Week 28 - Influence of Law & Ethics in Practice

‘Critique and address issues of law, regulations and policy in practice using a reflective model’

To support me in organising my reflection I’m using Jay and Johnson’s reflective model:

By using the the ethical-decision making model (Ehrich et.al., 2011) and the five main parts of the framework I would guide myself through the process by identifying:

Part One: The critical incident

Part Two: The competing forces

Part Three: The individual’s values, beliefs and code of conduct

Part Four: The choice

Part Five: The implications

Step One: (Descriptive)

Ethical decision- making is challenging and the following ethical dilemma that
I may face in the future is:

The use of digital photos being taken by parents of students when attending EOTC
events and uploading them on their own social media accounts. These photos are
published, tagged and linked onto social media. The teacher is notified of this by a
parent who has noticed these photos appearing on her own social media account.

This can be connected to the improper use of social media within the context on
the school.

As the teacher I would feel that this is not appropriate, however I would be unsure what
rights the school has to tell parents not to post photos online that involve their own
child while at a school event.

Step Two: (Comparative)

Part One of Framework:

If the above incident occurred this would be identified as the critical incident .
The incident has created a dilemma for the teacher when she is notified by the parent
of the incident.

In this and with all matters the Education Code of Ethics applies with the ethic of care
the teacher needs to address for the learners.

Part Two of Framework:

The Education Council describes the competing forces as ‘tensions’  between the four
groups teachers have commitments to.

The tension these forces have impact on the decision making process.

Part Three of Framework:

The teacher has reached the individual value and beliefs - it is at this point the the
teacher is bound by “Our Code, Our Standards’ and is required to put the interests of
the learners at the centre.

The teacher also needs to communicate the incident with senior leadership for advice
and the school policy that is connected to this.

“Under the Privacy Act 1993 the school should not release any material that contains
personal information about students or employees, without permission from the
student's parents or guardians and in the case of secondary students, the students as
well.” (Copyright in Schools TKI)

Step Three: (Critical Reflection)

Part Four of Framework:

There are two possible actions or choices to either act or ignore.

To act would be the choice as the teacher I would make.

This can be an informal approach where the parents that attend EOTC trips are asked
that all our learners have a right to privacy therefore not to post photos online.

If photos are to be posted about their own child/ren to ensure other learners are not
involved or cropped out and the location is not mentioned.

As in this instant the photos have been posted an informal conversation could be had
with the parent involved to delete the photos posted.

Part Five of Framework:

The implications of the action or non-action.

Non-action: The Privacy Act (1993) is not being followed.

Action: The learner is put at the centre and their privacy is ensured.

References:

Education Council. (2017). Our Code Our Standards.
Retrieved from: https://educationcouncil.org.nz/sites/default/file…

Ehrich, L. C. , Kimber M., Millwater, J. & Cranston, N. (2011).
Ethical dilemmas: a model to understand teacher practice,
Teachers and Teaching: theory and practice, 17:2, 173-185, DOI: 10.1080/13540602.2011.539794

Jay, J.K. and Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice
for teacher education. Teaching and Teacher Education, 18, 73-85

Copyright in Schools TKI.
Retrived from:
https://www.tki.org.nz/Copyright-in-schools/Guidelines-for-schools/For-principals-and-trustees/Related-issues