Learning Task 2: Personal Social Media Principles for Teachers

Aubrey Goodridge, Marina Greiss, Neve Spotswood, Elizabeth Tran, Sara Younan

University of Calgary: Werklund School of Education

EDUC 525: Law and Ethics in Education

Instructor: Rhiannon Jones

October 29th, 2021

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Introduction

Teachers represent schools and thus, it is necessary that all principles regarding conduct

are created with this in mind. Principles are necessary to ensure that the virtues of the schools are

conveyed through how the staff, in particular the teachers, are perceived. With the rise in social

media, connections between individuals are more accessible yet they create more potential for

dissonance between students, parents, and community members. Due to the widely spread and

widely accepted use of social media, it would be unreasonable to completely prohibit social

media use by school staff. However, in order to uphold the honour and dignity of the profession,

which is embedded in the Alberta Teachers’ Association’s (ATA) Code of Professional Conduct

(2018a), it is necessary to impose some restrictions on social media use. In this paper, five

principles pertaining to social media are outlined and examined that will serve to ensure

adherence to the Code and consideration of ethical schools of thought to provide optimal

educational quality to all students.

(Principle 1) All social media accounts and postings associated with teachers, public or private,

should reflect the values of the school board.

Teachers may use social media accounts to disclose their beliefs if they align with the

values of the school board; however, regardless of the content of the post, it is important that

social media accounts and posts are not found to be influencing or coercing others. It is difficult

for a teacher to determine whether or not certain posts about personal beliefs or perspectives will

have an effect on someone else, particularly on students, and so this principle serves to guide

teachers in the contents of their social media posts. With regards to the beliefs and opinions of
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teachers, this principle coincides with professional standards of the ATA's Code of professional

Conduct (2018a), specifically number 1. According to the Code (2018a), a teacher should teach

in a manner that respects the dignity and rights of all students, without prejudice. Thus, to avoid

potential perceived prejudice or nonadherence to school values, the teacher should avoid posting

any beliefs that do not directly align with school board values on social media.

The principle surfaces the Relativist ethical perspective. In today’s society, social media

has provided a public platform for each person to share their individual beliefs. This concept of

individualism through social media aligns with the Subjectivist Relativism school of ethical

thought, which centers “its morality in the individual’s preferences rather than in those of

community.” (Walker & Donlevy, 2006, p. 223). It would not make sense for a teacher-focused

principle to adhere to a subjectivist perspective, as teachers exhibit significant community

influence, as well as are the faces of the school where they teach – it is impossible for teachers to

separate their individualism from their community. This is because when teachers, who have

prominent roles in society, post about their individual beliefs, they inherently risk influencing the

beliefs of others. Where this becomes concerning is if the teacher’s beliefs, which intrinsically

impact the way that they teach, misalign or completely contradict those of the community or

school board. The following rationale for using a foundationalist approach rather than a

subjectivist approach in public institutions supports this:

“One might reasonably expect that in one’s private life, decisions based solely on

personal conscience are the norm and that little if any harm may result. However,

for decision-makers within public institutions, where decisions are enforceable by

the state and where there is a wide and positive duty to the welfare of others, such
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as in education, such myopia is unacceptable and is certainly not foundationalist."

(Walker & Donlevy, 2006, p.233).

Hence, even if teachers have positive intent when posting ideas, opinions, or perspectives

on social media, it may result in harm or influence over others, especially if their postings

contradict the values of the school board. Teachers have a particular influence that cannot be

ignored, so this principle ensures that this inevitable influence, whether through social media or

in the classroom, coincides with the values that the school board upholds.

(Principle 2) If teachers are using social media to interact with students, it must be in a manner

that supports educational growth while maintaining professional conduct.

When considering teachers’ personal social media accounts, one of the immediately

foreseeable concerns is the out-of-school interaction between students and teachers through

social media platforms. Due to the frequency and public nature of social media use, it would be

unreasonable and unrealistic to prohibit social media interaction (including likes, comments, and

messages) between teachers and students. Further, social media interaction may support teachers

in lifelong professional development as outlined in the Teaching Quality Standard (Alberta

Education, 2018). Social media communication could provide unique opportunities for teachers

to “[foster] effective relationships” (Alberta Education, 2018, p. 4) with their students and

“[establish] inclusive learning environments” (Alberta Education, 2018, p. 6), ultimately

fostering an online community that supports student learning. Considering the complex nature

and ethical implications of social media with regards to teacher-student relationships, a guiding
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principle that stresses professionalism for teachers and educational growth for students in all

types of online interactions is pertinent.

With respect to the teaching profession, this principle that guides social media interaction

aligns with the professional standards of the ATA’s Code of Professional Conduct (2018a),

specifically numbers 18 and 19. According to the Code (2018a), teachers must maintain dignity,

honour, and professional service, and therefore should not interact with their students via social

media in a manner that would undermine these expectations. Considering students in this

principle, standards 1 and 4 of the Code (ATA, 2018a) are relevant, as teachers should also be

expected to connect with students through a respectful and considerate approach. Although the

description of professional and educational social media communication in this principle is

supported by the standards in ATA Code of Conduct (2018a), teachers’ use of social media to

interact with their students should also be ethical, as is expected for educational institutions in

general (Walker & Donlevy, 2006).

There is no doubt that teachers would be expected to communicate ethically with their

students on social media platforms. The nature of teaching and the teaching profession is rooted

in Virtue Ethics. Teachers have developed a virtuous character with which they exercise practical

wisdom in their daily practice (Donlevy & Walker, 2011), and some may use a Virtue Ethics

approach to argue that principles like this are unnecessary due to the character of individual

teachers. However, as virtuous as teachers may be, the Deontological approach articulates that

duty-binding principles are central to ethical decision making (Donlevy & Walker, 2011).

Whether or not one believes that ethical principles regarding teacher-student interaction are

necessary or effective, this principle sets a standard for online conduct. Simply put, this principle

establishes that the manner in which teachers interact with their students on social media should
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be similar, if not identical, the professional and ethical standards of communication within the

classroom setting.

(Principle 3) All social media accounts and postings owned by teachers pertaining to any

classroom activities, student, and faculty information should remain private and be reviewed by

the school before being posted.

Just as the ATA has a strict privacy policy to protect teachers’ information from being

shared with the public or by third parties without their consent, teachers should adhere to the

school’s policy pertaining to student privacy as well. According to statement 5 of the Code,

“teacher[s] may not divulge information about a pupil received in confidence or in the course of

professional duties except as required by law or where, in the judgement of the teacher, to do so

in the best interest of the pupil.” (ATA, 2018a). Sharing students’ information and activities with

the public is not only a breach of privacy, but it could also endanger them, other colleagues, and

anyone else involved. Therefore, it is advisable that all photos and postings pertaining to

classroom activities be posted on the school’s private social media account that is automatically

controlled and approved by the administration, as opposed to the teacher’s private account.

Parents and students should also be given the option to opt out of such communications if they

wish to do so.

This principle falls in line with the schools of Relativist and Deontological schools of

ethics. Modern community and culture constantly calls for the respect of the individual’s privacy.

This is evident with the constant changes that social media providers make to comply with what

the general community demands for. One such recent example of change is the consent required

by many websites from users for their use of cookies. From a relativist ethics point of view, two
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questions a teacher should ask that closely relate to principle three are: “what would the

proposed decision [of posting classroom activities on social media without consent] mean to the

community’s opinion of me if I made this decision? [And] what should I do based on what the

community thinks I should do?” (Donlevy & Walker, 2011, p. 29) Consequently, since the

community calls for privacy laws and policies, when a teacher makes “an ethical decision, it

must be universally applicable to all persons including the decision maker,” which is the essence

of Deontological school of ethics. Therefore, the main question the teacher should ask based on

this school of ethics is: “To whom or to what do I owe a duty in this decision?” (Donlevy &

Walker, 2011, p. 26) It is not what the teacher thinks is right for them, but rather what is right for

the students and colleagues whom the teacher owes a duty to.

(Principle 4) Teachers are permitted to publicly post evidence of social gatherings and off the

job activities as long as they align with school values. Social activities that do not align with

values should not be posted, regardless of whether or not the account is private.

As previously mentioned, the Code states the teacher must conduct themselves in a

dignified and honourable way (ATA, 2018a), as to not bring upon questions of their abilities and

qualifications as a teacher. This includes not engaging in activities which adversely affect the

quality of the teacher’s professional service (ATA, 2018a), as there would be negative

consequences of a teacher’s efficacy if their professional abilities are challenged by students or

parents. When teachers advertise their engagement in activities that do not align with school

values, Virtue Ethics argues that it is because the virtues ingrained within the teachers themselves

are not aligned with the school (Donlevy & Walker, 2011). That is to say that based on this
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school of thought, the teachers would not be considered virtuous, which would reflect poorly on

the virtues of the profession as a whole. What social activities are considered to be appropriate

depends on the community and culture that the school is immersed in, as well as can be

navigated based on what was deemed appropriate in the past. These same principles apply to

Relativist Ethics, specifically Cultural Relativism, where the principles themselves can be vague

enough to allow interpretation to vary based on the cultural and community norms while still

providing adequate and appropriate guidelines for what teachers may deem suitable to post

(Donlevy & Walker, 2011).

The strongest perspective to support this principle is the Teleological ethical perspective,

as the needs of the many outweigh the needs of the few (Donlevy & Walker, 2011); the trust in

the profession is more important than and outweighs a teacher’s freedom to post whatever they

would like on social media. There is a need for trust as a foundation to ensure that the education

system is effective and the trust in the teacher is at the heart of it. As a profession, teachers must

be able to create crucial connections with parents and students to gain trust so that their teachings

are perceived as genuine and competent. Based on these ethical perspectives, the principle set

forth supports the teachers’ ability to conduct themselves in a dignified and honourable way and

ensures their actions outside of school does not negatively impact their professional abilities.

(Principle 5) Teachers may not use any social media platform to promote business that could

potentially lead to profit through professional influence, or that could potentially compromise the

quality of education that students receive.

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This principle is strongly based in a key point of the ATA Code of Professional Conduct.

As “The teacher may not take advantage of a professional position to profit from the sale of

goods or services to or for pupils in the teacher’s charge.” (ATA, 2018a), promoting personal

business on social media could increase the likelihood of a breach of this standard. Furthermore,

as the ATA Declaration of Rights and Responsibilities for Teachers clearly states, “Teachers,

collectively and collegially, have the right to: g) receive an adequate income while teaching and

upon retirement” (ATA, 2018b). If a staff member were to suggest this was false, they would be

acting in a manner that does not uphold the “honour and dignity of the profession” (ATA, 2018a).

Regardless of business activity being promoted on a public or private account, it is safe to

assume that no information is completely private and may reach students or their parents. In the

event that a parent or student gains access to business information, this opens a possibility for

bribery, coercion, and a compromised quality of education.

Regardless of whether the action of posting business on social media is against

professional policy, the issue of it being ethical arises. As there is always a possibility for a

parent to find the information, there is also the potential for misuse. One potential consequence

of a parent finding a teacher's business could be bribery, offering to purchase items from the

teacher in order to secure a better grade for their child. Alternatively, purchasing goods and then

blackmailing the teacher into engaging in favoritism or other policy breaking activities. This

could also be reversed, with the teacher being the one to initiate a transactional approach to a

student's education. Looking at this through the lens of Virtue Ethics, this sort of behavior would

not align. As the principle of practical wisdom within Virtue Ethics takes into consideration

contextual factors and potential consequences (Donlevy, J.K., 2021. Slide 38), this policy
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regarding personal business and social media does align with this school of ethics values.

Therefore, within the school of Virtue Ethics it is ethical to institute a principle such as this.

Conclusion

All five principles mentioned in this paper pertaining to teachers’ posts on social media

accounts are not randomly constructed, but rather have basis in the ATA’s Code of Professional

Conduct and multiple schools of ethics. With the popularization of social media, it is necessary

to ensure that based on the Code (ATA, 2018a), the teaching profession remains honourable and

dignified so that the quality of their professional service is not adversely impacted by how the

community members perceive them. This can be due to the promotion of their engagement in

activities that do not reflect well on the virtues of the school, their professional conduct with

students, the need for confidentiality and trust in teachers, and the promotion of businesses that

imply that their profession is not adequately compensated. There are several schools of ethics

supporting the principles, however the three strongest are: Virtue, Relativism and Deontological.

Ethics in education depends on the teacher being able to self-reflect on their perceived character,

versatility to accommodate multiculturalism of the community, and must be universally

applicable to everyone without bias to ensure that the quality of education is adequate for all.
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References

Alberta Education. (2018, January 17). Teaching Quality Standard.

https://open.alberta.ca/dataset/4596e0e5-bcad-4e93-a1fb-dad8e2b800d6/resource/75e96a
f5-8fad-4807-b99a-f12e26d15d9f/download/edc-alberta-education-teaching-quality-stand
ard-2018-01-17.pdf
Alberta Teachers’ Association. (2018a, July). Code of Professional Conduct.
https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Prof
essionals/IM-4E%20Code%20of%20Professional%20Conduct.pdf
Alberta Teachers’ Association. (2018b, July). Declaration of Rights and Responsibilities for
Teachers.
https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Prof
essionals/IM-5E%20Declaration%20of%20Rights.pdf
Donlevy, J.K. (2021). July 2021 Powerpoint Slides. [Powerpoint] Werklund School of Education.
Retrieved from https://d2l.ucalgary.ca/d2l/le/content/400446/viewContent/4965069/View
Donlevy, J. K., & Walker, K. D. (2011). Working Through Ethics in Education and Leadership.
Rotterdam : SensePublishers : Imprint: SensePublishers; 1st ed. 2011.
Walker, K. D., & Donlevy, J. K. (2006). Beyond Relativism to Ethical Decision Making. Journal
of School Leadership, 16(3), 216–239. https://doi.org/10.1177/105268460601600301

Do we know who wrote the powerpoint? It looks different from all the other ones
- Yes, it was Donlevy (the guy in the lecture). He is also the author of the 2011 book,
which is a longer version of his slides. So we can just cite the book and we don’t have to
cite the ppt :)

Powerpoint- “For Virtue ethics Practical Wisdom is crucial. Practical wisdom means being able
to choose amongst various possible decisions with a broad understanding of the
multifaceted and broad meaning of the decision to those affected including the self. A
decision made with practical wisdom is made with eyes wide open to all the pre-existing
elements, the contextual factors, and the consequences to those affected with the
decision.” page 38

Cultural Relativism
The view that all values are relative to a given society is often referred to as a cultural approach
to the values domain. Traditionally, cultural relativism describes what a particular group believes
and how these beliefs differ from those held by other groups (Gowans, 2004). Empirical findings
have pointed to the fact of value diversity, which has been interpreted as providing support for
ethical relativism: What is right in one time or place may be wrong for another. By extension, the
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claim is that when any two cultures or any two people hold different moral views, both may be
morally correct (Gowans, 2004).

Based on Subjectivism Relativism school of ethical thought, which centers “its morality in the
individual’s preferences rather than in those of community. “(p.223).

An example of this type of ethical decision making in schools is the question of banning certain
books from a school’s library based on the religious beliefs of decision makers.6 This was the
situation in the Supreme Court of Canada case Chamberlain et al. v. The Board of Trustees of
School District No. 36 (Surrey) (2002). The facts were straightforward. In January 1996, the
Surrey School Board passed a resolution stating that teachers could use only books in the
“family life component of the career and planning curriculum” (Chamberlain, 2002, ¶ 44) from
the approved lists of the Ministry of Education (British Columbia) and the school board. Later
that year Mr. Chamberlain, an elementary school teacher, sought permission from his school’s
principal to introduce three books as learning resources into the Grade One Family Life
curriculum of his school. The books proffered by Chamberlain depicted gay and lesbian families
and were from the Gay and Lesbian Educators of British Columbia. In October 1996, the school
principal directed Chamberlain “to use only provincially or district approved learning resources in
his classroom” (Chamberlain, 2002, ¶ 44). Given that direction, Chamberlain was advised that
he would have to ask the school board for approval to use the books. He made that request
and, six months later, on April 10, 1997, the school board adopted a resolution that
all administration, teaching and counseling staff [shall] be informed that resources from gay and
lesbian groups such as Gay and Lesbian Educators of British Columbia or their related resource
lists are not approved for use or redistribution in the Surrey School District. (Chamberlain 2002,
¶ 45)
Chamberlain sought redress by way of judicial review, and the matter was eventually heard by
the Supreme Court of Canada. The majority of that court, in finding for Chamberlain, stated,
Religion is an integral aspect of people’s lives, and cannot be left at the boardroom door. What
secularism does rule out, however, is any attempt to use religious views of one part of the
community to exclude from consideration the values of other members of the community. (¶ 19)
In effect, the Surrey School Board members sought to impose on others their personal
preference for their religious values without taking into account ethical values . This
unsuccessful and unethical decision-making at tempt at value purity for all, based on personal
beliefs, is common and noted by Selznick (2002), who states that such people prize purity and
coherence over patient concern for diverse interests, purposes, and values. Ideologues demand
simplified alternatives, encourage a divide between “the children of light and the children of
darkness,” invite coercion in the name of correct doctrine. All that is alien to the spirit of
community, which prefers the untidy concreteness of social existence to the comforts of political
correctness. (p. 71)

Commitment to Common Ethical Principles

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The leaders at the summit proffered that certain “core ethical values . . . form the foundation of a
democratic society, in particular, trustworthiness, respect, responsibility, justice and fairness,
caring and civic virtue and citizenship. These core ethical values transcend cultural, religious,
and socio-economic differences” (Josephson Institute, 1993, p. 1). One might reasonably
expect that in one’s private life, decisions based solely on personal conscience are the norm
and that little if any harm may result. However, for decision makers within public institutions,
where decisions are enforceable by the state and where there is a wide and positive duty to the
welfare of others, such as in education, such myopia is unacceptable and is certainly not
foundationalist.

APPLYING THE FIVE COMMITMENTS

. In Surrey, a commitment of the public institution of education to the common ethical principles
of a pluralistic democratic society—such as the inclusion of minorities and the socially
disenfranchised and respect for the dignity of others regardless of their sexual orientation—was
missing from the board’s decision. The element of reciprocity was also absent because the
school board failed to see and deal with the gay families as “thou” rather than “it.” The board’s
commitment to professional constraints was also missing in that, as the Supreme Court of
Canada held, a secular school board had no warrant for a religiously based decision that
negatively affected a part of its community. But were not the Surrey School Board members
entitled to follow their own consciences? Here is where the necessity of looking at the matrix of
foundational ethical decision making is manifest. One element of the matrix is not sufficient
warrant on which an institutional decision maker can base an ethical decision. A decision maker
in an institution who looks only at her or his personal conscience for warrant has a myopic view
provided by a singular belief system or may be swayed by self-rationalization. The Surry School
Board was in error from a foundationalist viewpoint in failing to consider a commitment to
professional convictions and the best interests of the children—all of the children and their
families— as found by the Supreme Court. A foundationalist approach would have demanded
consideration of this final commitment.

FINAL THOUGHTS

A commitment to the development and use of a trustworthy core of ethical principles is the
leadership function, whereas a competent effort to adapt, respond, and meet various needs and
interests according environmental demands is the management function. As Etzioni (1996)
says,

Good societies require people who can balance their religious or secular ethical commitments
with respect for autonomy, especially the rights of others; who are willing to engage in moral
dialogues rather than promote stateenforced morality; and who limit the scope of their shared
formulations of the good to core values. (pp. 254–255)
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Next meeting Tuesday 8am

Link to LT2 document

https://d2l.ucalgary.ca/d2l/le/content/400446/viewContent/4822828/View

ATA code of Professional Conduct:

https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professiona
ls/IM-4E%20Code%20of%20Professional%20Conduct.pdf

Helpful link? (very helpful :) )

https://www.finalsite.com/blog/p/~board/b/post/how-to-create-school-social-media-policy

More helpful stuff - how to create a social media policy

https://www.edutopia.org/pdfs/edutopia-anderson-social-media-guidelines.pdf

Question 2.
Articulate a principle or set of principles that, in your opinion,is the best way of determining
whether a teacher should (or should not) post something on a personal social media
account. Defend your principle(s) by reference to the ATA Code of Professional Conduct, three
schools of ethical thought,and the assigned readings.You may assume that, even if the social
media account is set to private, any post may eventually become public by way of screenshot
(or otherwise).

2500 words total.

400 words ish each of a principle and related defense

● All social media postings, public or private, should reflect the values of the school board
(or insert your principle here)
○ According to code professional conduct here's the points of why
○ Based on ___ school of ethical thought here's also the defence
○ Here’s some defence of the principle based on assigned readings (ethics things)

Potential principles
● (1) All social media accounts and postings associated with teachers, public or private,
should reflect the values of the school board.
Marina, relativism
○ Argument: Teachers may disclose their beliefs on social media if they align with
the values of the school board, but social media accounts and posts should not
be found to be influencing or coercing others.
● (2) If teachers are using social media to interact with students, it must be in a manner
that supports educational growth while maintaining professional conduct.
○ Neve, Deontological, virtue ethics
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○ They can follow you but you can’t follow them

○ Argument: Teachers may disclose their beliefs on social media if they align with
the values of the school board, but social media accounts and posts should not
be found to be influencing or coercing others.
● (3) All social media accounts and postings owned by teachers pertaining to any
classroom activities, student, and faculty information should remain private and be
reviewed by the school before being posted.
○ Sara - Deontological , relativism
○ Maybe a thing about school run social media and any classroom stuff having to
go on that and through admin approval? One of the extra sources has something
about this
● (4) Teachers are permitted to publicly post evidence of social gatherings and off the job
activities as long as they align with school values. Social activities that do not align with
values should not be posted, regardless if the account is private or not.
○ Elizabeth- teleological, virtue, relativism
○ Partying
○ Never know who could see it and share it from your private account, people
secretly wanting to sabotage you or something
● (5) Teachers may not use any social media platform to promote business that could
potentially lead to profit through professional influence, or that could potentially
compromise the quality of education students receive.
○ Aubrey - Virtue ethics
○ Don’t try and promote your own businesses or pyramid schemes

Stolen ones we could edit

● “As a member of the [Name of School/District] community, you are expected to act professionally on social
media. If you wish to post any content of your classes, practices, or in-school interactions on social media,
please send to [designated email] for proper review to be posted to the [Name of School/District] accounts.
Never use photos of students on your own personal accounts.
● “As a student of [Name of School/District], you are welcome to participate in interactions with the school
online. You are expected to employ responsible behavior, and any disrespect to the school or to your peers
— in addition to posting photos of other students without consent — will result in disciplinary action.”
● Whether positive or negative, it is important for [Name of School/District] to respond to comments on our
social media posts. Responses to comments or questions asked by community members are only to be
made by the [name of team responsible for running social media].
● Photos of students will not be posted on [Name of School/District] social media accounts if a parent
specifically opts their child(ren) out of such communications. Unless otherwise opted out, students are
automatically opted in.
● “All comments — both positive and negative — should be responded to within 24 hours during the school
week, and within 48 hours on the weekend. [School/district name] is required to respond to all relevant
comments, and will handle addressing the comment publicly or privately (via a direct message) on a
case-by-case basis.”
● “At [Name of School/District], our school community members use social media platforms to connect with
prospective families, current families, students and alumni. This may include promotional materials,
educational content, and school activities, amongst others. The tools we use to do this are [list social media
channels].
● “[Name of School/District] takes social media seriously. Faculty, staff, and students are all expected to show
respect and to take the privacy of others into careful consideration.”