What why and how to evaluate a curriculum

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The Code of Ethics

• By
• JENNIFER G. HIWATIG
• Part Time Instructor in Engineering Department
• LAGUNA STATE POLYTECHNIC UNIVERSITY
• SANTA CRUZ MAIN CAMPUS

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TOPIC OUTLINE

• I. General Moral Principles For Managers
• II. Four Ineffective Reactions To Decision Making
• III. Three Effective Reactions To Decision Making
  
• IV. Approaches to Determine Morality of
  DecisionsV. Code of Ethics
• VII. Five Sources of Power in Organizations

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GENERAL MORAL PRINCIPLES FOR MANAGERS

• 1. Dignity of human life
• lives of people are to be respected

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GENERAL MORAL PRINCIPLES FOR MANAGERS

• 2. Autonomy
• all persons are intrinsically valuable and have
  the right of self-determination

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THE MAGNIFICENT SEVENGENERAL MORAL PRINCIPLES
FOR MANAGERS

• 3. Honesty
• truth should be told to those who have a right to
  know

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GENERAL MORAL PRINCIPLES FOR MANAGERS

• 4. Loyalty
• promises, contracts, and commitments should be
  honored

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THE MAGNIFICENT SEVENGENERAL MORAL PRINCIPLES
FOR MANAGERS

• 5. Fairness
• people should be treated justly

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GENERAL MORAL PRINCIPLES FOR MANAGERS

• 6. Humaneness
• 1. Our actions out to
• accomplish good
• 2. We should avoid doing
• evil

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GENERAL MORAL PRINCIPLES FOR MANAGERS

• 7. The common good
• actions should accomplish the greatest good for
  the greatest number of people

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FOUR INEFFECTIVE REACTIONS TO DECISION MAKING

• 1. Relaxed Avoidance
• a manger decides to take no action in the belief
  that there will be no great negative consequences

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FOUR INEFFECTIVE REACTIONS TO DECISION MAKING

• 2. Relaxed Change
• a manager realizes that complete inaction will
  have negative consequences but opts for the first
  available alternative that involves low risk

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FOUR INEFFECTIVE REACTIONS TO DECISION MAKING

• 3. Defensive Avoidance
• a manager cant find a good solution and follows
  by procrastinating, passing the buck, or denying
  the risk of any negative consequences

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FOUR INEFFECTIVE REACTIONS TO DECISION MAKING

• 4. Panic
• a manger is so frantic to get rid of the problem
  that he or she cant deal with the situation
  realistically

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THREE EFFECTIVE REACTIONS TO DECISION MAKING  

• 1. Importance
• how high priority the situation is?

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THREE EFFECTIVE REACTIONS TO DECISION MAKING  

• 2. Credibility
• how believable is the information about the
  situation?

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THREE EFFECTIVE REACTIONS TO DECISION MAKING  

• 3. Urgency
• How quickly must I act on the information about
  the situation?

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III. Approaches to Determine Morality of
Decisions 
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Approaches to Determine Morality of Decisions 

• The Utilitarian Approach
• The Rights Approach
• The Fairness Approach
• The Common good approach
• The virtue approach

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Approaches to Determine Morality of Decisions 

• The Utilitarian Approach
• Some ethicists emphasize that the ethical action
  is the one that provides the most good or does
  the least harm, or, to put it another way,
  produces the greatest balance of good over harm.

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Approaches to Determine Morality of Decisions 

• The Rights Approach
• A right is an entitlement to act or to have
  others acts in a certain way. For example, if we
  say that we have a right to swim, then that means
  were entitled to be able to swim and that others
  shouldnt try and stop us from swimming. Now
  obviously swimming isnt a right, but it
  highlights the point.

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Approaches to Determine Morality of Decisions 

• The Fairness Approach
• The fairness or justice approach to ethics has
  its roots in the teachings of the ancient Greek
  philosopher Aristotle, who said that "equals
  should be treated equally and unequals
  unequally."

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Approaches to Determine Morality of Decisions 

• The Common good approach
• is the sum total of the conditions of social life
  which enable people the more easily and straight
  forwardly to do so. 

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Approaches to Determine Morality of Decisions 

• The virtue approach
• Virtue ethics is currently one of three
  major approaches in normative ethics. It may,
  initially, be identified as the one that
  emphasizes the virtues, or moral character, in
  contrast to the approach which emphasizes duties
  or rules (deontology) or that which emphasizes
  the consequences of actions (consequentialism).

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COMMON SENSE AND PROFESSIONAL JUDGMENT TO AVOID
COMPLICATIONS IN TEACHING

• By virtue of their leadership capacity, teachers
  are traditionally held to a high moral standard
  in a community.

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TEACHERS ARE HELD TO A HIGHER STANDARD

• A school teacher holds a position of great
  trust. We entrust the custody of our children to
  the teacher. We look to the teacher to educate
  and to prepare out (sic) children for their adult
  lives. To fulfill this trust, the teacher must
  be of good moral character to require less would
  jeopardize the future lives of our children.

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CODE OF ETHICS

• The educator values
• the worth and dignity of every person
• the pursuit of truth
• devotion to excellence
• acquisition of knowledge
• the nurturing of democratic citizenship

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CODE OF ETHICS

• The educators primary professional concern will
  always be the student and the development of the
  students potential.

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CODE OF ETHICS

• The educator strives to achieve and sustain the
  highest degree of ethical conduct.

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PRINCIPLES OF PROFESSIONAL CONDUCTOBLIGATIONS
TO THE PUBLIC

• The educator will
• DISTINGUISH between personal views and the views
  of the educational institution with which the
  educator is affiliated
• REFUSE TO ACCEPT gifts or favors which will
  influence professional judgment
• AVOID using his/her professional position for
  personal gain or advantage

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PRINCIPLES OF PROFESSIONAL CONDUCTOBLIGATIONS
TO THE STUDENT

• The educator will
• COMMIT to academic openness, fairness, honesty,
  and objectivity to students and the learning
  material
• AVOID harassment of, embarrassment of, or
  discrimination against students

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PRINCIPLES OF PROFESSIONAL CONDUCTOBLIGATIONS
TO THE PROFESSION

• The educator will
• RESPECT and be fair to colleagues
• REPORT alleged violations of state or local
  school board rules by other educators
• AVOID misrepresenting qualifications or
  assisting unqualified personnel to gain or
  continue employment in the profession

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INTERACTION WITH STUDENTS

• Maintain a professional barrier between you and
  students. You are the adult, the teacher, and
  the professional act like the expert, not like
  another one of the kids.
• Keep the classroom door open when talking with
  students.
• Refer students to the appropriate resource person
  for counseling and/or discussions about personal
  matters.
• Do NOT flirt with students.
• Do NOT discuss your personal life or personal
  matters with students. Do NOT discuss your
  dates, spouse, friends or personal problems with
  students.
• When transporting students, coordinate
  transportation ahead of time, and use school or
  mass transportation, if possible. If necessary,
  call a taxi for a student. If you must transport
  a student in your vehicle, ask a co-worker to
  accompany you.

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INTERACTION WITH STUDENTS

• Avoid leaving your student(s) unsupervised have
  alternate plan(s) of action.
• Keep your hands and other parts of your body to
  yourself.
• Use verbal praise and reinforcement.
• Know your school policies and district and state
  laws governing corporal punishment. Establish
  and follow a consistent behavior plan. Treat
  each student with respect. Know the students
  rights.
• Chaperon only school-sponsored functions. Do NOT
  socialize with students. If you chaperon a field
  trip, put your responsibilities in writing. Do
  NOT drink alcoholic beverages in front of
  students. Do NOT take children home with you.
• Do NOT make telephone calls or write notes of a
  personal nature to students.
• Do NOT harass students respect their
  differences. What you intent as humor may, in
  fact, be cultural bias or harassment.

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RECORD KEEPING AND ACCOUNTING PROCEDURES

• Know the laws, school board policies, and school
  rules - and follow them. Know your rights
• Know your school policies and district and state
  laws regarding collecting money, purchasing
  materials and equipment and follow them. Work
  in pairs when collecting large amounts of money.
• Establish a policy regarding your grading system
  consistent with school and district policies,
  where applicable. Give a written explanation of
  it to students and parents at the beginning of
  the year or when they begin your class or unit of
  instruction.
• Establish a written policy regarding your
  behavioral management system. Give a copy of it
  to students and parents at the beginning of the
  year or when they begin your class or unit of
  instruction.

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REPUTATION IN THE COMMUNITY

• Keep your co-workers and supervisors informed
  work and communicate as a team plan and teach
  together.
• Communicate with parents and document your
  communication.
• Dress and act appropriately and professionally.
  You are a role model in the community as well as
  in the school be a good example for students.
• Use common sense and good judgment. Ask yourself
  if your comments or actions could be taken out of
  context and/or misinterpreted.
• Avoid putting yourself in a position where its
  your word against another persons word.
• Maintain a professional reputation in the
  community. When you party, be discreet.

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GUIDELINES AND COMMON SENSE

• Code of Ethics mandates you to value the worth
  and dignity of individuals, to place your primary
  concern for the development of each students
  potential, and to strive to achieve and sustain
  the highest degree of ethical conduct.
• Principles of Professional Conduct obligate you
  to perform to standards of behavior dealing with
  STUDENTS, the PUBLIC,and the PROFESSION.
• As examples, you can be charged with the crime of
  moral turpitude or gross immorality if you
  (including but not limited to)
• Shoplift
• Drink on school grounds or have multiple arrests
  for DUI
• Possess or sell drugs with or without student
  involvement
• Make comments of a sexual nature to students
• Touch students in an inappropriate manner
• Commit food stamp or public assistance fraud
• Commit assault
• Misuse school funds
• Submit fraudulent transcripts

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GUIDELINES AND COMMON SENSE

• You are held to a higher moral standard than
  other professionals because of your role in
  educating children.
• Your are held accountable for your private life,
  as well as your public life.
• Keep in mind that relatively few educators ever
  commit violations.
• Arm yourself with knowledge to avoid violation of
  standards and dont become one of the statistics.
• Use common sense and rational judgment to avoid
  problems.

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N-E-A-T PROCESS

• N Notice to the educator that deficiencies
  exist which may lead to disciplinary action if
  not corrected.
• E Explanation of the deficiencies, that the
  administrator or supervisor for evaluation has
  identified, should be thorough and detailed in
  written form, and include suggestions for
  improvement.
• A Assistance must be provided to the educator
  by those responsible for evaluation and
  supervision of the educator. A practical plan
  for remediation of each deficiency noted must be
  developed. When possible, the educator should
  be included in the development of the plan to
  improve performance.
• T Time must be provided for correction of all
  deficiencies noted. Time allotted must be
  reasonable and commensurate with the volume of
  deficiencies listed so that the educator is
  provided a sincere opportunity to improve
  sufficiently to meet the expectations of those
  responsible for evaluation.

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JUST CAUSE FOR DISMISSAL FROM DISTRICT EMPLOYMENT

1. Immorality
2. Misconduct in office
3. Incompetence
4. Gross insubordination
5. Willful neglect of duty
6. Drunkenness
7. Conviction of a crime involving moral turpitude

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REVOCATION/SUSPENSIONOF CERTIFICATES

• Fraudulent Certificate
• Incompetence
• Guilty of gross immorality or an act involving
  moral turpitude
• Revocation of Certificate in another State
• Conviction of a misdemeanor, felony, or any other
  criminal charge, other than a minor traffic
  violation

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REVOCATION/SUSPENSION OF CERTIFICATES (cont)

1. Is guilty of personal conduct which seriously
   reduces effectiveness as an employee of the
   school board
2. Breach of local contract
3. Subject of court order directing the Education
   Practices Commission to suspend the certificate
   as a result of a delinquent child support
   obligation
4. Has violated the Principles of Professional
   Conduct for the Education Profession in Florida
5. Has otherwise violated the provisions of law
6. Has violated any order of the Education Practices
   Commission

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TEACHERS ARE HELD TO A HIGHER STANDARD

• it should be noted that educators are held
• to a more rigorous standard than other
  professionals because of their role in educating
  children.

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Five Sources of Power in OrganizationsBy Paul
Merchant, Demand Media

• Power refers to the possession of authority and
  influence over others. Power is a tool that,
  depending on how it's used, can lead to either
  positive or negative outcomes in an organization.
  In 1959, American sociologists John French and
  Bertram Raven published an article, "The Bases of
  Power," that's regarded as the basis for
  classifying power in organizations. They
  identified five sources of power, namely
  coercive, referent, legitimate, expert and reward
  power.

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Legitimate Power

• Legitimate power is also known as positional
  power. It's derived from the position a person
  holds in an organization's hierarchy. Job
  descriptions, for example, require junior workers
  to report to managers and give managers the power
  to assign duties to their juniors.

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Expert power

• Knowledge is power. Expert power is derived from
  possessing knowledge or expertise in a particular
  area. Such people are highly valued by
  organizations for their problem solving skills.
  People who have expert power perform critical
  tasks and are therefore deemed indispensable.

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Referent Power

• Referent power is derived from the interpersonal
  relationships that a person cultivates with other
  people in the organization. People possess
  reference power when others respect and like
  them. Referent power arises from charisma, as the
  charismatic person influences others via the
  admiration, respect and trust others have for
  her.

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Coercive Power

• Coercive power is derived from a person's
  ability to influence others via threats,
  punishments or sanctions. A junior staff member
  may work late to meet a deadline to avoid
  disciplinary action from his boss. Coercive power
  is, therefore, a person's ability to punish, fire
  or reprimand another employee.

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Reward Power

• Reward power arises from the ability of a person
  to influence the allocation of incentives in an
  organization. These incentives include salary
  increments, positive appraisals and promotions.
  In an organization, people who wield reward power
  tend to influence the actions of other employees.

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POWER TACTICS
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POWER TACTICS

• In this article, we review popular tactical
  options and the conditions under one may be more
  effective than another. Discussion is based
  around,
• A Power tactics people use to translate power
  bases into specific actionB Options individuals
  have for influencing their bosses, coworkers, or
  employeesC Effective options out of these
  compared to others

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POWER TACTICS

• Research has identified nine distinct influence
  tactics
• Legitimacy Relying on authority position or
  stressing that a request is in accordance with
  organizational policies or rules.
• Rational persuasion Presenting logical arguments
  and factual evidence to demonstrate that a
  request is reasonable.
• Inspirational appeals Developing emotional
  commitment by appealing to a target values,
  needs, hopes, and aspirations.

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POWER TACTICS

• Inspirational appeals Developing emotional
  commitment by appealing to a target values,
  needs, hopes, and aspirations.
• Consultation Increasing the target motivation
  and support by involving his or her in deciding
  how the plan or change will be done.
• Exchange rewarding the target with benefits or
  favors in exchange for following a request.

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POWER TACTICS

• Pressure Using warnings, repeated demands, and
  threats.
•  
• Coalitions Enlisting the aid of other people to
  persuade the target or using the support of
  others as a reason for the target to agree.

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Covert Power

• Covert power is where you use hidden use
  of power to discriminate so you discriminate an
  individual behind their back, treating service
  users favorably than others.

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Powerlessness

• Powerlessness is defined as a lack of autonomy
  and participation. Unexpected or undesired
  powerlessness is argued to generate,
  sequentially, reactance, helplessness, and work
  alienation. These stages are further argued to be
  mediated or moderated by generalized expectations
  of control, social isolation, the perceived
  legitimacy of organizational controls, and
  expectations of advancement.

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