Module_5_Facilitator_Guide_January_2015

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Module_5_Facilitator_Guide_January_2015

connecticut’s Teacher Education And Mentoring ProgramEthical and Professional Dilemmas for EducatorsFacilitator’s GuideModule 5Understanding the Code

Module_5_Facilitator_Guide_January_2015 of Professional Responsibility for Educators__* TEAMIcSDEConnecticut State Department of Education. ./dMuiMx2015Table of ContentsIntroduction3Organiz

ation and Format of the Ethical Scenarios4Using the Scenarios (Sample Process)5I. Situations Involving StudentsScenario 1 - Electronic Communications Module_5_Facilitator_Guide_January_2015

with Students6Scenario 2 - Transporting Students10-Scenario 3 - Contact with Students13//. Situations Involving Professional Ethics Scenario 1 - Use o

Module_5_Facilitator_Guide_January_2015

f Social Network16Scenario 2 - DUI Convictions19Scenarios ■ Teacher Documental ỈOU22III. Situations Involving Community and FamilyScenar io 1 - Teache

connecticut’s Teacher Education And Mentoring ProgramEthical and Professional Dilemmas for EducatorsFacilitator’s GuideModule 5Understanding the Code

Module_5_Facilitator_Guide_January_2015uction to Situations Involving Bullying34Scenario 1 - Emotional Bullying35Scenario 2 - Cyberbullying38Scenario 3 - Physical Bullying41The Connecticut

Code of Professional Responsibility for Educators44Program Contacts47Connecticut State Department of Education2ORGANIZATION AND FORMAT OF THE ETHICAL Module_5_Facilitator_Guide_January_2015

SCENARIOSEducators rarely have the opportunity to openly discuss many of (he issues raised in the following scenarios. Consequently, facilitators may

Module_5_Facilitator_Guide_January_2015

observe various levels of discomfort ranging from a heightened concern about having any student interaction that could be misinterpreted to personal d

connecticut’s Teacher Education And Mentoring ProgramEthical and Professional Dilemmas for EducatorsFacilitator’s GuideModule 5Understanding the Code

Module_5_Facilitator_Guide_January_2015 conversations like these to not only produce some discomfort, but also to offer opportunities for discussion. self reflection and learning.facilitate

d conversations ar c meant to raise teachers’ level of awareness about responsible, professional behavior. Bringing beginning teachers, their mentors, Module_5_Facilitator_Guide_January_2015

as well as other staff members together to share perspectives will enhance rhe conversations and likely result in richer dialogue. Facilitators shoul

Module_5_Facilitator_Guide_January_2015

d establish an understanding with the group drat tire purpose of these discussions is to recognize that there are professional boundaries. The discuss

connecticut’s Teacher Education And Mentoring ProgramEthical and Professional Dilemmas for EducatorsFacilitator’s GuideModule 5Understanding the Code

Module_5_Facilitator_Guide_January_2015 community to promote school success.The following scenarios are provided as a way for educators to carefully examine and discuss possible strategies

for dealing with ethical dilemmas. Many have been taken from the media here 111 Connecticut and across the nation These scenarios present an opportuni Module_5_Facilitator_Guide_January_2015

ty for teachers to outline specific issues raised in the scenarios, recognize possible consequences and generate alternative considerations that would

Module_5_Facilitator_Guide_January_2015

result in a more positive outcome

connecticut’s Teacher Education And Mentoring ProgramEthical and Professional Dilemmas for EducatorsFacilitator’s GuideModule 5Understanding the Code