article
Code of Practice
19 June 2009
Since 2001 the General Teaching Council for England (GTCE) has been
the professional regulatory body responsible teaching. Eight years
on and with the imminent launch of an updated Code of Conduct which
places a responsibility on teachers to act as role models who
consider ‘their place in society’, Emily Birkett asks whether the
GTCE has gone too far.
Background
The GTCE was established in 2001 as a body independent from
Government. It is made up of teachers and lay people (including
parents, governors and representatives from children’s
organisations) and has three main aims:
to improve the standards of teaching and the quality of learning
- the GTCE is responsible for awarding qualified teacher status and
maintains a register of qualified teachers. It has also played an
important role in advising the government and other agencies on
policy that affects the quality of teaching and learning; and
to maintain and improve standards of professional conduct among
teachers – the GTCE sets out and maintains standards for teachers
and has powers to deal with cases of misconduct or incompetence by
issuing sanctions and, in the most serious of cases, prohibiting
teachers from teaching; and
to raise the standing of the profession.
Mixed reviews
It is generally agreed that the GTCE has achieved a lot in the
last eight years with its focus on supporting and improving
standards of teaching and learning and offering impartial
independent advice on government policy. For example, it now
requires trainee teachers to provisionally register with it and has
played a key role in both the Children’s Plan and the ‘Every Child
Matters’ agenda.
However, critics argue that it has not been as successful in
improving standards of conduct or raising the standing of the
profession with its remit being criticised for being too ‘complex
and problematic’. Indeed, a recent survey commissioned by the GTCE
in February 2009 reported that members felt that its role as an
advocate of the profession meant it was neglecting its primary
function, namely the registration and regulation of teachers.
They point to examples where the GTCE has failed to enforce the
requirement that local authorities, schools and the police make
referrals to them when a member of staff is dismissed for
incompetence, misconduct, or cautioned or convicted. Further, where
referrals have been made, the GTCE has only considered cases where
they are serious enough for the teacher to have been dismissed by
their employer or where they believe the teacher resigned before
they could be dismissed. Moreover, they have rarely used their
power to strike off teachers found guilty of incompetence or
misconduct.
There have been a number of recent high profile cases of
incompetence and misconduct which have compounded these
allegations. They include the case of Michael Swann, a science
teacher at Maltby Community College in Rotherham, who escaped
further sanction by the GTCE after he was arrested in a nightclub
for possession of crack cocaine. The Council defended its decision
stating that it had looked at his performance as a teacher and
considered whether he had been guilty of any previous
transgressions.
The current Scottish case of Susan Barnard, a primary school
teacher in Perth and Kinross, has also received a lot of press
attention, as she now faces the possibility that she may be the
first teacher in Scotland to be struck off for incompetence.
Although the matter falls within the jurisdiction of the General
Teaching Council for Scotland (GTCS), and not the GTCE, it has
angered critics because she had moved between three schools before
disciplinary action was taken. The case highlights a tactic
prevalent in many English schools whereby failing teachers are
encouraged to resign rather than face disciplinary procedures
allowing them to transfer to another school with an adequate
reference.
The statistics would appear to give some credence to these
complaints. Of the 500,000 teachers registered with the GTCE last
year there were a total of only 506 referrals. Of these, only 222
were for misconduct. Most significantly, just 10 teachers have been
struck off for incompetence since the Council was set up in
2001.
A new professionalism: a new code
The launch of the new draft code of conduct represents an
attempt to address some of the criticisms. It came with an
announcement that the new Code would seek to represent the changing
context and nature of the teaching profession and reflects the
GTCE’s intention to create role models.
The consultation period ended on 27 February 2009. The Council
will now review the responses before deciding whether to amend the
draft Code. The final Code will be published later this year and is
likely to come into force in the autumn.
The draft Code outlines eight key principles of conduct and
practice that registered teachers are expected to comply with.
These are:
1. Placing the wellbeing, development and progress of children
and young people at the heart of their professional practice
Teachers are expected to use their professional expertise and
judgment to do their best for the children in their care. This
includes taking all reasonable steps to ensure their wellbeing by
being perceptive of the needs of children in their care and
addressing issues at the earliest possible stage. Where further
help and support is needed teachers are expected to demonstrate
sufficient self awareness to access it where necessary. The draft
code demands that appropriate professional boundaries should be
kept between teachers and those children in their care. If teachers
have any concerns relating to the practice of other teachers or
professionals they are required to ensure they are raised through
the appropriate channels to ensure that any children involved are
not exposed to any risks.
2. Reflect on their own teaching to ensure that it meets the
high standards required to help children achieve their full
potential
This principle reflects the GTCE’s expectation that teachers
should meet the professional standards for teaching that are
relevant to their role and experience. It suggests a number of ways
in which teachers should develop these standards.
In practice the code expects teachers to use up to date
knowledge and experience of their subject as the basis of their
teaching and to develop their offering within the national
curriculum. It requires teachers to reflect on their teaching
methods and make use of appropriate feedback and training to help
them improve.
In the classroom, the code envisages that teachers will tailor
their teaching methods to reflect the different abilities of the
children they are teaching, setting appropriate and clear learning
objectives. It also requires them to keep up to date with changes
in society, the economy and the future so that they can assist
children in preparing for the future.
3. Strive to awaken a passion for learning and achievement among
children and young people and equip them with the skills to become
lifelong learners
Teachers are encouraged to listen to their pupils and build
relationships with them, creating effective learning environments
so that they feel involved in their own learning.
This principle also supports the idea that teachers should use
the classroom environment to promote self confidence and awareness
amongst their pupils.
The Code envisages that by managing their environment teachers
will develop an awareness of their significant role in children’s
lives and their duty to lead by example.
4. Promote equality and diversity
The Draft Code believes that teachers should play an active role
in taking responsibility for challenging, educating and reacting to
discrimination, stereotyping and bullying so that children
understand and appreciate different views and learn in a fair and
inclusive school environment.
5. Take proactive steps to establish partnerships with parents
and carers
Teachers are required to demonstrate an understanding of the
importance of establishing these relationships. The code envisages
that teachers will consider the views and perspectives of parents
and carers and provide them with information about their child’s
progress as well as involving them in important decisions about
their education.
6. Work as part of a whole school team
Principle 6 insists that teachers take positive steps to develop
productive and supportive relationships with all of their
colleagues. It envisages that they will participate in their
colleague’s development (particularly those more junior).
It also expects teachers to play an active role in the
development of the whole school exercising leadership and
management responsibilities and supporting leadership decisions,
school policies and procedures.
7. Cooperate with other professional colleagues who have a role
in enabling children and young people to thrive and succeed
Teachers are expected to demonstrate awareness that they share
responsibility for their pupils with a wide range of other
agencies. The code envisages that teachers will do their best to
understand the role of other professionals and establish effective
working relationships with them for joint working.
8. Demonstrate high standards of honesty and integrity and
uphold public trust and confidence in the teaching profession.
Principle 8 requires teachers to uphold the law and maintain the
appropriate standards of behaviour both inside and outside the
classroom. They are expected to demonstrate high standards of
honesty and integrity and understand that their duty to safeguard
children always comes first.
The Code makes clear that disciplinary action can be taken
against teachers for actions outside school hours as well as in
them. It also states that it expects teachers to be far more
proactive, placing a duty on them to develop ‘productive and
supportive relationships with all school colleagues’. Examples of
bad practice include bullying and using the internet for personal
reasons during lessons times. Teachers risk losing their
registration if they fall seriously short of the codes
standards
Reaction to Code
The Code has been met with concern from some teachers’ unions
who have argued that the new Code not only increases scrutiny of
their conduct in the classroom, if implemented in its current form,
it intrudes too much on teachers’ private lives. Interestingly,
however, the GTCE has dismissed this criticism claiming that of the
groups involved in the consultation discussions over the new code
the one with the highest expectations of teachers were the teachers
themselves.
In line with this the new Code is aimed more at meeting the
rising expectations of the quality of the teaching profession than
any great reform of its policies and procedures. The existing Code
already grants the GTCE the power to suspend or bar teachers for
misconduct or incompetence where it believes that the teacher in
question was guilty of conduct that fell short of the standard
expected of a registered teacher.
The Council have also been quick to point out that their
disciplinary procedures will not change and that they do not expect
to see an increase in the cases they hear.
The key difference between the old code and the new draft code
is that it is explicit, not only that there is an expected
standard, but that it is directly linked to a teacher’s
responsibility to uphold public trust and confidence in the
profession. The idea is that by creating clear standards and a more
supportive environment, cases of misconduct and incompetence will
be prevented from escalating to disciplinary procedures.
The Council’s intention is that the code will be a ‘touchstone’
to help teachers understand what is expected of them guiding them
on everyday judgments and actions and providing them with a
hallmark for the profession in much the same way as is already
provided to other professions such as doctors and lawyers.
Conclusion
Although the GTCE has only been around for 8 years the draft
Code reflects its recognition of the growing professionalism of
teachers. Rather than being draconian the Code seeks to establishe
the attributes, knowledge and skills, considered by the Council, to
be necessary for entry into and through the profession and set out
values which are common to all teachers and ensure that they are
aware of the standard of conduct and professionalism expected of
them, both in and out of the classroom.
It inevitable that the GTCE has some way to go before it can
claim to be considered in the same regard as the regulatory bodies
of other professions such as the 150 year old General Medical
Council. However, the Code is an important stage in the evolution
of the GTCE, establishing a common document which makes clear the
purpose and value of teaching and the role of teachers in today’s
society.
This article was first published in Sec
Ed
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