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  1. 1. Code of Ethics New York State Code of Ethics for Educators
  2. 2. The Code of Ethics… <ul><li>“ … is a public statement by educators * </li></ul><ul><li>that speaks to the core values </li></ul><ul><li>of our profession …” </li></ul>* “Educators” includes classroom teachers, school leaders, and pupil personnel service providers.
  3. 3. <ul><li>“ It is the supreme art of </li></ul><ul><li>the teacher to awaken joy </li></ul><ul><li>in creative expression </li></ul><ul><li>and knowledge.” </li></ul><ul><li>Albert Einstein </li></ul>“ A teacher affects eternity; he can never tell where his influence stops.” Henry Brooks Adams
  4. 4. Principle 1 <ul><li>Educators nurture the intellectual, </li></ul><ul><li>physical, emotional, social, and civic </li></ul><ul><li>potential of each student. </li></ul>
  5. 5. Potential of each student <ul><li>Respect the inherent dignity and worth of each individual </li></ul><ul><li>Engage students in valuing their identity, learning more about their cultural heritage, and practicing social and civic responsibilities </li></ul><ul><li>Help students reflect on their learning and apply learning to their life experience </li></ul><ul><li>Encourage diverse approaches and solutions to issues </li></ul><ul><li>Foster development of all students </li></ul>
  6. 6. Principle 2 <ul><li>Educators </li></ul><ul><li>create, support, </li></ul><ul><li>and maintain </li></ul><ul><li>challenging </li></ul><ul><li>learning </li></ul><ul><li>environments </li></ul><ul><li>for all. </li></ul>
  7. 7. Challenging learning environments for all <ul><li>Utilize a range of strategies and assessments to teach to higher levels of learning for all students </li></ul><ul><li>Support a challenging learning environment </li></ul><ul><li>Establish clear standards of behavior and civility </li></ul><ul><li>Develop and apply knowledge as role models for active, enthusiastic learning </li></ul><ul><li>Invite students to reflect upon and monitor their own learning </li></ul>
  8. 8. Principle 3 <ul><li>Educators commit </li></ul><ul><li>to their own learning </li></ul><ul><li>in order to develop </li></ul><ul><li>their practice. </li></ul>
  9. 9. Commitment to continued learning <ul><li>Know subject matter and understand how students learn </li></ul><ul><li>Respect the reciprocal nature of learning between educators and students </li></ul><ul><li>Engage in a variety of individual and collaborative learning experiences </li></ul><ul><li>Draw on and contribute to various forms of educational research to improve practice </li></ul>
  10. 10. Principle 4 <ul><li>Educators </li></ul><ul><li>collaborate with </li></ul><ul><li>colleagues and </li></ul><ul><li>other professionals </li></ul><ul><li>in the interest of </li></ul><ul><li>student learning. </li></ul>
  11. 11. Collaboration with colleagues and other professionals <ul><li>Participate in decisions regarding curriculum, instruction and assessment designs </li></ul><ul><li>Share responsibility in governance of schools </li></ul><ul><li>Cooperate with community agencies in building comprehensive services </li></ul><ul><li>Work with new educators and participate in professional development </li></ul>
  12. 12. Principle 5 <ul><li>Educators </li></ul><ul><li>collaborate with </li></ul><ul><li>parents and </li></ul><ul><li>community, </li></ul><ul><li>building trust and </li></ul><ul><li>respecting </li></ul><ul><li>confidentiality. </li></ul>
  13. 13. Collaboration with parents and community <ul><li>Partner with parents and other members of the community to promote student learning </li></ul><ul><li>Recognize the role of culture, linguistic heritage, gender, family and community in shaping experience and learning </li></ul><ul><li>Respect privacy of students and their families </li></ul><ul><li>Act only in the best interest of the student </li></ul><ul><li>Advocate for fair opportunity for all children </li></ul>
  14. 14. Principle 6 <ul><li>Educators advance </li></ul><ul><li>the intellectual </li></ul><ul><li>and </li></ul><ul><li>ethical foundation </li></ul><ul><li>of the </li></ul><ul><li>learning community. </li></ul>
  15. 15. Intellectual and ethical foundation <ul><li>Pursue further knowledge and contribute to knowledge- base of the learning community </li></ul><ul><li>Serve as confidantes, mentors, and advocates for student growth and development </li></ul><ul><li>Embody intellectual honesty, diplomacy, tact, and fairness </li></ul>
  16. 16. Background <ul><li>The State Professional Standards and Practices Board for Teaching facilitated development, review, and dissemination </li></ul><ul><li>Broad spectrum of suggestions and comments received from: </li></ul><ul><ul><li>Classroom teachers, school administrators, pupil personnel professionals </li></ul></ul><ul><ul><li>Teacher education students and college faculty </li></ul></ul><ul><ul><li>Professional organizations and Boards of Education </li></ul></ul><ul><ul><li>Parents and the general public </li></ul></ul><ul><li>Final version presented to the Board of Regents, July 2002 </li></ul><ul><li>Board of Regents Task Force on Teaching called for a Code of </li></ul><ul><li>Ethics in its 1998 report, New York’s Commitment: Teaching to </li></ul><ul><li>Higher Standards </li></ul>
  17. 17. This Code shall not be used as a basis for discipline by any employer and not be used by the State Education Department as a basis for procedure under Part 83 of Commissioner’s Regulations, nor shall it serve as a basis for decisions pertaining to certification or employment in New York. Conversely, this Code shall not be interpreted or used to diminish the authority of any public school employer to evaluate or discipline any employee under provisions of law, regulation, or collective bargaining agreement.
  18. 18. Presentation prepared by the New York State Professional Standards and Practices Board for Teaching and the New York State Education Department 2003 Credits