Ethical Considerations in Education Notes

Professionalisation of the Industry

• Stricter and ongoing annual registration requirements for teachers, including mandatory professional development hours and background checks.

• Development of comprehensive standards for teachers, exemplified by the Australian Institute for Teaching and School Leadership (AITSL), which outlines expected competencies and career stages.

• Introduction of the Teaching Profession’s Code of Conduct at the state level, providing guidelines for ethical and professional behavior.

• Introduction of the Teaching Professional’s Code of Ethics, also state-based, which focuses on the moral principles guiding educators.

Relational Nature of Teaching

• Standards, conduct, and ethics address the relational nature of teaching and interactions with all stakeholders, emphasizing the importance of building trust and rapport.

Key Stakeholders:

• The children in our care, ensuring their safety, wellbeing, and educational progress.

• The parents/carers who entrust us with the care of their children, maintaining open communication and collaborative partnerships.

• Colleagues within our educational setting, fostering a supportive and professional work environment.

• Colleagues and allied service providers beyond our setting, collaborating to provide comprehensive support for students.

Communication's Role:

• The importance of communication in stakeholder relationships and activities is emphasized. Standards, conduct, and ethics should be reflected in communication practices, promoting transparency and mutual understanding.

Australian Professional Standards for Teachers

5.2 Provide feedback to students on their learning

• Graduate Level: Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning, recognizing its impact on student motivation and achievement.

• Proficient Level: Provide timely, effective, and appropriate feedback to students about their achievement relative to their learning goals, using a variety of methods and tools.

• Highly Accomplished Level: Select from an effective range of strategies to provide targeted feedback based on informed and timely judgments of each student's current needs to progress learning, differentiating feedback to meet individual student needs.

• Lead Level: Model exemplary practice and initiate programs to support colleagues in applying a range of timely, effective, and appropriate feedback strategies, mentoring colleagues to enhance their feedback practices.

6.3 Engage with colleagues and improve practice

• Graduate Level: Seek and apply constructive feedback from supervisors and teachers to improve teaching practices, reflecting on feedback to identify areas for growth.

• Proficient Level: Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice, participating actively in professional learning communities.

• Highly Accomplished Level: Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students, leading collaborative inquiry projects.

• Lead Level: Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research, and practice to improve the educational outcomes of students, facilitating evidence-based discussions.

7.1 Meet professional ethics and responsibilities

• Graduate Level: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession, demonstrating awareness of ethical dilemmas.

• Proficient Level: Meet codes of ethics and conduct established by regulatory authorities, systems, and schools, adhering to guidelines in professional practice.

• Highly Accomplished Level: Maintain high ethical standards and support colleagues in interpreting codes of ethics and exercise sound judgment in all school and community contexts, serving as a role model for ethical conduct.

• Lead Level: Model exemplary ethical behavior and exercise informed judgments in all professional dealings with students, colleagues, and the community, championing ethical decision-making.

7.3 Engage with the parents/carers

• Graduate Level: Understand strategies for working effectively, sensitively, and confidentially with parents/carers, respecting diverse family backgrounds.

• Proficient Level: Establish and maintain respectful collaborative relationships with parents/carers regarding their children's learning and wellbeing, communicating regularly about student progress.

• Highly Accomplished Level: Demonstrate responsiveness in all communications with parents/carers about their children's learning and wellbeing, tailoring communication to meet individual family needs.

• Lead Level: Identify, initiate, and build on opportunities that engage parents/carers in both the progress of their children's learning and in the educational priorities of the school, fostering strong home-school partnerships.

7.4 Engage with professional teaching networks and broader communities

• Graduate Level: Understand the role of external professionals and community representatives in broadening teachers' professional knowledge and practice, recognizing the value of community partnerships.

• Proficient Level: Participate in professional and community networks and forums to broaden knowledge and improve practice, attending workshops and conferences.

• Highly Accomplished Level: Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning, leading community outreach programs.

• Lead Level: Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities, mentoring colleagues in networking.

Principles of the Professional Code of Conduct

• P 1.1 Teachers provide opportunities for all learners to learn, differentiating instruction to meet diverse learning needs.

• P 1.2 Teachers treat their learners with courtesy and dignity, and promote participation and empowerment, fostering a positive and inclusive classroom environment.

• P 1.5 Teachers are always in a professional relationship with their learners, whether at the education setting where they teach or not, maintaining appropriate boundaries and interactions.

• P 1.6 Teachers maintain a professional relationship with parents/carers, communicating respectfully and professionally in all interactions.

• P 1.7 Teachers work in collaborative relationships with learners’ families and communities, engaging families in the educational process.

• P 2.1 The personal conduct of a teacher has an impact on the professional standing of that teacher and the profession as a whole.

  • Acting with discretion and maintaining confidentiality in all communications concerning their professional teaching responsibilities, protecting student privacy.

Core Values

• Integrity: Upholding honesty, transparency, and ethical behavior in all professional actions.

• Respect: Valuing diversity, showing consideration for others, and promoting inclusivity.

• Responsibility: Taking ownership of actions, being accountable, and fulfilling professional obligations.

Interpretation of Guidelines and Standards

• How do we interpret these guidelines and standards in the light of our professional communications? Reflecting on how ethical principles apply in various communication scenarios.