In Ontario, Canada, both the educational community and the public, which is understood to include parents, students and citizens of the province, participated in a multi-phased, longitudinal, dialogic inquiry to develop a set of ethical standards for the teaching profession. Collective discovery methods, syntheses, and validation of ethical dimensions, which produced qualitative and quantitative data, resulted in the construction of a commonly acknowledged framework of ethical standards and ethical practice for educators by both the teaching profession and the public. Based on the data, the author identified four core ethical standards: care, integrity, respect, and trust, with each ethical standard's having an array of associated ethical principles. (Contains 3 figures and 2 notes.)