WHAT'S NEW - MARCH 2002

ETHICS AND LAW IN TEACHING

The theme for this month will be of interest to teachers, administrators, and students who are exploring the issues of ethics and law in teaching. Please examine each of the three main areas noted below to find out more about this topic. The first section identifies several weblinks related to ethics and law in teaching. The site also makes available scholarly information, practical guidance, and peer-reviewed articles. We hope that you will find this website to be valuable resource.

WEBSITES AND ARTICLES RELATED TO ETHICS AND LAW IN TEACHING

Teachers' Rights, Responsibilities and Legal Liabilities

http://www.teachers.ab.ca/publications/monographs/rights/

This publication provides Alberta teachers with information about their rights, responsibilities and legal liabilities. The Alberta Teachers' Association (ATA) in 1978 first published this monograph. Since that time the legislation itself has changed materially and many of the changes affect the responsibilities and rights of teachers. This monograph has been revised regularly to keep it current, including an update to reflect changes to the School Act*as amended in 1994. Particular attention in this monograph is given to (a) teacher contracts, (b) teaching duties, (c) teacher liability, (d) assault, (e) students with special needs and medical requirements, (f) assessment of students, (g) authority and role of administrators and, (h) professional relations.

Province of Alberta - School Act

http://www.qp.gov.ab.ca/documents/acts/S03.cfm

This website makes available the School Act* with amendments in force as of May 19, 1999. Note that all persons making use of this consolidation are reminded that it has no legislative sanction, that the amendments have been embodied for convenience of reference only, and that the original Acts should be consulted for all purposes of interpreting and applying the law. The primary topics of interest to teachers include: (part 1) students, (part 2) schools, (part 3) school boards, and (part 4) teacher employment.

*Readers should note that the School Act section numbers cited do not reference the latest amendments to the Act (RSA 2000).

Towards A Definition Of Harassment (Action Research Monograph)

http://www.teachers.ab.ca/Publications/monographs/harassment/index.html This monograph examines teacher harassment, an emerging problem in teachers' professional lives. Harassment is now frequently an issue that teachers face in their schools and in their communities. While the prevalence of harassment must not be overstated, the increasing incidence is an indicator of the quality of professional life in some schools and is a factor that Alberta Teachers' Association (ATA) members should consider. The information provided in this document is based on current legal, human rights and other decisions and opinions.
FOIP-Frequently Asked Questions for School Jurisdictions

http://www3.gov.ab.ca/foip/faq/school_jurisdictions.cfm

Alberta's Freedom of Information and Protection of Privacy (FOIP) Act affects all public bodies, including government departments, agencies, boards and commissions, hospitals and schools. The Act came into effect for school boards and post-secondary educational institutions on September 1, 1999. The main purposes of the FOIP Act are to make public bodies more accountable to the public, and to protect personal privacy. The FOIP Act does not dramatically change normal school activities; it does not prevent parents from participating in their childrens education. However, it does allow parents and students broader rights of access to information and it does obligate schools to protect privacy.

The Law Connection

http://www.educ.sfu.calcels/index_pissues.html

This is a searchable database of lesson plans and ideas organized by grade level. This website demonstrates how to integrate legal topics into primary, intermediate and senior classrooms in social studies and language arts with complete lesson plans for many law related activities. There is also a form for asking law-related questions.

JOURNAL ARTICLES

Title:		Professional Ethics in Teaching: Toward the development of a code of practice.
Source:		Cambridge Journal of Education. (2000). Vol. 30. Issue 2, Pages 203-219.
Author(s):		Campbell, Elizabeth.
Abstract:		This article provides a theoretical discussion of the process of developing a professional code of ethics for teachers. Two underlying assumptions pervade the paper. First, that increased awareness of the ethical dimensions and responsibilities of teaching is essential for both enhanced professionalism and, more importantly, improved practice. Second, a code of ethics should be able to contribute broadly and positively to a deeper examination of ethics in teaching. The paper presents six key issues and questions that highlight the complexities faced by those who are involved in the development of a code of professional ethics.
ISSN:		0305-764X
Title:		Why teachers and philosophers need each other: Philosophy and educational research.
Source:		Cambridge Journal of Education. (1997). Vol. 27. Issue 2, Pages 191-203.
Author(s):		Griffiths, Morwenna.
Abstract:		This article presents an argument about the relationship of philosophy to school teaching and the way each could inform and change the other. Griffiths rejects the metaphor of philosophy as a disconnected map for practitioners. He argues that this view is unhelpful and that a means of communication between philosophy and teaching practice must be found.
ISSN:		0305-764X
Title:		Teacher's Level of Care.
Source:		Education. (2001). Vol. 122. Issue 1, Pages 102-107.
Author(s):		Rice, Craig.
Abstract:		Determining an individual's level of care has its roots in Carol Gilligan's theory of moral development, the ethic of care. This study examined the level of care thirty, randomly selected female teachers of kindergarten to grade eight exhibit when responding to a real life cases, as well as three hypothetical dilemmas presented in the Ethic of Care Interview. The results of this study quantify teachers' level of moral development from the perspective of Gilligan's theory. The majority of teachers in this sample (73%) were found to be at the highest level of moral development, caring for self and others.
ISSN:		0013-1172
Title:		Teachers' Perceptions of Moral Dilemmas at School.
Source:		Journal of Moral Education. (1999). Vol. 28. Issue 1, Pages 31-48.
Author(s):		Tirri, Kirsi.
Abstract:		This journal paper discusses the importance of professional morality in teachers' everyday work at school. The author explores moral dilemmas identified by teachers. The article also investigates teachers' reasoning in solving moral dilemmas using field-invariant and field-dependent arguments. Tirri's paper suggests that solution strategies teachers apply when faced with dilemmas tend to be very case specific.
ISSN:		0305-7240
BOOKS
Title:		Teaching in Today's Classrooms: Cases From Middle and Secondary School.
Source:		Scarborough, ON: Prentice-Hall Canada Inc. (1998). Pages 134.
Author(s):		Redman, George.
Abstract:		This book contains brief teaching case studies based in middle and secondary classroom settings. Grouped by theme, the cases in this collection are problem based, engaging stories of authentic classroom situations. The approach of the text is to invite prospective and new teachers to become active inquirers in their study of teaching. Further, it encourages readers to further understand the context for each case prior to analysis, and encourages teacher ownership of the design of the instructional process.
ISBN:		0-13627-1677
Title:		The Ethics of Teaching.
Source:		New York: Teachers College Press. (1998). Pages 148.
Author(s):		Strike, Kenneth; Soltis, Jonas.
Abstract:		This book is written in a style that speaks directly to today's teacher. The Ethics of Teaching, third edition, uses realistic case studies of day-to-day ethical dilemmas. The case studies provide a starting point for analyzing ethical issues, which are viewed from two theoretical positions: consequentialist (reviewing an action's consequences to determine whether that action is moral or immoral); and nonconsequestialist (the sense of duty, obligation, and principle used in reaching a moral decision). The book covers such topics as due process and punishment, intellectual freedom, equal treatment of students, multiculturalism, religious differences, democracy, teacher burnout, professional conduct, parental rights and child abuse/ neglect.
ISBN:		0-8077-3666-X
Title:		The Ethics of School Administration.
Source:		New York: Teachers College Press. (1999). Pages 270.
Author(s):		Strike, Kenneth; Soltis, Jonas; Haller, Emil.
Abstract:		This book provides school administrators with a rigorous yet practical approach to the difficult dilemmas that so often arise in their profession. The authors of the book use case studies to illustrate particular ethical issues, including topics like assessment and evaluation, equal opportunity, multiculturalism, religious differences, due process, freedom of expression, personal liberty, and use of authority.
ISBN:		0-8077-3759-3
Title:		Law in the Schools.
Source:		New York: Prentice Hall. (2000). Pages 432.
Author(s):		Valente, William D; Valente, Christina M
Abstract:		This book provides the reader with information that will enable them to recognize and address potential legal problems, empower them to make informed judgments and decisions, and alert them to circumstances under which legal counsel should be sought. It thoroughly covers the legal principles governing schools and discusses the origin and development of laws concerning schools. Updated to reflect the latest American statutes and Supreme Court decisions, this edition will intensify the reader's appreciation of how educational policy and legal principals are related. Topics covered in the book are backed by concrete case examples and brief case excerpts that illustrate and reinforce key points discussed in the text.
ISBN:		0-1303-05464