Page 15 - Inquiring into the Ethical Dimensions of Professional Practice

Vignette 8: The Influence of Personal Beliefs and Biases
Our principal bypassed the transfer list during the hiring process and opted instead to only review the resumes of beginning teachers with five years or less of experience. The principal believed that these beginning teachers, who were on the Long Term Occasional (LTO) list, were more suitable candidates. She was privileging these individuals over those on the transfer list. The principal’s assumption was that the teachers on the transfer list were ineffective teachers as she believed they were on the transfer list for a reason. This action goes against policy and procedure which dictates that the transfer list should always take precedence. The principal then selected resumes on the LTO list and provided interviews to only those teachers. As a teacher, I was deeply troubled and disturbed by the lack of transparency and manipulation of the hiring process. What are my ethical responsibilities in a case like this? What are the implications of my decision to either act or remain silent when hiring practices were influenced by the personal beliefs or biases of those in power?
Ethical Inquiry Cycle
Ethical Inquiry Dialogic Process
After reading the vignette, educators are invited to engage in critical reflection and dialogue related to the following ethical inquiry process:
1. Experience: Identify the ethical challenge(s), issue(s) or dimensions inherent within this vignette.
2. Reflection: Critically reflect on the underlying values or assumptions that are influencing the professional practices in this vignette.
3. Critical Analysis: Critically analyze this vignette through the ethics of Care, Respect, Trust and Integrity.
4. New Perspectives and Insights: Identify new insights or understandings have been gained from reading this vignette?
Ethical Knowledge and Action
Generate suggestions for enhancing the ethical awareness, sensitivity and ethical efficacy of the educators in this vignette?
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