This presentation is designed for students enrolled in the Ethical and Professional Practice paper [254.102] at Massey University, New Zealand. It highlights key issues related to writing the first assignment in the course.

1. 254.102
WRITING WORKSHOP
Assignment Quiz
Assignment Structure
Evaluation of a paragraph
This presentation can be viewed online at:
http://tinyurl.com/254102workshop1

2. ASSIGNMENT QUIZ
1. Which of these represent the floor of
the Health Profession House in
Freegard’s (2006) model?
• Taha Wairua (spiritual health)
• Evidence-based Research
• Ethical and Reflective Practice

3. Figure 1. The Health Profession House. Source: Freegard (2006).

4. Figure 2. Te whare tapa wha. Source: Ministry of Health (2012).

5. ASSIGNMENT QUIZ
2. Which of these is NOT one of the
four generic competencies in COMPASS?
• Learning
• Expertise
• Communication

6. Figure 3. COMPASS generic competencies. Source: McAllister, Lincoln,
Ferguson, & McAllister (2006).

7. ASSIGNMENT QUIZ
3. What is the name of the video
scenario which assignment 1 is based
on?
• Uniform Issues
• All or nothing
• Rules and Exceptions

8. Figure 4. Uniform Issues. Source: New Zealand Teachers Council. (2004b).

9. ASSIGNMENT QUIZ
4. Which of these frameworks might be
used in part 2 of Assignment 1?
• COMPASS
• the Ethical Response Cycle
• Ethics of Care

10. Figure 5. 254.102 Paper Guide. Source: College of Humanities and Social
Sciences, Massey University (2014).

11. Figure 6. The ethical grid. Source: Seedhouse & Lovett (1992, p. 21)

12. Figure 7. The ethical response cycle. Source: Newman & Pollnitz (2002, p. 5)

13. ASSIGNMENT QUIZ
5. Which phase of the Ethical Response
Cycle might involve consideration of the
NZTC Code of Ethics?
• Legal Aspects
• Professional Consideration
• Ethical Principles

14. Figure 8: The ethical response cycle [detail]. Newman & Pollnitz (2002, p. 6).

15. ASSIGNMENT QUIZ
6. Which of these is NOT one of the
four principles of the NZTC Code of
Ethics?
Autonomy (to treat people with rights that are to be
honoured and defended)
Justice (to share power and prevent the abuse of
power)
Sustainability (to use resources responsibly without
impinging on their use by future generations)
Truth (to be honest with others and self)

16. Figure 9. Ethical Principles. Source: New Zealand Teachers Council
(2004a).

17. ASSIGNMENT QUIZ
7. Which of these is stated as a
commitment for teachers in the NZTC
Code of Ethics?
• to one’s personal learning
• to implementation of MoE policy
• to a child-centred integrated curriculum
• to the profession

18. Figure 10. Ethical commitment 4. Source: New Zealand Teachers Council
(2004a).

19. ASSIGNMENT QUIZ
8. What proportion of the marks for
Assignment 1 are for writing issues?
• 10 %
• 25 %
• 33 %
• 40 %

20. PROCESS OF STRUCTURING AN
ESSAY
How many paragraphs?
1500 words = 8 – 12 paragraphs
How many sections?
Introduction
Identification of issues
Management of issues
Conclusion

21. POSSIBLE STRUCTURE
INTRO (1 para)
ISSUE 1 (2 paras)
ISSUE 2 (2 paras)
MANAGEMENT OF ISSUE 1 (2 paras)
MANAGEMENT OF ISSUE 2 (2 paras)
CONCLUSION (1 para)

22. INTRODUCTION – potential
elements
Context: Something in the world, in your
life, in your profession that makes this
topic seem worth exploring
Definition / Explanation of importance of
key topic:
Preview of the structure of the essay

23. ISSUES SECTION– potential
elements
Explain what the ethical dilemma is – i.e.
what is the problem and why is this an
ethical dilemma?
Explain why the ethical dilemma is a
concern, who it affects and what the
implications are.
Refer to ethical theories and principles in
your explanations.

24. MANAGEMENT SECTION–
potential elements
Explain how one of the ethical frameworks
could be used to address each dilemma
Consider the viewpoints / interests of the
participants and their codes of ethics
If there is space, apply one or more other
ethical principle – e.g. from your reading /
knowledge of other cultures etc (still needs
referencing even if you just happen to
know it!)

25. CONCLUSION– potential
elements
Overall main point of the essay
Key lessons learnt
Implications for professional practice

26. A suitable ethical principle that applies to this scenario, is non-maleficence
(Newman & Pollnitz, 2002). This principle would support the teacher’s decision not
to contact the parents, since this may result in physical or emotional harm to the
child in this case. However, a failure to involve the parents would deprive the child
of the potential benefits of parental support (Anfara & Mertens, 2008). A potential
way of resolving the conflict between these two ethical principles could be to
develop a creative compromise (Kipnis, 1987). For instance, parents could be
involved more positively in coming in to help with their child’s project, so as to
develop a relationship of trust in which commitments to the learner, his aiga and to
the broader profession and society (NZTC, 2004) can be realised. Since this ethical
dilemma revolves around the unsatisfactory consequences of telling the truth, the
theory of Utilitarianism can usefully inform decision-making. This involves an
evaluation of the likely consequences for all parties (Kagan, 1998). This perspective
provides further support for the creative solution of relationship-building, since the
likely outcome is far more positive in relation to the interests of the child, which
must be paramount in a teacher’s decision-making (NZTC, 2004).
Evaluate this paragraph from a similar
assignment

27. • Accurate writing and referencing
• Flow – each sentence builds on the one before
• Research-based – includes 6 relevant citations
• Uses ethical principles to address the dilemma
• Acknowledges culture of the child and family
STRENGTHS
WEAKNESSES
• May be trying to say too much in one paragraph
• Does not explicitly apply an ethical framework
• Might have acknowledged the child’s and family’s
perspectives and ethical principles more explicitly

28. References
College of Humanities and Social Sciences, Massey University. (2013). 254.102
Professional and ethical practice [Paper Guide]. Albany, New Zealand: Author
Freegard, H. (Ed.). (2006). Ethical practice for health professionals. Melbourne,
Vic: Thomson Learning.
McAllister, S., Lincoln, M., Ferguson, A., & McAllister, L. (2006). COMPASS:
Competency Assessment in Speech Pathology. Melbourne, Vic: Speech
Pathology Association of Australia Ltd.
Ministry of Health. (2012). Maori health models: Te whare tapa wha.
Retrieved from: http://www.health.govt.nz/our work/populations/maori-
health/maori-health-models/maori-health-models-te-whare
-tapa-wha
Newman, L. & Pollnitz, L. (2002). Professional, ethical and legal issues in early
childhood. Frenchs Forest, NSW: Pearson Education Australia.
New Zealand Teachers Council. (2004a). Code of ethics for registered teachers.
Wellington, New Zealand: Author.
New Zealand Teachers Council. (2004b). Uniform issues [Video File]. Retrieved
from http://www.youtube.com/watch?v=WgyEZm98ewc
Seedhouse, D., & Lovett, L. (1992). Practical medical ethics. Chichester, England:
John Wiley & Sons.

29. © 2014
This PowerPoint Presentation and the accompanying handouts
are copyrighted by Centre for Teaching and Learning,
Massey University and may not be used, except for personal
study, without written permission from the copyright owner.
Please note that examples are provided for illustration of
writing principles only and no reliance should be placed on
any of the ideas referred to in the texts.
Martin McMorrow, Centre for Teaching and Learning
09 441 8143 slt-alb@massey.ac.nz
This presentation can be viewed online at:
http://tinyurl.com/254102workshop1