Conceptual Framework & Ethical Dispositions

| The Association of American Educators' (AAE) four principles of ethical teachers and GCU's Teacher Candidate | |Proficiencies/Professional Dispositions of the Conceptual Framework are very similar. The purpose of seven of the principles and proficiencies | |that overlap are High Expectations Respect for the Diversity of Others Fairness Professional Conduct Reflection Curiosity Honesty Compassion | |Advocacy Dedication. | |Principle I of The Association of American Educators' four principles of ethical teachers is Ethical Conduct Toward Students. Listed within that| |section are the following numbered points: | |2. The professional educator does not intentionally expose the student to disparagement. | |4. The professional educator makes a constructive effort to protect the student from conditions detrimental to learning, health, or safety. | |These two items would serve the same purpose as the Advocacy professional disposition expected by GCU. Educators are expected to be student | |advocates because in many cases we are the only voice a student may have. It is oftentimes that a teacher must, in a certain capacity, act as | |the students parent and assist in resolving issues that are fair and just to the student. Fairness, one of the many proficiencies GCU expects is| |quite reminiscent of the remaining items within Principle I: Ethical Conduct Towards Students. The remaining items are: | |1. The professional educator deals considerately and justly with each student, and seeks to resolve problems, including discipline, according | |to law and school policy. |3. The professional educator does not reveal confidential information concerning students, unless required by law. | |5. The professional educator endeavors to present facts without distortion, bias, or personal prejudice. | |The purpose of these expectations is to ensure the equal treatment of all of the students. We have all heard the stories of â€Å"teachers pets. | |These expectations are to prevent a teacher from manifesting personal feelings for a student into unfair advan tages during certain situations. |PRINCIPLE II:   Ethical Conduct toward Practices and Performance within AAE's document includes the following: | |1. The professional educator applies for, accepts, or assigns a position or a responsibility on the basis of professional qualifications, and | |adheres to the terms of a contract or appointment. | |3. The professional educator continues professional growth. | |These sub-principals serve the same purpose as Dedication within GCU's dispositions. As an educator the worst thing we can do as an educator is | |to stop growing; professionally or spiritually. When I decided to be an educator I chose to be the best educator I could possibly be. We are | |expected to be the best for our students. | |All of the principles and proficiencies within The Association of American Educators' (AAE) four principles of ethical teachers and GCU's Teacher| |Candidate Proficiencies/Professional Dispositions of the Conceptual Framework are necessary. These are expected of us as educators because they | |are critical in nurturing our students to be the best they can be. | | |