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Part I: In this forum you are asked to compare the Model Code of Ethics for Educators (MCEE) and your own (Kentucky) state's Code of Ethics.
One aspect of the Model Code of Ethics for Educators (MCEE) I appreciated was its specificity and comprehensiveness. The MCEE addresses issues such as information literacy and specific aspects of the student-teacher relationship that the Code of Ethics for Educators for the State of Kentucky does not. For example, the MCEE addresses issues such as the need for teachers to avoid plagiarism in the material they publish as a way of setting a good example for students and the need to promote information literacy. It also stresses the requirement to keep relationships with students professional, to avoid the appearance of bias. In contrast, the Kentucky code simply stresses the need to strive towards excellence, without defining precisely what excellence might be for an educator.
The MCEE is very clear that excellence means upholding high professional standards, seeking out innovative ways to teach and engage in professional self-improvement, and to constantly evaluate the role of cultural competency in the classroom. Both codes do discuss the responsibilities of educators to parents and the community as well as to students and the classroom, which is useful. But the Kentucky code could benefit from incorporating some of the standards of the MCEE, particularly in regards to technology given the importance of this facet of modern-day life in the existences of so many students. The MCEE also discusses responsibilities to fellow educators in great detail, which is necessary given the increased emphasis on professional collaboration at many schools. Of course,...
Also, there are still aspects of the MCEE which are somewhat subjective, given its warning against multiple relationships with students. Many teachers and students become friends as the result of extracurricular activities (such as coaches) and while favoritism is never acceptable, multiple relationships beyond the classroom cannot always be avoided.
..) shall not make malicious or intentionally false statements about a colleague, shall not use coercive means or promise special treatment to influence professional judgment of colleagues" (Florida Education Standards Commission, n.d.). Therefore, it is obvious that the field of activity of education is much more concerned with the interpersonal relation between the student and the teacher, thus between human beings, than any other field of work. This is why
Allabouttruth.org/moral-ethics.htm).In addition, almost 50% of the surveyed adults said they base their moral decisions on whatever will bring them the most pleasing or satisfying results (Moral Ethics, at (http://www.allabouttruth.org/moral-ethics.htm).Research in this area indicates that moral ethics are now considered relative to culture, relative to circumstance, and relative to the specific needs of the individual (Moral Ethics, at (http://www.allabouttruth.org/moral-ethics.htm). From the standpoint of the Department of Justice, moral ethics was a primary
Code of Ethics for the Beacon Corporation Company Introduction and Background The Beacon Corporation has been providing banking and financial services to its customers for more than fifty years. Beginning as a small bank and personal consulting firm in northern New Jersey in 1969, this company soon branched out to Wall Street and experienced extreme levels of growth, which ultimately spawned a nation-wide expansion in the early 1990's. With its sound investment
Code of Ethics and Professional Conduct in Education in Florida The provision of education in Florida is focused primarily on the prerequisite demands of high quality education, from which the students -- of all ages, genders and social categories -- gain and which they can utilize as a source of improved lives. A primary element which is considered as the integrant party of the high quality of the educational system is represented
Competence is the foremost ethical principle for professionals. Their training should be appropriate to the services they render. The only possible exception to when a professional psychologist should offer services that are outside of the realm of his or her training is in emergencies when otherwise service of any type would be denied or unavailable (APA, 2010). Professionals should keep up with the prevailing research trends, by attending professional development
company code of ethics for Boeing. In this document I will explore Boeing's code and attempt to reveal important items relevant to understanding how a functional code of ethics may be applied to a large organization. I will first describe a general background of the company to help provide context in this evaluation. Next, I will give an overview of the code of conduct and highlight important details that