PROFESSIONAL FRAMEWORKS

The ethics of being a teacher

A PROFESSIONAL? What do we mean by Professional? Task: Identify 2 everyday activities and try to respond to the following questions: 1. What is involved in undertaking this activity as a private personal choice? 2. What would make it different if you were to do it as a professional activity

Heres a somewhat descriptive model of how we might consider professions. Most definitions use words such as:

Altruistic Trustworthy Skills Knowledge Competence Code of conduct Organisation Autonomy: Power These are often seen as impartial and value-free traits and their acquisition has guided the social professions throughout the post war period

Any profession which monopolizes some socially important body of knowledge is likely to be considered potentially dangerous. It might use its monopoly to enrich itself or enlarge its power rather than in the best interests of its clients. The symbol of the profession, however, portrays a group whose members have altruistic motivations and whose professional activities are governed by a code of ethics which heavily emphasizes devotion to service and the good of the client and condemns misuse of professional skills for selfish purposes. This code of ethics, furthermore, is sternly enforced by disciplinary bodies. Professional associations have as their major purpose the enforcement of such codes (Becker, H., 1970:95, my emphases).

EDUCATION PROFESSIONALS

What do you think might define a teacher or make what they do different from other professionals working with children and young people?

WHAT DEFINES A TEACHER?

33 standards expectations of what a teacher can do and what might under-pin teaching. School/LA Policies/Guidelines

Regulatory Framework includes: Children Act 1989 Education Act 2002 Children Act 2004 Children Act 2006 Safeguarding Children and Safer Recruitment in Education (Every Child Matters, DfES (DCSF), January 2007) Disability Discrimination Act 2006 Employment Equality (Age) Regulations 2006

The General Teaching Council for England (see www.gtce.org.uk) has developed a professional code to support its regulatory function. Instead of describing the unacceptable, it sets out a shared picture of teacher professionalism

- GTC Code of Conduct (2009)

One distinct value that teachers share is a commitment to continual learning and development for children and young people, colleagues and themselves Teachers work is also shaped by other important values of public life, including:

Selflessness; Integrity; Honesty; Objectivity; Accountability; Openness; Leadership

THE CODE OF CONDUCT:

Registered teachers: 1. Put the wellbeing, development and progress of children and young people first 2. Take responsibility for maintaining the quality of their teaching practice 3. Help children and young people to become confident and successful learners 4. Demonstrate respect for diversity and promote equality

5. Strive to establish productive partnerships with parents and carers 6. Work as part of a whole-school team 7. Co-operate with other professional colleagues 8. Demonstrate honesty and integrity and uphold public trust and confidence in the teaching profession

Principle 8 specifically details:

Represent their professional status accurately and avoid taking advantage of their professional position Maintain reasonable standards in their own behaviour that enable them to maintain an effective learning environment and also to uphold public trust and confidence in the profession.

AN ATTEMPT TO JUSTIFY?
The eight principles of the Code cover familiar ground. There are strong similarities with other professional Codes and with the statements that schools use to describe how they will support children and work with parents and the local community. There is a firm and clear commitment to equality, to working as part of the whole school community, and to honesty and integrity. - GTC (2009)

QUESTIONS
Do you agree with the GTC? Does this place unrealistic or unfair demands on a teacher that extend beyond the workplace? Some might feel that this sort of code imposes restrictions or expectations on teachers outside of their workplace that might not be imposed on other professionals would this be a fair criticism? Can you see any ethical dilemmas that you might encounter as a teacher?