ICF Code of Ethics

Graphic Organizer

EDL/531

Professor Heavenridge


December 15, 2014


Jonna Ledyard

Introduction

The International Coach Federation (ICF) Code of Ethics have outlined specific ethical standards, which will be highlighted throughout this graphic organizer as follows:



  1. Professional Conduct at Large
  2. Conflict of Interest
  3. Professional Conduct with Clients
  4. Confidentiality and Privacy




Educational Leaders who follow these ethical foundations develop important skills needed for Coaching/Mentoring such as:



  1. How to show empathy towards others.
  2. Build trusting relationships with teachers, students, staff, and community.
  3. Demonstrate active listening.
  4. How to use these ethical influencing strategies.

Section 1: Professional Conduct at Large

Standard 1:


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

Standard 9:


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

Standard 14:


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

Section 24:


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).

Conclusion

Coaches and mentors who research and follow the International Coach Federation (ICF) Code of Ethics will not only be able to educate themselves, but staff and students as well. These coaching and mentoring skills will not only encourage learning and growth in the professional area, but personally as well. Developing a learning environment where empathy is shown, trust is built, listening is active, and influences are ethical. These skills will be used not only in a school setting, but in life as well.

References

DuBrin, A. (2005). Coaching and Mentoring Skills. Retrieved from The University of Phoenix eBook Collection database.


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/