Code of Ethics
Personal Code
My new role as a district-level administrator requires a powerful code of ethics. The first attribute of my code is being on the frontline to promote goodness and happiness for all. I must fulfill my roles in the institution and support the welfare of others. I must act intelligently, make ethical decisions, and engage in desirable practices. I always focus on acceptable behaviors and approaches that support my philosophy. I encourage myself to engage in desired behaviors and avoid conflicts by all means. I strongly believe in Christian values such as empathy, sympathy, dignity, respect, and human welfare. It is pertinent to create the best environment that supports equality and fairness for all. Subordinates, colleagues, family members, and followers should be guided to achieve their goals in life (Bhattarai, 2015). This personal code of ethics will guide me to empower others and promote the best actions that can support every individual in the district.
Professional Code
My professional code is guided by powerful principles that make me a competent educational leader. I am always committed to my professional obligations and goals. This fact explains why I maintain and develop professional relationships with every stakeholder. I avoid conflicts of interest as an administrator. I will ensure my skills are used to model professional integrity in the district. It is appropriate to abstain from the appearance of impropriety (Shapira-Lishchinsky, 2014). As a leader, I am obliged to provide fair opportunities and equal rights for all. I am committed to building collaborative and collegial teaming. I am willing to build a sustainable and challenging environment for effective learning. I will build a solid parental and community relationship. My commitment will be to provide equitable experiences for all students. Inclusion of communities and parents is critical in the institution. Fairness, equality, uniqueness, and privacy are powerful concepts that can support a professional code (Brierton, Graham, Tomal, & White, 2016). I will also be committed to maintaining teacher competence.
The reasoning behind the Code
The above code of ethics begins by outlining the major practices and actions that denote my philosophy. One of the pillars supporting the code is my religious values. With such values, I can find it easier to support, guide, empower, and address the needs of others. Integrity, impartiality, empathy, and honor are powerful concepts that reshape my understanding of leadership. This personal code is what supports my career and professional goals. A good code of ethics is defined by the concept of professionalism (Bhattarai, 2015). The topics studied in class are meaningful attributes that dictate how learning should be promoted in every society. The first goal or objective is being committed to my followers and colleagues. That being the case, I have selected a code that promotes collaboration, justice, respect, and dignity. I strongly believe that my workmates can present powerful ideas and concepts that can transform the learners’ experiences.
The learners stand a chance to benefit from this code. An administrator should respect and appreciate the uniqueness of every student (Cherkowski, Walker, & Kutsyuruba, 2015). The individuals must be treated with dignity and fairness. Learning instructions should be in a position to meet the needs of the targeted students. It is appropriate to expand the learning abilities of every stakeholder in the district. The right to privacy is taken seriously to support both the learners and educationists in the district (Shapira-Lishchinsky, 2014). The code goes further to encourage me to support the welfare of the community through collaboration.
Using the Code Effectively
My district has the potential to develop the best organizational culture. This goal can only be realized if the above code is used effectively and efficiently. It is agreeable that the code supports my professional and personal goals. It can also be used to meet the needs and expectations of different people in the district. I will use the code to develop new competencies and participate in events that can support the learning process. The code will guide me to refrain from unethical practices that violate the regulations of the district. The approach will ensure the best environment for cooperation, problem-solving, teamwork, and learning is created (Cherkowski et al., 2015). The code will therefore be a guiding principle that will dictate what should be done. The concepts and principles will be shared with other stakeholders to achieve positive results. The code will also be updated and improved periodically to focus on the changing needs of every player in the district.
The Concept of Inclusivity
The developed code recognizes, acknowledges, and celebrates the contributions of different stakeholders. This is the case because it begins by outlining the principles upheld by the district level administrator. The code also considers the privacy, welfare, and success of the targeted teachers and learners. Colleagues are taken into consideration to develop a district-wide organizational culture (Bon, 2012). Parents, guardians, and community members are involved to ensure learning resources are available to all students (Smit & Scherman, 2016). The code seeks to support the needs of teachers and equip them with adequate resources that can create a sustainable environment for learning.
References
Bhattarai, P. (2015). The ethics of educational administrators: Are they uniform or contextual? JEEL, 2(4), 1-17. Web.
Bon, S. (2012). Examining the crossroads of law, ethics, and educational leadership. Journal of School Leadership, 22(1), 285-308. Web.
Brierton, J., Graham, B., Tomal, D., & White, W. (2016). Ethics and politics in school leadership: Finding common ground. Lanham, MD: Rowman & Littlefield.
Cherkowski, S., Walker, K., & Kutsyuruba, B. (2015). Principals’ moral agency and ethical decision-making: Toward a transformational ethics. International Journal of Education Policy and Leadership, 10(5), 1-17. Web.
Shapira-Lishchinsky, O. (2014). Simulation-based constructivist approach for education leaders. Educational Management Administration & Leadership, 1(1), 1-17. Web.
Smit, B., & Scherman, V. (2016). A case for relational leadership and an ethics of care for counteracting bullying at schools.South African Journal of Education, 36(4), 1-9. Web.