CodeofProfessionalResponsibility
2016FocusGroupFeedbackSummary
October2016
ThisreportsummarisesthefeedbackcollectedbytheEducationCouncilfromaseriesoffocus
groupsheldinmid-2016.Thesefocusgroupsenabledustohaverichdiscussionswithteachers
workinginarangeofsettingsinordertoinformtherole,structure,andcontentofthenewCodeof
ProfessionalResponsibilityfortheteachingprofession.
Sixfocusgroupswereheld,involvingapproximately60participantsfromavarietyofcontextsacross
theprofession:urban/rural;private/state;co-edandsinglesexschools;arangeofsocio-economic
settings(e.g.schooldeciles1to10);Pasifikamedium;schoolswithhighpopulationsofPasifika
learners;highpopulationsofMāorilearners;earlychildhood,primary,intermediate,secondary,and
alsoanareaschool(years1-13).Wehadabroadmixofbeginningandexperiencedteachers,aswell
asteachersinleadershippositions(i.e.principals,deputyprincipals,professionalleaders,head
teachersandcentremanagers).
Buildingonthesefocusgroupstheviewsoftheprofessionwerealsocapturedusingonlinesurveys
whichwereconductedinlate2016.Wewillcontinuetoengagewiththeprofessionin2017whena
draftcodeissharedforcomment.
FOCUSGROUPDESIGN
Thefocusgroupswereapproximately90minutesindurationandwerefacilitatedbytwostaff
membersfromtheEducationCouncil.Responsesfromthefocusgroupdiscussionweresummarised
andprovidedbacktoeachgrouptoasarecordandtocheckforaccuracy.
Thefocusgroupsallfollowedasimilarapproach,buteachhadsometailoringtosuittheparticular
contextofthegroup.Followingappropriateintroductionsandcontext,eachsessionwasstructured
topromptdiscussionandseekopiniononthefollowingissues:
Purpose
• Whatdoyouseeasthepurposeorroleofacodeofprofessionalresponsibility?
• Whydoweneedacode?
• Howmightdifferentaudiencesuseorrefertothecode(learners,family/whānau,teaching
profession,EducationCouncilanditsdisciplinarybodies)?
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CompositionoftheCode
• Whereonthecontinuumshouldthenewcodesit(aspirational-integritybasedcodevs
compliancebasedcode).Canitdoboth?
• Whatistherightbalancebetweenthesecomponents?
CodeofEthics
• Howfamiliarareyouwiththe2003CodeofEthicsforCertificatedTeachers?
• Whatothercodesareyousubjecttoorreferto?(e.g.ECE,PPTAorNZEI)?
• Doyouhaveprofessionalconversationsaboutethicaldilemmasorexpectationsof
professionalconduct?
• WhatdoyouthinkofthestructureusedintheCodeofEthics(withthefourcommitment
levels),thepitch,layoutandphrasing?
Values
Aninitialsetofvalues(“astarterfor10”)hadbeendrawnupbyaValuesWorkingGroup,
structuredaroundsixvaluegroupings.Duringthefocusgroups,thefacilitatorsoutlinedthe
WorkingGroup’ssuggestionofidentifyingasetofvaluestounderpinthenewcodeandrevised
standards/practisingteachercriteriaandtotesttheseinfocusgroupsandthensynthesisethe
preferredvaluesintodraftvaluestatementsformorefeedback.Ineachfocusgroup,opinions
onfavouredvaluesweresoughtthroughdiscussionandusinga‘dotvotingexercise’.
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Whatroledovaluesstatementshaveinyourschoolsorearlychildhoodcentres?Howare
theypresentedandwhatpurposedotheyserve?
Ifyouwerenewtotheprofessionwhatvalueswouldyoubeproudtobeprofessionally
associatedwith?Whichinspireyouasateacher?
Howdowewantourprofessiontobeperceivedbythoseoutsideit?Whatvaluesbest
reflectthis?
Howdowewanttheprofessiontobeexperiencedbythoseinsideit?Whichvaluesbest
reflectthis?
Forthe‘dotvoting’exerciseeachparticipantwasaskedtoidentifytheirpreferredtoptwo
valuesineachvaluegrouping(‘theheadline’values)whichbestreflectstheteaching
profession
Dothesevalues‘looklike’theteachingprofession,orcouldtheyworkequallyaswellfor
accountants,airlinepilots,orarchitects?
Scenarios
Participantswerepresentedwithuptothreebriefscenarios,eachpresentingadifferentaspect
ofquestionableprofessionalpractice,ethicalchallengeorunacceptablebehaviour.Thesewere
basedoncasesthathadbeenpresentedtotheEducationCouncilforinvestigation.Theaimof
theexercisewastostimulatediscussionandseekopinionsontheparametersofacceptable
versusunacceptableconductandprofessionpractice.Copiesofthe2003CodeofEthicsandthe
EducationCouncilRule9:CriteriaforReportingSeriousMisconductwerehandedoutfor
participantstoreferto.
Foreachscenario,participantswerepromptedwithquestionssuchas:
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Whatissuesareofconcerninthisscenario?
Considerthescenariosthroughdifferentlensesi.e.legal/regulatory;policy;cultural;
gender;orethical/valuesbasedlens.Doesthisuncoverdifferentissues?
Considerthescenarioswearingdifferent‘hats’,ielearner,parents/whānau,
employer,colleague,broadercommunitymember.Doesthisuncoverdifferent
issues?
WhatclausesfromtheCodeofEthicsarerelevantinthissituation?Doesthis
provideadequateguidance?
Aretherecompetingethicalprinciplesatplay?Doesitrequireprioritisingone
principleoveranother?
WhatclausesfromRule9CriteriaforReportingSeriousMisconductarerelevantin
thissituation?
Whatistheroleofcentreorschoolinternalpolicies?
WhatistheroleoftheECERegulations?
Doothercodes,whichyouaresubjectto,provideguidanceinthissituation?
Whatlevelofguidance/specificitywouldyoulikeinthenewCodeofProfessional
Responsibility?
Formatofthenewcode
Wealsosoughtfeedbackondifferentoptionsforhowthecodemightbepresentedinitsfinalform.
Wediscussedthefollowingquestionsinrelationtothis:
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Whatformatshouldthecodebein,i.e.booklet,online,poster,pamphletetc.?
Howsimple?Howdetailed?
Anypreferenceforhowlanguageshouldbeconstructedinthecode?
Whatmechanismshouldbeusedtoseekteachers’agreementtoabidebythenewcode?
Whatistheroleofinitialteachereducation(ITE)organisationsinprovidingguidanceto
studentteachers?
Whattoolswouldbeusefultopromulgatethecode?
RESULTS
PurposeofaCodefortheProfession
Participantswereinagreementthatacodecanbeatooltohelpuniteanddefinetheteaching
profession:“Acodecansetoutthecommonvaluesthatweshareacrosstheprofession”.Thiswas
seenasbeingparticularlyimportantgiventhewiderangeofcontextsteachersworkin,uniting
acrossECE,primary,secondary,Māorimedium,leadershiproles,rural,urbanetc.
Therewasastrongcallforthestatusoftheteachingprofessiontobeliftedandagreementthatthe
codecangosomewaytosupportingthis.“Acodeisastatementoftheprofessionalismofthe
teachingworkforce”.
Participantssuggesteditcanalsobeusedasastatementforthoseoutsidetheprofessiontogive
themconfidencethatteacherssubscribetohighstandardsofethicalbehaviourandpractice.“It’s
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anexplicitstatementandrecognitionthatweholdatrustedpositioninsocietyandthereforehavea
dutyofcare”.
Somesuggestedthecodecancontributetoraisingthestatusofteachersbypromotinggreater
awarenessofwhatconstitutesunacceptablepractice;potentiallyleadingtogreateradherenceof
ethical,professionalpracticeamongstteachers.Manywereconcernedthatthepublicitygivento
thefewteacherswhosepoorbehaviourorjudgementtarnishesthewholeprofession.
Therewascommoncallforacodewhichsetsouttheexpectationsofprofessionalpracticeand
behaviour.Itcouldsetoutteachers’commitmentsandaccountabilitiestolearners,parents,and
eachother(otherteachers),andalsomanagements’responsibilitiestostaff(teachers).
Aswellaswhatisexpectedparticipantswantedacodewhichsetsouttheboundariesofbehaviours
thatareprohibitedorunacceptable:“Acodecansetthebarofwhat’snotOK”;.“Thethingswewill
avoidandnotdo”.
Manysuggestedacodecouldprovideethicalguidanceformakingtherightdecisionincomplex
situations:“Acodecanprovideaplacetogobacktoifwecareunsurewhatstepstotakeinethical
dilemmas”.Itcanalsoprovideanobjectivetooltosupportthose“difficult”professional
conversationsoverpracticeorconductaboutwhatisorisnotappropriate.
Participantsmadeastrongcallforinitialteachereducationorganisationstoputagreaterfocuson
whatprofessionalresponsibilitylookslikeandtoclarifyexpectationsofbehaviourandconduct
beforestudentsareacceptedontoITEcoursesandagain,beforetraineesgraduate.Anumberof
peopleexpressedconcernthatbeginningteacherswerenotfullyawareoftheseexpectationsand
theimportanceofmanagingprofessionalboundariesinparticular.
SomeECEteachersfeltitwasimportantthatcarersworkingintheearlychildhoodeducationshould
worktothesameexpectationsofprofessionalconductascertificatedteachers.“Havingteachers
andcarersinECEs,workingtodifferentstandardsputseveryoneatrisk”.
Asimilarconcernwasexpressedaboutpartnershipschools,andtheproposedCOOLs(Communities
ofOnlineLearning)whicharenotrequiredtobeledbycertificatedteachers.Teachersexpressed
concernthattherewouldbelessprotectionforstudentsintheseschoolswhowouldbetaughtby
peoplenotboundbyeitherthecurrentCodeofEthicsorthenewcode.
Manywantedthecodetoreflectthetrustedpositionofteachersandthatthewelfareofchildren
andyoungpeopleareatthecentreofallteachers’decisions.
Aswellasprotectinglearnersfromharm,thecodecanalsoacttoprotectteachersfrombeingput
intovulnerablesituationswheretheymayinadvertentlybreachthestandardsofethical/professional
practice.
CompositionoftheCode
Thisdiscussionsoughtopinionsonwheretheywouldlikethecompositionofthecodetobeframed-
alongthecontinuumofaspirationalatoneendtocomplianceattheother.
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Therewasaconsistentrequestforthecodetobeadocumentwhichtheprofessioncanholdinhigh
esteem,andembodythepridetheyfeelinbeingamemberoftheprofessionwhichascribestohigh
ethicalstandardsandprofessionalresponsibility.
Forthisreason,participantswereunitedinwantingacodethatisbothinspirationalandaspirational
andthatsetsouttheaimsandvaluesoftheprofession:“…thethingsweaspiretoinourpractice”.
Therewassomediscussiononwhether“aspirational”couldbeperceivedasoutofreachand
unachievable.Manydidnotwantthebartobesetsohighthattheexpectationswereunrealistic.
Therewascommonagreementthatwhileelementsofcodeneedtobeaspirational,theseprinciples
mustalsobeachievable:“Weneedtobeabletoreflectourpracticeinthecode’sprinciples.Ifthese
aretooloftyorvaguewecan’trelatetothem”.Oneparticipantdescribedthisas“aspirational,
inspirationalbutalsoachievable”.
Severalpeoplesuggesteditwouldbehelpfulhaving“indicators”(likethePractisingTeacherCriteria)
toillustratewhattheaspirationalprinciplesinthecodemightlooklikeinpractice.
Attheotherendofthecontinuum,whilemostwantedthecodetoprovideguidanceaboutwhatis
clearlyunacceptable,therewasclearrecognitionthatitwouldbeimpracticaltolistevery
unacceptableactionorpractice.Moreover,ifaparticularactionwasnotexplicitlyincludedinthe
code,therewasconcernthatsomeonecouldarguethatitisthereforesanctioned.
Therewasalsosomeconcernthata“deficit”approachtothecode,whichdetailedoutalonglistof
unacceptablebehaviours,woulddenigratetheprofessionandactuallyunderminetheaimof
increasingthestatusoftheprofession.Thisapproachwoulddolittletomeetingtheaimofacode
whichinspiredpride,responsibilityandbelonging.
CodeofEthics
Overallparticipants,particularlyyoungerteachers,hadalowleveloffamiliaritywiththe2003Code
ofEthicsforCertificatedTeachers.“Weknowthereisone,butwedon’treallyknowwhatitsays”.A
fewrecalledthattheEducationCouncilformsforcertification(e.g.EC30)haveadeclaration
requirementaskingconfirmationthattheyarecommittedtoupholdingtheCodeofEthics.
OneparticipantdescribedhowelementsoftheCodeofEthics(thecommitmentstatements)were
incorporatedintothejobdescriptionsatherplaceofwork.Shenotedthatthismadehaving
professionalconversationsaboutstandardsofprofessionalismmorefrequentandmucheasier.
Whenasked,participantsstatedtheylikedthestructureoftheCodeofEthicsusingthecommitment
statementstolearners,family/whānau,societyandtotheprofession.
FewparticipantsinthetwoECEfocusgroupswerefamiliarwithEarlyChildhoodEducationCodeof
EthicsforAotearoa/NewZealandwhichwaspublishedin1996.ThiscodecoversallECEworkers
(e.g.certificatedteachers,professionalleaders,managers,andcarers)andcontains60“value
statements”,writtenasrights.ItusesasimilarstructuretotheCodeofEthicsforCertificated
Teachers,withcommitmentstochildren,parents/whānau,tangatawhenua,communityandsociety,
selfandcolleagues,andemployers.ThosewhowereawareoftheECEcodewereunsureifitwas
stillinuse,orwhereitcouldbeobtained.
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NoparticipantsmentionedthePPTAorNZEIcodesofethics.Noparticipantssignalledtheywere
awareoftheEducationCouncil“TeachersandSocialMedia”website.
Manyindicatedtheywouldliketohavemorefrequentconversationsaboutethicaldilemmasand
expectationsofprofessionalresponsibility.Havinganew“refreshed”codewasseenasan
opportunitytorevitaliseawarenessaboutethicalresponsibilitiesandagreedexpectations.
Membersofonefocusgroupindicatedtheyoftenhaveconversationsaboutmaintaining
professionalboundarieswithlearnersandthatthisisencouragedataleadershiplevelandreflected
intheirschoolcodeofconduct.
Values
Allparticipantswerecomfortablewiththeideaofhavingasetofkeyvaluestounderpinthenew
code.Thevaluestatementswereseenasaligningwellwiththeaspirationalnatureofthecode.
Mosthadbeenpartofprocessestoidentifytheircentreorschoolvalues,sowerefamiliarwiththe
purposeofvaluesstatements.
Thedotvotingexerciseshowedthatparticipantswerecomfortablewiththegeneralapproachofthe
draftvaluegroupings,withpreferenceforsomevaluesstatementsoverothers.Participantswere
verypositiveabouthavingbothtereoMāorivaluesalongsideEnglishlanguagevalues.Atthe
Pasifikafocusgroup,theSamoanconceptof“tautuapoto”wasalsoproposed.
ResultsfromtheValuesdotvotingexercise
Grouping1
Grouping2
• Transparent(29)
• Respectful(23)
• Integrity(25)
• Manaakitanga(19)
• Trustworthiness(21)
• Empathy(18)
• Fair(16)
• Tautoko(10)
• Aroha(4)
Grouping4
Grouping5
• Excellence(22)
• Whanaungatanga(26)
• Quality(16)
• Inclusive(22)
• Success(15)
• WhānauTangata(20)
• Self-determination(15)
• Collaboration(17)
• Whakamana(13)
• Akoranga(8)
• Creativity(12)
• Collegiality(4)
Grouping3
• Equity(39)
• SocialJustice(29)
• Justice(14)
Grouping6
• Responsible(32)
• Kotahitanga(28)
• TangataWhenuatanga
(20)
• ManaOrite(10)
Reflectingontheresultsoftheexercise,allparticipantsconsideredthevalues“lookedlike”the
teachingprofession.
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SCENARIODISCUSSIONS
Thisnextsectionsummarisesthekeydiscussionpointsandrelevantissuesforthecode,usingthe
followingscenarios.
Scenario1:ThePersonalLaptop
Ateacherborrowsanotherteacher’spersonallaptopwhileatworkanddiscovershasanumberof
pornographywebsitesfeaturingteenagegirlsunderhis“favouriteslist”.Itisnotaschoolcomputer
butheoccasionallyusesitatschool.
Viewsweremixedaboutthisscenario.Whileviewingpornographyinone’spersonaltimeisnot
illegal,viewingpornographyatworkislistedundertheRule9CriteriaforReportingSerious
Misconduct.ParticipantsconsideredthatRule9,wouldnotapplyinthissituationasthe
pornographymovieswerenotplayedatwork.Theydidn’tfeeltheCodeofEthicsprovidedclear
guidanceonthisissueeither.
Somesuggestedthattheywouldfeeluncomfortableknowingacolleagueviewspornography
featuringteenagegirls,asitmayindicatequestionableattitudesregardingtheobjectificationof
women’sbodies,howheviewshisfemalestudentsandcolleagues,andthevaluesandmessageshe
maybesendingtohislearners.Somefeltthiswouldalsoharmtherelationshipwithcolleagues,by
damagingtheirtrustandconfidenceinhim.TheCodeofEthicsclauseof“modellingpositivevalues
thatarewidelyacceptedinsociety”wasconsideredbysomeasbeingrelevant.
Otherswereclearthatpornographyisnotillegalandwhatteachersdointheirpersonaltimeistheir
business.
Allagreed,however,thattheteachershowedpoorjudgementbybringingthelaptoptoschool.
Therewasconsistentopinionthattheriskofaccidentallyplayingpornographyinfrontofstudentsor
colleagueswasthekeyissueofconcern.Mostfeltthisneededtobeaddressedundertheschoolor
centrepoliciesontheuseofICT(informationandcommunicationtechnology).Aspectswhichcould
becoveredinanewcodecouldincludenotharmingtheemotionalwellbeingoflearnersandthenot
bringingtheprofessionintodisrepute.
Otherconsiderationswerethewhetherthisscenariowouldpassthe“frontpagetest”.Therewas
agreementthatteachers’behaviourbothatworkandoutsideofworkisjudgedatahigherstandard
becauseoftheirdutyofcaretochildrenandyoungpeople,andtheimportantroletheyhavein
modellingacceptedsocialvalues.
Scenario2:TheBigNightOut
Aparentcomesacrossherson’steacherwhooutpartyingwithfriendsandisinaveryintoxicated
state.Itistheweekend.Theparentlaterdiscoversimagesandbanteronsocialmediaaboutthe
teacherinsimilarlyintoxicatedstatesandcommentssuchas“…whatwouldtheparentsatthe
school/centresayiftheyknew…?”Theparentnowfeelsuncomfortableabouttheteacher’s
judgementandprofessionalismandhaslostconfidenceabouthavinghersonintheteacherscare.
Thisgeneratedconsiderablediscussionabouttheboundariesofworkandnon-workconduct.As
withthepreviousscenariotherewasgeneralacceptancethatteachers’behaviourisscrutinisedata
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higherstandardgiventheirinfluenceoverchildrenandyoungpeopleandthetrustthat
parents/whānauplaceinteachers.
Theprinciplesofintegrity,dignityandresponsibilityandtrustwereidentifiedasbeingrelevantin
thisscenario,aswellastheimportanceofnotbringingtheprofessionintodisrepute.Ofkey
importancewasmaintainingthetrustofthestudents,parentsandcolleagues.
Mostparticipantsagreedthatteachersneedtobemadefullyawareoftheseexpectationsandtobe
mindfulabouthowtheirbehaviouroutsideofworkmightbeperceived.Thiswasseenas
particularlyimportantforbeginningteachers.Manythoughtthecodecouldhelptopromotemore
openprofessionalconversationsabouttheseexpectations.
Someconsidered,however,thatifthebarwassettoohigh,teacherswouldbereluctanttoenterthe
profession.
Theissueofmanagingprivacyintheeraofsocialmediawasnotedasanongoingchallengeformany
teachers.SometeachersaremorecomfortableusingICTandsocialmediathatothers;some
teacherssaidtheywouldlikemoresupportandguidanceattomanagethis,aswellasinstructionon
howtomanageprivacysettingsonparticularplatforms.
NoparticipantsappearedtobeawareoftheTeachersandSocialMediawebsiteontheEducation
Councilwebsite.
Scenario3:PastoralCare
Ayoungbeginningteacherisaskedbytheprincipaltoprovideextraemotionalsupportfora16year
oldstudentwhoishavingadifficulttimeathome.Afterawhile,theteacherandstudentstartto
meetoutsideofschoolandtexteachotheroften.Anotherteacherbeginstofeeluncomfortablewith
thenatureoftherelationship,andspeakswiththeprincipal.Shebelievestheteacherisnotkeeping
clearprofessionalboundariesandisconcernedthatsheiscounsellingthestudentoutsideofher
expertiseandqualifications.
Participantsoverwhelminglyexpressedsurprisethatsuchasituationwouldevenhappen,andwere
concernedthataprincipalwouldplaceateacherinthisposition.Theysuggestedthereisaneedfor
thecodetorefertotheresponsibilitythatemployers/professionalleadershavetoprotectstaffas
wellastoprotectvulnerablestudents.
Somedistinguishedbetweensinisterandunwisebehaviours–deliberateexploitationversespoor
judgement.TherewasagreementthattheCodeofEthicsprovideshighlevelprincipalstoguidethe
rightcourseofaction(“developandmaintainprofessionalrelationshipswithlearnersbasedonthe
bestinterestsofthoselearners”),howeverthisneededtobe“unpacked”withguidancematerial
andcase-studiestoshowwhatthislookslikeinpractice.Somefeltthatthereneededtobeexplicit
guidanceprohibitingforminganintimaterelationshipwithastudent.
TheCodeofEthicsclauseof“speakingoutifthebehaviourofacolleagueisseriouslyinbreachof
thiscode”isalsorelevant.Participantsspokeaboutneedingaculturewhichdoesnotjustrelyon
professionalleadersraisingissuesbutalsocolleagues.Oneparticipantdescribedthisastheroleof
the“ethicalbystander”.
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Scenario4:FirmDiscipline
Onaclassouting,anexperiencedteacherisobservedtoshoutangrilyatafiveyearoldstudentand
roughlygrabhimbytheshoulderstopullhimintoline.Thechildisupsetandcomplainsthatheis
hurt.Theteacherrespondsbyexcludingthechildfromparticipatingintheclassactivityandis
instructedfirmlytositinthebackofthebuswhiletherestofthestudentsgoswimming.Astudent
teacherisconcernedaboutthesituationandlaterspeakstotheprincipal.Theprincipalsayshehas
noproblemwiththeteacher’managementstyleandthatmostchildrenintheareaareusedtofirm
disciplinefromtheirparents.
Participantsobservedthisraisesissuesaboutprofessionalism,andtheneedtohaveclearand
consistentpoliciesontheuseofdiscipline,forceandrestraint.
Therewascommonagreementthatuseofphysicaldisciplineisclearlyunacceptableintoday’s
learningenvironmentandthatteacher’smanner(tone,voice,stance,language,expressionetc.)
needstobeprofessionalandrespectful.TheCodeofEthicsclauseof“promotingthephysical,
emotional,social,intellectualandspiritualwellbeingoflearners”andwasseenasrelevantinthis
scenario.
Participantssuggestedthattheuseofphysicalrestraintmaybeappropriatetowhenastudent’s
behaviourposesimminentdangerofphysicalinjurytothemselves,otherstudents,stafforothers.
Exampleswerewhenstudentswerefighting;teacherswouldpullthemapartandphysicallyrestrain
them.Physicalrestraintwasmostcommonlyusedwithstudentswithdevelopmentaldelayand/or
autismwhoalsohadchallengingbehaviours.
Anumberofteachersdescribedsituationswheretheywitnessedaparenthittingtheirchildinfront
ofthem.Occasionallyteacherschosetowithholdinformationtoparentsaboutastudent’spoor
performanceorbehaviourforfearthattheparentswouldphysicallypunish(“beat”)thechild.
SometeacherscommentedthathavingNewZealandlegislationwhichclearlyprohibitsphysical
disciplineofchildrenwasreallyimportantasabasisforconversationswithparentsaboutsuch
issues.
Scenario5:ToiletTraining
AprovisionallycertificatedECEteacherisobservedtobewithholdingfoodfromatoddlerasa“toilet
training”strategy.Thechildishungryandisgettingmoreupset.Theteacherisconfrontedbya
colleague,butshejustifiesherapproachsayingthatthiswasaneffectivestrategywhichworkedfor
herownchildren.
ParticipantspointedoutthatdeprivingachildoffoodisagainsttheECEregulations(Education(Early
ChildhoodServices)Regulations2008).Theysuggestedthescenariohighlightedapoor
understandingofchilddevelopment,andrespondingasaparentratherthanateachingprofessional.
Theimportanceofprovidingmentoringandguidancetobeginningteacherswasnoted,aswellas
havinganopenenvironmentwhichenableschallengingprofessionalconversations.
Scenario6:TheBabysitter
AnewlyqualifiedECEteacherbecomesaregularbabysitter(inherowntime)fortwochildrenwho
attendtheearlychildhoodcentrewheresheworks.Overtimeshebecomesgoodfriendsofthe
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family,attendskeyfamilyeventsandbuysthechildrengifts.SheandthefamilyareFacebook
“friends”.
Participantshaddifferingviewsonwhetherthiswasacceptable,orwhetherthisblurredprofessional
boundaries.Somethoughtthatinruralareasandinsomeculturalcontextsthiswasseenastotally
fine.
Thosewhohadconcernsaboutthissituationsuggesteditriskedconflictsofinterest,perceived
favouritism,andconfusionoverwhich“hat”wasbeingwornandwhen.Oneparticipantsaidtheir
centrehadanexplicitinternalpolicywhichprohibitedteachersbabysittingchildrenwhowereinthe
centre’scare.
Scenario7:TheTantrum
Ateacherisolatesafouryearoldchild(whohasautisticspectrumdisorder)onhisownintheearly
childhoodcentrebathroominresponsetohis“tantrum”.Heisphysicallyaggressive,shoutingloudly
andisthrowingobjectsaroundthebathroom.Theotherchildrenarefrightened.Theteacher
observestheboy’sbehaviourthroughthebathroomwindowandafter10minuteswhenhis
behaviourissettled,heisbroughtbackintothemainroom.
Participantsexpressedconcernthatabathroomwasbeingusedinthisway,whichtheysawwas
inappropriateonmanylevels.Theyalsohadconcernsoverthewelfareoftheotherchildren.
Theynotedthatinsuchsituationsteachersoftenhadfewoptionsavailabletothemtoprovideasafe
spacetocalmanaggressiveanddistressedchild.Somewereawarethat“subjectingachildto
solitaryconfinement”wasprohibitedintheEducation(EarlyChildhoodServices)Regulations2008.
Severaldescribedthechallengeofbalancingtheneedsofthedistressedchildwithneedsofthe
otherchildrenandtheneedtopreventchildren,staffandothersfromharm.Theimportanceof
havingcarefullydevelopedindividualbehaviourplansforchildrenwithchallengingbehaviourand
stafftrainedinde-escalationtechniqueswasalsonoted.
RelevantclausesintheCodeofEthicsforthisscenarioincluded:commitmenttolearners;promoting
wellbeing;cateringtothevariedlearningneedsofdiverselearners;commitmenttoparents;
commitmenttotheprofession;andresponsibleethicalpractice.
Scenario8:TheFieldTrip
Onthelasteveningofaschoolfieldtrip,oncethestudentsareinbed,theteachersandparentsbegin
afairlyraucouseveningofdrinking.Thisapparentlyisquiteatraditionfortheschool.Anew
teacherisuncomfortablewiththesituationandlaterexpressedshisconcernswiththeprincipal.
Someparticipantsnotedthatthismayhavebeenquiteacceptable,eventhenorm,severalyears
ago,howevertimeshavechanged.Keyissuesinthescenariowereprofessionalconduct,healthand
safety,andmodellingresponsiblealcoholuse.Manyschoolsnowhaveexplicitpolicieswhich
prohibitdrinkingalcoholonclasstrips,whichapplytobothteachersandparents.
Participantssuggestedthatpoliciesforparticularissues,suchashealthandsafety,ICTuseand
alcoholusearebestdevelopedataschool/centrelevelandwhichneednotbeexplicitinthecode
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fortheprofession.Theyrecognisedthatpoliciesonalcoholuseonschoolgroundsoratschool
functionsmayvarydependingonthecommunity.
FormatoftheCode
FeedbackindicatedparticipantswerecomfortablewiththenewCodebeingissuedonaparticular
dateandfromthatpointonacceptedthattheywouldberequiredtocomplywithit.Several
participantsindicatedtheywouldexpectto“tickabox”indicatingtheyagreetocomplywiththe
newcodeintheEducationCouncildeclarationformsforcertificationorrecertification.
Therewasapreferenceforasimplecodewhichissupportedbyguidancematerialandexplanatory
notestohelpunpackeachclauseorprinciple.Allwantedthistobeavailableonlinewithdrop-down
menusformoreinformationorexplanation.Somewantedprintversionstoalsobeavailablesuchas
apamphletorshortbooklet.Participantsreallylikedtheuseofscenariosandpromptingquestions
toteaseoutguidingprinciplesandappropriatecoursesofaction.
Participantsconsistentlyexpressedthattheywouldliketohavemoreopenprofessional
conversationsaboutexpectationsofprofessionalconductandpractice.Theyseethelaunchofa
newcodeasbeingapositiveopportunitytopromotethis.Manysuggestedtheywouldappreciate
opportunitiestodiscusstheseissuesamongstcolleaguesandsuggestedpromotionalandPLD
materialcouldbedevelopedtosupportthesediscussions.
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