TUTORIAL PAPER

ID of Student: G00389609
Article/Reading: The Teaching Council of Ireland. (2016). Code of Professional Conduct for Teachers.

1. CONCISE SUMMARY OF READING

The Code of Professional Conduct for Teachers was published by the Teaching Council in accordance
with section 7(2)(b) of the Teaching Council Acts, 2001-2005, (Council, 2016). The Teaching Council is
the professional standards body for teaching. The role of the Teaching Council is to promote and
regulate the teaching profession. This includes establishing and promoting professional standards
and supporting teachers’ learning. The Council's work over the past ten years demonstrates the
significance of its dual purpose in providing comprehensive and long-term support for professional
practice. The Code also recognises that educators are lifelong learners, and that you should receive
encouragement and recognition for your efforts.

The Code has three primary purposes; Firstly, it “serves as a guiding compass as teachers seek to
steer an ethical and respectful course through their career in teaching and to uphold the honour
and dignity of the teaching profession,” (Council, 2016). Secondly, it can be used by the “education
community and the wider public to inform their understanding and expectations of the teaching
profession in Ireland,” (Council, 2016). Thirdly, “it has an important legal standing and is used by the
Council as a reference point in exercising its investigative and disciplinary functions under Part 5 of
the Teaching Council Acts, 2001 - 2015, dealing with fitness to teach”, (Council, 2016).

In relation to the above primary purposes, the Code is encapsulated in the values of Respect, Care,
Integrity, and Trust. These fundamental values are evident throughout the code and serve as the
foundation for everything an educator achieves in the course of their profession. After discussing the
fundamental values, the code then sets out its six standards which are paramount to every
registered teacher and the practice of teaching. These six standards are; Professional Values and
Relationships, Professional Integrity, Professional Conduct, Professional Practice, Professional
Development and Professional Collegiality and Collaboration. All professional teachers are expected
to meet these standards.

"Professional values and relationships," outlines the qualities that a teacher should demonstrate and
how to have an effective relationship with both pupils and colleagues. It states that teachers need to
acknowledge and respect the uniqueness, individuality and specific needs of pupils/ students and
promote their holistic development, (Council, 2016)., " Professional Integrity," outlines the
expectations for teachers' self-representation, professionalism, and avoidance of conflicts between
work and personal life. It is advised that teachers' personal lives should not be let into the classroom

© ATU Dept. of Creative Education 2023-2024

 since it could possibly be anticipated that this will have a negative effect on the students and
learners, making it difficult to uphold a positive and healthy learning atmosphere for all
pupils/students. " Professional Conduct," discusses the legislation and regulations that teachers
must abide by. These regulations and legislation can vary from those that oblige teachers to follow
school and national policies, to ensure they never conduct a lesson while under the influence of
substances. " Professional Practice," outlines how educators should make a commitment to meeting
the needs of every student while upholding a high standard of teaching and establishing a secure yet
productive learning environment for each student. " Professional Development," instructs teachers
on the value of critically reflecting and embracing chances for ongoing professional development to
continuously enhance and upskill their professional practice. " Professional Collegiality and
Collaboration," focuses on the appropriate ways for teachers to collaborate together and cooperate
with other educators and the larger educational community. Additionally, it states that educators
must work with the Department of Education and incorporate planning into their lessons.

In addition to the Code of Conduct, nationally recognised protocols for handling complaints at the
school level are also in place in order to address daily concerns as they arise. Only complaints which
are of a serious nature relating to registered teachers can progress to an inquiry. All complaints will
be considered in accordance with the Teaching Council Acts, 2001 – 2015 and procedures and rules
approved by Council. A hearing may be held in relation to a complaint, if deemed appropriate,
(Council, 2016).

In conclusion, the main aim of the Code of Conduct is to provide guidance to all registered teachers
in a way that will allow them to grow as professionals within their professions and maintain the
same high standards among all teachers.

2. CRITICAL REFLECTION

Reflecting on the Code of Conduct has highlighted to me the importance of teachers both in our
schools and the wider school community. The Teaching Council drafted the Code to ensure high
standards among teachers in Ireland. A number of the fundamental principles and supporting
materials outlined in the code are beneficial not just to registered teachers, but also to student
teachers, parents of school-age children, and members of the public at large. As a student teacher
currently completing a dissertation, I have discovered key pieces of information on the Teaching
Council website that has expanded my understanding of the fundamental requirements that
teachers must exhibit to work with a variety of learners and individuals. Some of the core values
within the Code are clearly explained while others may be subject to various interpretations as they
are so broad.

The six standards that are set out by the Teaching Council, are displayed using subheadings and
bullet points. I believe that the design of the article was carefully laid out to display significant data
in a way that makes it clear to navigate. The reader is encouraged to read on because they are not
overwhelmed by an excessive quantity of detail thanks to the use of conscience detailed bullet
points. According to Schwabish (2016), comprehending complex material into easily understood
points is facilitated by the use of bullet points. They draw attention to important concepts or details,
which helps the reader comprehend and navigate the text easier.

Although the pullet points are conscience and detailed, some points are quite vague and may leave
the reader questioning certain pieces of information. For example, the first of the six standards set

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 out is called “Professional Values and Relationships”. One of the key points mentioned within this
standard is “acknowledge and respect the uniqueness, individuality and specific needs of pupils/
students and promote their holistic development”. Most educational schools in Ireland today have
uniforms. The obligation to state that each teacher needs to “respect the uniqueness and
individuality of each student” may lead some readers to question the effects of uniforms on students
today. This was particular evident from an article in The Journal, questioning why students should
not wear uniforms. In the article Meehan (2021), states “I question the rationale behind putting kids
into designated outfits to make them look like everyone else and then educating them to think
critically and encouraging them to stand out from the crowd,”. Polly (2022) further develops this point
stating that by allowing students to showcase their individuality help them develop a strong sense of
self-identity. This in turn, contributes to their overall well-being and self-esteem. This article is only one
of many that cast doubt on the way the Teaching Council will enable schools and teachers to allow
their students to demonstrate their individuality and holistic growth within the school environment.
People may question why certain schools enforce uniform policies while others do not. With this
statement being so broad, more information in these areas, in my opinion, might assist teachers and
schools to find the most pertinent resources and level the playing field for all students.

Within the Code of Conduct, the Teaching Council focuses primarily on four core values. These four
values are made up of Respect, Care, Integrity, and Trust. While writing my philosophy of education
statement, I paid particular attention to two of these core values, respect and trust. While on School
Placement 3, the school I was attending welcomed a high volume of Ukrainian students to their
school. I witnessed both teachers and students in the school showing respect to these new students.
The teachers went out of their way to learn the correct pronunciation of their names and the
students helped them with the day-to-day issues they faced. Over the weeks I could see that the
Ukraine kids had a lot of respect for their peers and would be more than happy to help them out any
way they could. Being exposed to this type of environment, helped me to discover one of my core
values. It was heartwarming to see the positive and safe environment the teacher had created with
his students. After looking at the core vale of respect on the Code of Conduct, it was evident to see
that this teacher was demonstrating and practice the core elements that makes up the description of
respect within the Code of Conduct. According to Ervin (2022), one of the most important jobs of a
teacher is to concentrate on modelling respect as thoroughly as possible so that your students will
be given a sterling example of how a respectful person behaves.

One observation I had after reading the Code, is the lack of information the Teaching Council
provides regarding the behaviours and actions of teachers outside of the school environment. The
third standard set out by the Council “Professional Conduct” discuss the importance of teachers
ensuring that they do not practise while under the influence of any substance which impairs their
fitness to teach. After reading this standard, I'm inclined to wonder if the Teaching Council is saying
that it's acceptable to take these substances outside of school time. The teaching council states that
teachers must “uphold the honour and dignity of the teaching profession”, but, if they are taking
these substances in a public setting after school, is the teacher setting a low standard for themselves
and not abiding by the Teaching Council expectations for teachers. I personal feel more information
needs to be advised or stated by the Teaching Council to explain to educators and students of
education what would be expected of a teacher in these situations.

In conclusion, I feel The Code of Professional Conduct for Teachers is an extremely important
document for the current education system in Ireland. Adherence to the code of conduct by
educators, whether they are professionals or students, is crucial for upholding the highest standards

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 of professionalism and ethical behaviour in the field of education. As the documentation states, it
serves as a guiding compass as teachers seek to steer an ethical and respectful course through their
career in teaching and to uphold the honour and dignity of the teaching profession.

3. LIST OF REFERENCES

Ervin, S. (2022). The Classroom Behavior Manual: How to Build Relationships with Students, Share
Control, and Teach Positive Behaviors.

Meehan, L. (2021). Poll: Should students wear school uniforms?

Polly, D. (2022). Preparing Quality Teachers: Advances in Clinical Practice.

Schwabish, J. (2016). Better Presentations: A Guide for Scholars, Researchers, and Wonks.

© ATU Dept. of Creative Education 2023-2024