Ethics in Iowa Education
The Board of Educational Examiners provides leadership in practitioner
licensure, and oversight of practitioner rights, responsibilities, practices, and
ethics.
The information in this presentation is
NOT to be construed as legal advice.
Since there could be contractual
implications, practitioners may contact
their building or union representative for
guidance.
At the end of this presentation, participants will
understand the following content:
1.
2.
3.
Code of Conduct & Ethics.
Code of Rights &
Responsibilities.
Role of the Board of
Educational Examiners (BOEE).
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Iowa Department of Education
Board of Educational Examiners
Chapter 26: Rights &
Responsibilities
Chapter 25: Conduct & Ethics
Case Studies
Cautions
Teachers are not in private practice. We are
in the helping and caring profession, a
service profession to help people enhance
the quality of their lives.
Harry and Rosemary Wong
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Recommends teacher prep programs
Monitors academic achievement
Monitors federal mandates
Monitors state mandates (DE & BOEE)
Translates laws into rules (DE & BOEE)
Profession
Entrance
Licensure
Standards
Continuing
Education
Governing
Body
Law
LSAT
State Bar
Exam
Canon of
Ethics
CLE
State
Supreme
Court
Medicine
MCAT
State
Board
Exams
State Code CME
Board of
Medical
Examiners
Education
(Iowa)
Entrance
Exam
BA or BS
Code of
Conduct &
Ethics
Board of
Educational
Examiners
(C-Base,
PRAXIS-I,
or CAPP)
(Initial
license)
Comp
Evaluation
(Standard
license)
Staff Dev or
College
credits
(Grad or
Undergrad)
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Initial, standard, master educator
Administrative licensure
Evaluator approval
Substitute license
Other certification
◦ Substitute authorization
◦ Coaching authorization
◦ Para-educator certification
Educators can renew their licenses through
college credit and approved licensure renewal
activities provided by AEAs, SAI, ISEA, and
approved districts.
Iowa Administrative Code
Chapter 26
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Right to be licensed & endorsed
Right to refuse assignments for which the
educator is not legally authorized
Right to exercise professional judgment in
teaching methods & instructional materials
After completing an undergraduate
program, being recommended by a
university or college, and passing a
background check, a teacher has the right
to be licensed.
Example: In addition to passing all required
classes, each teacher needs a positive
recommendation concerning teaching
ability to receive an initial license.
A teacher who is teaching outside his or her
licensure is subject to a fine and disciplinary
action.
Example: A high school English teacher must
hold a secondary license and a journalism
endorsement to teach journalism.
Depending upon a school’s needs, a teacher
may be asked to seek a conditional license
by completing additional coursework.
Example: A chemistry teacher may be asked
to complete a coursework for a biology
endorsement.
Subject to local board/administrator
authority, teachers may evaluate, select, and
use teaching methods appropriate to student
needs, abilities, and backgrounds. However,
teacher judgment must align with district
goals and initiatives
Example: In teaching social studies content,
one teacher may ask students to role play
while another may assign reports.
Iowa Administrative Code
Chapter 25
Standard I: Conviction of crimes, sexual or
other immoral conduct with or toward a
student, and child and dependent adult
abuse
Standard II: Alcohol or drug abuse
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Standard III: Misrepresentation, falsification of
information
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Standard IV: Misuse of public funds and
property
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Standard V: Violations of contractual
obligations
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Standard VI: Unethical practice toward other
members of the profession, parents,
students, and the community
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Standard VII: Compliance with state law
governing student loan obligations
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Standard VIII: Incompetence
A high school English teacher
claimed to have earned a
masters degree in 1980. As of
2002, she received close to
$42,000 extra salary based on
her fictitious degree.
Suspensions and revocations are
posted on the National Association
of State Directors for Teacher
Education and Certification
(NASDTEC) Website.
A coach hired a student to baby-sit
and secretively videotaped her
trying on bathing suits. He told her
that he intended to purchase the
suits for his wife.
What standards did these practitioners
violate?
How could these situations have been
avoided?
Please read the remaining case studies and
consider your responses to the questions
above as you view the remaining case
studies.
A teacher’s request for personal leave was
denied based on the district’s policy of no
personal days before or after Winter/Spring
Break. The teacher called in ill. An
investigation by the principal revealed that
the teacher took a planned trip during the
time he requested sick leave.
An elementary teacher locked money from
student lunches, library books, field trips,
and school fundraisers in her desk drawer.
School policy required teachers to turn
money into the office daily. An audit
indicated that she turned in 60-70% less
money than other teachers. She admitted to
borrowing and not paying back the full
amount.
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Developed by a task force convened by the Iowa State Education
Association including representatives from the Iowa Department
of Education, Area Education Agencies, and School Districts
Task Force Members:
 David Wilkinson, co-chair, ISEA
 Mary Beth Schroeder Fracek, co- chair, DE
 Pam Fields, Dubuque Community School District
 Jeff Johll, Dubuque Community School District
 Gail Myers, teacher, Keokuk Community School District
 Sue Swartz, AEA 11 now with DE
 Connie Richardson, AEA 13
 Pat Shipley, ISEA
 Dave Ulrick, ISEA
 Sue Johannsen, teacher, Burlington Community School District
 Mary Brooks, teacher, West Des Moines Public Schools
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College Credit/Renewal Options,
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Future Opportunities,
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Questions
Connected to:
 Evaluator
Approval training
 Beginning teacher evaluation
 Experienced teacher evaluation
 Induction / Mentoring
 Professional development
 Professional conversations
a.
b.
c.
d.
e.
f.
g.
Provides evidence of student learning to students, families
and staff
Implements strategies supporting student, building, and
district goals
Uses student performance data as a guide for decision
making
Accepts and demonstrates responsibility for creating a
classroom culture that supports the learning of every student
Creates an environment of mutual respect, rapport, and
fairness
Participates in and contributes to a school culture that
focuses on improved student learning.
Communicates with students, families, colleagues, and
communities effectively and accurately
a.
b.
c.
d.
Understands and uses key concepts, underlying
themes, relationships, and different perspectives
related to the content area.
Uses knowledge of student development to make
learning experiences in the content area
meaningful and accessible for every student.
Relates ideas and information within and across
content areas
Understands and uses instructional strategies that
are appropriate to the content area
a.
b.
c.
d.
e.
Uses student achievement data, local standards,
and the district curriculum in planning for
instruction
Sets and communicates high expectations for
social, behavioral, and academic success of all
students
Uses student’s developmental needs,
backgrounds, and interests in planning for
instruction
Selects strategies to engage all student in
learning.
Uses available resources, including technologies,
in the development and sequencing of instruction.
a.
b.
c.
d.
e.
f.
Aligns classroom instruction with local standards
and district curriculum
Uses research-based instructional strategies that
address the full range of cognitive levels
Demonstrates flexibility and responsiveness in
adjusting instruction to meet student needs
Engages students in varied experiences that meet
diverse needs and promote social, emotional, and
academic growth
Connects students’ prior knowledge, life
experiences, and interests in the instructional
process
Uses available resources, including technologies,
in the delivery of instruction
a.
b.
c.
d.
e.
f.
Aligns classroom assessment with instruction
Communicates assessment criteria and standards
to all students and parents
Understands and uses the results of multiple
assessments to guide planning and instruction
Guides students in goal setting and assessing
their own learning
Provides substantive, timely and constructive
feedback to students and parents
Works with other staff and building and district
leadership in analysis of student progress
a.
b.
c.
d.
e.
Creates a learning community that encourages
positive social interaction, active engagement, and
self-regulation for every student
Establishes, communicates, models, and maintains
standards of responsible student behavior
Develops and implements classroom procedures
and routines that support high expectation for
student learning
Uses instructional time effectively to maximize
student achievement
Creates a safe and purposeful learning
environment
a.
b.
c.
d.
Demonstrates habits and skills of continuous
inquiry and learning
Works collaboratively to improve professional
practice and student learning
Applies research, knowledge, and skills from
professional development opportunities to improve
practice.
Establishes and implements professional
development plans based upon the teacher’s needs
aligned to the ITS and district/building student
achievement goals
a.
b.
c.
d.
e.
Contributes to efforts to achieve district and
building goals
Demonstrates an understanding of and respect for
all learners and staff
Collaborates with students, families, colleagues,
and communities to enhance student learning
Adheres to board policies, district procedures, and
contractual obligations
Demonstrates professional and ethical conduct as
defined by state law and district policy
Mission:
 To
involve Iowa beginning
educators and mentors in a
high quality professional
experience that enhances
professional practice.
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Journey to Excellence uses Mentoring Matters: A
Practical Guide to Learning-Focused
Relationships, 2003, by Bruce Wellman and
Laura Lipton as the text for mentors and A
Framework for Understanding the Iowa Teaching
Standards and Criteria for use by mentors and
beginning educator ginning educators as the
common language of good teaching.
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In this program, mentors receive comprehensive
preparation and training. Learning Projects
provide a curriculum for use by the mentors and
beginning educators.
Journey to
Excellence
Iowa Training Model for
Mentors of Beginning
Educators
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An invaluable reference for mentors
of beginning teachers, this guide
offers structures, strategies and
tools for developing expertise in
teaching.
Sections include specific information
about the mentor’s role, the needs of
beginning teachers and the
attributes of effective mentorprotégé relationships.
Tips for maximizing time and
attention, an extensive resource
section and blackline masters to
support developmental interactions
make this book a must-have for
mentors.
Equity
Cultural Sensitivity
High Expectations
Developmental Appropriateness
Accommodating Individual Needs
Appropriate Use of Technology
Features of
A Framework for Teaching , p. 14
(and the Iowa Teaching Standards)
Comprehensive
Public
Generic
Not a checklist
Does not endorse a particular teaching
style
Dependent on context
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Marlin Jeffers, Educational Consultant
Northwest Area Education Agency
1520 Morningside Ave.
Sioux City, IA 51106
712-222-6038 mjeffers@nwaea.k12.ia.us
Flora lee, Educational Consultant
Northwest Area Education Agency
1520 Morningside Ave.
Sioux City, Iowa 51106
712-222-6363 flee@nwaea.k12.ia.us