I believe... and ask myself...
My personal code of ethics applies to the way I interact with students, my colleagues, and the families in the school community and my vision for a school culture. I strive to treat people well through understanding, kindness, and integrity. My mom always said that I would be a good judge because as a child I was always working for justice and able to see multiple perspectives. I think the job of educational leader suits me well for the same reasons. Empathy and the ability to work with others are strong skills that need to be reflected on an constantly refined to suit the people and situations. Reflection is present in my code of ethics for this reason.
Students come first and being committed to all students are at the top of the list because keeping the focus on students is what it is all about for me. Students provide the purpose and inspiration. As educational leaders, we need to nurture, include, inspire and protect each one. McKenzie and Scheurich article, Equity Traps, encouraged school leaders to dive into the work of discussing equity for all students.
The remaining four bullet points are lists in no particular order, as they are all important to me personally and professionally. Everyone knows that school is for learning and I know that everyone in the building needs to be learning to make it the best place possible. I am a life-long learner for learnings sake, fulfilling my curiosities. I often lead books studies, share articles, participate in Twitter book chats and whatsapp friends and colleagues relevant quotes from books I am reading. I will be able to check myself by asking how I can see a result of my learning in action. I know that when adults are curious and excited to learn, students will emulate and internalize the practice.
Respecting diversity is a good first step, but I dove in. Celebrating diversity, highlighting the difference and similarities amongst us is so important. Diversity exists in many ways around us through culture, ethnicity, thought, and more. Learning from each others’ various perspectives and experiences. Celebrating diversity reflects the idea that we are better together.
Healthy relationships take intentionality. Speaking with people face to face, listening before forming the next thought and being open-minded to ideas. This communication takes practice, reflection and refinement. Marzano, Waters and McNulty’s meta analysis of the impact of principals showed that strong lines of communication had a direct positive correlation to student learning (2006, p. 42). Fostering a culture of shared beliefs was right behind communication on Marzano, Walters and McNulty’s list which hints at the idea that communication and culture are connected. When communication and culture are positive, then trust can be built. Trust allows for collaboration and feedback, positive and constructive, helping us all to improve ourselves and our professional practice.
Acting with integrity is the underlying aspect that makes all the above ethics possible. Having strong moral principles that guide decision making about students, the staff and the community is of utmost importance so that trust can be built. Authenticity in a leaders actions and transparency, when possible, all lead to the community seeing a person of integrity helping in difficult situations.
I want the people that I work with to be able to see my code of ethics in action in every interaction we have and the decisions we make together.
What would you put on your personal code of ethics? Do you agree or disagree with something I wrote? Please share in the comments below.
Association of American Educators. Code of Ethics for Educators. Retrieved from
https://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics on September 11, 2018.
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD.
McKenzie, K and Scheurich, J. (2004). Equity Traps: A Useful Construct for Preparing Principals to Lead Schools That Are Successful With Racially Diverse Students. Educational Administration Quarterly, Vol. 40(5), pp. 601-632.
An amazing turn around happened in my school this year that no one ever writes about being possible. A struggling teacher didn't win the race in the first 100 yards, she won in at the end! After years struggling with classroom management, she got the class on board with respect and kindness in the final months of school! How did she do it? Read on...
A teacher was struggling with classroom management since she started teaching three years ago. She reached out for help, to no avail. Before I became principal we had already established a good professional relationship. She reached out and we videotaped lessons, modeled, observed, had meetings, the counselor visited the class often, etc. but nothing worked. I would visit her class and continue to see students arguing, roaming around the room, calling out, having side conversations off topic and the class was loud in the hallways.
I knew it wasn’t just a bad class. I refuse to ever believe that there are “bad classes”. Students will rise to the bar that is set for them, but the bar must be set clearly and with consistency. I also, I knew she was a great teacher with kindness, a love of learning, knowledge of teaching and a willingness to improve. She would try new ideas and see how they worked and had the creativity to explain concepts in many ways. However, she wasn't able to put her knowledge about management into practice which was hindering her class from learning. As the principal, it came to a point where the superintendent and I had a talk with her. We told her she had to do it, she must fix it, she needed to get her classroom management under control.
I asked what she needed and she said for me to observe and give feedback, a lot of feedback.
True to my word, for the next three weeks I observed a lot, several times in a day. I would leave notes with feedback, we met regularly, I commented on her reflection google doc she made for herself, and more. She observed other teachers and they observed her too.
There were baby steps in the right direction. Math became more structured and orderly with a predictable flow. Students were learning more during math lessons. Great! But it wasn't enough yet! It still wasn’t a well managed class, transitions and group work was still difficult. Students were still not responding to the attention signal the first time and were still roaming around the room.
Three weeks after the meeting we had with the teacher, the class’ parents called a meeting with the teacher, myself, and the counselor to talk about the problems they were hearing about at home and their concerns. We listened to their concerns but they wanted answers and change now. Together we presented a Discipline Menu for teachers to choose from based on the child behavior and a Discipline Reflection Sheet. The teacher was going to start using these tools. I knew the teacher could make the changes, she just needed time. I was seeing evidence of the baby steps. At that meeting we guaranteed an improvement. I was just hoping it would happen sooner rather than later!
A few days later during an observation, I walked in the room and what did I see??? A well managed classroom. Students were sitting in their seats, responding to the attention signal the first time, students were being respectful to each other and the teachers, they were all on task. What I really noticed was that the students all were doing what was asked of them. It seemed like it all clicked overnight. I knew she had it. I visited again the next day and I saw the same success. The classroom had a different feel. I could tell students felt safe and calm. I was not surprised. I was relieved...she had finally done it!
We met to reflect and celebrate. I had to know, what made the difference? How did she do this? What had worked this time that hadn’t worked before?
What I saw from the outside was a determined teacher trying, failing, reflecting, revising and trying again. I saw the inquiry cycle in process. She wanted to save her class and she figured out how to it. She stopped making excuses, took responsibility and set a system in place for holding students to expectations and consistently put it into action. Every fiber of her body was managing that class while she was teaching and kids were learning. She became consistent and communicative with parents.
Her answer about what happened was simple. In her head she had been blaming parents for not being supportive, blaming kids for being rude, blaming others for the problems that were happening in her class. When she realized that it all depended on her and how she responds to what happens in her class, that is when what became so liberating for her. She said she stopped making excuses and took responsibility over what she could control, She knew she had to it for the students and she did.
If you like to see the data, when she got the classroom management under control, you would be happy to know the students’ math scores improved. But so much more than that happened too. The students were happier, calmer, more inquisitive and respectful to others, used better teamwork...the class had a pleasant buzz of learning for the remainder of the school year.
The message of this story is that it is never too late to be better. It is not too late to gain control of a class in the last semester of school or learning something new. It isn’t too late for administrators to work together with teachers for the students benefit. When administrators support and believe in teachers, changes are possible at any stage of the race! Equally important it is the teacher’s hard work and in her words, “not making excuses”, that made it all possible.
**This didn't seem to fit in the story above, but I wanted to include these thoughts. I feel an immense amount of gratitude for the trust this teacher shared with me along her journey. I saw some really low lows and she continued to ask for help and try. She didn't hide and that takes courage. I am so honored and grateful to have been apart of this amazingly twisty windy journey that ended up as a huge win! The win was two fold, for the students' learning for the remainder of that school year and the teacher's future in the classroom has forever been changed.