Model Code of Ethics for Educators

[N.B.: The Model Code of Ethics for Educators is reproduced below with the kind consent of the National Association of State Directors of Teacher Education and Certification (NASDTEC), which has been spearheading the initiative to draft and promote the adoption of a national code of ethics for the teaching profession. I am proud to be a small part of this ongoing effort.]

Principle I: Responsibility to the Profession

The professional educator is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law. This entails holding one[self] and other educators to the same ethical standards.


  3. Holding oneself responsible for ethical conduct;
  5. Refraining from professional or personal activity that may lead to reducing one‘s effectiveness within the school community;
  6. Avoiding the use of one‘s position for personal gain and avoiding the appearance of impropriety;


  4. Neither filing nor encouraging frivolous ethical complaints solely to harm or retaliate; and
  5. Cooperating fully during ethics investigations and proceedings.


  3. Enhancing one‘s professional effectiveness by staying current with ethical principles and decisions from relevant sources including professional organizations;

Principle II: Responsibility for Professional Competence



  1. Incorporating into one’s practice state and national standards, including those specific to one‘s discipline;
  2. Using the Model Code of Educator Ethics and other ethics codes unique to one‘s discipline to guide and frame educational decision-making;
  3. Advocating for equitable educational opportunities for all students;
  6. Committing to ongoing professional learning.


  1. Appropriately recognizing others‘ work by citing data or materials from published, unpublished, or electronic sources when disseminating information;
  5. Creating, maintaining, disseminating, storing, retaining and disposing of records and data relating to one‘s research and practice, in accordance with district policy, state and federal laws; and


  1. Increasing students‘ access to the curriculum, activities, and resources in order to provide a quality and equitable educational experience.

Principle III: Responsibility to Students



  2. Interacting with students with transparency and in appropriate settings;
  4. Taking into account how appearance and dress can affect one‘s interactions and relationships with students;
  7. Avoiding multiple relationship with students which might impair objectivity and increase the risk of harm to student learning or well-being or decrease educator effectiveness;

B. The professional educator demonstrates an ethic of care through:

  1. Seeking to understand students‘ educational, academic, personal and social needs as well as students‘ values, beliefs, and cultural background;


  2. Upholding parents‘/guardians‘ legal rights, as well as any legal requirements to reveal information related to legitimate concerns for the well-being of a student; and

Principle IV: Responsibility to the School Community



  1. Communicating with parents/guardians in a timely and respectful manner that represents the students‘ best interests;


  7. Ensuring that educators are assigned to positions in accordance with their educational credentials, preparation, and experience in order to maximize students‘ opportunities and achievement; and


  2. Collaborating with community agencies, organizations, and individuals in order to advance students‘ best interests without regard to personal reward or remuneration; and




  1. Considering the risks that multiple relationships might impair objectivity and increase the likelihood of harm to students‘ learning and well-being or diminish educator effectiveness;

Principle V: Responsible and Ethical Use of Technology



  5. Understanding and abiding by the district‘s policy on the use of technology and communication;

B. The professional educator ensures students‘ safety and well-being when using technology by:

  2. Respecting the privacy of students‘ presence on social media unless given consent to view such information or if there is a possibility of evidence of a risk of harm to the student or others; and




  3. Promoting technological applications (a) that are appropriate for students‘ individual needs, (b) that students understand how to use and (c) that assist and enhance the teaching and learning process.



The verbal, physical, emotional and social distances that an educator must maintain in order to ensure structure, security, and predictability in an educational environment. Most often, the boundaries that are transgressed relate to role, time and place. By respecting contracted roles, appropriate working hours, and the location of the learning environment, secure boundaries are in place for all members of the schooling community.


The customary beliefs, social forms, and material traits of a racial, religious, or social group, including the characteristic features of everyday existence shared by people in a place or time. [1]

District/School District

This is often referred to as a ”local education agency.“ A ”district“ in this document is defined as a public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or for a combination of school districts or counties that is recognized in a State as an administrative agency for its public elementary schools or secondary schools. This can include charter schools, magnet schools, virtual magnet schools, regional educational school districts, or other entities falling under the definition above.


Educators are the target audience for the MCEE, and are defined as licensed educators. These include paraprofessionals, teachers, teacher leaders, student support personnel and administrators. However, others who interact with students who are not under the auspices of an education-related licensing organization such as coaches, school secretaries, custodians or other school staff are encouraged to adopt or adapt this Model Code of Educator Ethics. See a separate definition for ”professional educator.“

Ethic of Care

Responding with compassion to the needs of students.

Ethical Decision-Making Model

A framework utilized by educators to guide decision-making which includes professional dispositions; applicable laws, statutes, and policies; the Model Code of Educator Ethics; and other guidelines that have been adopted and endorsed by educational organizations.

Fiduciary Relationship

A fiduciary relationship is one in which a person justifiably places confidence in another whose aid, advice, or protection is assumed. Inherent in such fiduciary relationships is an imbalance of power. Educators have a unique responsibility, as the relationship between student and teacher differs from other professional/client relationships (e.g., attorneys, physicians, clergy). Educators are entrusted with the safety and welfare of students during and after school hours and serve ”in loco parentis.“

Implicit or Explicit Demands of an Organization

Implicit demands are often subjective or implied and reflect the culture of the schooling environment. Explicit demands are clearly articulated through mandates, policies, or statutes.


The impairment of learning or any potential action which may lead to physical, emotional, psychological, sexual, or intellectual damage to a student or a member of the school community.

Learning Community

A group of educators who work with one another to achieve the shared goals of their school and engage in collaborative professional learning to strengthen practice and increase student results. [2]

Multiple Relationships

Multiple relationships occur when the educator is in a professional role with one or more members of the school community and also has a personal relationship with that person or a member of that person‘s family. Multiple relationships have the potential to impair objectivity, competence, or effectiveness in performing his or her functions as an educator.

New Educators

New educators include individuals in an educator preparation program or newly employed in the education profession, including paraprofessionals, teachers, administrators, and student support personnel.

Professional Educator

A licensed educator who demonstrates the highest standards of ethical and professionally competent practice and is committed to advancing the interests, achievement and well-being of students. The professional educator is also committed to supporting the school community and the education profession.

Proprietary Materials

Materials that protected from unauthorized use by copyright or other forms of intellectual property rights.

Safe Environments/Safety and Well-Being

A school setting which promotes the well-being of all members of the school community and is characterized by the absence of physical, psychological, sexual or emotional harm.

School Community

This term usually refers to those stakeholders invested in the welfare of a school and its community. A school community includes school administrators, teachers, school staff members, students, their parents and families, school board members and other community members. [3]

Sensitive Information

This includes but is not limited to student information and educational records, including medical or counseling records.


A learner attending a P-12 school.


Tools, systems, applications and processes that can include, but are not limited to, electronic communications networks such as the Internet and electronic devices such as computers, laptops, phones and other hardware/software that deliver text, audio, images, animation, and streaming video.


Openness and accountability with respect to one’s behaviors, actions and communications as an educator.


1. http://www.merriam-webster.com/dictionary/culture
2. http://learningforward.org/standards/learning-communities#.VTVerkv7Q3Y
3. http://edglossary.org/school-community/

© NASDTEC 2015

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