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The Code of Professional Responsibility

The Code of Professional Responsibility outlines four commitments that teachers must uphold: 1) Commitment to the Teaching Profession, 2) Commitment to Learners, 3) Commitment to Families and Whānau, and 4) Commitment to Society. The critical incident did not initially align with these commitments as the teacher did not respond professionally and address issues respectfully. However, the follow up conversation between the teacher and reliever demonstrated a commitment to professional growth, accountability, and upholding the code.

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104 views2 pages

The Code of Professional Responsibility

The Code of Professional Responsibility outlines four commitments that teachers must uphold: 1) Commitment to the Teaching Profession, 2) Commitment to Learners, 3) Commitment to Families and Whānau, and 4) Commitment to Society. The critical incident did not initially align with these commitments as the teacher did not respond professionally and address issues respectfully. However, the follow up conversation between the teacher and reliever demonstrated a commitment to professional growth, accountability, and upholding the code.

Uploaded by

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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The Code of Professional Responsibility

Code How does the critical incident align to the Teaching


Council NZ Professional Code?

1.COMMITMENT TO THE TEACHING PROFESSION The critical incident did not align to the commitment of
I will maintain public trust and confidence in the the teaching profession.
teaching profession by: I was initially not very respectful towards this colleague
- demonstrating a commitment to providing high- and it wasn’t till the next time that I saw them (2 days
quality and effective teaching after this incident – which by then I had calmed down
from the incident, taken a step back, examined my own
- engaging in professional, respectful and teaching practice and realised how judgemental and
collaborative relationships with colleagues unprofessional I was being), that I started trying to
form a respectful relationship with them.
I feel that I was acting un-professional in this critical
- demonstrating a high standard of professional incident by initially casting judgement on the reliever,
behaviour and integrity without talking to them about it and without stepping
back and examining my own teaching practice.
- demonstrating a commitment to tangata I also think that the way the reliever acted was not
whenuatanga and Te Tiriti o Waitangi partnership professional behaviour either, as I don’t think it is
in the learning environment professional to redo a student’s work (especially if the
student doesn’t know about it).
- contributing to a professional culture that
supports and upholds this Code. Although I did not initially respond very professionally,
I actually spoke to this reliever about it and we had a
good discussion around it in which we both apologised
and were able to see things from each other’s
perspective. While it was a very confronting
conversation and I initially felt really uncomfortable
about it, it ended up being a very beneficial and
important conversation and they thanked me for
questioning their actions. – I believe this response does
align to the commitment of the teaching profession as
it demonstrates a commitment to wanting to
contribute to a professional culture that supports and
upholds this code, to tangata whenuatanga and Te Tiriti o
Waitangi partnership in the learning environment, and to
demonstrating a high standard of professional behaviour
and integrity.

2. COMMITMENT TO LEARNERS
I will work in the best interests of learners by: My response didn’t align to this as I overheard the
- promoting the wellbeing of learners and students speaking about it and heard the
protecting them from harm discouragement but I didn’t approach the student and
encourage them in it, nor did I let the reliever know
- engaging in ethical and professional about what I had overheard – this wasn’t fair and I feel
relationships with learners that respect like I should have tried to encourage the student. I
professional boundaries initially didn’t promote the wellbeing of the learners
(until I spoke up about it to the reliever) and the
- respecting the diversity of the heritage, reliever didn’t either by rubbing out the students work.
language, identity and culture of all learners

- affirming Māori learners as tangata whenua and


supporting their educational aspirations

- promoting inclusive practices to support the


needs and abilities of all learners

- being fair and effectively managing my


assumptions and personal beliefs.

3. COMMITMENT TO FAMILIES AND WHĀNAU


I will respect the vital role my learners’ families This critical incident doesn’t really apply to this code.
and whānau play in supporting their children’s
learning by:
- engaging in relationships with families and
whānau that are professional and respectful

- engaging families and whānau in their children’s


learning

- respecting the diversity of the heritage,


language, identity and culture of families and
whānau.

4. COMMITMENT TO SOCIETY
I will respect my trusted role in society and the I think the critical incident does not align to the
influence I have in shaping futures by: principles of human rights, sustainability and social
- promoting and protecting the principles of justice as it was unfair to the students and discouraged
human rights, sustainability and social justice some of the students.
Additionally, my response also didn’t align to this as I
overheard the students speaking about it and heard
- demonstrating a commitment to a Tiriti o the discouragement but I didn’t approach the student
Waitangi based Aotearoa New Zealand and encourage them in it, nor did I let the reliever
know about what I had overheard – this wasn’t fair and
- fostering learners to be active participants in I feel like I should have tried to encourage the student.
community life and engaged in issues important
to the wellbeing of society

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