Brandl and Maguire; “Codes of Ethics: A Primer on Their Purpose, Development, and Use”; The Journal for Quality and Participation; Winter 2002;

In this article, Brandl and Maguire discuss the importance of a formal code ethics for building and rebuilding an ethical culture in an organization. They define ethics in general as “the act of learning what is right and what is wrong in the workplace and then making the decision to do the right thing.” The authors indicate that ethics concerns the ground rules that mediate between actions and basic values, and affirms moral values such as respect, honesty, fairness, and responsibility. They see codes of ethics as statements of these values and beliefs that thereby help to define the identity and principles of an organization. The authors note that a code of ethics is often two dimensional in the sense that it sets forward aspirational ideals as well as establishes rules and principles.

The authors distinguish a code of ethics from a code of conduct. They see codes of ethics as sets of general guidelines and standards that inform operational values and decisions. In contrast, they see codes of conduct as more specific or formal statements of the organizational values and practices, often containing examples of appropriate behaviour and specific prohibitions.

Brandle and Maguire identify the following benefits of codes of ethics and/or codes of conduct:

• helps facilitate fairness and moral management in tough ethical situations;
• protects organizations in external relations with the community;
• provides a clear statement against which members can align their own values with those of the organization;
• offers security to members against possible abuse or mismanagement;
• reinforces moral standards, setting an example today for future leaders; and
• encourages members to come forward with problems or unethical experiences encountered in the workplace.

Hall, Allan; “Notes on a Code of Ethics for New Zealand Registered Teachers”; Teachers Council Code of Ethics Summit: Texts of the Presentations to the Summit; 2003

Hall’s work represents part of a New Zealand summit on educational codes of ethics; a summit that informed the creation and adoption of the code of ethics for registered teachers in New Zealand.

In the article referenced above, Hall introduces the definition and necessity for teachers’ codes of ethics. He defines a code of ethics as “a public statement of ethical standards by the members of a profession who fulfill public, rather than private responsibilities.” Hall sees it as a set of general principles to guide practice, and a means of identifying to whom a teacher holds obligations, such as students, colleagues, the public, and the profession at large.

Hall indicates that codes of ethics can be understood in two ways: as declarations of aspiration and as regulatory measures. In the first instance, an ethical code represents “a statement of aspiration which encourages practitioners to enhance their practice by attending to professional purpose and ethical obligation.” In the second instance it represents “a regulatory yardstick to judge ethical practices when these are called into question.”

Hall identifies several purposes for teachers’ codes of ethics:

• to clarify the ethics of the profession;
• to inspire the quality of behaviour that reflects the honour and dignity of the profession;
• to encourage and emphasize attitudes of professional conduct that characterize strong and effective teaching;
• to protect the profession by allowing it to hold itself publicly accountable; and
• to provide a code by which teachers in the classroom can serve as moral exemplars.

For more information see http://www.teacherscouncil.govt.nz/ethics/
aboutcode.stm, which describes the nature and purpose of the Code of Ethics for Registered Teachers established by the New Zealand Teachers Council.

Life Skills Coaches Association of British Columbia. Canadian Alliance of Life Skills Coaches and Associations; Code of Ethics;

The Life Skills Coaches Association of British Columbia (LSCABC) describes a code of ethics as a framework designed to foster discussions and resolutions concerning ethical issues in a given profession. LSCABC claims, “The Code provides a structure within which disputants may safely and constructively resolve their differences, guidelines for developing ethically based courses of action, and ethical ideals to which to aspire.” They also suggest the following seven reasons for having a code of ethics:

1. to determine accepted and acceptable behaviours;
2. to promote standards of quality practice;
3. to provide measures to members of a profession to use for self-evaluation;
4. to establish a framework for professional activity and responsibilities;
5. to represent the maturity of a profession;
6. to serve as a vehicle for professional identity; and
7. to constitute a profession with a set of enforceable regulatory measures.

Ontario College of Teachers; The Ethical Standards for the Teaching Profession;

The Ontario College of Teachers established its ethical standards in support of their vision for educational practice which is based on the conviction that a strong and effective teaching profession is committed to students and student learning. Teachers, as members of the profession, hold unique positions of trust. They must demonstrate responsibility in their relationships with students, parents, guardians, colleagues, educational partners, other professionals, the environment, and the public. The Ontario College of Teachers identifies four purposes of their Ethical Standards for the Teaching Profession:

1. to inspire teachers to respect and maintain the honour and dignity of the profession;
2. to highlight the ethical responsibilities and commitments of the profession;
3. to help guide ethical decisions and actions in the profession; and
4. to encourage public trust and confidence in the profession.

American Association of School Administrators; Code of Ethics: AASA’s Statement of Ethics for Educational Leaders; Adopted March 2007;

The American Association of School Administrators (AASA) recognizes the importance of educational leaders in schools, districts, and communities as well as these leaders’ responsibility to model exemplary professional conduct. The code of ethics endorsed by the governing board of the AASA establishes a code of behavior to which educational leaders must conform and a set of standards to which educational leaders should subscribe. For example, leaders’ responsibilities include themes such as acting with honesty and integrity; implementing local, state, and national laws; honouring all contracts until their fulfillment; avoiding using the position for personal gain at the expense of others; and committing to serve others above his or her self.

Association of American Educators; Code of Ethics; 2003;

The code of ethics developed by the Board of Advisors and the Executive Committee of the Association of American Educators (AAE) is intended to help educators create learning environments that allow students to grow and fulfill their potential. It recognizes that professional educators must exemplify ethical conduct among four different groups, and has divided its code into four corresponding sets of standards as follows:

1. Ethical Conduct Toward Students
2. Ethical Conduct Toward Practices and Performances
3. Ethical Conduct Toward Professional Colleagues
4. Ethical Conduct Toward Parents and Community

Association of School Business Officials of Alberta; ASBOA Code of Ethics; 2001;

The code of ethics developed by the Association of School Business Officials of Alberta (ASBOA) represents a standard of professional behaviour to which school business officials must conform. The standard is designed to encourage a high quality of professional behaviour, a behaviour that promotes the honour and integrity of the profession. ASBOA identifies the nurturing of the well-being of students as the fundamental principle of the code. Other principles include the following: protecting fairness and human rights, refraining from public criticism of colleagues and the board of trustees, setting standards for business and financial efficiency, and carrying out duties in compliance with provincial and federal legislation.

British Columbia Teachers’ Federation; Codes of Ethics; 2006;

The code of ethics, established by the British Columbia Teachers’ Federation (BCTF), states ten general rules for all members of the BCTF. The rules set out the standards of professional service and conduct which teachers have a responsibility to attain. They involve standards related to respect, confidentiality, collegiality, and teachers’ roles within in the union.

Calgary Board of Education, Community Engagement and Operational Planning; Community Engagement Code of Ethics and Core Values; Last Modified 2008;

In this example, the Community Engagement and Operational Planning (CEOP) Department of the Calgary Board of Education describe the core values and code of ethics concerning the participation of volunteers and public practitioners in education. Their code of ethics, adapted from the International Association of Public Participation, represents a set of principles intended to guide the enhancement of the integrity of the public participation process. It includes principles about themes such as commitment, trust, openness, defining the public’s role, advocacy, and support of the practice. Their core values define the expectations and aspirations of the public participation process and include but are not limited to the following: the public should have a say in decisions that affect them; public participation provides participants with the information they need to contribute in a meaningful way; it communicates to participants how their input affected the decision; and public participation promotes sustainable decisions by recognizing and detailing the concerns of all participants, including decision makers.

College of Alberta School Superintendents; Code of Ethics; 2008;

The Code of Ethics for the College of Alberta School Superintendents (CASS) represents a designation intended to promote quality behavior while also measuring propriety and competence in professional action. It is an example of the dual application of a code of ethics described above by Allan Hall. CASS’s code of ethics identifies the responsibility of the superintendent to the student, to the public, to colleagues, and to the profession. It highlights common themes such as trust, respect, honour, and dignity. Interestingly, the code of ethics also focuses on the relationship between boards of trustees and the superintendent. It describes the superintendent’s responsibilities towards the business aspect of a school, the school’s development, and the administrative decision-making process.

National Education Association; Code of Ethics of the Education Profession; Adopted 1975;

The Code of Ethics of the Education Profession defines the National Education Association’s (NEA) basic values for the profession in the form of a set of standards. The preamble acknowledges the importance of teaching and the extensive responsibility of the teacher. It is expected that teachers, recognizing the magnitude of this responsibility, commit to the code of ethics. “The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest standards.” The code also emphasizes the importance of establishing and maintaining a confident, respectful relationship with those involved in the teaching process, namely students, colleagues, parents, and members of the community at large. For this reason, the code signifies a commitment to the student (Principle I) and a commitment to the profession (Principle II). Similar to other examples, the code reads as a statement of aspirations as well as a set of regulatory measures by which to judge conduct.

New Zealand Teachers Council; Code of Ethics for Registered Teachers; 2003-2004;

A summit on ethics and codes of ethics held in 2003, addressed the purpose, history, use, and nature of codes of ethics. The Code of Ethics for Registered Teachers in New Zealand emerged out of this summit. Developed by the New Zealand Teachers Council (NZTC), this code identified standards of professional service, where teachers were expected to foster rich learning and learning environments. The NZTC code recognizes that professional service must be undertaken through respectful collaboration with colleagues, guardians, families, and the larger community. Four fundamental principles underlie the NZTC code of ethics and govern the professional interactions of teachers. These principles are listed below:

1. Autonomy: treating people in a way that defends and honours their rights.
2. Justice: sharing power and preventing the abuse of power.
3. Responsible Care: doing good while minimizing harm to others.
4. Truth: maintaining honesty with others and self.

Incorporating these basic principles, the code of ethics describes in detail the committed standards for the New Zealand teaching profession. It focuses in particular on the commitment to learners, parents, guardians, families, society, and the profession.

Aitken and Murray. Creating a Code of Ethics: Developing Ethical Standards for a Sector. Canadian Council for International Co-Operation. 2000.

This report presents the findings of a research project conducted by the Canadian Council for International Co-Operation (CCIC). The project studied the methods and steps involved in developing a code of ethics. It focused on reasons for having a code, the historical situation behind the writing process, who to involve in the writing process, what items to include, what to expect in the development process, and methods or measures of implementation. This report does not provide evaluations of codes of ethics, but could serve as a tool for generating a code of ethics.

Center for the Study of Ethics in the Professions, Illinois Institute of Technology; Codes of Ethics Online; 2008;

The Center for the Study of Ethics in the Professions at the Illinois Institute of Technology provides a categorized collection of resources related to ethics and codes of ethics. Many of the resources would be helpful to those interested in studying codes of ethics and/or preparing or restructuring codes of ethics. The resources provided include but are not limited to the following collections:

• Introduction: an introduction to the debate concerning the function and value of codes of ethics (see http://ethics.iit.edu/codes/Introduction.html);
• An Index of Codes: a catalogue of codes of ethics, categorized by profession (see http://ethics.iit.edu/codes/codes_index.php);
• Using Codes of Ethics: a guide using the example of a sample case (see http://ethics.iit.edu/codes/Users_Guide.html);
• Writing a Code of Ethics: a list of articles about writing, rewriting, or developing codes of ethics and codes of conduct (see http://ethics.iit.edu/codes/other_resources.html); and
• Bibliography: a list of print and online sources pertaining to codes of ethics (see http://ethics.iit.edu/codes/bibliography.html).

Olson, Andrew; Authoring a Code of Ethics: Observations on Process and Organization; Center for the Study of Ethics in the Professions at IIT; 1998;

In this article, Andrew Olson describes the process of developing a code of ethics, providing numerous examples as well as a description of the benefits and criticisms of developing codes of ethics. He also explains the wide variety of codes that exist including their varying degrees of utility and purpose. He describes codes of ethics as follows: “Codes of ethics are to be reflections of the morally permissible standards of conduct which members of a group make binding upon themselves. These standards of conduct often reach beyond or delve deeper into societal morality in order to give guidance to people within a group on issues that are specific to the group.” Thompson explains what this entails and describes how one might construct a code of ethics.

Thompson, Meryl. Professional Ethics and the Teacher: Towards a General Teaching Council. 1997.

In her book Professional Ethics and the Teacher, Thompson insists that teaching is an ethically-based profession. Thompson believes, therefore, that it should include a set of standards and ideals related to teachers’ responsibilities to students, to society, and to the profession. She explores, in depth, the ethical responsibilities and principles that underlie the teaching profession. In her explorations she discusses the nature of ethics and the benefit of establishing codes of ethics. Thompson argues for the value of codes of ethics on the following grounds:

• It would help enable the internalization of the standards of the profession that allows for the trust society puts in the student-teacher relationship,
• It provides ethical standard beyond simply the teachers’ own, individual educational standards,
• It would demonstrate that teaching is a fundamentally moral enterprise,
• It would enable the profession and professionals to be evaluated against a norm, and
• It may raise the morale, self-confidence, purpose, and commitment of the profession, and thus improve its professional standards.

In addition to the description of ethics and the argument for an ethical code, Thompson discusses other issues related to ethics in the classroom. She addresses topics such as professional commitment to ethics, ethical competence, relations with parents, ethical training, and so on. This information could be helpful in informing discussions concerning the development and implementation of a code of ethics.

The following reference documents are provided for those considering the development or revision of codes of conduct and/or ethics for educators in Alberta’s schools or school jurisdictions. It should be noted that all three documents referenced below should be considered.

“Code of Professional Conduct”; Alberta Teachers’ Association; Approved 2004;

The Alberta Teachers Association’s (ATA) Code of Professional Conduct details a set of standards pertaining to teachers relations with students, school authorities, colleagues, and the profession. It encompasses aspects of both a code of ethics and a code of conduct.

“Directive 4.2.1 Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta”; K-12 Policy, Regulations and Forms Manual. Alberta Education; May 1997;

The Teaching Quality Standard (TQS) establishes benchmarks of quality practice for teachers with interim and permanent certification in Alberta. It serves as a tool for professional development, supervision, and evaluation. In particular, the TQS specifies standards of quality for teacher practice in the classroom, the school, the profession, and the community.

“Teaching Profession Act”; Alberta Government; Updated as of 2008;

The Alberta Government’s Teaching Profession Act is an extensive and detailed set of standards, procedures, and general provisions required of the education profession in Alberta. It provides definitions and specifies regulations in several areas including membership in the Alberta Teachers’ Association, governance, discipline, offences and penalties.