ProEthics.docx - P = PROMOTING SOLUTION DISCOVERY Creating opportunities for student self-advocacy and problem resolution is a foundational principle in

ProEthics.docx - P = PROMOTING SOLUTION DISCOVERY Creating...

  • Liberty University
  • EDUC 740
  • Essay
  • bpruitt11
  • 7
  • 80% (10) 8 out of 10 people found this document helpful

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P = PROMOTING SOLUTION DISCOVERY Creating opportunities for student self-advocacy and problem resolution is a foundational principle in ethical decision making. This may entail referring students to an appropriate resource within the schooling structure and ensuring appropriate follow-through, as opposed to trying to solve the issues ourselves. Not only is this in the best interest of the student, it mitigates a loss of objectivity and the blurring of the scope of the educator’s position with more expansive roles such as counselor, confidant, caregiver and rescuer. The primary role of the professional educator is most often associated with the tasks of teaching and learning. However, in an attempt to assist students, educators often assume additional roles in which they may not be prepared. GUIDING QUESTIONS What are the inherent professional risks in attempting to “fix” the immediate or long-term challenges, problems, and issues that face students? Am I accepting responsibilities, performing duties and providing services corresponding to my training and area of certification? How can I assist colleagues if I see them blurring their role as an educator or leader with other societal roles? R= RISK MITIGATION Since educational practitioners provide services directly to minors who remain under their care and supervision for extended periods of time without parental or guardian presence, the field of education is laden with professional risks and vulnerabilities. It is important that all educators continually reflect on how to best mitigate risks that may compromise their professional and personal credibility, career goals, personal well-being and teacher effectiveness. GUIDED QUESTIONS How may a seemingly innocuous and insignificant daily decision have the potential to put my teaching practice at risk? What professional risk situations are inherent within my educational practice that I need to carefully consider? (e.g., chaperoning an overnight field trip, being approached by a student for personal advice, etc.) What conversations can I have with my colleagues to help us identify ways to mitigate risks in situations that we commonly face? O = OBJECTIVITY AND NEUTRALITY IS MAINTAINED
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By maintaining objectivity and neutrality, professional educators should be able to evaluate a situation without emotional entanglements and bias. Remaining objective and neutral mitigates the risk of over-identifying with one party, becoming consumed by the needs of a singular student or advocating for a singular interest instead of advocating for solutions. GUIDED QUESTIONS When faced with competing tensions (e.g., school policy vs. what I think is best for a student, parental influence vs. administrative influence, etc.), how can I best determine what is the best course of action?
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  • Spring '11
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