Professional Decision Making Model
Ron Sandland
EDTE 513 Section 03
Foundations of Education in British Columbia
September 23, 2013.
STEP 2:
Gather facts
and
evidence. Be
unbiased and
openminded.
STEP 1:
Assess the
safety of all.
Is it safe?
YES
STEP 7: Modify as needed.
Return to STEP 3 if necessary.
STEP 3:
Identify
problem and
outline goals
of all parties
involved.
STEP 4:
Develop
options.
NO
Address
immediate
danger.
Ensure safety
for all.
STEP 6:
Choose.
Inform.
Apply.
Monitor.
STEP 5: Consider all
consequences and
probable outcomes.
Rationale
As a secondary school teacher, it will be necessary to make sound ethical and
moral decisions in many situations throughout my professional career that
will be very visible to the public eye. The Professional Decision Making
Model I have created, illustrates the steps and process I will consider when
faced with a challenging decision or situation. In my experience, I have
found that the safety and well-being, both physically and emotionally, of
my students and colleagues is paramount to me. This is synonymous with
my Personal Frame of Reference and daily best practice as a pre-service
teacher and human being. I also believe very strongly that all my students
feel as though their authentic voice is heard and heard without judgment,
especially in any conflict or high stress situation. I would expect no less of
myself or others in any given situation. I understand that this model will
evolve and change as I acquire new skills and experiences, but believe that
these main beliefs will remain constant.
I believe that it will depend on each individual situation and the context in
which it falls that will decide which approach I will take to reach a final
decision. I believe it is important to evaluate many approaches and
consider all angles when faced with a difficult decision. However, I believe
that the Virtue, Utilitarian, and Common Good approach appeal best to
my personal inner landscape. The Virtue Approach states that “What is
ethical is what develops moral virtues in ourselves and our communities.”
I will strive to model and therefore act with courage, honesty, kindness
and integrity in any challenging situation I encounter. I place a lot of
importance on finding and displaying one’s authentic self in my classes. I
know I must therefore act with the same authenticity and integrity in all
situations. The Utilitarian Approach states: “Of any two actions, the most
ethical one will produce the greatest balance of benefits over harms.” The
Common Good Approach states that “What is ethical is what advances the
common good.” I believe that we all want what is best for those around
us. Remaining open to possibilities and new ideas will ensure that the
best possible solution can be found in every situation.
When making ethically and morally sound decisions, I believe that one must
be aware of more than what is first presented. To ensure this is so, it is
necessary to take the principals of personal, professional, and global
ethics into account. That is, it is essential that all professional decisions
consider my own views as a person, the professional standards as outlined
in the Teacher Regulation Branch Standards and Professional Code of
Ethics, as well how the world and my surroundings could be affected. I
will act with a sense of social responsibility, environmental stewardship,
and benevolence towards self and others. As the TRB serves as the
regulator for approximately 68,000 certified educators in BC, it follows
that the standards be visited when making professional ethical decisions.
In particular, I find that standard 1, 2, and 4 which state that “Educators
value and care for all students and act in their best interests”, “Educators
are role models who act ethically and honestly” and, “Educators value the
involvement and support of parents, guardians, families and communities
in schools” support my personal landscape and experience best.
There may be some instances where some tension or in congruencies
between my personal and professional beliefs arise. In these situations, I
believe it will be even more important to remain consistent and true to a
strong decision making model. I know that I am an emotional being and
that empathy and a need to help in any way that I can often takes centre
stage. Being able to refer and be reminded of this model will allow me to
remain objective and consistent at all times.
I know that I tend to act instinctually. In my personal life, if there is a problem
I do whatever I can to fix that problem as quickly as possible so that no
one gets hurt or upset. Thus far, this process has worked well for me.
However, since I have started teaching in the secondary school system, I
have been made to consciously stop and think about much more than just
myself and the other people involved when faced with a difficult situation.
I have only just begun to realize how my actions will be viewed as a “public
educator”
as compared to merely a Canadian citizen. Step 5 of my Personal Decision
Making Model states “Consider all consequences and probable
outcomes.” This has taken on a new meaning for me and one that I am
not extremely comfortable with as of yet. I believe that I am an ethically
strong and capable individual and therefore know that if I were to act
merely on instinct, my decisions would be morally and ethically sound.
However, stopping to think about how I will be seen as an educator and
professional ambassador of the teaching profession, I believe will add that
extra layer of caution and awareness.
References
• BCTF Code of Ethics.
http://www.bctf.ca/ProfessionalResponsibility.aspx?id=4292
• TRB Professional Standards:
http://www.bcteacherregulation.ca/standards/StandardsDevelopment.as
px
• A Framework for Thinking Ethically:
http://www.scu.edu/ethics/practicing/decision/framework.html
• A Framework For Universal Principles of Ethics:
http://www.ethics.ubc.ca/papers/invited/colero.html