Ethical responses to NSW case Scenarios

School A has set up Facebook page courtesy of parents and friends of the school. It has gained several commentators and followers that include several members of the teaching staff. A teacher here referred to as teacher B. who is new on the staff at the beginning of the year has joined the fray. In the second term of the year, the school head bans games and sports activity before class hour.

He explains that students need to be energized and ready for studies and not tired as a result of active sports Teacher B. isn't happy with the decision by the head. The decision also draws lots of negative interest and response on the school's Facebook page. It first starts with criticism of the head's decision but evolves to include many other complaints about the principal and the school.

The grappling question at this point is: what is the suitable advice for teacher B? Competing Values of Each Issue: The most significant problem in this case is that teacher B. disagrees with the decision by the school principal. Secondly, there is the issue of Facebook and whether it is appropriate for teacher B. to post comments regarding the issue. It is normal for teachers and principals to disagree because they subscribe to varying convictions and perspectives. It is important for the principals to view matters holistically.

Teachers tend to have a limited view that predominantly focuses on their subject area and responsibility at an institution. Every principal often makes decisions that will rub some members of staff the wrong way (Disagreeing with the Principal - eduflow). The decisions may touch in such areas as daily duties, curriculum, procedures, discipline, policy or the evaluation of teachers' performance. The dilemma is what to do with a member of the teaching team that disagrees with the decision made by the head of the school.

Available literature on best practice suggests a level of agreement regarding the treatment of such a case. The Range of Possible Actions and the Teaching Practice Implications I would advise teacher B. to evolve a way of learning how to disagree with the school head and still maintain a healthy working relationship. Principals are impressed with teachers who are focused on their duties at school and those that are willing to carry an extra load just to make the school better.

Principals also hold in high esteem and trust teachers who are courageous enough to disagree with them and explain their disagreements directly to them as opposed to those who engage in grapevine activity (Disagreeing with the Principal - eduflow). I would advise teacher B. to discuss their disagreement with the principal in a private forum. It is also important for the teacher to use an impersonal and non-judgmental method in dealing with the boss. The teacher should be frank and objective.

Provide concrete reasons for your disagreement and suggest another solution to the heads concern. It would be wrong to fight the principal in public forums. In case the head asks for comments in a staff meeting on the decision they have made, it is okay to launch your comments and objections constructively in such a staff meeting. However, if you have strong emotions about the decision, it is a better approach to go to the heads office and seek private audience with them.

Indeed, it would be prudent to seize the moment to request for a private meet with the head to ventilate on the matter in depth. Avoid trying to undermine the heads authority just because you disagree with the decision they have made. Such a move would lead to severe conflict and aggravate the matter unnecessarily. Teachers are accountable to and subject to the CEOs order. They also exercise authority on behalf of the CEO. Teachers are expected to implement government policies and support government educational programs at school level.

Such programs must be implemented without favor. They must also keep clear records of their decisions (TEACHERS' CODE OF PROFESSIONAL PRACTICE). Therefore, from the foregoing, his would be the most significant implication in relation to the case at hand. Case Study 2 Background: On an early Monday morning, John shows up at school with raised welts on the back of his legs.

When the classroom teacher questions him, he explains that on Saturday, his father hit him with his belt because he discovered that he had used his computer without permission John explained that he had normalized relations with his dad by the end of the weekend. In the afternoon, John's mother showed up to pick him. Teacher C. asked her about John's mother. John's mother told off teacher C. to mind his own business and never again to ask John about what transpires at home.

Competing Values of Each Issue: What should teacher C. do with regard to John's case? The details provided present a classic case of child abuse. The responsibility of reporting such occurrence or the suspicion of it is open to anyone concerned. It can be done simply by contacting the police or calling the Childhelp USA on the hotline for child abuse; (800) 4-A-CHILD, or even the hotline for child abuse locally.

On the other hand, school heads and counselors are also expected to report cases of child abuse under criminal charge penalty Personal Judgment in Reporting Abuse - American School Counselor Association (ASCA)). Such reporting should be done even when there is no hard evidence of such occurrence. In this scenario, the ethical confusion is as a result of the nature of child abuse incidents. It is hard to definitely identify it. There are many questions that titter on the mind when it comes to the matter of child abuse.

Some of these puzzling questions include: what, exactly, is child abuse? Where does one draw the line between bad parenting and child abuse? The ethical dilemma is in making a decision about the answers to these questions. The Range of Possible Actions and the Teaching Practice Implications: Teacher should firstly conduct a research. if this is the first evidence they have got. One must arm themselves with information when reporting such a case.

If the teacher is new to the school and state, they need to check with the school polices and state requirements with regard to the matter. Pay special attention to the behavior, their schoolwork and needs of a student that shows signs of abuse by parents (How Teachers Should Report Suspected Abuse of Children). Note any changes in their habits. Stay vigilant and report any more suspicions to authorities. Do it as often as you need to. The objective, remember, is to protect the wellbeing of a child.

One of the hardest parts of being a classroom teacher is dealing with child abuse incidents. Nonetheless, report the issues as you need to; despite the challenges of doing so. Apart from the fact that this is your legal obligation, you will rest easy in the quiet of your night that you made the right move to protect those you are charged with the responsibility to protect. You will be relieved both morally and spiritually.

Several factors have been noted to influence the teachers reporting of child neglect and abuse cases. In order to report incidents of abuse and neglect, teachers have to make complex decisions and judgments regarding such suspicions. They are required to report to statutory authorities. Such scenarios that need judgment and action, has been studied by various researchers on child protection. The professionals at the receiving end of such notifications assess risks and launch investigation into the suspected child abuse and neglect incidents (Walsh, et.al, 2005).

Studies by Dalgleish point to the fact that teachers will make use of information about such cases, their previous encounters, their values, history and beliefs, in determining the threshold for judgment. Teachers will determine how severe the situation is. If it is beyond their take and intervention, they will classify it as a child abuse or neglect case. Indeed, the teachers who decide that a case is one of child abuse and neglect also make one more decision. They decide whether to formally report the matter to the authorities.

Dalgleish points out, here, that in the course of picking their options, the teachers review the consequences of reporting versus not reporting with regard to the child's wellbeing, their family and the teachers (Walsh, et.al, 2005). They review the strengths of their suspicions and decide whether to take action. If the possible negative outcomes for the child, family and themselves are outweighed by the strength of their suspicions and threshold,.