Legal and ethical contexts in my digital practice

Personal Ethics

My personal ethics are strongly aligned with my professional ethics. I am a ‘personality type’ that puts a lot of store in rules and guidelines, and my decisions are heavily influenced by what ‘the rules’ and guidelines advise. I understand that, as teachers, we are expected to model the highest standards of conduct, in both professional and personal capacities, in order to be entrusted with the well-being of young people. As I work and live in the same community, and my children will be interacting with families of students I teach, I know that my conduct is very visible. Although I have been careful to separate my professional social media presence (Twitter) and my personal one (Facebook), I have ‘friends’ who are in both circles, so I’m very aware that I can’t control this completely – I try to be very careful that my shared posts are suitable for all audiences and reflect a high standard of behaviour.

Professional Ethics

At my school, we have a Code of Conduct which is part of our contract of employment. This sits underneath the Education Council’s Code of Ethics for Certificated Teachers. Together, the expectations for our behaviour as teachers are made explicit.

The Education Council’s Code of Ethics for Certificated Teachers is based on four fundamental principles – Justice, Autonomy, Truth, Responsible Care.

 

The Code of Ethics describes four commitments that certificated teachers are expected to uphold - 

• Commitment to Learners (primary obligation to our students)
• Commitment to Parents/Whānau (working with and encouraging engagement in their child’s education)
• Commitment to Society (preparing students for society)
• Commitment to the Profession (maintaining and raising professional standards)

I see these aligning with my own values as a teacher.

Ethical Dilemmas

To date, I haven’t yet had to deal with a significant dilemma based on an online practice or activity at school.

I have taught ‘Digital Safety and Citizenship’ to both year 4 and year 5 students as we were introducing them to having an online presence (within the safety of a school ‘intranet’) and using devices responsibly. On a side note, in one class, I did such a ‘good’ job of highlighting all the risks of being online, that when I asked the students to complete a + / - chart, they couldn’t come up with any positives! (I had to revisit that lesson!).

With reference to this Teacher Ethics video (https://www.youtube.com/watch?v=fGQbLSEPN5w), I see a number of issues in this scenario. The content / topics of her twitter and facebook feeds (and the suggestion of drug/alcohol use) indicates that her conduct away from school may not “inspire the quality of behaviour that reflects the honour and dignity of the profession” (Education Council). As she is ‘friends’ with colleagues, parents and students on her social media, she has blurred the professional boundaries, as well as not maintaining a standard of behaviour expected from someone in a position of trust / a role model. Using Hall’s (2001, p5.) questions as a frame for making ethical decisions, a possible approach could be –

Which stakeholder should be given priority? Why?

·      With reference to our code of ethics, the students need to be the primary obligation. Providing pastoral care (conferencing, counselling etc.) to discuss and work through the effect of these posts on the students (how they may be handling the disappointment of this person not meeting their expectations, do they still feel safe etc.).

·      The teacher’s welfare also needs to be considered regarding ‘Responsible Care’ – it may be that she needs help to address some personal issues regarding her lifestyle choices

What restrictions are there to your actions?

·      Conferencing with students will need to happen with parental consent and most likely their attendance

·      Confidentiality around the teacher’s issues will have to be maintained

·      Confidentiality of students and parents impacted needs to be maintained as well

·      School disciplinary policies will need to be followed

Which courses of action are possible?

·      A complaint to, followed by an investigation by the Principal and BOT

·      Formal interview of the teacher

·      Formal warnings and if necessary a report of serious misconduct to the Education Council (depending on level of ‘drug use’ uncovered)

How should the course of action be implemented?

      ·       With reference to school policy

·      Posts to be removed from social media and ‘un-friending’ of parents, students and colleagues

In this example, it's important that the school takes care of its relationship with the parents and whānau, as well as maintaining a safe environment for the students. The school may also need to address professional learning in ethics to make expectations for teachers explicit. This teacher needs to take responsibility for her actions and take steps to remedy the situation.

Dealing with ethical issues is so challenging, as there can be so many 'degrees' of 'serious' and of course, personal perspectives to take into account. In any case requiring ethical decisions to be made, I think that there would need to be time for professional conversations and reflection to ensure a balanced and fair approach.

References

Education Council. (nd). Code of Ethics for Certificated Teachers  https://educationcouncil.org.nz/content/ethical-decisions#overlay-context=content/code-ethics-registered-teachers-1

Hall, A. (2001). What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper presented at the IIPE Conference, Brisbane. Retrieved from http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-Ought-I-to-Do-All-Things-Considered-An-Approach-to-the-Exploration-of-Ethical-Problems-by-Teachers