National Press Club June 25, 2015 The Need Imagine a profession… - PowerPoint Presentation

National Press Club June 25, 2015

The Need

Imagine a profession… … in which there is NOT a code of ethics to guideprofessional decision-making… in which the policies, statutes, and regulations that govern practitioners’ conduct are NOT even known by the practitioners Would you call it a profession?

and what if that profession’s practitioners… … make numerous decisions in a day that directly impact a highly vulnerable population; yet, have NEVER been prepared in ethical decision-making … are NOT aware of the professional risks and vulnerabilities that are inherent in the profession; yet, they are expected to address the academic, personal, and social needs of 100’s of individuals a day … have in loco parentis responsibilities; yet NEVER received training in supervisory liability

Would you call it a profession?and so it is with education …

Professional Codes of EthicsAmerican Medical Association American Bar Association American Psychological Association American Counseling Association Financial fiduciaries, law enforcement agencies,and many others … 1847 1932 1952 1961

Why Professional E thical S tandards? Clarify to current and future teachers, and to those they serve, the nature of the ethical responsibilities held in common by all educators Establish principles that define ethical behavior and ethical best practice Serve as an ethical guide designed to assist educators in constructing the best course of action Serve as a basis for educator learning, accountability, and remediation (adapted from ACA Code of Ethics Purpose)

Prompt , Guide, and Inform “Awareness of the ethics codes is crucial to competence in the area of ethics, but the formal standards are not a substitute for an active deliberative, and creative approach to fulfilling our ethical responsibilities. They prompt, guide, and inform our ethical consideration; they do not serve as a substitute for it. There is no way that the codes and principles can be effectively followed or applied in a rote, thoughtless manner… each situation is unique and is likely to change significantly over time.” Pope, K . & Vasquez M. (2011). Ethics in psychotherapy and counseling (4 th edition).

“No profession can really exist without a code of ethics to guide the conduct of its members. Doctors, lawyers, and clergymen have their ethical codes, but teachers can scarcely be said to have such a code. Until they have developed a professional spirit which is characterized by loyalty to the recognized standards, they cannot rank with the learned professions” (Ontario Minster of Education, 1915). Campbell, E. (2000). Professional ethics in teaching : toward the development of a code of practice . Cambridge Journal of Education, Vol. 30, No. 1 Why Professional E thical S tandards?

The Journey

A part of NASDTEC’s core mission is to exercise leadership in matters related to the preparation and certification of professional school personnel NASDTEC has taken the lead in fostering communication regarding professional practices across jurisdictional lines to help ensure the safety of children in P-12 classrooms

1928 Founding of NASDTEC and its first annual Conference 1987 NASDTEC’s Clearinghouse became fully operational 1996 Creation of NASDTEC’s Professional Practices Institute 2009 PPI representatives began Code discussion   Ethics Timeline 1928-2015

2012 NASDTEC Educator Ethics Exploratory Conference, in collaboration with ETS and NNSTOY 2013 Publication of NNSTOY’s White Paper “Re-Imagining Teaching: Five Structures to Transform the Profession” NASDTEC’s Preparation Program and Continuing Development Committee Nationwide Ethics Survey NASDTEC appoints Model Code of Ethics for Educators Steering Committee  

 2014Meeting of MCEE Communication PartnersMCEE Task Force Nominations and Selection First meeting of MCEE Task Force 2015MCEE Task Force Completes the MCEE MCEE adopted by the NASDTEC Executive BoardNASDTEC forms National Council for the Advancement of Educator Ethics (NCAEE)

Guiding the Work Discussion and Proposal Development Formation of Ethics Steering Committee by NASDTEC Executive Board Decisions on Scope of Work Meeting with Communication Partners Task Force Nominations and Selection

Communication Partners American Association of Colleges of Teacher Education (AACTE) American Federation of Teachers (AFT) Association of Teacher Educators (ATE) Council for Accreditation of Educator Preparation (CAEP) Council of Chief State School Officers (CCSSO) National Association of Elementary School Principals (NAESP) National Association of Secondary School Principals (NASSP) National Board of Professional Teaching Standards (NBPTS) National Education Association (NEA) National Network of State Teachers of the Year (NNSTOY)

Sponsors Educational Testing Service National Network of State Teachers of the Year University of Phoenix

MCEE Task Force Composition Nominations Process Invitations Selection Initial Meeting

MCEE Task Force Members TEACHERS Doretha Allen, Desoto, TX Pamela Bondurant, Marianna, FL James Brooks, Millers Creek, NC Jay Hoffman, Burlington, VT Callie Marksbary, Lafayette, IN Joshua Parker, Randallstown, MD Cheryl Redfield, Gilbert, AZ Theodore Small, Las Vegas, NV Lee Ann Stephens, St. Louis Park, MN Kristin White, Arlington, VA

MCEE Task Force Members PARAPROFESSIONAL Cathy Peach, Chicago, IL PRINCIPALS David Ellena , Midlothian, VA Mary Harris, Shreveport, LA Martin Ramirez, Yuba City, CA SUPERINTENDENTS Craig Menozzi , Mitchellville, IA Mario Ventura, Phoenix, AZ

STATE DEPARTMENT REPRESENTATIVES MCEE Task Force Members Victoria Chamberlain, Salem, OR Lori Kelly, Columbus, OH John Grant, Atlanta, GA Nancy Pugliese, Hartford, CT

MCEE Facilitation Team Katherine Bassett National Network of State Teachers of the Year Anne Marie Fenton Georgia Professional Standards Commission and NASDTEC Troy Hutchings Subject Matter Expert Katie Natale Writer

NASDTEC STAFF Carolyn Angelo, NASDTEC Attorney Mike Carr, NASDTEC Development Coordinator Phil Rogers, NASDTEC Executive Director/CEO

MCEE Task Force

The Process

Process Convened Development Task Force Used ECD methodology Unpacked standards Defined population Identified key content Cross-reviews Public comment Revisions Wrote auxiliary pieces Cross reviewed Finalized Moved to publication process

The Code

The MCEE consists of five principles that define ethical behavior, ethical best practice, and ethical responsibilities held in common by P-12 educators. The MCEE principles broadly define critical dimensions of ethical practice expected of the professional educator. Each principle is followed by performance indicators that more specifically define aspects within each principle.

Principle I: Responsibility to the Profession The professional educator is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law. This entails holding one and other educators to the same ethical standards.

Responsibility to the Profession   The professional educator demonstrates responsibility to oneself as an ethical professional The professional educator fulfills the obligation to address and attempt to resolve ethical issues The professional educator promotes and advances the profession within and beyond the school community

The professional educator is committed to the highest levels of professional and ethical practice, including demonstration of the knowledge, skills and dispositions required for professional competence. Principle II: Responsibility for Professional Competence

The professional educator demonstrates commitment to high standards of practice The professional educator demonstrates responsible use of data, materials, research and assessment The professional educator acts in the best interest of all students Responsibility for Professional Competence

Principle III:Responsibility to StudentsThe professional educator has a primary obligation to treat students with dignity and respect. The professional educator promotes the health, safety and well being of students by establishing and maintaining appropriate verbal, physical, emotional and social boundaries.

Responsibility to StudentsThe professional educator respects the rights and dignity of studentsThe professional educator demonstrates an ethic of careThe professional educator maintains student trust and confidentiality when interacting with students in a developmentally appropriate manner and within appropriate limits

Principle IV: Responsibility to the School   Community The professional educator promotes positive relationships and effective interactions, with members of the school community, while maintaining professional boundaries.  

Responsibility to the School   Community The professional educator promotes effective and appropriate relationships with parents/guardians The professional educator promotes effective and appropriate relationships with colleagues The professional educator promotes effective and appropriate relationships with the community and other stakeholders The professional educator promotes effective and appropriate relationships with employers The professional educator understands the problematic nature of multiple relationships

Principle V:Responsible and Ethical Use of TechnologyThe professional educator considers the impact of consuming, creating, distributing and communicating information through all technologies. The ethical educator is vigilant to ensure appropriate boundaries of time, place and role are maintained when using electronic communication.

The professional educator uses technology in a responsible manner   The   professional educator ensures students’ safety and well-being when using technology The professional educator maintains confidentiality in the use of technology    The professional educator promotes the appropriate use of technology in educational settings Responsible and Ethical Use of Technology

Today’s Panel

Kristin White, NBPTS Middle School Math Teacher Washington International School Washington, DC Anne Marie Fenton Director, Assessment Georgia Professional Standards Commission

Questions

Next Steps

MCEE Website Framing Document (glossary, history, and context) Four page Electronic Brochure MCEE Logo and NCAEE Logo Graphical Map of MCEE National Press Club Launch, June 25, 2015, DC Conference/meeting presentations

“No profession can really exist without a code of ethics to guide the conduct of its members. Doctors, lawyers, and clergymen have their ethical codes, but teachers can scarcely be said to have such a code. Until they have developed a professional spirit which is characterized by loyalty to the recognized standards, they cannot rank with the learned professions” (Ontario Minster of Education, 1915). Campbell, E. (2000). Professional ethics in teaching: toward the development of a code of practice. Cambridge Journal of Education, Vol. 30, No. 2.Why… have Professional Ethical Standards?

Elevating the Profession: An Invitation

NASDTECwww.nasdtec.net