Professional Documents
Culture Documents
The
Code
Of
professional
Conduct
for
teachings
published
by
the
teaching
council
of
Ireland
in
2012(2nd
edition)
is
a
guide
and
a
supportive
document
for
teachers
to
reference
in
order
to
understand
what
is
expected
of
them
in
a
classroom
outside
of
their
subject
knowledge
itself.
It
is
small
9
page
document
broken
down
into
headings
of;
Purpose
of
the
code;
Structure
of
the
code;
Context;
Standards
of
teaching,
knowledge,
skill,
competency
and
conduct;
Professional
Values
and
relationships;
Professional
Integrity;
Professional
Conduct;
Professional
Practice;
Professional
Development
and
Professional
Collegiality
and
collaboration.
The
code
also
has
a
legal
standing
and
will
be
used
as
a
reference
point
during
disciplinary
procedures
investigating
professional
misconduct
under
part
5
of
the
Teaching
Council
Act
2001.
Although
the
codes
main
function
is
to
serve
as
a
compass
for
teachers
themselves
it
also
informs
parents
and
the
wider
community
on
what
to
expect
from
the
teaching
profession
in
Ireland.
The
code
has
a
very
distinct
structure
based
around
the
ethics
and
values
that
teachers
should
uphold.
The
values
of
Respect,
Care,
Integrity
and
Trust
are
reflected
throughout
the
code.
In
accordance
with
the
councils
policy
on
the
Continuum
of
Teacher
Education
teachers
are
defined
as
reflective
practitioners
whose
key
role
is
the
educate
but
who
must
also
be
active
members
of
professional
learning
communities
(Teaching
Council
of
Ireland,
2011).
There
is
an
underlined
encouragement
for
schools
and
teachers
to
aid
the
development
of
student
teachers
their
professional
work
and
their
private
lives.
In
regards
to
standards
of
professional
conduct
teachers
should
uphold
the
reputation
and
standing
of
the
profession;
take
all
reasonable
steps
in
relation
to
the
care
of
their
students
in
order
to
ensure
their
safety
and
welfare;
comply
with
national
and
school
policys/procedures,
report
appropriate
incidents;
communicate
effectively
with
students,
parents
and
management;
ensure
students
do
not
knowingly
access
or
have
in
their
possession
illicit
or
inappropriate
materials
in
electronic
or
other
format.
Finally
under
the
heading
of
professional
practice
the
code
states
that
teachers
should
maintain
a
high
standard
of
practice
in
relation
to
student
learning,
planning,
monitoring,
assessing,
reporting
and
providing
feedback.
Teachers
should
create
an
environment
where
pupils
can
become
active
agents
in
the
learning
process
and
develop
lifelong
learning
skills
and
develop
strategies
to
support
differentiated
learning.
In
conclusion
The
Code
of
Conduct
for
Professional
Teachers
is
a
definite
statement
of
standards
required
by
teachers,
a
guide
to
support
teachers
during
their
professional
development
an
ethical
and
moral
foundation
for
teachers
and
a
legal
document
for
disciplinary
procedures.
2.
CRITICAL
REFLECTION
The
Code
of
Conduct
for
Professional
teachers
is
the
main
guide
for
teachers
on
their
conduct
in
the
classroom.
An
extremely
relevant
policy
document
for
us
for
Teaching
Practice
and
for
our
professional
careers,
I
find
most
importantly
that
that
document
is
an
easy
policy
to
read.
It
is
well
structured
and
short,
its
simplicity
is
essential
in
encouraging
student
teachers
and
NQTs
to
read
it
for
the
first
time.
The
main
focal
points
of
the
Code
are
highlighted
and
a
clear
emphasis
is
put
on
the
values
that
a
teacher
must
uphold
in
the
classroom.
In
comparison
with
a
similar
policy
from
a
different
country
such
as
Australia
(2008)
where
the
teachers
code
of
professional
practice
is
a
thirty
page
document,
our
code
of
conduct,
nine
pages.
This
is
a
fantastic
example
of
how
to
not
overload
teachers
with
an
overly
detailed
dos
and
donts
guide
to
teaching.
A
combined
strength
and
weakness
of
the
document
is
its
subjectivity.
It
has
a
legal
standing
in
accord
with
the
(Teaching
Council
of
Ireland,
2001)
and
as
such
will
be
used
by
a
board
from
the
department
or
a
school
board
during
disciplinary
procedures.
This
subjectivity
allows
for
the
changing
environment
in
which
education
occurs
and
the
external
factors,
which
can
effect
education.
However
it
also
leaves
the
policy
very
open
to
interpretation,
this
was
highlighted
by
Bernie
Judge
from
the
Teachers
Union
of
Ireland
in
a
feedback
form
she
wrote
on
the
document
(TUI,
2012).
Ms
Judge
provided
feedback
on
the
1st
edition
of
the
policy
and
highlighted
the
openness
and
subjectivity
as
a
concern
from
teachers
in
the
union.
Even
with
this
feedback
the
2nd
edition
of
the
Code
still
possesses
a
high
level
of
subjectivity.
Ms
judge
highlighted
that
the
values
have
an
ambiguity
to
them,
for
example,
teachers
are
expected
to
uphold
human
dignity
and
many
teachers
feedback
asked
the
question
how
exactly
is
this
measured?
She
underpinned
her
response
by
stating
that
the
code
puts
unrealistic
and
unfair
demands
on
teachers.
Ms
Judge
also
questioned
the
nature
of
the
Code
in
the
feedback
form.
In
the
introduction
it
declares
itself
to
be
a
guide
and
supportive
document
for
teachers
however
its
legal
standing
is
not
typical
of
a
guiding
supportive
document.
Article
37.1
of
the
employment
equality
act
states
that
an
educational
institute
under
the
control
of
a
body
established
for
religious
purposes
shall
not
be
taken
to
discriminate
against
a
person
if
it
takes
action
necessary
to
prevent
an
employee
undermining
the
religious
ethos
of
the
institution
(Employment
Equality
Act,
1998).
The
Code
of
professional
conduct
for
teachers
states
that
the
teacher
should
show
respect
for
the
spiritual
and
cultural
values
of
the
students
(Teaching
Council
of
Ireland,
2012).
I
find
that
both
these
policy
statements
are
in
direct
conflict
with
each
other.
For
example
a
teacher
in
a
school
ran
by
a
catholic
organisation
who
upholds
the
value
of
respect
for
a
student
in
his/her
classroom
whos
beliefs
are
of
the
Muslim
religion
might
be
seen
to
be
undermining
the
catholic
ethos
of
the
institute,
however
if
he/she
was
to
promote
the
ethos
of
the
school
they
could
be
seen
as
disrespecting
the
religious
beliefs
of
the
student
and
therefore
failing
to
uphold
the
values
of
the
code.
Failing
to
adhere
to
either
policy
leaves
the
teacher
open
to
disciplinary
proceedings
if
they
are
both
upheld
to
the
letter.
This
conflict
also
brings
to
question
why
the
beliefs
of
the
student
are
more
important
than
the
beliefs
of
the
teacher
who
may
not
support
the
beliefs
of
the
religion
supported
by
the
school
and
yet
is
forced
to
promote
it
because
Article
37
could
result
in
them
being
discriminated
against.
Point
2.5
of
the
code
of
conduct
for
professional
teachers
states
that
teachers
Should
avoid
conflict
between
their
professional
work
and
private
interests
which
could
be
reasonably
deemed
to
impact
negatively
on
students.
This
could
bring
to
focus
a
teachers
sexuality,
for
example
a
homosexual
male
teacher
in
a
catholic
school
could
be
seen
to
have
a
negative
impact
on
students
if
their
sexuality
is
easily
identifiable.
This
would
cause
the
teacher
to
either
have
to
suppress
some
traits
and
characteristics
that
make
them
who
they
are
as
an
individual
or
be
in
breech
of
the
code
of
conduct.
The
Code
of
conduct
states
in
point
1.1
that
teachers
should
inspire
and
motivate
and
in
point
1.2
that
teachers
should
acknowledge
and
respect
individuality
and
uniqueness
however
as
a
teacher
we
are
expected
conform
to
professional
norms
in
regards
to
dress
and
in
some
schools
the
expectations
to
conform
extends
to
teaching
styles.
Its
my
belief
that
if
we
are
to
fully
inspire
and
promote
individuality
especially
in
the
context
of
such
creative
subjects
of
MTW,
DCG
and
Construction
studies
we
must
be
given
a
high
level
of
freedom
to
express
our
own
individuality
in
dress
and
teaching
styles.
In
conclusion
the
Code
of
Conduct
fulfils
a
great
need
for
professional
teachers,
providing
them
with
guidance
that
never
existed
before
this
policy.
The
openness
and
subjectivity
allows
for
the
policy
to
be
adapted
to
a
variety
of
schools
and
economic
situations
throughout
the
country
however
it
also
has
some
pitfalls.
That
same
openness
brings
with
it
a
level
of
ambiguity
and
questions
about
a
variety
of
aspects
of
what
might
be
expected
from
a
teacher.
In
large
part
though
the
document
is
essential
and
I
expect
it
to
keep
changing
along
with
the
educational
climate
itself.
3. LIST OF REFERENCES
Bibliography
Department of Education and Training Australia. (2008). Teachers code of
professional practice. Canberra, Australia: Deparment of Education and Training
Australia.
Employment Equality Act. (1998, N/a N/a). Retrieved 9 23, 2015, from
http://www.irishstatutebook.ie/eli/1998/act/21/enacted/en/pdf:
Teaching Council of Ireland. (2012). Code of Conduct for Professional Teachers.
Dublin: Teaching Council of Ireland.
Teaching Council of Ireland. (2011). Policy on the continuum of teacher education.
Dublin: Teaching Council of Ireland.
Teaching Council of Ireland. (2001). Teaching Council Act. Dublin: Teaching
Council of Ireland.
TUI, B. J. (2012, January 17). CODE OF PROFSSIONAL CONDUCT FOR
TEACHERS Revised Draft for Consultation . Feedback form . Dublin.