Codes of Educational Ethics Essay

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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.

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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, the specificity is one reason why the MCEE is more likely to be violated. 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.
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