ID of Student: G00331497

Article/Reading The Teaching Council: Code of Professional Conduct for

Teachers (updated second addition 2016)

1. CONCISE SUMMARY OF READING [1 x A4 page]

The Code of Professional Conduct reinforces the standards that we as educators should all
be adhering to in our careers.
The article outlines three distinct purposes for the document. Firstly, the code helps to guide
teachers to upkeep ethics and respect as well as conserve honour and dignity within the
teaching profession. Secondly it is a platform for the public as well as the education
community about what is expected of us as educators. Thirdly the code upholds legal
standings to investigations and disciplinary actions in relation to the fitness to teach motion.

The code is structured around an ethical foundation for the teaching profession. This is
rigidly distributed into the values of respect, care, integrity and trust. The code then sets out
various standards which are key to the practice of teaching (responsibilities). These
responsibilities are categorised under six different headings: values and relationships;
integrity; conduct; practice; professional development; collegiality and collaboration.

The Teaching Council also highlight numerous factors beyond teachers’ control in this
document. Those of which have an astute effect on our work for example the engagement of
parents and the wider community.

As I stated earlier the code is structured around four values of ethical foundation.
Respect: We must uphold a status of equality, human dignity, emotional and cognitive
development. In our schools we must give respect for an individuals spiritual and cultural
values. Including their diversity, social justice and freedom
Care: We must act in the student’s best interests as we have been entrusted with their care.
Positivity, professional judgement and compassion.
Integrity: Meaning honesty, reliability and moral action. We showcase our integrity through
our professional commitments, responsibilities and actions.
Trust: Our relationship with the people around us (students, parents, colleagues and school
management etc.)

The code then moves onto various responsibilities which are key to the practice of teaching.

© GMIT Letterfrack 2018-2019

Professional Values and Relationships; here we are encouraged to foster a strong working
relationship with the student while also nurturing fairness, individuality and promote holistic
development.
Professional integrity; We should act with honesty and integrity in all aspects of our work.
Professional Conduct; adhere to (regulations and legislations, school policies, guidelines,)
Professional practice; Ensure there is an environment where students can learn, engage,
develop and facilitate their holistic development
Professional Development; maintaining and improving our knowledge of our subject areas.
Professional Collegiality and Collaboration; We should essentially be a team player in our
working environment with the aim to further developing ourselves and others around us.

The code then moves onto complaints relating to registered teachers. Complaints can be
made by anyone to the Teaching Council. Grounds include professional misconduct, poor
professional performance, conduct contrary to the Code of Professional Conduct for
Teachers and in certain circumstances, convictions.

2. CRITICAL REFLECTION [2 x A4 pages]

The code of professional conduct supplied by the teaching council provides us with a stable
and detailed account of the standards we as teachers must abide to and uphold throughout
our careers. The document details good arguments that are logically structured and provide
a deeper analysis into the responsibilities we must adhere to.

Personally, I feel the code introduced a focus on a focus holistic development. Wellbeing is a
huge consideration to take forward with this document. It seems to be a relevant topic with
regards to media coverage. I agree that “students who believe their teacher is caring also
believe they learn more.” (Teven, 1997). The state of young people’s mental health etc. in a
21st century Ireland has been addressed in this document.

If I was to have any negatives about the document, it would be that it is heavily worded
which makes digesting the content difficult. This ‘complaint’ is solely a personal issue and
does not reflect on other individuals’ bearings of the content. Each person reading this will
have varying standards of literacy. From a personal standpoint I found myself having to
research certain words to gain a competent level of understanding about a certain point
being made.

The document is structured logically with key headings having numbered sub content.
Allowing for a bullet pointed format which breaks up content into concise and on topic
pointers. Avoiding bulky paragraphs makes it much easier to follow. In terms of
improvements I would consider the structure of the code (pages 6-8) to be very similar even
though they have been divided it into two separate sections. One section being ‘standards
which are key to the practice of teaching’ and the latter being ‘ethical foundation for the
teaching profession’. I feel these two interlink extremely closely almost to the point where it

© GMIT Letterfrack 2018-2019

seems to be regurgitating information under a different name. Perhaps the code could have
been revised to incorporate a new structure section which condenses the information more
appropriately. However, I do concede to the fact that this document needs to be as detailed
as it possibly can to present us educators with a strong foundation of an understanding
towards professional conduct in our careers.

The document makes a strong case for professional values and relationships. It encourages a
strong working relationship with students while maintaining a respect for uniqueness,
expression, integrity, compassion and holistic development. We should be “Promoting high
levels of student achievement is ensuring that all students are intellectually, emotionally and
socially engaged with the content they are learning” (Marzano, 2009) in our careers.
Nurturing a positive relationship opens a fruitful learning environment. A student’s energy
and drive to learn and work in an effective manor can result in them achieving their full
potential. We as educators must continually adapt to the students’ changing needs if we
hope to keep the class as beneficial as possible. A positive relationship with the student will
enhance social and language development. I learnt that by having a bond can improve
behaviour in the class and will motivate students to work.

In terms of implementing this document into TP I feel most of us have implemented parts on
an almost subconscious level. We as “Teachers must create rich educational experiences that
challenge students’ ideas and stretch them as far as they can go” (Zepke, 2010). In terms of
professional practise this is a core of the code. However, as year four commences and the
standard must be improved upon I feel I can implement a deeper level of Professional
Collegiality and Collaboration. Networking yourself is a skill which I feel is a vital aspect of TP.
What I mean is talking to staff such as principles, secretaries, school liaison officer, Tusla
representatives, teachers etc. Experience is a valuable tool and these staff members have a
host of advice to give to us student teachers.

In comparison to the Code of Professional Conduct and Practice prepared by the CDET,
Englands take on the code of conduct. It is similar is most fashions. Both documents share
homogenous content.

This document is exceedingly important to us student teachers. Angella Cooze tells us that
“preparing yourself for school by establishing a working familiarity with key policies,
procedures or ‘rules’ can really give you a head start confidence wise” (Cooze, 2006). A key
understanding of this document is a vital source to reference to when making a career in
education. I’m confident I can assume employers would outright turn you down if you didn’t
have a competent knowledge of this document. Not only will a broad understanding of the
code enrich a beneficial classroom for the students it will also dictate our decision making. I
firmly believe the best advice is to “Always be a first-rate version of yourself” (Brindle, 2010).
Professional development is a key motivator. Going forward from today I believe analysing
this code has given me a furtherance in my professional development as a teacher.

© GMIT Letterfrack 2018-2019

 3. LIST OF REFERENCES

Teven, J. &. (1997). The relationship of perceived teacher caring with

student learning and teacher evaluation. . New Bury Park, CA:
Communication Education

Marzano, R. (2009). A Handbook for the Art and Science of Teaching. Virginia,
USA: ASCD Publications.

Zepke. (2010). Improving Student Engagement: 10 Proposals for Action.

New Zealand: Sage Productions.

Cooze, A. (2006). 100 Ideas for Trainee Teachers. 11 York Road, London:
Continuum International Publishing Group.

Brindle, M. (2010). A Glow of Godliness. New York: Zondervan Publishing

House.

© GMIT Letterfrack 2018-2019