Introduction

          As noted earlier, the University of Evansville holds its students to very high standards; there are several very good reasons for this. First, the teaching profession demands high ethical and behavioral standards for its members.  Second, we know from research studies that teachers who adhere to high professional principles and dispositions are more likely to be leaders in the profession and have students who are more successful.  Third, we also know that school leaders and the professional education community in general have certain expectations for those entering the ranks of the profession.  Finally, adherence to the University of Evansville Honor Code is required of all students.

CODE OF ETHICS OF THE EDUCATION PROFESSION

(Adopted by the NEA 1975 Representative Assembly)

    Preamble

The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.

The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one's colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.

The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than the one specifically designated by the NEA or its affiliates.

    Principle I: Commitment to the Student

The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.

In fulfillment of the obligation to the student, the educator--

1. Shall not unreasonably restrain the student from independent action in the pursuit of learning.
2. Shall not unreasonably deny the student's access to varying points of view.
3. Shall not deliberately suppress or distort subject matter relevant to the student's progress.
4. Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety.
5. Shall not intentionally expose the student to embarrassment or disparagement.
6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly--

a. Exclude any student from participation in any program

b. Deny benefits to any student

c. Grant any advantage to any student

7. Shall not use professional relationships with students for private advantage.
8. Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.

    Principle II: Commitment to the Profession

The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.

In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons. In fulfillment of the obligation to the profession, the educator--

1. Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications.
2. Shall not misrepresent his/her professional qualifications.
3. Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute.
4. Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position.
5. Shall not assist a noneducator in the unauthorized practice of teaching.
6. Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.
7. Shall not knowingly make false or malicious statements about a colleague.
8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or action.

DISPOSITIONS AND SUCCESS 

          High professional principles and dispositions are strongly related to leadership in the profession and having students who are more successful.  Because of this relationship, students in teacher education are held to important standards in terms of behavior, attitudes, honesty, and professional habits. The document below is used several times throughout a student’s program to measure the degree to which a student is meeting these professional obligations and habits. 

PROFESSIONAL COMMUNITY EXPECTATIONS

          School leaders have certain expectations for those entering the ranks of the profession. It is often the case that an employment decision will be made based on the perceptions of a principal or group of teachers, while the student is in a field assignment or during student teaching. In other words, the faculty in the School of Education want you to have every opportunity to demonstrate your professionalism while you are working in the schools. 

          Also, your professional responsibilities extend to the professional teaching community and the associations and organizations devoted to supporting education. There are two very active organizations on campus: the Student Education Association, and the student chapter of the Council for Exceptional Children. Your participation and membership in these organizations also speak to your level of commitment and desire to grow. In addition to these on-campus organizations, you should also inquire into student membership in the various content and disciplinary organizations. Some of those are: 

·        The National Science Teachers Association (NSTA)

·        The National Council of Teachers of Mathematics (NCTM)

·        The National Council of Teachers of English (NCTE)

·        The National Council for the Social Studies (NCSS)

·        The Association for Childhood Education international (AECI)

·        The Association for the Education of Young Children (AEYC)

THE UNIVERSITY OF EVANSVILLE HONOR CODE

         Academic integrity has always been a hallmark of the University of Evansville. The Academic Honor Code enables both students and faculty to pursue their scholarly endeavors in an environment of academic freedom. It is an environment that our students both expect and demand. Matriculation at the University of Evansville is contingent upon subscribing to the values of the following honor code:

"I understand that any work which I submit for course credit will imply that I have adhered to this Academic Honor Code: I will neither give nor receive unauthorized aid nor will I tolerate an environment which condones the use of unauthorized aid."