Overview
Regulations of Connecticut State Agencies Section 10-145d-400a
PREAMBLE
Subsection (a)This code of professional responsibility for school administrators reaffirms and codifies the principles and standards that have guided the school administrator profession over the years. The principles set forth in this code are intended to guide the conduct and assist in the appraisal of conduct for the members of the profession and the public they serve. The code cannot, and does not address every situation in which choices and decisions must be made. The code recognizes the ability of the members of the profession to make administrative decisions that are in the best interest of the students and all individuals associated with the school district in which the members serve.
The code adheres to the fundamental belief that the student is the foremost reason for the existence of the profession. Administrators must focus the energies of schools on student learning above all else. In addition, the code recognizes the responsibility of administrators to the public, their colleagues and all staff members to foster high standards for professional educators, provide leadership, encourage diversity in curriculum and staff, and promote a quality educational program. By setting forth a code of professional responsibility for school administrators separate from the code applicable to teachers, there is a recognition of the similar but different responsibilities that the two groups have to the students they serve. Both codes seek to codify standards for the education profession to promote a quality system of education for the students in our state. The additional responsibility an administrator accepts in the performance of his or her duties is reflected in this code.
(b) RESPONSIBILITY TO THE STUDENT
The professional school administrator, in full recognition of obligation to the student, shall:
(1) Make the well-being of students the fundamental value in all decision making and actions;
(2) Recognize, respect and uphold the dignity and worth of students as individuals and deal justly and considerately with students;
(3) Promote in students pursuit of truth, knowledge and wisdom, and provide access to all points of view without deliberate distortion of subject matter;
(4) Nurture in students lifelong respect and compassion for themselves and other human beings regardless of race, ethnic origin, gender, social class, disability, religion or sexual orientation;
(5) Foster in students the full understanding, application and preservation of democratic principles and processes;
(6) Guide students to acquire the required skills and understandings for participatory citizenship and to realize their obligation to be worthy and contributing members of society;
(7) Assist students in the formulation of positive goals;
(8) Promote the right and freedom of students to learn, explore ideas, develop learning skills and acquire the necessary knowledge to achieve their full potential;
(9) Develop within students fundamental critical thinking skills and problem-solving techniques;
(10) Ensure quality education for all students;
(11) Maintain confidentiality of all information concerning students obtained in the proper course of the educational process and dispense the information when prescribed or directed by law, governing board policy or professional practice;
(12) Ensure that all students are provided educational opportunities in environments safe from sexual, physical, and emotional abuse; and
(13) Promote ongoing development and evaluation of curriculum.
(c) RESPONSIBILITY TO THE PROFESSION AND STAFF
The professional school administrator, in full recognition of obligations to the profession, shall:
(1) Maintain the highest standards of professional conduct, realizing that one’s behavior reflects directly upon the status and substance of the profession;
(2) Engage in administrative, supervisory and evaluative practices with staff members and provide leadership to ensure the highest standards of services for students;
(3) Encourage student learning through the effective support of all staff engaged in the learning process;
(4) Encourage the participation of administrators and teachers in the process of curriculum development and educational decision making;
(5) Maintain the standards and seek to improve the effectiveness of the profession through research and continuing professional development for self and staff;
(6) Promote the employment of only qualified, certified educators, and qualified non-certified staff;
(7) Encourage promising, qualified and competent individuals to enter the education profession; and
(8) Maintain the confidentiality of all information obtained in the proper course of one’s administrative duties and dispense the information when prescribed or directed by law, governing board policy or professional practice.
(d) RESPONSIBILITY TO THE COMMUNITY
The professional school administrator, in full recognition of the public trust vested in the education professional, shall:
(1) Be cognizant of the influence of school administrators upon the community at large and, therefore, not knowingly misrepresent facts or make false statements;
(2) Obey local, state and national laws;
(3) Implement the governing board policies and administrative rules and regulations;
(4) Encourage the community to exercise its responsibility to be involved in the formulation of educational policy;
(5 Pursue appropriate measures to address those laws, policies and regulations that are inconsistent with sound educational goals;
(6) Avoid misusing administrative position for personal gain;
(7) Honor professional contracts until fulfillment, release or dissolution mutually agreed upon by all parties to contracts;
(8) Promote the principles and ideals of democratic citizenship; and
(9) Endeavor to secure equal educational opportunities for all children.
(e) RESPONSIBILITY TO THE STUDENT’S FAMILY
The professional school administrator, in full recognition of the responsibility to the student’s family, shall:
(1) Respect the dignity of each family, its culture, customs and beliefs;
(2) Promote and maintain appropriate, ongoing and timely written and oral communications with the family;
(3) Respond in a timely fashion to families’ concerns;
(4) Consider the family’s perspective on issues involving its children;
(5) Encourage participation of the family in the educational process; and
(6) Foster open communication among the family, staff and administrators.
Applicability of the Code of Professional Responsibility for Administrators to Candidates in a Connecticut Educator Preparation Program
Effective July 1, 2003, Section 10-145 d-11 of the Regulations of Connecticut State Agencies, Standards and Procedures for the Approval of Connecticut Educator Preparation Programs, requires that institutions and schools of education ensure that prospective administrator candidates meet the following competencies when admitting, preparing and recommending for certification:
- Demonstrate knowledge of the Code of Professional Responsibility for Teachers the Code of Professional Responsibility for School Administrators;
- Demonstrate current Connecticut licensure competencies as defined in Sections 10-145d-400 through 10-I45d-619, inclusive, of the Regulations of Connecticut State Agencies, the Common Core of Teaching, and the Connecticut Content Specific Standards for School Leaders; and
- Have the qualities of character and personal fitness for teaching.
Standards and Procedures for the Approval of Connecticut Educator Preparation Programs stipulate requirements for candidates in addition to those noted above. Furthermore, in order to gain Connecticut State Board of Education Approval for their preparation programs, institutions and schools of education must present evidence of how their programs and candidates meet standards established by the National Council for Accreditation of Teacher Education (NCATE).
For more information about Connecticut and NCATE standards, please refer to the following web sites: