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• Engages in ongoing reflection on personal beliefs, biases, and professional practices; uses respectful, person-centered communication; and incorporates feedback, assessment data, and evidence-based inquiry to continuously improve professional effectiveness and outcomes.
• Demonstrates accountability for creating and sustaining equitable, accessible, and inclusive learning, counseling, and organizational environments that support the success and well-being of all individuals.
• Participates in ongoing professional learning related to disability, accessibility, inclusive education, and culturally responsive practice to enhance services, leadership, and advocacy.
• Collaborates respectfully, ethically, and professionally with students, staff, families, colleagues, and community partners to advance inclusive practices and equitable opportunities.
• Commits to continuous growth as a reflective, ethical, and inclusive educator, counselor, and leader dedicated to improving outcomes for diverse communities.

• Demonstrates knowledge of legal, ethical, and professional responsibilities, including ADA, Section 504, IDEA, Title IX, mandated reporting requirements, and other applicable policies that support access, equity, safety, and the rights of students and clients.
• Recognizes and appropriately addresses discrimination, harassment, exclusionary practices, and accessibility barriers that may impact students, clients, families, and educational communities, and acts consistent with institutional policies and professional standards.
• Applies institutional procedures for identifying, documenting, reporting, and resolving concerns related to accessibility, equity, student welfare, and compliance, while collaborating with appropriate community members and support systems.
• Demonstrates ethical conduct, professionalism, advocacy, and sound professional judgment in support of equitable opportunities and positive outcomes for all students and clients.
• Maintains student and client privacy, confidentiality, and professional boundaries in accordance with legal requirements, ethical codes, and organizational policies.
• Engages in ongoing reflection and professional growth to strengthen understanding of legal mandates, ethical responsibilities, and inclusive practices, ensuring accountability in teaching, counseling, leadership, and student support roles.

• Designs and implements inclusive learning, counseling, and support experiences that address diverse academic, behavioral, communication, social-emotional, sensory, and developmental needs through differentiated and responsive practices.
• Applies Universal Design for Learning (UDL) and other evidence-based frameworks by providing multiple means of engagement, representation, and expression to increase access, participation, and meaningful involvement for all students and clients.
• Identifies, reduces, and removes instructional, technological, environmental, and systemic barriers that may limit access to learning, counseling services, assessment, achievement, well-being, or participation.
• Utilizes accessible instructional materials, counseling resources, assessment practices, and digital tools that promote equitable access and support diverse learner and client needs.
• Provides equitable opportunities for participation, achievement, decision-making, leadership, and self-determination across educational, counseling, and organizational settings.
• Promotes strengths-based and asset-oriented approaches that recognize disability, neurodiversity, and individual differences as valuable dimensions of human diversity.
• Supports the development of self-advocacy, self-awareness, independence, and informed decision-making skills that empower students and clients to access resources, achieve goals, and participate fully in their communities.
• Uses multiple sources of data, assessment, observation, and community members input to monitor progress, evaluate effectiveness, and make informed adjustments to instruction, counseling interventions, programs, and services.
• Collaborates with students, families, colleagues, and community partners to design, implement, and continuously improve inclusive, accessible, and culturally responsive practices that promote positive outcomes for all learners and clients.

• Creates and sustains inclusive, accessible, and affirming learning, counseling, and organizational environments that foster dignity, belonging, psychological safety, and meaningful engagement for all students, clients, staff, families, and colleagues.
• Builds positive, collaborative, and respectful communities that promote inclusive participation, healthy relationships, mutual respect, and a shared sense of responsibility for equity and belonging.
• Recognizes, examines, and actively challenges disability bias, stigma, stereotypes, and other forms of discrimination that may limit access, participation, achievement, well-being, or opportunity.
• Demonstrates culturally responsive and sustaining practices that acknowledge and address the intersection of disability, race, ethnicity, language, culture, gender, sexual orientation, socioeconomic status, and other dimensions of identity.
• Engages students, clients, families, and community members as valued partners in creating inclusive environments that honor diverse experiences, perspectives, strengths, and assets.
• Promotes positive peer interactions, collaboration, self-advocacy, and community-building practices that support social, emotional, academic, and developmental growth.
• Models inclusive language, equitable practices, and respectful communication that affirm individual identities and foster a culture of acceptance, belonging, and high expectations for all.
• Uses data, reflection, and community partners’ feedback to evaluate the inclusiveness of learning, counseling, and organizational environments and to implement continuous improvements that enhance access, engagement, and success.

• Collaborates effectively with families, multidisciplinary teams, community partners, and other community members to support equitable, accessible, and inclusive services, programs, and learning environments.
• Actively participates in the planning, implementation, monitoring, and continuous improvement of student and client support plans, using collaborative, data-informed, and strength-based approaches.
• Advocates for equitable access, disability inclusion, and high-quality educational, counseling, and support services that promote success, well-being, and meaningful participation for all students and clients.
• Engages families and caregivers as valued partners through accessible, culturally responsive, linguistically appropriate, and asset-based communication practices that foster trust and shared decision-making.
• Demonstrates professional responsibility by working collaboratively across disciplines and systems to address barriers, coordinate resources, and improve outcomes for diverse students and clients.
• Uses reflection, feedback, and ongoing professional learning to strengthen collaborative partnerships, advocacy efforts, family engagement practices, and inclusive support systems.
• Promotes shared leadership and collective responsibility among educators, staff, counselors, administrators, families, and community members to advance equitable and inclusive opportunities for all learners and clients

Below are references from relevant professional accreditation agencies and professional associations.

• American Council on Education (ACE). Leadership principles and standards emphasizing integrity, stewardship, equity, and responsible institutional leaders
• American Counseling Association (ACA). ACA Code of Ethics (2014)
• American Association for Marriage and Family Therapy (AAMFT). Code of Ethics (2015)
• American School Counselor Association (ASCA). Ethical Standards for School Counselors (202
• American Psychological Association (APA). Ethical Principles of Psychologists and Code of Conduct (2017, with subsequent amendments)
• American College Personnel Association (ACPA). Statement of Ethical Principles and Standards
• California Commission on Teacher Credentialing
• National Association of School Psychologists (NASP). Principles for Professional Ethics (2020)
• NASPA: Student Affairs Administrators in Higher Education. Professional Competency Areas for Student Affairs Educators(emphasizes ethical professional practice)
• California Commission on Teacher Credentialing