Code of Professional Conduct For Teachers
Code of Professional Conduct For Teachers
Code of Professional Conduct For Teachers
for Teachers
Foreword
The role of the Teaching Council is to regulate the teaching profession and the professional conduct
of teachers, to establish and promote professional standards, to support the continuing professional
development of teachers and to promote teaching as a profession. Its establishment in 2006
represented a milestone in the development of teaching as a profession in Ireland, and had been
advocated for by many in the teaching profession over several decades.
Today, there are almost 73,000 registered teachers in Ireland, serving education at primary, post-
primary and further education levels. With more than 4,000 schools involving close to a million pupils/
students, the contribution which the teaching profession makes to society is significant. Having a well-
established tradition of service in Ireland, the profession enjoys high levels of public confidence and
trust as evidenced by research undertaken by the Teaching Council in 2009.
Among the many important developments initiated in recent years to strengthen and underpin
teaching in Ireland was the adoption of the Codes of Professional Conduct for Teachers in 2007. This
was done in accordance with Section 7(2)(b) of the Teaching Council Act, 2001 which provides that the
Council shall establish, publish, review and maintain codes of professional conduct for teachers,
which shall include standards of teaching, knowledge, skill and competence.
The Council made a commitment to review the 2007 Codes within a period of three to four years.
Initiating the review in 2009, the Council took account of a number of developments in the intervening
years including the publication of the Teaching Council [Registration] Regulations, 2009 and the Councils
Policy on the Continuum of Teacher Education. A revised Draft Code issued in 2011 and was the subject
of an extensive consultation process with education partners and stakeholders, including the general
public, teachers and interested bodies. The Teaching Council has taken careful account of all the
submissions and observations provided and has now approved the Code of Professional Conduct for
Teachers (2nd Edition) in accordance with the requirements of the Teaching Council Act, 2001.
The Teaching Council is committed to ensuring that the Code of Professional Conduct for Teachers is
promoted and observed so as to maintain public trust and confidence in the teaching profession.
Michel Grofa Toms Ruairc
Chairperson Director
Glossary
Pupil/Student
The Code applies to registered teachers at
primary and post-primary levels as well as in
the further education sector. The term pupil/
student denotes learners at primary, post-
primary and further education levels.
Parent
The term parent denotes parents and legal
guardians.
Teacher
The term teacher denotes a teacher registered
with the Teaching Council.
Code of Professional Conduct for Teachers 3
Introduction
The teaching profession has a distinguished In respect of each individual complaint against a
record of service in Ireland. This Code of registered teacher, the Council, according to its
Professional Conduct for Teachers reiterates and procedures, will consider whether the conduct
makes explicit the values and standards that complained of amounts to a serious falling short
have long been experienced by pupils/students on the part of the teacher, of the standards of
through their participation in education. teaching, knowledge, skill, competence and
conduct that could reasonably be expected.
Purpose of the Code
Existing nationally agreed procedures for dealing
The Code of Professional Conduct for Teachers with difficulties and complaints at school level
applies to all registered teachers. will continue to operate. The Council believes
that, in most cases, these will offer the best
Its purpose is threefold:
means for resolving problems as they arise in the
1. It serves as a guiding compass as teachers day-to-day operation of the education system.
seek to steer an ethical and respectful course
through their career in teaching and to uphold Structure of the Code
the honour and dignity of the teaching profession. Having regard to the three purposes set out
above, the Code begins by setting out the ethical
2. It may be used by the education community foundation for the teaching profession. This is
and the wider public to inform their encapsulated in the values of Respect, Care,
understanding and expectations of the teaching Integrity and Trust that are reflected throughout
profession in Ireland. the Code. These core values underpin the
work of the teacher in the practice of his or her
3. It has an important legal standing and will
profession.
be used by the Council as a reference point
in exercising its investigative and disciplinary The Code then sets out the standards which are
functions under Part 5 of the Teaching Council central to the practice of teaching and expected
Act, 2001, dealing with fitness to teach. of registered teachers. The standards identify
teachers professional responsibilities and
Professional misconduct by a registered teacher
are framed as statements under six separate
is defined in Section 41 of the Act in the following
headings: values and relationships; integrity;
terms:
conduct; practice; professional development;
collegiality and collaboration. The standards
(a) engaging in conduct which is contrary to a
reflect the complexity and variety of teaching
code of professional conduct established by the
and serve to guide professional judgement and
Council under section 7(2)(b);
practice.
( b) engaging in any improper conduct in his or
her professional capacity or otherwise by reason
of which he or she is unfit to teach.
1 At the time of publication, the Teaching Council is committed to developing a national framework and guidelines for CPD in consultation with
relevant stakeholders.
Code of Professional Conduct for Teachers 5
Standards of Teaching,
Knowledge, Skill,
Competence and Conduct
The role of the teacher is to educate. The following ethical values underpin the standards of
teaching, knowledge, skill, competence and conduct as set out in this Code.
Respect Care
Teachers uphold human Teachers practice is motivated
dignity and promote equality by the best interests of the
and emotional and cognitive pupils/students entrusted to
development. In their professional their care. Teachers show this
practice, teachers demonstrate through positive influence,
respect for spiritual and cultural professional judgement and
values, diversity, social justice, empathy in practice.
freedom, democracy and
the environment.
The role of
the teacher
is to educate.
Integrity Trust
Honesty, reliability Teachers relationships with
and moral action are pupils/students, colleagues,
embodied in integrity. Teachers parents, school management and
exercise integrity through their the public are based on trust. Trust
professional commitments, embodies fairness, openness and
responsibilities and actions. honesty.
6 The Teaching Council
An Chomhairle Mhinteoireachta
3.1. uphold the reputation and standing of the 4.1. maintain high standards of practice in
profession relation to pupil/student learning, planning,
monitoring, assessing, reporting and providing
3.2. take all reasonable steps in relation to the care
feedback
of pupils/students under their supervision, so as to
ensure their safety and welfare
4.2. apply their knowledge and experience in
3.3. work within the framework of relevant facilitating pupils/students holistic development
legislation and regulations
4.3. plan and communicate clear, challenging and
3.4. comply with agreed national and school achievable expectations for pupils/students
policies, procedures and guidelines which aim to
promote pupil/student education and welfare and 4.4. create an environment where pupils/
child protection students can become active agents in the
learning process and develop lifelong learning
3.5. report, where appropriate, incidents or skills
matters which impact on pupil/student welfare
4.5. develop teaching, learning and assessment
3.6. communicate effectively with pupils/students,
colleagues, parents, school management and strategies that support differentiated learning
others in the school community in a manner that in a way that respects the dignity of all pupils/
is professional, collaborative and supportive, and students
based on trust and respect
4.6. inform their professional judgement and
3.7. ensure that any communication with pupils/ practice by engaging with, and reflecting on,
students, colleagues, parents, school management pupil/student development, learning theory,
and others is appropriate, including communication pedagogy, curriculum development, ethical
via electronic media, such as e-mail, texting and practice, educational policy and legislation
social networking sites
4.7. in a context of mutual respect, be open and
3.8. ensure that they do not knowingly access,
responsive to constructive feedback regarding
download or otherwise have in their possession
while engaged in school activities, inappropriate
their practice and, if necessary, seek appropriate
materials/images in electronic or other format support, advice and guidance
3.9. ensure that they do not knowingly access, 4.8. act in the best interest of pupils/students.
download or otherwise have in their possession,
illicit materials/images in electronic or other
format