Ethical Practice & Assessment Integrity
A guide to managing student confidentiality (MCEE/FERPA) and implementing inclusive formative assessment design in the classroom.
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Order Now & Lock in Your PriceResponding to the Confidentiality Breach (Scenario 2)
The accidental projection of Rebecca Johnson’s IEP referral status represents a critical privacy breach, impacting the student’s dignity and public trust. This situation requires immediate, structured action guided by legal and ethical frameworks, as this information is protected by the Family Educational Rights and Privacy Act (FERPA) and the educator’s professional standards.
Legal and Ethical Obligations
The Model Code of Ethics for Educators (MCEE) addresses this under Principle III: Responsibility to Students, specifically section C, which requires maintaining student trust and confidentiality. The professional must:
- Respect Privacy: Uphold the privacy of student records and information obtained in the course of professional practice (MCEE III.C.1, 2).
- Protect Confidentiality: Release personal data only in accordance with prescribed state and federal laws and local policies (MCEE III.C.3).
- Avoid Harm: Refrain from intentionally exposing the student to embarrassment or disparagement (MCEE III.A.5).
The educator’s immediate action of unplugging the projector contained the initial breach, preventing further harm. The next steps focus on remediation and adherence to Professional Dispositions of Learners related to responsibility and integrity, which mandate compliance with legal and ethical standards.
Action Plan to Protect Privacy
To mitigate the breach and adhere to professional expectations, the educator must immediately execute a formal plan:
- Incident Documentation: Immediately and accurately document the incident, including the time, content displayed, duration of exposure, and number of students who witnessed it. This documentation forms the basis for legal and administrative reporting.
- Self-Report to Administration: The educator must self-report the error to Mrs. Russell. Hiding the incident violates the disposition of Honesty and the MCEE’s requirement to uphold procedures and laws.
- Consultation/Guidance: Consult with the Special Education team regarding the need to notify Rebecca’s parents/guardians, as required by FERPA in the case of a data breach involving personally identifiable information.
- Classroom Remediation: Address the class without naming the student or the content. Explain that displaying administrative information was an unprofessional mistake that compromised a student’s privacy. Use the incident as a brief lesson on digital etiquette and respect.
- Preventative Measures: Commit to a new technology protocol, such as disconnecting the projector immediately upon walking away from the computer or using a separate, non-networked workstation for administrative tasks.
For further insight into maintaining ethical standards in education, see our resources on philosophy and ethics essays.
Adapting Formative Assessment with UDL (Scenario 1)
Exit tickets are an effective tool for formative assessment, but their traditional written format creates a decoding barrier for students with dyslexia and an expressive/executive function barrier for students with Autism Spectrum Disorder (ASD). Applying the UDL Principle of Multiple Means of Action and Expression transforms the exit ticket from a written drill into a genuine check for understanding (CAST, 2024). The goal is to provide flexible options for demonstrating learning (Haji, 2025).
Exit Ticket Adaptations for Exceptionalities
| Modification Focus | Challenge Addressed | Adaptation / UDL Principle |
|---|---|---|
| Means of Expression | Dyslexia (Writing/Spelling); Dysgraphia (Motor planning). | Offer digital options: a voice recording summarizing the main point, or a digital drawing/concept map demonstrating the concept flow. |
| Timing and Structure | ASD/ADHD (Processing Speed/Executive Function); anxiety over rapid closure. | Allow flexible timing (e.g., 10 minutes instead of 3, or completion as homework). Use a structured format like a Google Form with clear prompts (e.g., “Fact I Learned,” “Question I Still Have”). |
| Content Complexity | Autism (Difficulty with open-ended or subjective reflection); cognitive load. | Provide scaffolded choices (e.g., “Select A, B, or C to identify the main topic”) rather than generating a free-form response, allowing for comprehension check without the expressive demand. |
These adaptations ensure the formative data collected is a true measure of learning, fulfilling the core ethical disposition of Fairness by providing equitable access to assessment (Rutgers University, 2023). For further support in designing adaptable materials, you may need assistance with inclusive assessment planning.
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Upholding Integrity in Teaching and Assessment
The role of an educator demands both intellectual competence (applying UDL) and moral courage (upholding confidentiality). The effective response to a privacy breach and the proactive use of adapted formative assessment both reflect the core professional disposition of integrity. By consciously designing flexible learning environments and rigorously protecting student data, you safeguard the educational experience for all students.
Need support synthesizing MCEE and UDL principles for your assignments? Our experts offer assistance in philosophy and ethics assignments and detailed support for academic writing services.
