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Codes of ethics are designed to help professionals navigate risks, blind spots, and blurred boundaries.
Risk is defined as the potential that something unwanted and/or harmful may occur. This could be to your credibility, career, or even the well-being of your students.
The greater the relationship of trust between educators and students, the greater the capacity for learning AND the greater the risk of violating that position of trust.
Take this opportunity to reflect on the following:
Using a 1 - 5 (1 being low risk and 5 being high risk), rate the level of risk for each of the following student situations:
Texting a student
Asking a student to babysit
Sharing an opinion about a colleague to students
Stating an opinion to a student about personal issues
Offering guitar lessons to a student in the home
serving as the classroom teacher to a best friend's child
What are the possible unintended consequences of each of these situations?
How might the risk level change in different situational contexts (e.g. grade level, educator role, district policy)?
How might the risk level be lowered?
It is common for practitioners in all professions to have blind spots preventing them from recognizing professional risks. Our willingness to assist our students in every aspect of their growth and development may actually be one of our most prominent blind spots.
Blind spots are often the result of personal experiences that influence professional decision-making. In a profession like education, the well-intended practitioner can develop blind spots based on their care for students, which may invite unintended consequences. As we engage students outside of our area of expertise (and within it) we increase the opportunity for missteps.
Think about the personal circumstances in each of the following situations that may lead to a blind spot.
A recently divorced teacher mentors a student whose parents are going through a divorce.
A paraprofessional whose son has experienced addiction is becoming consumed by the needs of a student who is facing similar circumstances.
A principal, who herself was raised on federal assistance, provides money to a student's family who is uncomfortable seeking financial assistance for needed school supplies.
What are the possible unintended consequences that may result from each of the educator's act of care and compassion?
Educators often act outside their contracted roles in their effort to support students -- providing students advice and mentoring, assisting with personal issues and needs, and providing a variety of opportunities for student growth and development. This may result in the blurring of roles, which may cause confusion for students and their families.
An educator's identified role within the schooling structure and the time and location of the educator’s interaction with students establish parameters that ensure safety, security and predictability.
Think about how the following blurred roles may escalate the possibility of risk.
A coach assumes the role of a "big brother" outside of the school environment to a student whose father is recently deceased.
An educator offers a place to stay for a runaway student.
What are the possible unintended consequences that may result from each of the educator's acts of care and compassion?
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