TUTORIAL PAPER 1

ID of Student: G00395362
Article/Reading: The Code of Professional Conduct for Teachers (The Teaching Council, 2016)

1. CONCISE SUMMARY OF READING

This article introduces the Code of Professional Conduct for Teachers in Ireland, highlighting its structure, goal, and
applicability in the given situation. It describes the three main goals of the Code: guiding moral behaviour, educating the
public about educational standards, and acting as a legal guide for disciplinary actions. The Code covers topics including
relationships and values, integrity, conduct, practice, professional development, and teamwork. It is organised around core
principles and professional standards. It respects the rights and obligations of all parties involved, including instructors,
parents, and students, and it is in line with educational policies. The significance of unambiguous professional standards in
boosting public confidence in the teaching profession is emphasised in the documents conclusion. It also gives a brief
synopsis of the Code's standards, which include conduct, professional growth, professional values, integrity, and practice.
According to the document, implementing the Code will strengthen public confidence in educators and the integrity of the
teaching profession.

The following four ethical values that are at the heart of the document are respect, care, integrity, and trust which helps
describe the role of the teacher which is to educate. Respect in education means treating everyone with dignity and fairness
while helping them grow emotionally and intellectually. Teachers should respect people’s beliefs and backgrounds, support
diversity, and fight for fairness. Care is an act educators perform towards their students to always aim to do what is best for
them by being positive role models for them, making good decisions, and understanding how their students fell and what
they need. Integrity for teachers means being honest, reliable, and doing the right thing. They show integrity by fulfilling
their responsibilities professionally and sticking to moral values in everything they do. Finally, trust is like the glue that
holds together the relationships teachers have with students, colleagues, parents, school leaders, and the community.

The Teaching Council (Amendment) Act, 2015 outlines the process for making complaints against registered teachers.
Complaints can be made regarding various issues, including failure to comply with laws or professional standards,
professional misconduct, poor performance, or health concerns. The Council investigates such complaints, and if deemed
serious, an inquiry may be conducted. Complaints must adhere to nationally agreed procedures, and only serious issues
progress to inquiry. The process is governed by the Teaching Council Acts, 2001–2015, and relevant rules and procedures.

Finally, the clear purpose of code effectively articulates the threefold purpose of the code, entails advising educators on
moral behaviour, educating the public and the education community on the standards of the teaching profession, and acting
as a legal point of reference for disciplinary and investigative procedures.

2. CRITICAL REFLECTION

This document in summary presents a strong case and helpful information, serving as a legal reference, educating those
involved, and promoting ethical conduct. The first sentence within the document states who The Teaching Council are and

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 what their role is, ‘‘The Teaching Council is the professional standards body for teaching. The role of the Teaching Council
is to promote and regulate the teaching profession’’ (The Teaching Council, 2016). This helps the reader understand the
context of the body and what they aim to do which is very beneficial and smart. From a critical perspective, the paragraph
describing and explaining the dual mandate reflects a progressive understanding of education, moving away from traditional
top-down models where teachers are solely seen as providers of knowledge. Instead, it acknowledges the reciprocal nature of
the teaching-learning process, where teachers continually refine their skills and knowledge to better serve their students. This
demonstrates that The Teaching Council are wanting to advance and move forward away from traditional teaching which
will only benefit teachers in the future. The Council state that they work on the premise of advocacy and regulation, which in
my opinion implies that effective advocacy efforts often rely on the existence of appropriate regulations or rules to support
the advocated cause.

As stated in the document ‘‘The teaching profession has a distinguished record of service in Ireland’’ (The Teaching
Council, 2016), which it does because of the passion teachers have across all levels as well as their commitment to the job
which I have witnessed while out on placement when either I as a student teacher or even the students themselves needed
help. The document also communicates the emphasis on values and standards by emphasizing the core values of Respect,
Care, Integrity, and Trust, and utilising specific standards under different headings. Values to me serve as moral compasses,
grounding us in what matters most and guiding our actions towards greater harmony, integrity, and well-being. The four
values listed above fall in line with my own values with respect at the top of that list, respect in the classroom is a two-way
street and for me respect means to not shout at the students but to talk to them if something goes wrong or to let the students
talk when they have an input. The Teaching Council if involved in CPD (Continuing Professional Development) in the
future could hinder the process by pushing teachers down a rabbit hole and making everyone do things their way rather than
what works best for the teachers themselves, almost like an element of control.

I feel showing respect towards spiritual values is the right thing to do in my eyes because everyone is different, whether it’s
being a different nationality, religion or etc, I may not subscribe to being Hindu or Muslim, but you must respect people the
way you want to be respected and treated when spoken to. To teach in a school where faith is a part of their ethos would
compromise my integrity because it feels like students have a certain type of education forced upon them whereas I think
that all students should have a voice and have that option for themselves to choose their own faith. Trust is a major part of
society, and it is relied on massively and in an education setting trust is everything, because as stated by Niedlich, Kallfaß,
Pohle, and Bormann ‘‘Trust is considered to be a crucial element of social cohesion. At the same time, as research has
shown, education can be understood as an important precondition of trust’’ (Niedlich, Kallfaß, Pohle, & Bormann, 2020).

There are many strengths and weaknesses to the article from my reading. The first strength I noticed was the clear purpose
and structure of the document, the article effectively communicates the purpose of the Code of Professional Conduct for
teachers and outlines its structure, making it easy for readers to understand its objectives and organization whether you are a
teacher or concerned parent. Second to that the comprehensive coverage gives teachers a thorough understanding of what is
expected of them, such as its ethical foundation, standards of conduct, and connection with educational policies. The
practical guidance article helps teachers understand how to follow the rules in their daily work, giving clear advice on
different topics. This supports them in being professional and responsible in their jobs.

The document has a few weaknesses. Firstly, it doesn't critically analyse the Code's goals and aims. It explains them well but
doesn't talk about any problems that might come up when trying to put them into action, for example the code says we must
be kind, fair, and dedicated to the students in their care, and aim to inspire, encourage, and celebrate their efforts and
successes (The Teaching Council, 2016), but some students may renege and believe you are becoming too involved in their
personal live when you are not. Secondly, it doesn't discuss enforcement much. Lastly, it focuses too much on the Code's
benefits, which could make its impact seem overly positive by ignoring any downsides or areas that could be better or
improved.

In comparison to other codes of conduct from the UK and Australia there are some areas that overlap and are similar in the
sense of professionalism, ethical conduct, and student welfare. In the Australian code of conduct they state ‘‘Teachers draw
on a body of professional knowledge and research to respond to the needs of their students within their educational
contexts’’ (Australian Institute for Teaching and School Leadership, 2018), which shows that they demand all teachers must
know their subject areas and show professionalism always. In the UK the case is similar where they state that ‘‘Appropriate
self-evaluation, reflection and professional development activity is critical to improving teachers’ practice at all career

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 stages’’ (Department of Education, 2021), which displays that their teachers must constantly develop themselves to become
better. All three documents demand that professionalism is present for teachers and I can agree.

The article is organised logically overall, with sections delving into greater detail into the goals, composition, background,
and consequences of the Code of Professional Conduct for Teachers after an introduction summarising its purpose.
Nonetheless, the following adjustments I think can be taken into consideration to improve coherence and clarity. Areas such
as the introduction, subheadings for clear segmentation, and the transition sentences.

The introductory paragraphs might be improved to offer a clearer summary of the information in the article. The goal and
importance of the Code might be stated clearly, as opposed to saying that it restates and clarifies the norms and ideals.
Although the post is already broken into sections, readers may find it easier to browse between different topics if
subheadings were added to each section, further segmenting the text. A logical flow and coherence between paragraphs
could be ensured by adding transition sentences at the conclusion of each section to aid in the seamless transition from one
topic to the next.

In summary the document emphasizes the importance of established values and standards in the teaching profession,
highlighting the lengthy history of service in Ireland and the expectations students have. It serves as a solid foundation for
discussing the Code of Professional Conduct for Teachers, which demands professionalism and accountability aligned with
these goals. For professional development, it provides guiding principles for educators to uphold core values and standards,
serving as a compass for ethical conduct. Additionally, it stresses the commitment to excellence, urging teachers to maintain
high standards, nurture positive relationships, and prioritize student growth and well-being, showcasing a dedication to
ongoing development and teaching quality.

3. LIST OF REFERENCES

Bibliography
Australian Institute for Teaching and School Leadership. (2018). Australian Professional Standards
for Teachers. Australian Institute for Teaching and School Leadership.

Department of Education. (2021). Teachers’ Standards Guidance for school leaders, school staff and
governing bodies. Crown.

Niedlich, S., Kallfaß, A., Pohle, S., & Bormann, I. (2020). A comprehensive view of trust in education:
Conclusions from a systematic literature review. John Wiley & Sons Ltd.

The Teaching Council. (2016). Code of Professional Conduct for Teachers. Kildare: The Teaching
Council .

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