G00322113 Tutorial Paper 1

ID of Student: Article/Reading

G00322113 Code of Professional Conduct for Teachers (Council, 2016)

1. CONCISE SUMMARY OF READING

The Code of Professional Conduct for Teachers “serves as a guiding compass as teachers seek to steer an ethical and respectful course through their career in teaching” (Council, 2016). The purpose of this Code of Professional Conduct is to ensue each registered professional educator in this country is performing their allotted role to the highest possible standard, setting in place the protocol which is necessary to do so. This code also outlines the needs of the pupil/student in relation to any issues which may occur. This document was designed by the Teaching Council to govern the profession of Educating. Purpose of the Code The Code of Professional Conduct has three fundamental purposes; 1. The code “upholds the honour and dignity” in a professional teacher’s career and models honourable and gracious workings. 2. It is not only set in place to inform the teachers but also for the use of the public to expand knowledge and “expectations” of educators in Ireland. 3. This code holds a significant “legal standing” in relation to education in Ireland. This code may be used if investigations take place into a legal matter, “dealing with fitness to teach”.

The code of professional conduct is to inform the correct procedure in relation to standards of teaching. While the profession of teaching has an extensive impact on communities, it is largely important that “ethical values” are set in place to ensure the important skills and core values are met. These values contain; Respect The roll of the teacher is to encourage equality and dignity in the © GMIT Letterfrack

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classroom, while advocating human dignity. It is expected that the teacher establishes a respectful outlook on culture, freedom, democracy, diversity and the environment in their career. Care The roll of the teacher is provoked with the interests of the students in honour. While in the school the parent is placing the interests and safety of their child in the hands of the teacher. Integrity The teacher is expected to exercise integrity through their professional role bringing honesty, reliability and moral action to the forefront. Trust Throughout ones teaching career, trust plays a vital role. Through developments of relationships with students in the classroom a strong bond can be achieved. The Teaching Council has set out several standards which are applicable to all rolls in the profession.      

Professional Professional Professional Professional Professional Professional

Values and Relationships Integrity Conduct Practice Development Collegiality and collaboration

These standards hold several values which must be adhered to whilst in an area of the profession.

Complaints relating to registered teachers Previously developed measures for dealing with complaints and difficulties in school will continue to be in place. These measures are the means to resolving “day-to-day” issues in the system. A complaint may be made to the Investigating Committee in relation to a teacher where he/she;  

Has failed to abide by the act Behaviour constitutes professional misconduct

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     

Poor professionalism engaged in conduct contrary to a code of professional conduct registration is fraudulent Medically unfit to teach Convicted of a state offence failed to comply with an undertaking or to take any action specified in a consent given in response to a request under section 43(6).

Conclusion The Code of Professional Conduct is a protocol for professional educators to adhere to. One of its focal points is the need for development in a professional teacher’s career in-order to become the best one can. It outlines the core ethical values needed to become a successful teacher and these are stressed throughout the document.

2. CRITICAL REFLECTION

Upon reading the Code of Professional Conduct document, one of the most interesting things which I took from it was the guidelines set in place for the correct procedure in relation to standards of teaching. I found the four key areas of respect, care, integrity and trust to be quite fascinating. Personally, I felt quite heartened to find these high ethical standards on the document. The reason being that it is utmost important that these areas are adhered to in the best possible manner in my opinion, as they are of huge importance throughout all areas of education. This led me to think further on the topic and ask the question, are these standards being met by the teachers in our schools on a daily basis? From my own experience in teaching practise, these key standards take time to develop © GMIT Letterfrack

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with students. Most importantly, these ethics must be genuine in every sense to be by any means worthwhile. “Our caring must be genuine; the inevitable modelling is a by-product” (Noddings, 2007). Without these key ethics, is the class even worthwhile? From my experience, students learn easier when there is a relationship between themselves and the teacher. Being able to discuss topics outside of the classroom with your students’ gauges interest and can greatly help in the long run. The author provides a clear definition to what is expected of the professional educator in my opinion. They outline the need for professionalism in a teacher practise alongside several other values which are necessary. The Code of Professional Conduct states for a teacher to be “fair and committed to the best interests of the pupils/students entrusted to their care” (Council, 2016). From my own experience while on school placement, one key factor which was made clear to me from my cooperating teacher was that professionalism in integrity was going to be a huge factor in my teaching career. (Shanahan, 2017). This is a development in becoming a professional. It would be expected that the modern teacher would be caring to the students which he/she is teaching. “Teachers in this position of trust are deemed to be in “loco parentis” and are expected to exercise a duty of care, which a careful and responsible parent would exercise in similar circumstances” (ASTI, 2005). Despite this article being well structured in relation to professionalism, I feel that it is not delving into the problems threatening teacher professionalism. This raises the question, should there be a set of guidelines or training specific to assisting a teacher overcoming the problems which are threatening their high ethical standards? Issues such as school status, working conditions and conflict in the classroom are problems which are commonly faced by this. Irish Education for the 21st Century states, “the profession, which may be riding on a wave in one circumstance, may find itself defending key values in another” (Dooney, 1999). Personally, I feel that it is down to sheer time and experience with a class of students to develop a professional character amongst the group. In my future both when out on teaching practice and as a professional I plan to implement the qualities of trust between myself and my students. I feel that if my students and I have a bond of trust it will make for a welcoming, caring classroom. Not only is this applicable to the student side of things but I would also like to have an element of trust between myself and my colleagues in the workplace. Dr. LaKimbre Brown states that “it’s not just trust between teachers and students, but between © GMIT Letterfrack

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teachers and other staff too” (Brown, 2014). This to me is one of the key aspects in a professional teacher’s career. In terms of professional development as a teacher I feel that this document from the Teaching Council is one of the most vital reads in context of view of teacher training. Upon research of other codes of professional conduct from other countries I came across the American “Code of Ethics”. I found that their version of Professionalism is somewhat not as complex as the guidelines set out for Irish teachers. In my opinion this may be working to our advantage as a stronger set of boundaries to work of can only mean a stronger workforce, therefore stronger educated students. Despite some of their practices being similar, “the educator shall believe in worth and dignity of human beings” (Commission, N/D). In conclusion to my summary, I am a firm believer that the standards set in place by The Teaching Council are strong to the point of working well in an ideal world, but I do believe that some re-working needs to be done on the issues which are continuously threatening teachers’ professionalism. Issues such as school status, working conditions and conflict in the classroom to mention a few are commonly testing teacher’s ethical performance. If some adjustment did take place in the document I believe that it would make for a better teaching environment for all educators. 3. LIST OF REFERENCES

Bibliography Brown, D. L. (2014, February 28th). The Importance of Trust. Retrieved from teachforall.org: https://teachforall.org/news/importance-trust Commision, N. P. (N/D). Retrieved from Teacher Codes: http://teachercodes.iiep.unesco.org/teachercodes/codes/America/USA/USA_Nebraska. pdf Council, T. T. (2016). Code of Professional Conduct For Teachers. Kildare: The Teaching Council. Dooney, N. W. (1999). Irish Education for the 21st Century . Dublin: Oak Tree Press.

ASTI. (2005, September). Guidelines for Professional Behaviour for Teachers. Retrieved from ASTI: https://www.asti.ie/education/teaching/professional-behaviour/ Noddings, N. (2007). Philosophy of Education. In N. Noddings, Philosophy of Education (p. 226). Camebridge: WestView Press. Shanahan, D. (2017, December 10th). (T. Leonard, Interviewer) © GMIT Letterfrack

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