Professional Code of Ethics 1

Professional Code of Ethics

Christopher R. Avery
EDU689: Personal Ethics & Leadership Capacity
Instructor: Joy Bell
Dated: 12/04/16

Professional Code of Ethics 2

Professional Code of Ethics
What key points of value you gleaned from the assignment.
The level of credibility in any individual cannot be judged, but the reflection of their values
speaks volumes. We must consider every aspect of change and those affected, in education there
is no room for selfish or insensitive individuals.
How you might apply your learning professionally.
I plan to take a careful look at my development and the amount of planning that I regard in the
careers of others.
The modifications you have made.
I support the evidence that I offered.
Ethical Expectations:
Establishing a foundation which entitles all parties to ethical treatment requires policies
which can be adaptable and versatile, A promising way of understanding the dynamics of
partnership is through the concept of the stakeholder, Watson, D. (2007).
Ethical necessities
a. Respect for individuals
b. Honesty and trustworthiness
c. Respect confidentiality
a.
b.
c.
a.
b.
c.

Leadership necessities
Have a voice in social responsibilities pertaining to community
Manage personnel and resources
Develop credibility through accurate and timely decisions
Accepting of responsibilities
Acquire and maintain knowledge
Accepting of laws, procedures, and rulings.
Strive for quality

Individuals who have reached a pinnacle in their lifes have done so by establishing, Core
reflections, these are basic philosophies which are interchangeable, yet doesnt challenge the

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identity of who they are. My expectations are for myself and those with value in the educational
system, we must, Acquire, Respect and Speak, in order to establish growth. Much in the
comparison of AASA verses NAEYC, the importance of core reflections, stressed the importance
of the student and the sensitivity of educators also.
Ethical Paradigms:
An code of ethics addressing justice in the educational system was my main focus much
like, NAEYC, states, Appropriate measures to correct those laws, policies, social, religious,
and regulations that are not consistent with sound educational goals or are not in best interest of
children. Ensuring system goals that correct the forgotten measures has become the reason
programs feel challenged by polices such as, No child left behind.
Leaders in my particular field need guidance and therefore the professional aspect of my
code is designed to promote learning for leaders. There is a need for leadership to have a
viewpoint which allows them to foresee issues, By using the different paradigms, educators
should become aware of the perspective or perspectives which they tend to use most often when
solving ethical issues. For example, if an individual has a strong religious upbringing, then,
depending on the religious persuasion, the ethic of justice with an emphasis on rights and laws
may be the favored approach, Poliner Shapiro, J. (2011).
Learning has shown a shift in addressing with the development of 21st century skills as a
focus, Education will have to engage with three critical issues, namely the meaning and place of
ethics in theories of management, the development of managers as responsible leaders and the
design of a curriculum, Smit, A. (2013).
Paradigm Defense:

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When individuals assume responsibility for self and develop a concern for community, it
allows the expression of values and morals which have been impactful in life and opens the
discussion on how leaders make real changes, Intensifying debate about its complicity in
aggravating the sustainability risks that society is currently facing. This debate also has a bearing
on the role of management education in shaping the ethical and functional paradigms, Smit, A.
(2013). Armed with the basis of my code leaders, teachers, and other stakeholders will gain a
new appreciation for efficacy. The re-awakening of values that once motivated them are reintroduced from a modern perspective and can be shaped to become situation applicable.
Stakeholder Agreement:
When the code established by, AASA, explained, Our paramount responsibility is to
provide care and education in settings that are safe, it addresses the primary concern of any form
of occupation. Stakeholders, wear many hats, and although their first concern appears to be their
area of responsibility, safety is always foremost. Our cohesiveness is a condition which bonds
together a willingness to be a part of something, as I noted three areas, Acquiring, Respect and
Speaking, it points to, Autonomy is important and is a source of strength, but it does not apply
in a vacuum; it should not be used as an excuse for pushing others around, and it should be used
to serve, Watson, D. (2007).
Decision Making:
We are who we are, and although we bring a mixture of ideas, beliefs, and values, we are
still environmentally bonded. My strategies are not to rely on titles and position, but to focus on
the individuals, its no doubt that feeling are the source that destroys commitments and many
times committees, however, Ethical commitments will be hard, may have negative effects on
the bottom line and should not sink into the pre-emptive, damage limitation mindset that has

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come to characterize some institutional reactions to some legal and related codes, Watson, D.
(2007). A Strategy focused on, Establishing a foundation which entitles all parties to ethical
treatment requires policies which can be adaptable and versatile, A promising way of
understanding the dynamics of partnership is through the concept of the stakeholder, Watson, D.
(2007), is the surest way to move forward in a cohesive manner.

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References
American Association of School Administrators. (n.d.). Code of ethics. Retrieved from
http://www.aasa.org/content.aspx?id=1390
Poliner Shapiro, J., Stefkovich, J. (2011). Ethical leadership and decision making in education:
Applying theoretical perspectives to complex dilemmas (3rd ed.). New York, NY:
Routledge.
National Association for the Education of Young Children. (2014, April). NAEYC code of
ethical conduct and statement of commitment. Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
Smit, A. (2013). Responsible leadership development through management education: A
business ethics perspective. African Journal of Business Ethics, 7(2), 45.
doi:10.4103/1817-7417.123078
Watson, D. (2007). Does Higher Education Need a Hippocratic Oath? Higher Education
Quarterly, 61(3), 362-374. doi:10.1111/j.1468-2273.2007. 00359.x