It is important that when presented with a question of how to act within a professional scenario, we consider the Teaching Code of Conduct. Frameworks such as this always provide a substantial guide to decipher what an appropriate action may be in response to any sort of polarising stimuli.
Section 1: Professional Conduct
PRINCIPLE 1.5: TEACHERS ARE ALWAYS IN A PROFESSIONAL RELATIONSHIP WITH THE STUDENTS IN THEIR SCHOOL, WHETHER AT SCHOOL OR NOT
Teachers hold a unique position of influence and trust that should not be violated or compromised. They exercise their responsibilities in ways that recognise that there are limits or boundaries to their relationships with students. The following examples outline some of those limits.
A professional relationship will be violated if a teacher:
b) Uses sexual innuendo or inappropriate language and/or material with students
d) Holds conversations of a personal nature or has contact with a student via written or electronic means including email, letters, telephone, text messages or chat lines, without a valid context
A professional relationship may be compromised if a teacher:
a) Attends parties or socialises with students
Section 2: Personal Conduct
PRINCIPLE 2.1: THE PERSONAL CONDUCT OF A TEACHER WILL HAVE AN IMPACT ON THE PROFESSIONAL STANDING OF THAT TEACHER AND ON THE PROFESSION AS A WHOLE
Although there is no definitive boundary between the personal and professional conduct of a teacher, it is expected that teachers will:
a) Be positive role models at school and in the community
The Australian Professional Standards for Teachers is also another framework that a graduate teacher may consider referring back to when they are finding it difficult to navigate how to respond to a certain interaction that arises with them and their students. These are standards that each graduate teacher should be fairly exposed to by the time they reach the classroom, as it is expected that a portfolio of these standards is completed prior to graduating.
Professional Practice
STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS
4.4 Maintain student safety
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5 Use ICT safely, responsibly and ethically
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Professional Engagement
STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY
7.1 Meet professional ethics and responsibilities
Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2 Comply with legislative, administrative and organisational requirements
Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
These principles allow pre-service, graduate and experienced teachers to reflect on their professional practice and work to improve their pedagogical stance. They are especially important in evaluating the decisions that we make both in, and outside of the classroom.
PRINCIPLE 1: THE LEARNING ENVIRONMENT IS SUPPORTIVE AND PRODUCTIVE.
In learning environments that reflect this principle the teacher:
1.1) builds positive relationships through knowing and valuing each student
1.2) promotes a culture of value and respect for individuals and their communities
PRINCIPLE 2: THE LEARNING ENVIRONMENT PROMOTES INDEPENDENCE, INTERDEPENDENCE AND SELF-MOTIVATION.
In learning environments that reflect this principle the teacher:
2.2) uses strategies that build skills of productive collaboration.
PRINCIPLE 3: STUDENTS' NEEDS, BACKGROUNDS, PERSPECTIVES AND INTERESTS ARE REFLECTED IN THE LEARNING PROGRAM.
In learning environments that reflect this principle the teacher:
3.2) uses a range of strategies that support the different ways of thinking and learning
3.3) builds on students' prior experiences, knowledge and skills
3.4) capitalises on students' experience of a technology rich world.
PRINCIPLE 4: STUDENTS ARE CHALLENGED AND SUPPORTED TO DEVELOP DEEP LEVELS OF THINKING AND APPLICATION.
In learning environments that reflect this principle the teacher:
4.1) plans sequences to promote sustained learning that builds over time and emphasises connections between ideas
4.6) uses strategies to foster imagination and creativity.
PRINCIPLE 6: LEARNING CONNECTS STRONGLY WITH COMMUNITIES AND PRACTICE BEYOND THE CLASSROOM.
In learning environments that reflect this principle the teacher:
6.1) supports students to engage with contemporary knowledge and practice
6.2) plans for students to interact with local and broader communities and community practices
6.3) uses technologies in ways that reflect professional and community practices.
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