Legal And Ethical Issues

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EDU/315 v9

Ethics Scenarios and Resolutions

EDU/315 v9

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Ethics Scenarios and Resolutions

Read each scenario below and complete each table with the following information:

· The specifics of the issue

· An appropriate solution, including any information on a school district policy or federal law that would apply

· The potential consequences if the teacher acted unethically

Note: An example has been provided for you.

Example Scenario:

Cathy, a first-grade teacher, comes to school and is “acting funny” according to the students. The principal comes down and sees that Cathy appears to be a bit tipsy. Cathy admits to taking illegal drugs before coming to school. She also admits to having illegal drugs in her purse.

Issue Cathy has used drugs and has come to school under the influence.
Appropriate solution According to the school district’s policy on drugs on campus, no person on campus should have illegal drugs in their possession.
Potential consequences Cathy may be placed on administrative leave pending the investigation. The school board will likely terminate her immediately for possession of illegal drugs. She will face prosecution for having drugs on school property. She may lose her license to teach. It is advisable for this teacher to enter a program for drug addiction; this may be discussed with her by the police or a judge.

Scenarios:

Scenario 1

Jenny, a fifth-grade teacher, had a difficult week with her students. She had to deal with behavioral issues and a host of parental complaints. On Friday, Jenny went to her social media account and posted that the week with her students had been “pure hell” and that she could not wait to be “rid of this class.”

Issue Insert text.

 
Appropriate solution Insert text.

 
Potential consequences Insert text.

 

Scenario 2

Alan, a second-grade teacher, took his lunch to the teacher’s lounge. One of his students had been particularly disruptive and had caused Alan not to finish teaching his lesson for the morning. He sat down and immediately began complaining to everyone in the lunchroom about the student, using the student’s name.

Issue Insert text.

 
Appropriate solution Insert text.

 
Potential consequences Insert text.

 

Scenario 3

Mrs. Cosmo, a first-grade teacher, has a rule that the students must store their bookbags under their desks. Joey forgot and his bookbag was sticking out. Mrs. Cosmo took the bag and threw it across the room. Joey’s glasses were broken as they were in the bag. Joey’s mother is upset.

Issue Insert text.

 
Appropriate solution Insert text.

 
Potential consequences Insert text.

 

Scenario 4

Mrs. Albert has 27 students in her second-grade class. She is short 2 math workbooks, so she decides to copy them for the 2 children.

Issue Insert text.

 
Appropriate solution Insert text.

 
Potential consequences Insert text.

 

Scenario 5

Karen, a fifth-grade teacher, works with students after school on a play. The students are to be picked up no later than 5:30pm. One parent habitually shows up at about 6:30pm. This action is stressful for both the teacher and the student. Karen is thinking that she will just drive the student home this week.

Issue Insert text.

 
Appropriate solution Insert text.

 
Potential consequences Insert text.

 

Scenario 6

Patrick is a seventh-grade teacher. On the first day of school for the new school year, he became very angry at a student who would not stand for the pledge of allegiance because of his religion. After the morning announcement, Patrick lectured this student in front of the class about how fortunate he is to be in America and he should be standing like everyone else.

Issue Insert text.

 
Appropriate solution Insert text.

 
Potential consequences Insert text.

 

Scenario 7

Kate, a second-grade teacher, has not had the best day. Her morning at home started out with one of her children letting the dog loose. Then, she was late for school. A paraprofessional did not show up and the substitute is not helpful. While the children are coming in from lunch recess, one of the teachers mentions that a certain project is due to the principal at 3:00. Kate becomes upset and yells at the other teacher in front of students.

Issue Insert text.

 
Appropriate solution Insert text.

 
Potential consequences Insert text.

 

Scenario 8

Jonathan, a fourth-grade teacher, is on recess duty for the week. He loves being the referee for the students who play tag football. One day at recess, a student on the jungle gym falls and breaks her arm. She was pushed by another student.

Issue Insert text.

 
Appropriate solution Insert text.

 
Potential consequences Insert text.

 

Scenario 9

Mr. Kris, the school’s speech pathologist, has a school-issued laptop which he takes home every evening. Halfway through the school year, two police showed up and wanted the laptop. The police alleged that Mr. Kris had been engaging in buying child pornography online and the laptop may be one of the vehicles he used to obtain the pictures. Mr. Kris decided to admit that he was, in fact, doing this.

Issue Insert text.

 
Appropriate solution Insert text.

 
Potential consequences Insert text.

 

Scenario 10

Susan, a probationary teacher, has a class of 25 fourth-grade students. The students have been given individual Chromebooks, which they are to put away at the end of each day. Last Friday, several of the students did not put their Chromebooks away as requested. Susan gathered the Chromebooks after school, and in the process of walking back to the storage area, she tripped and dropped them. The screens on two of them broke. Susan blamed the breakage on the students.

Issue Insert text.

 
Appropriate solution Insert text.

 
Potential consequences Insert text.

 

 

Scenario 11

One afternoon in Mr. Hemingway’s sixth grade class, after the students had checked in their classroom devices for the day, Mr. Hemingway noticed Keith’s Chromebook wasn’t shut down properly. When he checked to see what was wrong, he saw that Keith had downloaded sexually explicit and inappropriate content, and it was likely infected with malware that was causing the laptop to malfunction.

Issue Insert text.

 
Appropriate solution Insert text.

 
Potential consequences Insert text.

 

 

Scenario 12

Mr. Hemingway noticed that Sally had not been her usual happy and outgoing self lately. When he saw her sitting by herself during recess, he asked her if everything was okay. Sally told him that her friend Mindy had been spreading false rumors about her on Instagram and because of that their group of friends stopped talking to her. Essentially, they ostracized her.

Issue Insert text.

 
Appropriate solution Insert text.

 
Potential consequences Insert text.

 

 

Copyright© 2021 by University of Phoenix. All rights reserved.

Copyright© 2021 by University of Phoenix. All rights reserved.

Cultural competencies explicitly facilitated within the planned learning experience.

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For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. These instructional experiences could include large projects, field trips, or simply improved daily or weekly lessons. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.

A good example of this type of award competition in the real world is the Teacher Creativity Fellowship. Spend some time reviewing the information provided at this site to get a better understanding of a teacher grant request for proposal (RFP).

To further structure and define your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. Keep in mind that a primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester.

Writing the Final Project

Create your Final Project to meet the content and written communication expectations below. The content expectations include the seven parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.

The following seven sections should be used as headings within your paper.

Content Expectations:

  • Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which the school is situated. If you are not currently teaching, you may use a prior class, a peer’s class, or invent the demographic information.
  • Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives and standards) of the instructional experience including:
    1. Content Outcomes,
    2. 21st century skills with an emphasis on creativity and innovation
    3. Cultural competencies explicitly facilitated within the planned learning experience.
  • Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe the format and what they would be in some detail.
  • Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing
    1. Creativity (i.e., learners involved in making or creating something)
    2. Problem Solving (i.e., overall activity focuses on solving a specific or ill-defined problem)
      OR
    3. A Real/Simulated Experience (i.e., activity consists of performing tasks that are part of a real-world experience or an experience designed to simulate real-world activity)
  • Part V: Instructional Plan Summary (2 points): Summarize the planned instructional experiences, providing a justification for the need to employ a culturally relevant framework to help facilitate both creativity and innovation skills and the content-area skills the instructional experience addresses.
  • Part VI. Evidence of Culturally Relevant Pedagogy in the Instructional Plan (8 points): Describe the planned learning experiences in detail. Ensure the plan includes at least four of the following nine strategy options:
    1. Maximizing academic success through relevant instructional experiences
    2. Addressing cultural competence through reinforcing students’ cultural integrity
    3. Involving students in the construction of knowledge
    4. Building on students’ interests and linguistic resources
    5. Tapping home and community resources
    6. Understanding students’ cultural knowledge
    7. Using interactive and constructivist teaching strategies
    8. Examining the curriculum from multiple perspectives
    9. Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms
  • Part VII. Creativity/Innovation Strategies in the Instructional Plan (7.5 points): Ensure the planned instructional experience provides at least four of the following ten strategies for facilitating creativity and innovative thinking:
    1. Encouraging students to believe in their culture-influenced creative potential
    2. Nurturing the confidence to try
    3. Helping learners find their creative strengths
    4. Promoting experiment and inquiry and a willingness to make mistakes
    5. Encouraging generative thought, free from immediate criticism
    6. Encouraging the expression of personal ideas and feelings
    7. Conveying an understanding of phases in creative work and the need for time
    8. Developing an awareness of the roles of intuition and aesthetic processes
    9. Encouraging students to play with ideas and conjecture about possibilities
    10. Facilitating critical evaluation of ideas

Written Communication Expectations

  • Page Requirement (.5 points): Submit eight to ten pages, not including the title and reference pages.
  • APA Formatting (.75 points): Format your paper according to APA style as outlined in the Ashford Writing Center.
  • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Source Requirement (.75 points): Reference three scholarly sources in addition to the course textbooks, providing compelling evidence to support ideas. All sources on the references page need to be used and cited correctly within the body of the assignment.

What conflict styles have you encountered while working in groups?

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Create a 8- to 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes on each slide answering the following questions throughout the presentation:

 

  • What conflict styles have you encountered while working in groups? How will your approach to conflict change in the future based on what you have learned in this course?
  • What group cohesion strategies will you apply in future team work? Describe these strategies and how they strengthen group work.
  • What is your own decision-making style? Describe this style and how you will apply it to future group work.
  • How will you approach problem solving in the future based on what you have learned in this course? Describe your strategies and how you will apply them to future group work.

Format your assignment according to appropriate course-level APA guidelines.

Submit your assignment to the Assignment Files tab.P

Discuss specific examples and consider how different contingency approaches to leadership play a role in successfully leading across contexts.

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Leadership Assignment Instructions:

 

 

Select a well-known business leader and analyze him or her. Under three distinct headings, answer the following questions that will help guide your analysis: (1) Leader Identification: What traits does this leader possess that contribute to his/her successes and/or failures as a leader? What effective and/or ineffective behaviors does this leader engage in? Which contemporary theories of/approaches to leadership are most applicable to this leader? (2) Influencing Followers: What approach does and/or should this leader use to influence followers? (3) Leadership across Organizational Contexts: How does/should this individual lead across organizational contexts? Discuss specific examples and consider how different contingency approaches to leadership play a role in successfully leading across contexts. Use references from books and journal articles to support all of the sections of your discussion. Cite your references within your discussion and include the full citations for your references on your Reference page at the end of your document.