ID of Student: G00322113

Article/Reading 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
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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 Values and Relationships

 Professional Integrity
 Professional Conduct
 Professional Practice
 Professional Development
 Professional 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
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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 co-
operating 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
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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)

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