Ethical Issues in Education – Barriers to Learning in

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Every child should be educated and the United Nations has made it
one of the fundamental human rights of every child, recognizing the
harm in having uneducated persons and the importance of an
educated citizenry. Unfortunately, there are some barriers to effective
learning that receivers and givers of education have dealt with since
time memorial, and some of these barriers are rooted in our ethics.
The list of unethical issues in education that sometimes act as
stumbling blocks to effective learning can be said to be endless.
However, some of the common ethical issues in education faced by
stakeholders in the education sector are as follows:
Choice of Instructor /or Teacher
One of the commonest ethical issues in education is the choice of
teacher a particular child or set of children will have in the following
year. Such issues usually ensue between the principal, school
administration and parents of the children. The choice of instructor /or
teacher usually ensue between the principal, school administration
and parent. Two predictable outcomes usually result from such an
issue – the principal either reluctantly concurs to the parents’ request
or he makes a blanket statement stating the policy against honouring
parents’ opinion as regards the choice of teachers for a particular
class.
Issues of Discipline
The notion of zero tolerance policy against the give-them-another
chance policy cannot work across the board. Some quarters,
especially parents and guardians might be against the zero tolerance
policy for reasons best known to them, others support the idea. Both
concepts can be applied simultaneously in all educational institutes.
While the zero tolerance policy is used for aggressive and anti-social
and behavioural in-disciplinary actions like carrying firearms in the
school and bullying, the second chance policy can be used for the
encouragement of better academic performance. The second chance
policy does not necessarily mean one should spare the rod and spoil
the child.
Ethnic and Social Diversity
Schools are continuously faced with the issue of diversity stemming
from students having different social and ethnic backgrounds. Public
schools in particular, have had to deal with issues relating to racial
inequality and ethnic differences. All educational institutes, particularly
the public ones, need to address the issue of diversity by modifying
the curriculum. Ethnic sports and multicultural festivals should be
organized at schools, helping to bring together students of diverse
backgrounds and helping to promote unity amongst them. The
inclusion of prominent historical issues from different ethnics would
also help students to get familiar with one another’s cultural, ethnic,
racial, and even religious differences.
Grading
It has often been argued that examinations are not a true test of
knowledge, as some students suffer from what is sometimes referred
to as “examination fever”, where even a brilliant student finds it difficult
to pass the simplest examination. On a serious note, the argument of
how students should be graded and the parameters guiding such
grades are always questionable. On the other hand, who takes the
blame for the failure of the student(s) – the rather incompetent teacher
or the lazy student. In addition to the ethical issues affecting learning
mentioned above, other issues worth noting include flexibility in the
curriculum development, teaching strategy, continuous assessments,
knowledge transfer and best practices cross the board. Each of the
issues mentioned requires deep understanding and careful scrutiny to
proffer effective solutions and enhance the educational system.
Citation
IICE (Ireland International Conference on Education) Blog, (2017),
Ethical Issues in Education – Barriers to Learning in Schools,
https://www.iicedu.org/blog/ (Accessed Date: Insert the date).
 Moral and Ethical Issues in Teacher Education.
ERIC Digest.
This ERIC digest will address two components related to the moral and
ethical
preparation of teachers. First it will consider issues related to the
identification and assessment of professional education, and then it will
address foundations and specific models for the preservice training of
teachers of character.
ISSUES OF PROFESSIONAL ETHICS IN EDUCATION

Consider Irma, the student teacher. Not only does she already have a contract
from the rural district in which she was born and raised, she is also bilingual.
Irma wants to live in the community and teach in the elementary school in
which she was taught. She has a natural rapport with children and a positive
personality. As the student teaching semester progresses, Irma's Master
Teacher Mrs. Baxter grows increasingly uncomfortable. Irma is enrolled in a
full set of courses during the student teaching semester and works 30-40
hours a week. Her relationship wit her boyfriend is serious and takes
additional time. Because of this busy schedule, it is difficult for Irma and
Mrs. Baxter to meet to discuss the classroom curriculum and review teaching
plans.
Mrs. Baxter offers to meet with Irma before class, at 7:00a.m., but Irma has difficulty getting to
school that early because of her late night hours at work. Meetings between the two are sporadic.

Mrs. Baxter has noticed other behaviors that bother her about Irma. For
example, she has observed that on the playground Irma watches the students,
but does not actively interact with them. In the computer room, Irma searches
the web, but does not help the children. She has asked Irma to prepare a
theme unit and has given her time at school to prepare. But it is now three
days before the unit is to begin and there are no plans and Irma has not
discussed the unit with Mrs. Baxter. Mrs. Baxter feels that perhaps Irma is
just "putting in time" because she knows she has a job waiting and the other
facets of her life--her class work, her job, her boyfriend--have taken
precedence.
Irma's performance as a professional-in-training is inadequate. She's involved in many activities
and has interests that compete with her professional preparation. Though Irma has potential, her
behavior is "unprofessional" or even "professionally unethical." That is, if ethics is concerned
with actions and practice, with what one ought to do (Pojman, pp.1-2), them Irma's actions do
not represent ethical behavior. Rather, they violate principles of professional ethics that should
be part of her professional preparation. If professional ethics concerns, "those norms, values, and
principles that should govern the professional conduct of teacher..." (Strike & Ternasky, p. 2),
Irma flunks this part of her training. her behavior violates the most basic principle of the NEA's
Code of Ethics of the Education Profession (NEA, 2003)--Irma is not foundationally committed
to her students.

A teacher's first moral obligation is to provide excellent instruction. Teachers

with a high level of moral professionalism have a deep obligation to help
students learn. According to Wynne (1995), teachers with that sense of
obligation demonstrate their moral professionalism by:

* coming to work regularly and on time;

* being well informed about their student-matter;
* planning and conducting classes with care;
* regularly reviewing and updating instructional practices;
* cooperating with, or if necessary, confronting parents of underachieving
students;
* cooperating with colleagues and observing school policies so the whole
institution works effectively;
* tactfully, bur firmly criticizing unsatisfactory school policies and proposing
constructive improvement.

Though codes of ethics may not have played a significant role in teacher
preparation programs in the past, (Strike & Ternasky, p.3), professional
ethical dispositions of teachers must now be addressed as part of the National
Council for Accreditation of Teacher Education (NCATE) accreditation
process (NCATE, 2002). A program of ethical education developed for
dental professionals at the University of Minnesota more than 25 years ago is
finding adaptations to other professional training programs, including the
training of teachers (Rest & Narvaez, 1994). Called the Four-Component
Model of Moral Maturity, the program assumes that moral behaviors are built
on a series of component processes (Bebeau, Rest, & Narvaez, 1999). Each
component is clearly defined, and educational goals, teaching strategies and
assessment methods can be derived from those definitions. The components
are:

1) Moral sensitivity, the awareness of how our actions affect other people. It
involved being aware of the different lines of action and how each line of
action affects the parties concerned. It involves knowing cause-consequent
chains of events in the real world, and empathy and role-taking abilities.

2) Moral judgment is based on the work of Piaget (1965) and Kohlberg

(1984) and involved intuitions about what is fair and moral. It requires adults
to make moral judgments about complex human activities.
3) Moral motivation requires a prioritization of moral values over personal values, particularly in
professional settings, and,

4) Moral character requires individuals to act on their moral convictions.

Training strategies which lend themselves to enhancing moral sensitivity may
include role-playing exercises to sensitize pre-service teachers to professional
dilemmas (like the one that began this essay) and related strategies to make
professionals aware that their actions affect others. In addition, moral
judgment training strategies might include the direct teaching of criteria for
making professional moral judgments in cases involving informed consent,
paternalism or breaches of confidentiality. For this component, reference
should be made to the specific descriptions of prescribed actions found in
professional codes of ethics.

Moral motivation training might include profession-specific service

activities, and the study of professional moral exemplars (i.e., exemplary
teachers); and moral character training might include strategies for problem
solving and conflict resolution among and between children and adults
(Bebeau, Rest & Narvaez, 1999).

Issues related to the moral and professional ethical education of teachers are
the focus for several book-length treatments (e.g., Tom, 1984; Sockett, 1993;
Goodlad, Soder, Sirotnik, 1990; and Goodlad & McMannon, 1997). It would
seem that this is developing into an area of greater interest to the profession.
UNDERSTANDING FOUNDATIONS FOR MORAL AND
CHARACTER EDUCATION

For most of history, the concept of character formation--the duty of the older
generation to form the character of the young--has been a basic principle
structuring moral education. For example, Aristotle (trans. 1962) wrote about
the development of excellence, stating that to become excellent at any craft,
including becoming virtuous, we have to exercise (practice) those behaviors.
He stated: "We become just by the practice of just actions, self-controlled by
exercising self-control, and courageous by performing acts of courage.
Hence, it is no small matter whether one habit or another is inculcated in us
from early childhood; on the contrary, it makes...all the difference" (1962, pp.
34-35).

Clearly, the business world expects a basic understanding and practice of

ethical behavior from its workers as they enter the workforce. David Berliner
and Bruce Biddle, in their book "The Manufactured Crisis" (1995), report
data collected from personnel directors of major industries. These employers
were asked to list the five most important and the five least important skills
needed by their employees. The surveys suggest that the habits and
motivation of workers are more important to employers than the technical
skills workers bring to their jobs. The authors conclude, "...if schools are
truly to serve the needs of business, it appears they should concentrate...more
on the values that students will need when they enter the workplace" (p. 89).

Professionals in education need objective knowledge about how children

form a basic sense of right and wrong and what schools can do to reinforce
appropriate development. William Damon, author of "Greater Expectations"
(1996), provides that foundation. He describes research that children thrive
on accomplishment, not on empty self-esteem message. They do not become
overburdened by reasonable pressures related to worthwhile activities,
including demanding homework. They are tough and resilient and are
motivated to learn through both extrinsic inducements (e.g., high
expectations, rewards, pressure, encouragement, grades, etc.) and intrinsic
motivations. But they need the guidance that can best be provided by able,
caring, concerned adults.
Daniel Goleman, author of the highly acclaimed book "Emotional
Intelligence" (1995), has documented the effects of positive and counter-
productive child-rearing practices that result in either positive or anti-social
behaviors. Many of these practices are related to teaching. Such at-risk
behaviors as impulsiveness and belligerency, stubbornness and
indecisiveness, overreaction to irritation, and inability to put off gratification
are learned, and interfere with social and educational success, with what
Goleman calls "mental clarity." Other dispositions, equally learned, are much
more conducive to optimism and full maturity. These include a strong
cultural work ethic, temperance, and the ability to cope with frustrations,
optimism and empathy.

An appropriate classroom environment can enhance these positive

dispositions in children if teachers receive appropriate training. It is no
accident that some schools are more adept at addressing the moral
development of their students. Better schools plan for virtue. The curriculum
contains references to virtuous acts, and students are recognized and
rewarded for virtuous behaviors. The school building is physically cared for
and psychologically safe and teachers model exemplary character traits
(Benninga, Berkowitz, Kuehn & Smith, 2003). There is good communication
between teachers and parents.

EXEMPLARY CHARACTER EDUCATION PRACTICES IN

TEACHER EDUCATION

A recent publication by the Character Education Partnership (2002)

highlighted details of a national survey of 600 deans of schools of education
to determine what their institutions were doing to prepare future teachers in
character education. Although 90% of the survey's respondents agreed that
core values should be taught in schools, only 24.4% of the respondents
reported that their institutions "highly emphasized" that content. However,
the report identified three university teacher education programs offering
students the knowledge and professional skills to integrate character
education into classroom practices (p.8). Each will be described here.

Boston University. Character education is a theme running through Boston

University's School of Education teacher preparation program. As freshmen,
students take a "Cultural Foundations for Educations" class that focuses on
the classics and the arts and interprets these works through a
teaching/learning lens. As a culminating experience, students develop and
present lessons at Boston's Museum of Fine Arts to groups of middle school
students. The purpose of this experience according to the instructor, Steven
Tiner, is to offer "future teachers a pedagogically reflective engagement with
texts and other artifacts fundamental to American culture" (p.12) In their
second semester students take an introduction to education class focusing on
the moral responsibility of teaches to students, parents, colleagues, and
community members. Other classes include character education themes, and
the School of Education formally inducts students into the profession at a
special ceremony.

California State University, Fresno. Since 1999, the Kremen School of

Education and Human Development, like Boston University, has formally
inducted students into the teaching profession. Students begin the induction
session with a discussion of an ethical dilemma and end the session with a
choral recitation of the Educators' Affirmation, a pledge adapted from
Tinger's work at Boston University. All student teacher supervisors meet
regularly to discuss ethical issues that confront them as they supervise student
teachers, often writing their own dilemmas for group discussions. The
Kremen School's mission and vision statements attend to the professional
ethical responsibilities of its students, and the School sponsors a yearly
Conference on Character and Civil Education (now in its 20th year) for its
student teachers. At that conference both faculty and community members
present moral dilemmas from their professional work for discussion with
students. Character education is the clear theme of that conference, as well as
the work of several education-program cohorts. In one cohort, Early
Childhood Education, faculty have initiated a long-term research project
assessing students as they enter and exit the program, and influsing the
curriculum with activities that enhance character and moral development.
This research is based on the Four Component Model of Moral Maturity
discussed earlier (Lane-Garon, 2003).

University of St. Francis. As a Catholic Franciscan University, the University

of St. Francis has always included attention to values, ethics, and service.
Character education is part of both the formal curriculum and the ethos of the
College of Education. Several education classes examine moral development
and ethics and the responsibilities of teachers as character educators while
school-and-campus-wide programs habituate students to service and
community involvement. Service learning projects are required in students'
cultural diversity courses.

CONCLUSION

It appears that moral and ethical issues, including character education, are
slowly becoming part of the teacher education programs. Philosophical
writings and psychological research exist to provide guidance, and exemplary
university training programs, provide beginning models of practice.
Overwhelmingly deans and administrators of teacher education programs
agree that core values can and should be taught in our schools. It's now up to
the profession to ensure broader and deeper implementation.

REFERENCES

References identified with an EJ or ED number have been abstracted and are

in the ERIC database. Journal articles (EJ) should be available at most
research libraries; most documents (ED) are available in microfiche
collections at more than 900 locations. Documents can also be ordered
through the ERIC Reproduction Service: (800) 443-ERIC.

Aristotle (trans. 1962). Nicomachean ethics. New York: Bobbs-Merrill.

Bebeau, M.J.; Rest, J.R.; & Narvaez, D. (1999). Beyond the promise: A
perspective on research in moral education. Educational Researchers, 28(4),
18-26. EJ587024.

Benninga, J.S.; Berkowitz, M.W.; Kuehn, P.; & Smith, K. (2003). The
relationships of character education and academic achievement in elementary
schools. Journal of Research in Character Education, 1(1), 17-30.

Berliner, D.C., & Biddle, B.J. (1995). The manufactured crisis: Myths, fraud
and the attack on America's public schools. Reading, MA: Addison-Wesley.
ED 393 167.

Character Education Partnership. (2002). Practices of teacher educators

committed to characters. Examples from teacher education programs
emphasizing character development. Washington: Character Education
Partnership.

Damon, W. (1996). Greater expectations: Overcoming the cultur of

indulgence in America's homes and schools. New York: Free Press. (ED 393
591).

Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More than

IQ. New York: Bantam. EJ 530 121.

Goodlad, J.I.; Soder, R.; & Sirotnik, K.A. (Eds). (1990). The moral
dimensions of teaching. San Francisco: Jossey-Bass. ED 337 443.

Goodlad, J.I., & McMannon, T.J. (Eds.) (1997). The public purpose of
educationn and schooling. San Francisco: Jossey-Bass. ED 403 657.

Kohlberg, L. (1984). The Psychology of moral development: Essays on moral

development. San Francisco: Harper and Row.

Lane-Garon, P. (2003). Ethics in teacher education: Are we accountable for

our product? Paper presented to the Annual Meeting of the American
Educational Research Association, Chicago.

National Education Assoociation (n.d.). Code of ethics of the education

profession. Retrieved June 12, 2003 from http://www.radford.edu/~fexp/
Field_Experiences/forms/CodeofEthics.PDF

National Council for Accreditation of Teacher Education (2002). Professional

standards for the accreditation of schools, colleges and departments of
education. (Note: see supporting explanation for Standard 1). Retrieved
October 2, 2003 from http://www.ncate.org/standard/programstds.htm.

Piaget, J. (1965). The moral judgment of the child. New York: Free Press.
Pojman, L.P. (1998). Ethical theory: Classical and contemporary readings,
3rd Ed. Belmont, CA: Wadsworth.

Rest, J.R., & Narvaez, D. (Eds.) (1994). Moral development in the

professions. Hillsdale, N.J.: Lawrence Erlbaum Assoc.
Ryan, K. & Bohin, K.E. (1999). Building character in schools. Practical ways
to bring moral instruction to life. San Francisco: Jossey-Bass. ED 423 501.

Sockett, H. (1993). The moral base for teacher professionalism. New York:
Teachers College. ED 366 576.

Strike, K.A., & Ternasky, P.L. (Eds.) (1993). Ethics for professionals in
education: Perspectives for preparation and practices. New York: Teachers
College. ED 377 589.

Tom, A. (1984). Teaching as a Moral Craft. New York: Longman.

Wynne, E.A. (1995). The moral dimension of teaching. In A.C. Ornstein

(Ed.) Teaching: Theory into practice. (pp.190-202). Boston: Alyn and Bacon.

alues And Ethics In Educational Leadership

3097 words (12 pages) Essay in Education

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One of the major adversities of applying values and ethics in

educational leadership from a innovative perspective lies in convincing
academic institutions and administrators to think differently about
leadership through Aristotelian principles. Educational executives
themselves, are challenged to rethink traditional pedagogical
curriculum regarding leadership principles and techniques and are
encouraged to utilize Aristotle’s philosophy, specifically, the nature of
practicing right actions, integrity, and espousing these principles
through living a virtuous life (Lapsley & Narvaez, 2006). In turn, virtues
of an academic administrator can be encapsulated in the concepts of
values and ethics espoused by school officials. Applying values and
ethics in educational leadership includes understanding that
supervisors should be men and women of principled character.
Applying Aristotle’s virtue constructs in educational leadership training
course work defines such character traits and what it means to be a
moral agent. As a moral obligation, educational leaders have an
responsibility to demonstrate care in the schools that they supervise.
Learning to differentiate between Aristotelian virtues and how these
values and ethics are to be integrated in educational leadership
curriculum programs are the major composition of this paper and will
become the fundamental examination of effective educational
leadership.

Applying Values And Ethics in Educational Leadership Through

Aristotelian Principles

Literature Review

Overview

As an introduction to academic administration and ethical behavior,

many have proposed the following questions: Does academic
leadership training curricula teach ethical accountability? Secondly, is
what they teach sufficient? And lastly, is there a direct correlation in
the merging of academic leadership with Aristotelian virtues that
result in a more authentic type of leader? To be a moral and ethical
educational leader, one would need to uphold the ideals of justice,
compassion, and empathy for the betterment of each member in the
school in which he or she governs. Also, the need to identify and
measure the educational leaders commitment to moral character in
part to protect the interests of mutual stakeholders is an essential
component under consideration when evaluating the effectiveness of
academic administrators.

Peer-reviewed journals and articles approach varying definitions

pertaining to virtue, moral values, or ethical practice in the realm of
academic leadership. It is apparent that many have opinions regarding
the subject and how each should be addressed. However diverse the
definitions are, all authors acknowledge the call to return to more
ethical accountability in educational leadership.

The challenge presented is one of defining academic leadership

through moral ethical dilemmas. Such dilemmas are confronted by
diverse course content material that is lacking and considered
insufficient to produce appropriate outcomes to solve difficult
situations. The paper is outlined to include the following sub-headings
for the purpose of direction and mapping subject matter, these
include: Applying values and ethics in educational leadership, the
principled academic administrator, applying Aristotle’s virtue
constructs in educational leadership, a moral obligation to care in
educational leadership, differentiating between values and ethics,
integrating values and ethics in educational leadership curriculum
programs, and finally pulling it all together in the conclusion.

The Principled Academic Administrator

Academic administrators are entrusted with the duty to act in

accordance to ethical behaviors, with so many ethical
misappropriations in the media spotlight, and recent scandals had in
academic institutions, many have question if current leadership
training curriculum found in administrative educational leadership
programs fail to teach sufficient ethical accountability (Propheter &
Jez, 2012). Curriculum that addresses characteristics traits associated
with moral virtues in the context of school administration must
question if moral virtue such as those espoused by Aristotelian
principles will developed a more authentic leader? Bowen, et al. (2006),
notes that doctoral programs should place more emphasizes on ethics
than on management. Educational leaders must be able to command
leadership skills that are committed to moral character and ethical
behavior, have the interest of and mutual respect for all stakeholders
at heart, support and promote teacher and student alike, are engaged
in justice, care, compassion and empathy and are highly motivated by
the individual success of each of the members of the larger
community of the school of which he is to govern (Pijanowski, 2007).

Academic leaders make decisions that impact the lives of teachers,

students and parents, making the act of leadership a moral issue. An
educational leader’s core set of values, or set of beliefs, is the ethical
framework from which a leader develops a vision for the school in
which he administers. Associated with administrative leadership, is the
constant call for change, thus the academic leader becomes the
change agent and will direct, define, and shape the change sequence
that leads the schools progression and improvement for all
stakeholders.

Understanding this concept of leadership helps further define what

educational leadership is, Starratt (1991) elaborates by noting
educational leadership includes virtual ethics such as critique, justice
and caring. That is to say that school administrators will be faced with
decisions that will required them to critique hierarchy and bureaucratic
boards who may tend to bow to public pressures or sway with public
opinions. Starratt argues that justice is formed in some standard but
that this standard must be held above one individuals passion and
serve the greater good of the many. This Starratt (2004) called the
community of moral goodness, wherein many individuals would join
together for the greater good of the whole forming a relationship of
effective leadership. This would then lead from one state of moral
responsibility to a higher state of moral responsibility. In turn,
individuals in a community form a relationship in caring not out of
obligation but out of a sense of positive regard for one another.

Academic administrators embedded with these qualities will constitute

the principled leader. Therefore, there is a need for the call of
Aristotelian constructs in educational leadership curriculum graduate
programs.

Applying Aristotle’s Virtue Constructs In Educational Leadership

Applying an Aristotelian philosophy to educational leadership is

perhaps the most logical approach to value and ethical driven
curriculum specifying virtues in school supervision. Kodish (2006)
incorporates the suggestion that Aristotelian philosophy bridges both
theory and the practice of moral and right action. Drawing on insights
of authentic leadership and virtue, Aristotle’s (1987) defines virtual
states of character as having to do with feeling, choosing, and
engaging in actions that do well toward others and doing so until
these characteristics form in us habitually.

This hypothesis leads us to conclude that a good academic

administrator will embrace and exemplify a number of these traits or
virtues, in ethical manners especially in regards to his role as the
academic head. It is the purpose of this paper in part, to identify a few
of these Aristotelian virtues as they are related to educational leaders.
A short composition on morals, judgment, respect, genuine, empathy,
care, and courage will be explored as basic components of the
makeup of the moral fiber regarding the academic leader.

Morals. Aristotle classifies moral virtue as the excellent state of an

individual and good judgment. He sees this character as an intellectual
virtue embracing moral rational and the ability to have moral
perception along with sufficient insight to make ethical decision not
only for one’s self, but for the larger community.

Judgment. As moral character is an essential element of choice to act

right, so is judgment equal to wisdom and practical judgment in
Aristotelian philosophy. Good judgment often requires the academic
leader to use wisdom in decision making processes. Ethical
administrative judgment is a virtue of academic administration.
Aristotle would simply state that curriculum driven programs need to
teach students that moral virtues are the characters of acting in good
judgment.

Empathy & Respect. Aristotle would promote the idea that empathy
and respect are interconnected and go hand-in-hand. That these two
components are essential elements in a school leaders character and
as such they exist mutually together and serve the best interests of all
stakeholders at heart. He would suggest that these interests are
cradled in the simplest proponents of the Golden Rule and promote a
climate of mutual worth for all persons.

Genuine Authenticity. Starratt (2004, p.3) identifies authenticity as one

of the ‘foundational virtues’ of ethical leadership. To be genuine or
authentic as an academic supervisor requires leaders to live ethical,
transparent life’s that demonstrate leadership, stewardship, and
commitment to a sense of spirituality. Educational leadership is
authentic to the degree that it is ethical, sincere, genuine, and
trustworthy in action and interaction and that such interactions are
consistent with the promotion of others wellbeing. In the context of
school leadership, this includes the success of staff and student alike.

Justice, Care & Courage. Shapiro and Stefkovich (2005) argued that
moral virtues associated with leadership have a particular importance
to safeguard and promote the best interests of others. When the
ethics of justice, care, and courage are joined with an ethic of inclusive
Aristotelian discourse, educational administrators have a model to
ethical decision-making founded on principle.

Moral Obligation To Care in Educational Leadership

As moral agents, educational leaders should act in accordance with

personal values and

convictions that incorporate the respect, trust and integrity for being
authentic and true to their

values. The ethic of care implores educators to nurture the emotional

and moral development of students. This moral value requires
educational administrators to focuses on affirmation values such as
trust, loyalty, belonging, self-worth, and self-efficacy in the process of
education, making academics about individuals in the educational
profession.

As care agents in education, caring ethics would refer to the

relationship created between student and teacher. As administrators
over educational institutes, caring incorporates the obligation to
respond to the needs of not only students, but staff, teachers and
other stakeholders. This may include addressing curriculum designs to
meet the needs of a diverse student body, staff needs based on
census loads, and responses to classroom environments. Care must
not be based on a one time efforts at virtuous decision but ongoing
developing ontological relationships.

Creating An Ontological Relationship In Educational Leadership

Cunliffe and Eriksen (2011 p.1432) would argue that “we exist in
mutual relationships with others and our surroundings and that we
both shape, and are shaped by, our social experience in everyday
interactions and conversations.” It appears that such theories in
relational ontology lay the foundation for mutual members of an
organization to extend mutual respect and regard toward one another
when such relationships are formed.

The basic contention of a relational ontology is simply that the

relations between entities are ontologically, as Cunliffe (2009) explains,
the Relational leader is more concerned with creating interpersonal
relationships and institutions, where the focus is on ethical issues of
‘care, concern, and respect.’ Ontological relationships in academic
leadership should include relationships as more fundamental than the
individual leader. This is accomplished by working through various
difficulties or differences together with other members of the
academic community and assuming ownership and mutual
responsibility, where moral relational-responsiveness is demonstrated.
In return, mutual respect is enhanced, a sense of safety and nurturance
is experienced and mutual regard are honored allowing for positive
interaction to be had among all stakeholders who in turn are more apt
to further their personal investment into the program. Identifying what
are considered values and separating ethical boundaries are
sometimes difficult in relationships, especially is this so in the guise of
administrative roles. Having a better understanding of the essential
role of each in educational leadership is important.

Differentiating Between Values and Ethics

Ethical decision making among educational leaders is an essential

element of administration, teaching ethics is only one component of a
construct necessary for making ethical decisions, staging values as
important in and of itself will not suffice. Instructing academic leaders
on this principle is vital in changing the direction of educational
supervisors in becoming cognizant driven regarding ethic and value
mindsets.

Beckner (2004) has indicated research literature on educational

administration has placed a greater emphasis on the moral values and
ethical practices associated with school administration then has been
promoted in the past. Shapiro and Stefkovich (2005) have supported
that school officials have a duty and obligation to all stakeholders for
whom they are accountable to be moral agents that are informed,
ethical, and capable to lead.

Darling-Hammond (2005) makes a case regarding educational

leadership graduate preparation programs to include real-life
dilemmas in curriculum training materials so as to better prepare
administrators with the process of ethical decision-making. As Kline
(2006) indicates, failure of strong ethical training is at the center of
most corruptible educational leadership and administrative dilemma,
noting that most dilemmas faced by educators lack sufficient policies
to direct how to solve issues before and when they do come to light.
As a profession, supervisors who oversee curriculum development,
have a moral obligation to ensure that educational administration
programs found at the graduate level, train prospective leaders in the
principles of virtues associated with the development of ethical
operating schools (Shapiro & Stefkovich, 2005). As literature review
recommends, it is imperative that both moral values and ethical
principles become an integrated ingredient of curriculum
development in educational leadership programs. The following
section of this work will address this critical issue.

Integrating Values And Ethics In Educational Leadership Curriculum

Programs
Avolio, et al. (2009) suggested that authentic leadership includes both
a sense of greater self-awareness and self-regulated behaviors that
lead to positive community development. Avolio and colleagues feel
that authentic leadership is essential and one of the first steps needed
in ethical leadership preparation. Curren (2008, p. 338) includes ethical
instructions as a vital aspect of leadership training course work for
future administrative leaders noting that these cardinal virtues are
essential and “would be a good start toward articulating what it means
to be an ethical academic administrator.”

Cameron and Caza (2002) incorporate ethics instruction in leadership

preparation studies curriculum to include the academic institutions
role and it’s obligation to the student and larger community. Given the
obligation that professor have to students in preparing them for the
future administrative duties, and that this obligation goes beyond just
a professional one, Kline (2006) suggest that instructors of ethical
courses must make a deliberate decision to think of the student
beyond academic settings. In other words, how does one’s behavior
reflect on other aspects of the individuals complete life, not just in the
administrative role?

Ethics must be an essential part of course content. Returning to Bowen

et al. (2006), which assert that ethic curricula should include codes of
conduct, framework on ethical decision making practicum’s, and
adequate case studies with frequent examinations to ensure future
administrators are prepared to deal appropriately with dilemmas that
they will be confronted with. Without the commitment to strong
ethical integration in curriculum program, ethics courses are seriously
compromised. Implementation is as crucial as is the content. The
question then becomes how is this best achieved?

The State of West Virginias Department of Education operates under a

code of ethics. Codes of ethics are design to guide the professional
conduct of the members who practice in their fields. As with most
ethical course preparation, research of code conduct directive is a
must. Students are led to investigate and research content that require
review of state and national code of ethics. Graduates should become
familiar with these codes and reference them frequently. Opportunity
to discuss, debate and examine case studies in ethical dilemma will
better prepare future administrators to handle real-life experiences
that may confront them as school supervisors. Additional internships
with real-time school directors can enhance administrative skill-sets in
ethical problem solving outside of classroom content, with hands-on
practicum learning.

Educational leaders need to develop a working knowledge of

Aristotelian virtues from which effective school administrator rise.
Additionally, institutions of higher learning need to incorporate these
values into graduate curricula programs, emphasis to strengthen
academic administrative training program with stronger ethics and
value latent material centered on Aristotelian virtues has been the
theme of this paper. Review of literature certainly has supported the
need and indeed has extended the call for academic leaders who are
better prepared to lead educational institutions. Academic supervisors
however, must distinguishes themselves and be refined in aptitude
through curriculum that include moral values and ethical content rich
in ethics, archetype, and critical evaluations that aspire leaders and
encourage them to develop critical thinking skills and make decisions
that are based on the common benefit of all person in a larger
educational community. Academic leaders that adhere and reflect a
higher level of insight in discharging their duties as administrators,
understand that such considerations have an impact on their lives and
the lives of their students also understand that they will influence not
only an immediate generation, but will effect generation yet to be
born.
Conclusion

Expanded research is needed to increase our understanding of the

ethical dilemmas confronted by academic leaders. Challenges faced in
educational institutions require ethical responses and require insights
based on values that are saturated in virtue. Values include
appropriate morals, judgment, genuineness, empathy, care, respect for
others, and the courage to stand for what is right, not what is always
popular. Principled men and women who are espoused and trained in
Aristotelian philosophy should inform policy and strategies in
academic administration to ensure that every stakeholders voice is
heard, recognized and needs are being addressed. That too, the best
interest of the educational institution is being forwarded. Academic
leaders have a moral obligation to care about their staff, students and
all constituents who have a vested interest in their academic
establishment and to the larger community in which they serve. These
relationships are formed from an ontological concept, meaning they
are ‘logical’. When united in a common act of ethical consideration for
one another, we logically uplift one another.

Additional consideration should be given to graduate programs

training educational professional in academic supervision. Course
content should include in curricula development, content rich in
Aristotelian concepts leading to the learning and development of
school leaders in their activities to attain authentic leadership
observance which are embedded in ethical constructs. Content must
take care to ensure differences between values and ethics are made
clear and how these should be integrated into the curriculum and
espoused in the classroom and among all staff members. Applying
Aristotelian values and ethics in graduate educational leadership
programs may prove beneficial in restoring ethical prudence to
academic administrative roles.
Current Ethical Issues
3.1.1. Corruption in Teacher Education
The major cause of ethical deterioration in education system is
rapidly spreading corruption. There was a time when corruption was
only in Government offices, private institutions, police stations etc.
But, now a day’s corruption has spread its roots in education system
also. Corruption in the education sector can be defined as “the
systematic use of public office for private benefit, whose impact is
significant on the availability and quality of educational goods and
services. Corruption in education can include bribes and illegal fees
for admission and examination; academic fraud; withholding teacher
salaries; preferential promotion and placement; charging students
for “tutoring” sessions to cover the curriculum needed to pass
mandatory examinations which should have been taught in the
classroom; and infrastructural work.

3.2. Privatization of Educational Institutes

Privatization of education has emerged in several forms in the recent
decade in India. Government allowed to opens self-financing private
teacher institutions with recognition, which may be termed as
commercial private teacher education institutions. With the
mushrooming of these private institutes in the modern era, the
education has acquired the status of a marketable commodity,
where educational institutes are the traders and students are the
customers. These institutions started courses like B.Ed, D.Ed, M.Ed,
BP.Ed and many more without basic infrastructure and qualified
teaching faculties. They are appointing those teachers that are low
salaried and far away from the standards. In this environment,
teachers do not have any Job security, so that they always do as
management desire and they are morally down in the dumps.

3.3. Political Interference

The political interference is largely responsible for misuse of human
resource management in education. Political parties often use many
teachers as their party workers and these teachers also participate
willingly in politics. Those teachers who are very close to political
leaders have records of misconduct and unethical behaviour such as
irregularity in class teaching, becoming absent from the school
without taking leave. Political leaders, high-level bureaucrats and
members of the teacher unions also attempt to influence decision-
making regarding the recruitment and transfer of teachers.
Favouritism, nepotism and bribes are major types of misconduct in
teacher’s appointment, posting and transfer. So the moral and
ethical commitment of teachers has gradually decreased over the
years due to political interference.

3.4. Ethics of Care in Teacher-Student Relationship

The teacher should take a pledge to follow the code of ethics which
may bring credit to the entire profession. The basic concepts of care
mentioned in the literature review are evident in the actions of our
participants. In establishing rapport with the students, one can say
he wants the students to know ‘we’ are going to have respect each
other and be open and accepting to other’s points of view. I think
the main issue is trust. Then one can believe that the positive
classroom environment is the product of taking the time to talk with
the students in her classes about things in which they are interested,
whether it is a current event or an ethical dilemma.

3.5. Un-Fair Assessments

Course assessments of student learning must be objective, valid,
fair, but at present there are many factors that may affect fairness in
grading. Teachers should also avoid letting unrelated factors or
personal biases which affect their grading of student assessments. It
is now a major problem in the field of teacher education many
institutions and universities are there, where assessment is doing
with taking illegal money from the upcoming teachers. Also practical
marks given to students after exploiting them in different ways,
which lead to frustration in case of teacher, trainees etc. and the
cause of emotional problem.

3.6. Teachers’ Absenteeism

Teachers are the role models of students and in most rural
communities, they are the most educated and respected personality.
Teachers are the spreader of knowledge who helps developing
pupils’ understanding, attitudes, skills, learning, and core values [17].

While simultaneously those teachers are mostly absent from classes

providing negative role models for students. Education is now in the
grasp of corruption because of high rate of teacher absenteeism. The
UNESCO’s International Institute of Educational Planning study on
corruption in education state that there is 25% teacher absenteeism
in India which is among the highest in the world. In Bihar two of
every five teachers were reported absent, the figure in UP was
reported to be one-third of the total teachers. Ghost Teacher does
not just affect quality of education but it is also a huge drain on
resources resulting in the wastage of 22.5% of education funds of
India. Teacher absenteeism is one of the most serious causes of
ethical declining of education. It greatly reduces the overall
effectiveness of the school, diminishes pupils’ achievements,
damages the school’s reputation, and induces pupil absenteeism.
3.7. Boundaries in Teacher–student Relationships
As our participants shared stories about their relationships with
students, their ideas about relationship boundaries emerged. We
present the boundaries, derived both inductively and deductively
from our data, with different categories however, Communication,
emotions, and relationship boundaries were the most salient in the
interview.
Communication Boundaries
Communication boundaries seemed to centre most often on issues of
self-disclosure to students. According to the one participant “I think
you really should share as much as you can with the kids so they can
see you as a human being, and they can see how you react to
frustration.” The act of modeling emotional regulation for his
students served as the impetus for self-disclosure in this instance.

Cultural Boundaries
Self-disclosure can also be construed as a vehicle for cultural
sharing. Most of our participants stated that their school districts
were transitioning to a higher level of diversity as students of
various ethnic backgrounds moved into their areas. Donna’s
willingness to discuss her personal background and celebration of
family holidays with her students suggests the importance of
individual openness to different cultural backgrounds in the
classroom. Helping students understand the various influences on
not only the teachers, but also on their peers, may lead to better
understanding, communication, and cooperation in the classroom as
students respect cultural differences.

Emotional Boundaries
There must be one protocol in between teacher and teacher trainee
on like; Emotional regulation, appropriate levels of emotion shared
in the classroom, and comfort levels with others’ emotions were
among the responses we encountered. What are sometimes
perceived as “unpleasant” emotions: anger, frustration, and even
hate were mentioned as emotions that should be masked or
expressed with care. Participants also talked about boundaries of
emotional intensity. There are levels of emotions you shouldn’t
share. And what’s appropriate for one child might totally be
inappropriate for another.”

http://pubs.sciepub.com/education/2/12A/1/index.html

I am lover of quietness‐
Unechoed songs within a silent heart,
A sliver pond, a statued loveliness
Where words can take no part.

Stanza 1: The persona acclaimed his love and desire for natural quietness. This “quietness”
stands for inner peace and happiness residing in his heart. It is alluring. His thoughts are
more powerful and speak louder than any uttered words.

II
I love the quiet ways of memory,
The quiet looks to give you loving praise,
The quiet secrets of my misery
Through quiet nights and days.

Stanza 2: The persona constantly refreshes some memories which bring him back to his
starting point. Discovering the divine in oneself and recognizing the divine over everything.
He wonders of his struggles and melancholy but still remains faithful to Him. It is his
relationship with God that sustained him. God is someone you can talk to in silence.

III
The quiet mountains of the earth I love,
The moving clouds, the sun, the dewy leaf.
My quiet questioning o God above,
My quite, tearless grief.

Ethical Issues in Education We

Can't Afford to Ignore
Education is a novel pursuit and imparting education is even more so. However, there are certain
ethical issues in education that must be kept in mind and pondered upon from time to time to
assess the real value that is being added to society via the media of education.
 Ishani Chatterjee Shukla

Last Updated: Mar 21, 2018

Education is simply the soul of a society as it passes from one generation to another.
G. K. Chesterton

Indeed, education is an ongoing process. We are always receiving and passing it on, adding
something in the process, sometimes even taking certain things, impertinent from time to time,
away from it while passing it on further. However, the industry of education is a serious one,
requiring well-defined ethics and values, well-bound in visible legal outlines to regulate its
exchange and distribution. Let us take a brief look at some of the most common issues of ethics
in education.

List of Ethical Issues in Education

Following are some of the most common moral, legal and ethical concerns in education that are
most often faced by the givers and receivers of education, along with the education institutes,
management thereof and, sometimes, parents and guardians of students.
 Educational Resources With Respect to Special Education
The passing of the Education for All Handicapped Children Act in 1975 by the Federal
Government marked the first milestone in special education of children with disabilities. Prior to
this act, handicapped children had no other recourse but to attend general public schools and
curriculum which were not appropriate given their special requirements.
Post this act, funds were given to states for the development of educational curricula for children
with disabilities and the Education for All Handicapped Children Act, 1975, made available to
all handicapped children between 3 years and 21 years of age the right to a Free, Appropriate
Public Education (FAPE).
 Choice of Teacher
The eternal contention between a principal and the parents regarding which teacher the child in
question should be assigned to the following year is one of the major moral issues in education.
There are two, very predictable outcomes to this debate - either the principal uneasily resigns to
parental logic or the former evade the latter's request by making a blanket statement saying it is
not in school policy to honor parents' opinion as far as choice of teaching faculty goes.
 School Uniforms - Should They be Made Compulsory?
As is generic to every controversy, this one also has two sides to it. Arguments in favor of
imposing uniforms observe what the lack of a uniform dress code has done to school campuses
nationwide - immodest piercings, provocative or too casual attire, outrageous hair colors and
styles, etc. Advocates against imposing school uniform argue that clothing has no effect,
whatsoever, on education and what one wears to school has no bearing on what is taught at
school.
Also, state the latter, it is not necessary that all students are able to afford a uniform - would they
be denied education for want of a uniform? A happy mid path between these two school uniform
debates could be to enlist a strict dress code, enumerating what NOT to wear at school, failing to
follow which would invite fine or suspension. This is better than either imposing a complete
compulsion of school uniforms in public schools or holding a way too liberal stance on what to
wear at school.
 Discipline Issues
To put it in short, it is the age-old zero tolerance policy vs. give-em-another chance policy. Both
policies should work side-by-side in all educational or other institutes. Zero tolerance policies
should be imposed upon aggressive and anti-social and behavioral in-disciplinary actions such as
bullying and carrying firearms to institutes.
Second-chance policies may be used to encourage better academic performance and instill the
habit to try harder the next time. The opportunities, however, should not be kept unlimited for
the same default by the same individual. Giving second chances does not translate into spare-the-
rod-and-spoil-the-child attitude!
 Addressing Diversity
With students from socially and ethnically diverse backgrounds seeking admissions in schools
today, the issue of whether or not to address diversity poses a serious question. Racial inequality
and ethnic differences have been an issue in public schools since the time public schools were
founded. The foremost step towards addressing diversity in schools should come from the
curriculum itself.
Involving different ethnic sports and multicultural festivals at schools would mark the beginning
of an attempt to combine students from diverse backgrounds into a bond of institutional unity.
Moreover, including prominent historical annals derived from different ethnicity as part of a
collective study of world history would encourage students to get familiar with each others'
racial, cultural and ethnic differences.
 Grading - Linking Parameters with Purpose
What do grades reflect? Rather, what should grades reflect? Should they just cover the
academics? Then again, what, in academics should they reflect? Should grades be considered for
assessing learning capabilities, information grasping prowess, discipline in meeting academic
deadlines or all of these? Then again, should failure by a student to live up to these standards be
considered as laxity on the student's part or should it be blamed upon the incompetency of the
teacher?
Should class participation be considered in overall grading? If so, then wouldn't that kill the idea
of respecting the individuality of shier or quieter students who may be equally good (maybe
better) at academics as their more outgoing counterparts? An unbiased standardization of the
grading system would require careful consideration of all angles of these queries and dilemmas
to arrive at an objective conclusion that leaves no room for ambiguity.
Besides the above mentioned ethical issues in education, there are other noteworthy issues -
teacher evaluation, sex education, value education, tracking and random drug tests in campuses -
that prevail surrounded by controversy. Each of these issues require fine scrutiny and deep
understanding but even then, there would always be that "depends upon the situation" factor that
would decide which way the verdict rests.
Society's Influence on Education

Social Issues in Education

Current Ethical Issues

Popular French Last Names

Effects of Human Trafficking

Pros and Cons of Mass Media

The Infamous Death of Debbie Stone at Disneyland

Pros and Cons of Globalization

Pros and Cons of Using Cell Phones in School

Social Issues in the United States

Funny Campaign Slogans

Good Campaign Slogans

Positive Effects of the Media

Effects of Black Market on the Economy

Ways to Raise Money for Charity

Benefits of School Uniforms

Italian Last Names

Pros and Cons of Capital Punishment

Presidential Campaign Slogans

Facts Against School Uniforms

Advantages and Disadvantages of Democracy

Causes of Overpopulation

Why is Culture Important?

Education Problems in Public Schools

Pros and Cons of Euthanasia

Why is Diversity Important?

Military Awards, Medals and Ribbons

Communist Economy

Understanding Covert and Overt Discrimination with Examples

Different Types of Governments

Positive Effects of Globalization

Giffen's Goods Examples

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ROLE OF ETHICS IN EDUCATION

Ethics in Education

The importance of ethics

education
We need to equip our students to be ethical actors and advocates in
their future workplaces, inside and outside of academia.
By EMILY BELL | OCT 27 2017

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Most graduate schools offer some professional development – sometimes optional to

students, sometimes mandatory – related to responsible conduct of research or
research integrity. Generally speaking, no standard training exists, although a list of
 topics that should be covered has been identified. The big picture sees us enabling
students to analyze ethical conflicts in diverse situations and act ethically despite the
many factors that influence them.

One thing I’ve realized after five-plus years of teaching a course on research integrity
is that graduate students struggle with questions over ethics and integrity on a regular
basis. My course focuses on helping students to think about why essentially good
people sometimes do bad things. This approach, based on behavioural ethics, asks the
question, “what factors influence people from being able to make and follow through
on ethical decisions?” Similarly, “what factors when present in our environment, in
the ways that we think and interact with others, make us more likely to act
unethically?” Some of the factors that we focus on:

 Rationalization and bias: We believe that we are more ethical than we actually are,
and create rationalizations to explain any unethical behaviours. We believe that we are
good people and this leads us to make ethical decisions rapidly.
 Obedience to authority: We are more likely to make unethical decisions when we
are told to do so by someone more senior than us.
 Conformity bias: We are more likely to make unethical decisions when we can
justify that “the whole group is doing it.”
 Time pressure: Unethical behaviours are more likely when we act under a time
pressure.
 Fatigue: Unethical behaviours are more likely when we are fatigued.
 Lack of transparency: Unethical behaviours are more likely when we know that no
one is watching.

To anyone who has been in grad school or in a research laboratory, these influences
on behaviour likely resonate. By approaching ethics in this way, students feel
immediately empowered by the fact that they can identify what these influences look
like in their current environment (ex: tight deadlines, pressures to complete multiple
tasks at once, long hours in the lab, group thinking and culture among labs). Rarely do
people act badly with the intention of doing so. Explaining the reasons for unethical
behaviour doesn’t make our actions right, but being able to identify the factors that
 influence people to act even against their most rational ethical judgment is an
important step in giving students the confidence to stand for integrity.

Tips for facilitators

If you are looking to introduce behavioural ethics into your course you might consider
some of the following:

 Develop learning objectives that focus on having graduate students identify their own
bias and identify key influences in their current or future environments.
 Incorporate case studies that entail a range of complex personal and professional
ethical dilemmas.
 Allow time for discussion (case studies or reflection) with senior and junior faculty, as
well as peers.
 Encourage students to think about how these factors may be present in different
contexts (for instance, in business, sports, or in different work environments).

A chief benefit that I see in teaching my students about the general factors that
influence ethical behaviour is that it equips them with transferable skills for the
workplace. Inside or outside of the lab, students will encounter difficult ethical
dilemmas in carrying out their work. Recent graduates may also have to navigate new
team dynamics, unfamiliar organizational culture, and environments driven by fast-
paced returns, and large expectations of employees. Prepared with the appropriate
training, students become employees who promote an ethical culture in their
organization and act as ethics advocates. In turn, they are also able to make better
decisions faster, which in turn should also please their employer.

Besides the obvious benefits of strong moral development in the workplace, I hope
that the sheer acknowledgement of the need to examine why and how we make ethical
decisions in these trainings encourages additional personal growth.
 See the paper “Behavioral Ethics and Teaching Ethical Decision Making” for more
examples and further discussion.

Beyond the Classroom: The importance of

ethics in education
By Laurie Futterman

lfutterman@dadeschools.net

MARCH 31, 2015 06:00 AM, UPDATED MARCH 31, 2015 08:33 PM

“The first step in the evolution of ethics is a sense of solidarity with other human beings.”

Albert Schweitzer

Ethics is a branch of moral philosophy. Among others, it involves defending and

recommending concepts of right and wrong conduct. In discussion however, ethics can
become eclipsed by comingling concepts of values and morals. They all provide
behavioral rules so what are the differences?

▪ Values are rules from which we make our personal decisions about what is right and
what is wrong, good or bad. Values help direct us to what is more important and past
what is less important. This helps guide us when making decisions.

SAVE NOW
▪ Morals tend to be broad yet are more far reaching because of their strong link to good
and bad. We judge others by their morals rather than their values.

▪ Ethics, in contrast, are a set of rules that tend to be adopted and upheld by a group of
people. This could include medical ethics, journalism and advertising ethics and
educational ethics. So ethics or intent, tends to be viewed as something upheld and
adopted internally, such as professionalism, while morals are ideals we impose on others.

As Mary Ann Cutter Ph.D. explains, ethics can be applied to almost everything.
Biologists have learned an extraordinary amount about the genetic code that shapes mice
and men. The ethics of these professionals guide them in how to use these new genetic
technologies and the information that comes from it. In addition to cloning animals and
sequencing the human genome, amazing revelations have been presented. So while we
are gaining information everyday — the genetic footprints breast cancer and Alzheimer’s
disease, what we know about the genome still pales in comparison to what we do not yet
know and the implications what lies in between.

Ethics and ethical behavior are no less prevalent or important in education.

We are all too familiar with the sordid tales of the unethical choices that a few educators
have made, as well as stories of parents who have been dishonest about their residence in
order for their child to attend a school outside their boundary, or have been compelled to
do their children’s projects so they could a higher grade. We have also heard stories about
educators, parents and community partners who have and continue to step up and
selflessly give their time and/or funds to improve education.

At an upcoming conference May 1-2, 2015 at the University of Miami Storer Auditorium
and Miami Senior High School, the Miami-Dade Commission on Ethics and Public Trust,
along with the University of Miami and Miami-Dade County Public Schools will be
presenting Ethics in Education: A-Z.

The program will focus on universal topics for parents and educators from private, public
and charter schools and the issues relate to K-12 and higher, such as turning around
troubled schools, student testing, school choice and even “tiger moms.” The conference is
is intended for teachers, students, parents, educational administrators and concerned
citizens. Miami-Dade School teachers and administrators can earn up to 12 Master points.
I hope you will consider attending and spread the word through your schools,
organizations, websites, calendars, newsletters, social media outlets and personal email
lists. Here is a direct link to the website: http://ethics.miamidade.gov/ed-conf-2015.asp.

Laurie Futterman ARNP is a former Heart Transplant Coordinator at Jackson Memorial

Medical Center. She now chairs the science department and teaches gifted middle school
science at David Lawrence Jr. K-8 Center. She has three children and lives in North
Miami.

If you go

What: Ethics in Education: A to Z

When and Where: There will be an opening reception on May 1 at the University of
Miami’s Storer Auditorium and a full day of presentations and discussions on May 2 at
Miami Senior High.

Friday Highlights: Local notables will present the Lifetime Achievement Award for
Ethics in Public Service to former Chief Justice of the Florida Supreme Court Gerald
Kogan. Principal Baruti Kafele, a former high school and middle school administrator
who gained fame for turning around troubled inner city schools in New

Jersey will speak on “The Intentionality of Ethics in Education.”

Saturday Highlights: Miami Hurricanes Head Football Coach Al Golden and former
Miami Dolphin and current County Court Judge Edward Newman are among the
panelists discussing how to balance education with the allure and power of school sports.
Local 10 Broadcast Journalist Glenna Milberg will moderate a discussion on the
immigration influx with Miami-Dade School Superintendent Alberto Carvalho and
Harvard Professor Andres Alonso. Other sessions will address civics education, bullying,
social media and the role of school police, among other topics. The day includes an
“ethics bowl” demonstration and a discussion among high students on race and justice,
moderated by Ethics Investigator and veteran South Florida columnist Robert Steinback.

Cost: $50 for both days, which includes three meals and all supplies.

For more information: For a complete list of participants, a detailed program and to
register, visit ethics.miamidade.gov or call 305-579-2594.
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