Critical Reflection of Code of Conduct

Summary of Code of Conduct

This Code of Professional Conduct for Teachers echoes and makes clear the values and standards
that have long been experienced by pupils/students through their involvement in education.
Its aims are broken down into three sections.
1. It serves as a guide for teachers, in practicing an ethical and respectful mentality throughout their
career in teaching and to sustain the decency and respect of the teaching profession.
2. It could be used by the community and the wider public to inform their expectations of the
teaching profession in Ireland.
3. It has a significant legal standing and is used by the Council as a reference point in exercising its
investigative and disciplinary functions.
The Teaching Council believes that, in most instances, these will offer a means for resolving problems
as they happen in the day-to-day of education. Only complaints which are of a grave nature
concerning registered teachers can develop into an inquiry. The Code begins by setting out an ethical
foundation for the teaching profession. This is captured in the values of Respect, Care, Integrity and
Trust that are reiterated over and over throughout the Code. These core values are the foundation of
the teacher in the practice of his or her profession. The Code then sets out the ideals which are
essential to the practice of teaching and expected of registered teachers. The standards categorize
teachers professional responsibilities and are broken up into six separate headings: values and
relationships; integrity; conduct; practice; professional development; collegiality and collaboration.
The standards reproduce the difficulty and variation of teaching and serve to guide professional
judgement and practice.
The Code is in accord with the Councils Policy on the Continuum of Teacher Education, which
foresees the teacher as a reflective practitioner whose key role is to educate. It also sees teachers as
part of a professional learning community and promotes a supportive environment for student and
newly qualified teachers. The Code has also been developed in the context of the Councils future
role in relation to continuing professional development. The Council is heedful of the rights of
pupils/students, as well as their right to have a voice in matters affecting them. The Council is also
aware of the rights of parents and the rights of teachers and of the duties that accompany those
rights. A valuable collaboration has been developed between parents and teachers and this has great
potential to benefit pupils/students and their education.
 Critical Reflection of Code of Conduct
Critical Reflection

The code of conduct serves to provide guidance for teachers and the standards of conduct that are
expected as a professional educator. Its goals are to serve as an ethical standard. I believe the author
provides good information in the form of codes that serve as a moral compass for teachers to
maintain the honour and self-esteem of the teaching profession (Teaching Council of Ireland, 2007). I
feel its strength as a document is to act as a guide for every teacher, to help them to achieve their
goals in a professional manner. However, nothing in this document is laid in stone and it is very vague
on many issues, for example Only complaints which are of a serious nature relating to registered
teachers can progress to an inquiry.
In reading this statement I must ask the question what constitutes a serious natured complaint. My
version and your version of serious may be very different. Nonetheless, I have confidence that the
core of this code are the ethical values. In my opinion the most important aspect of teaching is the
CARE, respect, trust and integrity of the students. Without these key elements I feel student
participation would be quite poor. One hallmark of a professional teacher is sensitivity to pupils.
Irrespective of religion, ethnicity or race, every pupil should be treated equally out of respect for
their dignity as a human being.

Noddings, N. (1999) states caring refers to the relationship between student and teacher, not just
the person who cares. As educators respond to the needs of students, teachers may see the need to
design a differentiated curriculum because as teachers work closely with students, we will be moved
by their different needs and interests. The claim to care must not be based on a one-time virtuous
decision but an ongoing interest in the students welfare.

This was solidified for me on teaching practice, when dealing with so called troubled students. My
experience was when these students were shown respect in my classroom, in most cases the
students would settle down and good learning would take place. Thompson (1998, p.6) says, The
most powerful weapon available to secondary teachers who want to foster a favourable learning
climate is a positive relationship with our students. Canter and Canter (1997) make the statement
that we all can recall classes in which we did not try very hard because we didn't like our teachers.
This should remind us how important it is to have strong, positive relationships with our students.
Kohn (1996, p. 111) goes a step further, saying, Children are more likely to be respectful when
important adults in their lives respect them. They are more likely to care about others if they know
they are cared about. Marzano (2003) states that students will resist rules and procedures along
with the consequent disciplinary actions if the foundation of a good relationship is lacking.
 Critical Reflection of Code of Conduct
Inside the code, the Teaching Council states Teachers teach so that others can learn.
However, I feel the code is vague, it uses a lot of terms like to the best of your ability It offers no guidance for situations
like dealing with some controversial issues. The Religious Education Council of England and Wales
state teachers should encourage consideration of a balanced range of views, even if they find this
uncomfortable on occasion.
In conclusion to my reflection of the code of professional conduct for teachers, Ireland, I am
relatively assured that this document will serve as a compass to reaching my goal of being a
exemplary teacher. The most important learning for me from reading the code are to respect,
encourage, trust and engage with your students to promote progressive development throughout my
career. However, I do not feel this article is entirely relevant to me as many of the virtues it states
were intrinsic within me and are the reason I am trying to become a teacher.
The Sahlberg International Review Report on Initial Teacher Education (2012) noted that Ireland was
very fortunate in the calibre of people who were seeking to enter the profession. Ultimately, a
common goal across the education community must be to ensure that new entrants to the teaching
profession have the best possible start to their careers, and that teaching in Ireland continues to
attract and retain high calibre teachers. It is possible that the teaching council does not believe that
these values are intrinsic to all potential new entrants to the teaching profession. Similar to recent
developments in the medical profession it is possible that more aspects than simply academic
achievement in the leaving certificate are important in selecting individuals who will be adequately
engaged in educating future generations in this country. Could an interview system be introduced to
assess the teaching vocation within applicants.

70% - Good summary and some interesting insights in your reflection.

References

Ireland, T. C. (2007). Code of Professional conduct for Teachers.

TCI. (2016) The Code of Professional Conduct for Teachers.

The code of Professional conduct for Teachers

Noddings, Nel. Justice and Caring: The Search for Common Ground in Education. Teachers College
Press, New York, 1999.

http://religiouseducationcouncil.org.uk/media/file/Practice_Code_for_Teachers_of_RE.pdfinfo@relig
iouseducationcouncil.org.uk.
 Critical Reflection of Code of Conduct
International Review Panel on the Structure of Initial Teacher Education Provision in Ireland and
Sahlberg, P., 2012. Report of the International Review Panel on the structure of initial teacher
education provision in Ireland. Department of Education and Skills.

Thomson, N. (1998). Promoting Equality: Challenging Discrimination and Oppression in the Human
Services. Retrieved from

http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-
Student_Relations.aspx

Marzano, R. J. (2003). Classroom management that works. Alexandria, VA: ASCD

Canter, L. (1997). Behaviour management: Keeping up with the times. Retrieved from

http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-
Student_Relations.aspx

Kohn, A. (1996). Beyond Discipline: From Compliance to Community. Alexandria, VA:

ASCD(Association for Supervision and Curriculum Development)