Conceptual Framework & Ethical Dispositions

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| The Association of American Educators' (AAE) four principles of ethical teachers and GCU's Teacher Candidate | |Proficiencies/Professional Dispositions of the Conceptual Framework are very similar. The purpose of seven of the principles and proficiencies | |that overlap are High Expectations Respect for the Diversity of Others Fairness Professional Conduct Reflection Curiosity Honesty Compassion | |Advocacy Dedication. | |Principle I of The Association of American Educators' four principles of ethical teachers is Ethical Conduct Toward Students. Listed within that| |section are the following numbered points: | |2.    The professional educator does not intentionally expose the student to disparagement. | |4.    The professional educator makes a constructive effort to protect the student from conditions detrimental to learning, health, or safety. | |These two items would serve the same purpose as the Advocacy professional disposition expected by GCU. Educators are expected to be student | |advocates because in many cases we are the only voice a student may have. It is oftentimes that a teacher must, in a certain capacity, act as | |the students parent and assist in resolving issues that are fair and just to the student. Fairness, one of the many proficiencies GCU expects is| |quite reminiscent of the remaining items within Principle I: Ethical Conduct Towards Students. The remaining items are: | |1.    The professional educator deals considerately and justly with each student, and seeks to resolve problems, including discipline, according | |to law and school policy....
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