• Summary
  • Contents
  • Subject index

“This is a book that should set off needed conversations in every school and classroom and school board meeting—and the dinner table. Sometimes I wanted to quarrel with the authors, and that's part of its genius. It always managed to provoke me to think and to engage with these dilemmas.”

—Deborah Meier, Senior Scholar and Adjunct Professor

New York University

“The Mackenzies show us how to recognize moral dilemmas, employ guidelines for addressing them, and teach us how to resolve them on our own. A gift to educators, the educational profession, and to all who would behave ethically and professionally within it.”

—Roland Barth, Educational Consultant

Guidance for navigating the ethical dilemmas that teachers face!

Teachers deal with ethical issues on a regular basis, from confidentiality regarding student information to discipline to communication. As moral exemplars, educators need guidance for handling such challenges. Written by an educator and a national authority on ethics, this professional development resource helps educators confront and resolve ethical questions.

Featuring richly detailed, real-life case studies, this volume outlines the intricate relationship between ethical propriety and school success. Chapters focus on: The role of teachers in developing, sharing, and implementing ethical policies for their schools; Four guiding principles—the Rule of Publicity, the Rule of Universality, the Rule of Benevolence, and the Golden Rule—for developing ethical approaches and practices; Relationships between teachers and students, colleagues, supervisors, parents, taxpayers, and other stakeholders

Now What? Confronting and Resolving Ethical Questions is a crucial tool for ensuring equality of opportunity and a quality learning environment for all involved in the educational process.

The Sum of the Parts: Teachers on Collaborative Teams
The sum of the parts: Teachers on collaborative teams

The concept of the school as a series of one-room schoolhouses where teachers have neither time nor inclination to share much beyond their plans for the weekend has been challenged lately by the growing acceptance of the desirability of collaboration, teamwork, and collegial learning (Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009). Schools are rapidly adopting the philosophy that teachers and schools benefit from collaborative work (DuFour, Eaker, & DuFour, 2005). The advantages of this team approach are several. Teams can divide the labor, allowing each member to do what he or she does best. In that sense, a team can be more than the sum of its parts. ...

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