Codes of Professional Conduct


Codes of Professional Conduct for Teachers

While the Council is responsible for drafting the codes, it is up to us as members of the teaching profession, to take ownership of them.

On the 23rd October 2006, prior to receiving the Teaching Council’s Code of Professional Conduct ,the staff decided that in order to ensure the relationships between colleagues continue to be positive everyone will:

• Respect and value the contributions and qualities of others
• Respect one another - Respect each others individuality and not be afraid to be different
• Be open and communicate to the best of our ability
• Keep an open mind
• Be diplomatic
• Treat everyone equally
• Work together, be helpful
• Make contributions to planning and be involved in decision making
• Be loyal, trustworthy and be confidential when required
• Have a positive common goal in terms of what is best for the whole school community
• Tune into and be aware of others well being
• Be friendly/courteous
• Make an effort to get to know all members of staff better – more socialising together
• Be there for one another and help and support one another
• Make an effort to communicate and relate well to others
• Feel a sense of loyalty and confidentiality

Some staff discussed the codes at a planning day in May 2007, under the following headings:

The teacher and students: As teachers we will

• recognise the individual potential of students
• apply the knowledge of student’s holistic development to our teaching
• establish practice that respects the dignity of all students
• plan and communicate clear, challenging and achievable expectations for students
• establish strategies to support differentiated learning

The teacher and parents: As teachers we will

· build trust with parents, actively communicate and collaborate with them in the education of their children

The teacher and curriculum: As teachers we will

· implement the curriculum in a manner that focuses not only on content but with reflection on why and how and future outcomes.

· be confident and competent in our knowledge of the curriculum

· be open to using a variety of approaches and resources in an integrated and diverse setting

· assess children’s learning using a variety of methods

The teacher as learner: As teachers we will

• acknowledge interdependence of Teacher learning and Student learning
• plan for teaching and learning based on continuous reflection and evaluation of our own current practices
• recognise learning as a lifelong process
• motivate and inspire each other by sharing ideas, visions and expertise in an atmosphere of friendship and solidarity.

The teacher, the state, the community and the school: As teachers we will

• work within the framework of relevant legislation and regulations
• utilise the community as a learning resource
• work with management, students and parents in establishing and maintaining policies

The teacher as a professional was discussed at a Summer course in July 2014 and noted that what is herein, applies to all registered teachers, regardless of their position: As teachers we will

• act with honesty and integrity in all aspects of our work
• respect the privacy of others and the confidentiality of information gained in the course of professional practice
• avoid conflict between our professional work and private interests which could reasonably be deemed to impact negatively on pupils/students.
• Ensure we do not practise while under the influence of any substance which impairs our fitness to teach.
• Ensure we do not knowingly access, download or otherwise have in our possession, illicit materials/images in electronic or other format
• Report, where appropriate, incidents of or matters which impact on pupil welfare.
• maintain high standards of practice in relation to pupil/student learning, planning, monitoring, assessing, reporting and providing feedback
• create an environment where pupils/students can become active agents in the learning process and develop lifelong learning skills
• develop teaching, learning and assessment strategies that support differentiated learning in a way that respects the dignity of all pupils/students
• in a context of mutual respect, be open and responsive to constructive feedback regarding our practice and, if necessary, seek appropriate support, advice and guidance

On Wednesday 21st May 2008 Ms. Margaret Mannion (Deputy Principal) reminded staff of the part each member has to play in contributing to a positive atmosphere in the school. Jenny Mosley will visit the school in February 2009 and will do a session on relationships. Although a positive school atmosphere permeates the school, good relationships cannot be taken for granted and there is an individual responsibility on each staff member to consistently do their best to maintain good relationships with their colleagues.
On Wednesday 28th May, 2014 at a staff meeting, Ms. Úna Feeley (Principal) discussed the school vision written in 2004 with staff:

Each person through positive learning experiences will be stimulated to reach his/her full potential, face life confidently, find fulfilment and be respectful in an ever-changing world.

It was highlighted that the vision included all in the school community - children and adults (each person). Members of staff agree that the vision, written ten years ago still applies today. Staff acknowledged that the school is a happy place, where each individual recognises his/her role in making this an every-day reality for all. As humans we make mistakes. In the school there is an atmosphere of openness, forgiveness and understanding. Student and adult behaviour in the school is managed without fear or coercion. Children and adults have different needs and members of staff try their best every day, to meet those needs.

Staff with Jenny Mosley, author of the Circle Time Positive Behaviour programme

Staff with Jenny Mosley, author of the Circle Time Positive Behaviour programme