www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Ethical Decision Making in Education
- Template 2022
- Section Template
- 3 Credits
- 03/25/2020 to 07/29/2100
- Modified 03/06/2022
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Studies ethical theory, ethical behavior and moral decision-making in order to prepare teachers and administrators to deal thoughtfully with the ethical challenges in their classrooms, schools, and professional relationships. Participants will learn how to teach ethical decision making to students and thus impact students’ individual character growth by helping them to develop the virtues of honesty, respect, fairness and compassion to enable them to take the needs of others into account when making moral decisions. Case studies and moral dilemmas will be used in the course and taught as a method to use in teaching students to develop moral reasoning skills. Participants will learn techniques for teaching developmentally appropriate character traits.
Additional syllabus information for this new course will be added soon to include objectives, overview of assignments, and required course materials. Official syllabi are provided in the Canvas learning environment on the first scheduled day of each course with additional sections for instructor contact information, course policies, and schedule, and references/resources.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Participants will learn how to help students develop virtues such as honesty, respect fairness and compassion and to demonstrate personal responsibility in making ethical decisions, use ethical reasoning to evaluate societal practices, and consider ethical, safety, and societal factors in making decisions. SES 3A4a and 3A5a
Serving the Community
Participants will learn how to support colleagues in exploring and making ethical decisions and adhering to professional standards and in following the laws and policies related to learners’ rights and teachers’ responsibilities. (inTASC 9l)
Finding Our Professional Selves
Participants will understand the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy and will practice the profession in an ethical manner. acting in accordance with ethical codes of conduct and professional standards. (IPTS 9, inTASC 9o)
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
- Demonstrate an understanding of fundamental philosophical ethical ideas such as virtue ethics, utilitarianism, the Categorical Imperative, and the common good and be able to apply these ethical concepts to ethical questions, decisions, issues or actions demonstrating understanding and responsibility while responding with compassion and respect in the analysis and resolution of ethical issues found in schools and contemporary life. (IPTS 9I, 9S, 9T; SES 3A3a,4a, 5a; inTASC 9e; 9m, 9o, NBPTS VII, IX)
- Model professional behavior that shows that the teacher is an ethical and reflective practitioner who exhibits honesty, integrity, personal responsibility, confidentiality, altruism and respect; and the ethical use of digital information and technology. (IPTS 9I, 9S, SES 3A.3a; inTASC 9e; 9m, 9o; NBPTS VII)
- Understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy and will practice the profession in an ethical manner acting in accordance with ethical codes of conduct, professional standards and all relevant laws. (IPTS 9, SES Goal 3, inTASC 9e; 9m, 9o; NBPTS VII, IX)
- Support colleagues in exploring and making ethical decisions and adhering to professional standards and in following the laws and policies related to learners’ rights and teachers’ responsibilities. (inTASC 9l)
- Understand and be able to teach the Illinois Social and Emotional Goal #3 to students in order for them to be able to develop virtues such as honesty, respect, fairness and compassion and demonstrate personal responsibility in making ethical decisions and apply ethical reasoning to evaluate societal practices. (SES 3A4a, 5a; NBPTS VI, VII, IX)
Weekly Case Study Discussions: There will be case studies in our book which different members of our class will analyze and propose resolutions. The other members will respond with their agreement or disagreement with the resolution of the case.
- IPTS 9I; SES 3A3a,4a, 5a; inTASC 9e; 9m, 9o
Short Quizzes: There will two short quizzes on-line which will demonstrate your mastery of the ethical concepts studied and the basics of virtue development (you may re-take these quizzes until you reach mastery)
- IPTS 9S, 9T, SES 3, inTASC 9e; 9m, 9o; NBPTS VII, IX
Current Ethical Case Study Issue Analysis: Write a short paper which presents a contemporary ethical issue in the field of education and gives an ethical resolution citing the ethicist(s) used to resolve the issue.
- IPTS 9I, 9S, 9T; SES 3A3a,4a, 5a; inTASC 9e; 9m, 9o, NBPTS VII, IX
Ethical Unit Plan/Lessons: Develop a unit plan that shows how you will teach ethics and virtue education in some aspect of your instructional program in your present position citing the corresponding Illinois Social and Emotional Standards that you will teach.
- IPTS 2B & 2G, 10, 11, 11J, 11Q, SES 3A, 3A.3a, 3A.4a, 3A.5a, 3B.4b, InTASC 5, 7 & 8, NBPTS 1, 2, 3
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- Policies not covered in this document will be handled in accordance with the USF Catalog, Student Handbook, and Program Handbook as applicable.
Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.
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