Walker, 2010, cited
in Ethics Handout, 2014, p. 18). It is clear again that Ms. Taylor cannot go along with Mr.
Smith’s plan as it goes against rules set out by Alberta Education which governs both of them. If
she looks at who she owes a duty to in her decision, she has obligations as a teacher to “act in
accord to ethical principles or rules” (Donlevy & Walker, 2010, cited in Ethics Handout, 2014,,
p. 18). The Provincial Achievement Test rules from Alberta Education (2018) show that all PAT
tests must be administered without any assistance from supervising teachers in any way that
would undermine the validity of student responses. Such assistance would only be condoned if
approved by the superintendent and documented as accommodation. If we look at the golden rule
of doing unto others as you would have them do unto you, we can see that Ms. Taylor would not
appreciate being lied to or deceived if she were expecting her employees to administer a test in
accordance with the rules that she had set in place. If we look at it from a parent perspective,
they would expect teachers to follow protocol for their children. Perhaps a lower score from ESL
student would help identify much needed support areas in the school instead of masking them
with false results. The categorical imperative principle would say “to make an ethical decision it
must be universally applicable to all persons including the decision maker” (Donlevy & Walker,
2010, cited in Ethics Handout, 2014, p. 18). The potential consequences of Ms. Taylor deciding
not to go along with Mr. Smith’s plan could include them no longer having a friendly mentor
relationship, or Mr. Smith possibly trying to further intimidate Ms. Taylor as her superior or a
threat of her teaching contract not being renewed. Through these consequences, the principles of
honesty and trust must be upheld so she should not go forward with his plan no matter how much
Lastly, examination from the postmodern ethics standpoint would ask what Ms. Taylor’s
immediate intuitive reaction to the ethical decision she faces. “Moral choices are rarely either
good or bad. Often it is the choice between the lesser of two evils” (Donlevy & Walker, 2010,
cited in Ethics Handout, 2014, p. 24). Her situation involves choosing between upsetting her
fellow teacher and mentor who is also her superior, and the institution for which they both
answer to and governs their conduct as educators. As a quick reaction, a postmodern view may
say that Ms. Taylor should just go ahead and agree to Mr. Smith’s plan as he’s been probably
doing this same thing for years and it isn’t really going to hurt anyone. It puts their school in a
favorable light and she looks up to him and wants to be agreeable so that her working
relationship is not affected in a negative way. As a first year teacher, she knows that she may not
have all of the experiential knowledge in this situation. The moral urge she may feel would be
that it is not the most honest thing to do, but it is also not as severe as changing marks or
answers, they would simply be assisting those students who are at a disadvantage because of
language barriers. This school of ethics “calls upon the individual, in her or his solitude, to listen
to the existential urge to be in relationship with the other and to act in a human fashion, with
care” (Donlevy & Walker, 2010, cited in Ethics Handout, 2014, p. 25). As long as Ms. Taylor is
acting free of preconceptions and fully aware of the consequences of her actions, then she must
act in the best interest of the context in which she finds herself. She is aware of the invalid test
results but that may not be as big of a deal and something that she can live with.
Ethics aside, The Alberta Teachers’ Association Code of Conduct states that the “teacher
recognizes the duty to protest through proper channels administrative policies and practices
which the teacher cannot in conscience accept” (ATA, 2018, no. 16). It also states that “the
teacher protests the assignment of duties for which the teacher is not qualified or conditions
A Teacher Faced with an Ethical Dilemma 6
which make it difficult to render professional service” (ATA, 2018, no. 8). Though Ms. Taylor
may feel alright with making a slight PAT accommodation for the grade nine ESL students as
suggested by Mr. Smith, the ultimate resolution needs to be in line with the professional
organizations which govern her employment as they are in place for her protection. We feel that
she should tell Mr. Smith that she does not want to break the rules of the PAT administration set
by Alberta Education and encourage him to administer the test as per the guidelines or consult
the superintendent if he feels that the ESL students need any special accommodation. If he
continues to insist on going forward with his plan, according to section 24 of the Teaching
Profession Act, she would need to contact the superintendent or the ATA to report Mr. Smith.
She would not want to lose her teaching position simply to appease Mr. Smith and it could be a
slippery slope leading to more serious acts of dishonesty in the future if she condones his plan,
not to mention the loss of respect from other colleagues who became aware of the situation.
A Teacher Faced with an Ethical Dilemma 7
References
Alberta Education. (2018). Public Education: Acts and Regulations: Teaching Profession Act.
Retrieved from:
http://www.qp.alberta.ca/1266.cfm?page=T02.cfm&leg_type=Acts&isbncln=978077978
5193
Alberta Education. (2017). Security & Provincial Achievement Testing Materials. Retrieved
from: https://education.alberta.ca/media/3653406/security-test-rules.pdf
https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as
Professionals/IM-4E%20Code%20of%20Professional%20Conduct.pdf
Cooper, D., Palmer, J., & Bresler, L. (2002). Fifty major thinkers on education: From Confucius
https://books.google.ca/books?id=fFLhvQau0xkC&printsec=frontcover&source=gbs_ge
_summary_r&cad=0#v=onepage&q&f=false
Ethics Handout. (2014). Excerpts from the following book: Donlevy, J.K., Walker, K.W. (2010).
Working through Ethics in Education: Two Plays and Ethical Analysis. Sense
from: https://d2l.ucalgary.ca/d2l/le/content/224840/viewContent/3026575/View