ICF Code of Ethics
December 15, 2014
- Professional Conduct at Large
- Conflict of Interest
- Professional Conduct with Clients
- Confidentiality and Privacy
Educational Leaders who follow these ethical foundations develop important skills needed for Coaching/Mentoring such as:
- How to show empathy towards others.
- Build trusting relationships with teachers, students, staff, and community.
- Demonstrate active listening.
- How to use these ethical influencing strategies.
Section 1: Professional Conduct at Large
I will not knowingly make any public statement that is untrue or misleading about what I offer as a coach, or make false claims in any written documents relating to the coaching profession or my credentials or the IFC (IFC Code of Ethics, 2011).
As educational leaders it is important to know your audience so that your claims as a coach are not misunderstood. Also, it is best to keep in mind that peoples perspectives, words, and concepts will differ because their vantage points and perspectives will be different (DuBrin, 2005).
Section 2: Conflicts of Interest
I will seek to avoid conflicts of interest and potential conflicts of interests and openly disclose any such conflicts. I will offer to remove myself when such a conflict arises (ICF Code of Ethics, 2011).
It is crucial for teacher based coaches and mentors must maintain trust by being honest and showing integrity to the best of their ability. "A person who had integrity practices what he or she preaches regardless of pressure for others. In addition, integrity means keeping your promise, being fair to all people, good team player, and maintaining confidence" (DuBrin, 2005).
Section 3: Professional Conduct with Clients
I will not give my prospective clients or sponsors information of advice I know or believe to be misleading or false (IFC Code of Ethics, 2011).
Effective listening ensures that misunderstanding and confusion can be eliminated or addressed in a timely matter. "As a result of being an active listener coaches and mentors are able to observe and analysis the progress of the person he or she is working with. Also, it provides the opportunity to give emotional, encouragement, and tasks-related support to the person receiving guidance" (DuBrin, 2005).
Section 4: Confidentiality/Privacy
When acting as a trainer of student coaches, I will clarify confidentiality policies with the students (IFC Code of Ethics, 2011).
Coaches and mentors model by example in which will reflect upon their methods and strategies of teaching. This will show through their students as they become coaches
in the future. This is a great opportunity for reflection for veteran and new coaches and mentors as well. "As a coach or mentor, your team mates and proteges look to you for guidance and leadership. They will more often do what you do than what you tell them to do" (DuBrin, 2005).
Google Images. (2014). Retrieved from http://www.google.com
International Coaches Federation (ICF) Code of Ethics. (2011). Retrieved from http://coachfederation.org/ethics/
Smores. (n.d.). Retrieved from The University of Phoenix materials. https://www.smore.com/