CODE OF PROFESSIONAL CONDUCT AND VALUES

Professional Code for Teachers repeats and makes explicit the values
and standards that have long been experienced by the teachers through their active
participation in the field of education.

1.1 Purpose of the Code

The Code of Professional Conduct for Teachers should be applied to all teachers.
Its purpose is threefold:

1. It fills in as a directing compass as teachers look to control a moral and

conscious course through their career in instructing and to maintain the respect and
pride of the profession of teaching.

2. It might be utilized by the teaching group and the more extensive open to inform
their comprehension and desires of the teaching profession.

3. It has a vital legitimate standup and will be utilized by the Council as a source of
perspective point in practicing its investigative and under the disciplinary
capacities.

Part 5 of the Teaching Council Act, 2001, dealing with fitness to teach;
Professional misconduct by a registered teacher is defined in the following terms:

"(a) participating in lead which is in opposition to a code of professional conduct

settled by the Council under section 7(2) (b);

(b) taking part in any misbehaving or improper conduct in his or her professional
limit or generally by reason of which he or she is unfit to teaching." It is imagined
that the Council will exercise its powers in this regard when the essential lawful
impact is given to Part 5 of the Teaching Council

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Act.

In regard of every individual complaint against an registered teacher, the

Council, as indicated by its procedures, will consider whether the complaint is
sums to a genuine missing the mark with respect to the teacher, of the standards of
teaching, information, aptitude, skill and conduct that could sensibly be normal.
Existing broadly concurred strategies for managing troubles and protests at school
level will keep on operating. The Council trusts that, much of the time, these will
offer the best means for settling issues as they emerge in the everyday operation of
the education system.

1.2 Structure of the Code

While considering the three purposes set out, the Code starts by setting out the
moral foundation of the teaching profession. This is embodied in the values of
Respect, Care, Trust and Integrity that are reflected all through the Code. All these
important values are supported by the teacher in the act of his/her teaching
profession. The Code at that point sets out the measures which are fundamental to
the act of teaching and expected of registered teachers. The standards distinguish
educators' professional responsibilities and are defined the assertions under six
separate headings: integrity and conduct; righteousness; professional development;
collegiality and teamwork. The standards show the unpredictability and different
variety of teaching and serve to professional judgment and practice.

1.3 Professional Standards of Teaching Profession

On behalf of teaching profession, the Teaching Council sets out the following
standards that apply to all teachers regardless of their position (Palmer, 1998).

1. Professional Values and Relationships

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The Teachers should:

 Be minding, reasonable and focused on the best advantages of the

students/pupil depended to their care, and look for their development, motivation
and praise to their achievements.

 Regard and acknowledge the uniqueness, distinction and particular needs of the
pupils/students and improve their all-around development.

 Be focused on fairness and consideration and to regarding and obliging diversity

including those distinctions emerging from sex, civil status, family status, sexual
orientation, religion, age, disability, race, ethnicity, member of traveler society and
financial status, and any further grounds as might be referenced in quality related
legislations later on.

 Seek to create positive relationship with pupil/students, partners, guardians,

school administration and others in the school group, that are considered by
professional honesty and judgment

 Work to build up and keep up a culture of shared trust and regard in their
schools.

2. Professional Integrity

The Teachers should:

 Act with trustworthiness and uprightness in all aspects of their work

 Respect the privacy of others and the secrecy of gained information over the
span of professional practice, unless a legal basic requires exposure or there is a
legitimate concern for the improvement of a person

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 Represent themselves as role model, their professional status,
capabilities and experience genuinely

 Use their name as set out in the Register of Teachers, over the span of their
expert obligations.

 Avoid creating issues and problems between their professional work and private
interests which could sensibly be considered to affect adversely on students.

3. Professional Conduct

The Teachers should:

 Uphold the respect, reputation and requirements of a profession

 Take every single sensible step in connection to the care of students under their
watch, to guarantee their security and welfare

 Work under the premises of rules and regulation

 Comply with common national and school strategies, methods and rules which
intend to advance students’ training and welfare and their safety.

 Report, where fitting, occurrences or matters which effect on students welfare

 Communicate successfully with students/pupils, fellow colleagues, guardians,

school administration and others in the school group in a way that is well
mannered, supportive, and in light of trust and regard

 Ensure that any correspondence with students/pupils, partners, guardians, school

administration and others is fitting, including correspondence by means of
electronic media, for example, email, messaging and social networking sites.

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 Ensure that they don't purposely get to, download or generally possess
while occupied with school exercises, improper materials/pictures in
electronic or other format.

 Ensure that they don't intentionally get to, download or generally possess, illicit
materials/pictures in electronic or other configuration

 Ensure that they don't practice while affected by any substance which weakens
their performance to teach.

4. Professional Practice

The Teachers should:

 Maintain proper requirements of practice in connection to students/pupils

learning, proper planning, observing, evaluating, reporting and giving feedback.

 Apply their insight and involvement in encouraging students/pupils all around

development.

 Plan and convey clear, difficult and achievable desires for students/ pupils.

 create a situation where students/pupils can play role as active agents in the
learning procedure and create deep rooted learning abilities

 Develop educating, learning and assessment procedures that help separated

learning in a way that regards the dignity of all the students/pupils.

 Inform their professional judgment and practice by connecting with, and

pondering on students/pupils improvement, learning theories, teaching method,
educational programs, moral practice, teaching strategy and legislation.

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  In a setting of shared regard, be open and receptive to valuable input
with respect to their practice and look for proper help, encouragement
and direction

 Act to the greatest advantage of students/pupils.

5. Professional Development

The Teachers should:

 take moral obligation regarding managing and enhancing the nature of their
professional practice by: currently keeping up their professionally learning and
comprehension to ensure it is reflecting and basically assessing their professional
practice, in light of their professional knowledge base provide chances for lifelong
professional development.

6. Professional Collegiality and Collaboration

The Teachers should:

 Work with fellow colleagues and student teachers in light of a legitimate

concern for sharing, creating and supporting great practice and keeping up the
most astounding nature of educational activities and experiences for
students/pupils.

Work in a cooperative way with students/pupils, guardians/gatekeepers, school

administration, different individuals from staff, relevant professionals and the
more extensive school group, as fitting, in looking to successfully address the
issues of students/pupils.

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 Cooperate with the Inspectorate of the Department of Education and
Skills and other statutory and open non-statutory educational and
appropriate support services.

 Engage with the planning, execution and assessment of educational programs at

classroom and school level.

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