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CodeofProfessionalResponsibility

2016FocusGroupFeedbackSummary

October2016

ThisreportsummarisesthefeedbackcollectedbytheEducationCouncilfromaseriesoffocusgroupsheldinmid-2016.Thesefocusgroupsenabledustohaverichdiscussionswithteachersworkinginarangeofsettingsinordertoinformtherole,structure,andcontentofthenewCodeofProfessionalResponsibilityfortheteachingprofession.

Sixfocusgroupswereheld,involvingapproximately60participantsfromavarietyofcontextsacrosstheprofession:urban/rural;private/state;co-edandsinglesexschools;arangeofsocio-economicsettings(e.g.schooldeciles1to10);Pasifikamedium;schoolswithhighpopulationsofPasifikalearners;highpopulationsofMāorilearners;earlychildhood,primary,intermediate,secondary,andalsoanareaschool(years1-13).Wehadabroadmixofbeginningandexperiencedteachers,aswellasteachersinleadershippositions(i.e.principals,deputyprincipals,professionalleaders,headteachersandcentremanagers).

Buildingonthesefocusgroupstheviewsoftheprofessionwerealsocapturedusingonlinesurveyswhichwereconductedinlate2016.Wewillcontinuetoengagewiththeprofessionin2017whenadraftcodeissharedforcomment.

FOCUSGROUPDESIGN

Thefocusgroupswereapproximately90minutesindurationandwerefacilitatedbytwostaffmembersfromtheEducationCouncil.Responsesfromthefocusgroupdiscussionweresummarisedandprovidedbacktoeachgrouptoasarecordandtocheckforaccuracy.

Thefocusgroupsallfollowedasimilarapproach,buteachhadsometailoringtosuittheparticularcontextofthegroup.Followingappropriateintroductionsandcontext,eachsessionwasstructuredtopromptdiscussionandseekopiniononthefollowingissues:

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?

ValuesAninitialsetofvalues(“astarterfor10”)hadbeendrawnupbyaValuesWorkingGroup,structuredaroundsixvaluegroupings.Duringthefocusgroups,thefacilitatorsoutlinedtheWorkingGroup’ssuggestionofidentifyingasetofvaluestounderpinthenewcodeandrevisedstandards/practisingteachercriteriaandtotesttheseinfocusgroupsandthensynthesisethepreferredvaluesintodraftvaluestatementsformorefeedback.Ineachfocusgroup,opinionsonfavouredvaluesweresoughtthroughdiscussionandusinga‘dotvotingexercise’.

• Whatroledovaluesstatementshaveinyourschoolsorearlychildhoodcentres?Howaretheypresentedandwhatpurposedotheyserve?

• Ifyouwerenewtotheprofessionwhatvalueswouldyoubeproudtobeprofessionallyassociatedwith?Whichinspireyouasateacher?

• Howdowewantourprofessiontobeperceivedbythoseoutsideit?Whatvaluesbestreflectthis?

• Howdowewanttheprofessiontobeexperiencedbythoseinsideit?Whichvaluesbestreflectthis?

• Forthe‘dotvoting’exerciseeachparticipantwasaskedtoidentifytheirpreferredtoptwovaluesineachvaluegrouping(‘theheadline’values)whichbestreflectstheteachingprofession

• Dothesevalues‘looklike’theteachingprofession,orcouldtheyworkequallyaswellforaccountants,airlinepilots,orarchitects?

ScenariosParticipantswerepresentedwithuptothreebriefscenarios,eachpresentingadifferentaspectofquestionableprofessionalpractice,ethicalchallengeorunacceptablebehaviour.ThesewerebasedoncasesthathadbeenpresentedtotheEducationCouncilforinvestigation.Theaimoftheexercisewastostimulatediscussionandseekopinionsontheparametersofacceptableversusunacceptableconductandprofessionpractice.Copiesofthe2003CodeofEthicsandtheEducationCouncilRule9:CriteriaforReportingSeriousMisconductwerehandedoutforparticipantstoreferto.

Foreachscenario,participantswerepromptedwithquestionssuchas:

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o Whatissuesareofconcerninthisscenario?o Considerthescenariosthroughdifferentlensesi.e.legal/regulatory;policy;cultural;

gender;orethical/valuesbasedlens.Doesthisuncoverdifferentissues?o Considerthescenarioswearingdifferent‘hats’,ielearner,parents/whānau,

employer,colleague,broadercommunitymember.Doesthisuncoverdifferentissues?

o WhatclausesfromtheCodeofEthicsarerelevantinthissituation?Doesthisprovideadequateguidance?

o Aretherecompetingethicalprinciplesatplay?Doesitrequireprioritisingoneprincipleoveranother?

o WhatclausesfromRule9CriteriaforReportingSeriousMisconductarerelevantinthissituation?

o Whatistheroleofcentreorschoolinternalpolicies?o WhatistheroleoftheECERegulations?o Doothercodes,whichyouaresubjectto,provideguidanceinthissituation?o Whatlevelofguidance/specificitywouldyoulikeinthenewCodeofProfessional

Responsibility?

FormatofthenewcodeWealsosoughtfeedbackondifferentoptionsforhowthecodemightbepresentedinitsfinalform.Wediscussedthefollowingquestionsinrelationtothis:

• Whatformatshouldthecodebein,i.e.booklet,online,poster,pamphletetc.?• Howsimple?Howdetailed?• Anypreferenceforhowlanguageshouldbeconstructedinthecode?• Whatmechanismshouldbeusedtoseekteachers’agreementtoabidebythenewcode?• Whatistheroleofinitialteachereducation(ITE)organisationsinprovidingguidanceto

studentteachers?• Whattoolswouldbeusefultopromulgatethecode?

RESULTS

PurposeofaCodefortheProfessionParticipantswereinagreementthatacodecanbeatooltohelpuniteanddefinetheteachingprofession:“Acodecansetoutthecommonvaluesthatweshareacrosstheprofession”.Thiswasseenasbeingparticularlyimportantgiventhewiderangeofcontextsteachersworkin,unitingacrossECE,primary,secondary,Māorimedium,leadershiproles,rural,urbanetc.

Therewasastrongcallforthestatusoftheteachingprofessiontobeliftedandagreementthatthecodecangosomewaytosupportingthis.“Acodeisastatementoftheprofessionalismoftheteachingworkforce”.

Participantssuggesteditcanalsobeusedasastatementforthoseoutsidetheprofessiontogivethemconfidencethatteacherssubscribetohighstandardsofethicalbehaviourandpractice.“It’s

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anexplicitstatementandrecognitionthatweholdatrustedpositioninsocietyandthereforehaveadutyofcare”.

Somesuggestedthecodecancontributetoraisingthestatusofteachersbypromotinggreaterawarenessofwhatconstitutesunacceptablepractice;potentiallyleadingtogreateradherenceofethical,professionalpracticeamongstteachers.Manywereconcernedthatthepublicitygiventothefewteacherswhosepoorbehaviourorjudgementtarnishesthewholeprofession.

Therewascommoncallforacodewhichsetsouttheexpectationsofprofessionalpracticeandbehaviour.Itcouldsetoutteachers’commitmentsandaccountabilitiestolearners,parents,andeachother(otherteachers),andalsomanagements’responsibilitiestostaff(teachers).

Aswellaswhatisexpectedparticipantswantedacodewhichsetsouttheboundariesofbehavioursthatareprohibitedorunacceptable:“Acodecansetthebarofwhat’snotOK”;.“Thethingswewillavoidandnotdo”.

Manysuggestedacodecouldprovideethicalguidanceformakingtherightdecisionincomplexsituations:“Acodecanprovideaplacetogobacktoifwecareunsurewhatstepstotakeinethicaldilemmas”.Itcanalsoprovideanobjectivetooltosupportthose“difficult”professionalconversationsoverpracticeorconductaboutwhatisorisnotappropriate.

ParticipantsmadeastrongcallforinitialteachereducationorganisationstoputagreaterfocusonwhatprofessionalresponsibilitylookslikeandtoclarifyexpectationsofbehaviourandconductbeforestudentsareacceptedontoITEcoursesandagain,beforetraineesgraduate.Anumberofpeopleexpressedconcernthatbeginningteacherswerenotfullyawareoftheseexpectationsandtheimportanceofmanagingprofessionalboundariesinparticular.

SomeECEteachersfeltitwasimportantthatcarersworkingintheearlychildhoodeducationshouldworktothesameexpectationsofprofessionalconductascertificatedteachers.“HavingteachersandcarersinECEs,workingtodifferentstandardsputseveryoneatrisk”.

Asimilarconcernwasexpressedaboutpartnershipschools,andtheproposedCOOLs(CommunitiesofOnlineLearning)whicharenotrequiredtobeledbycertificatedteachers.TeachersexpressedconcernthattherewouldbelessprotectionforstudentsintheseschoolswhowouldbetaughtbypeoplenotboundbyeitherthecurrentCodeofEthicsorthenewcode.

Manywantedthecodetoreflectthetrustedpositionofteachersandthatthewelfareofchildrenandyoungpeopleareatthecentreofallteachers’decisions.

Aswellasprotectinglearnersfromharm,thecodecanalsoacttoprotectteachersfrombeingputintovulnerablesituationswheretheymayinadvertentlybreachthestandardsofethical/professionalpractice.

CompositionoftheCodeThisdiscussionsoughtopinionsonwheretheywouldlikethecompositionofthecodetobeframed-alongthecontinuumofaspirationalatoneendtocomplianceattheother.

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Therewasaconsistentrequestforthecodetobeadocumentwhichtheprofessioncanholdinhighesteem,andembodythepridetheyfeelinbeingamemberoftheprofessionwhichascribestohighethicalstandardsandprofessionalresponsibility.

Forthisreason,participantswereunitedinwantingacodethatisbothinspirationalandaspirationalandthatsetsouttheaimsandvaluesoftheprofession:“…thethingsweaspiretoinourpractice”.

Therewassomediscussiononwhether“aspirational”couldbeperceivedasoutofreachandunachievable.Manydidnotwantthebartobesetsohighthattheexpectationswereunrealistic.Therewascommonagreementthatwhileelementsofcodeneedtobeaspirational,theseprinciplesmustalsobeachievable:“Weneedtobeabletoreflectourpracticeinthecode’sprinciples.Ifthesearetooloftyorvaguewecan’trelatetothem”.Oneparticipantdescribedthisas“aspirational,inspirationalbutalsoachievable”.

Severalpeoplesuggesteditwouldbehelpfulhaving“indicators”(likethePractisingTeacherCriteria)toillustratewhattheaspirationalprinciplesinthecodemightlooklikeinpractice.

Attheotherendofthecontinuum,whilemostwantedthecodetoprovideguidanceaboutwhatisclearlyunacceptable,therewasclearrecognitionthatitwouldbeimpracticaltolisteveryunacceptableactionorpractice.Moreover,ifaparticularactionwasnotexplicitlyincludedinthecode,therewasconcernthatsomeonecouldarguethatitisthereforesanctioned.

Therewasalsosomeconcernthata“deficit”approachtothecode,whichdetailedoutalonglistofunacceptablebehaviours,woulddenigratetheprofessionandactuallyunderminetheaimofincreasingthestatusoftheprofession.Thisapproachwoulddolittletomeetingtheaimofacodewhichinspiredpride,responsibilityandbelonging.

CodeofEthicsOverallparticipants,particularlyyoungerteachers,hadalowleveloffamiliaritywiththe2003CodeofEthicsforCertificatedTeachers.“Weknowthereisone,butwedon’treallyknowwhatitsays”.AfewrecalledthattheEducationCouncilformsforcertification(e.g.EC30)haveadeclarationrequirementaskingconfirmationthattheyarecommittedtoupholdingtheCodeofEthics.

OneparticipantdescribedhowelementsoftheCodeofEthics(thecommitmentstatements)wereincorporatedintothejobdescriptionsatherplaceofwork.Shenotedthatthismadehavingprofessionalconversationsaboutstandardsofprofessionalismmorefrequentandmucheasier.

Whenasked,participantsstatedtheylikedthestructureoftheCodeofEthicsusingthecommitmentstatementstolearners,family/whānau,societyandtotheprofession.

FewparticipantsinthetwoECEfocusgroupswerefamiliarwithEarlyChildhoodEducationCodeofEthicsforAotearoa/NewZealandwhichwaspublishedin1996.ThiscodecoversallECEworkers(e.g.certificatedteachers,professionalleaders,managers,andcarers)andcontains60“valuestatements”,writtenasrights.ItusesasimilarstructuretotheCodeofEthicsforCertificatedTeachers,withcommitmentstochildren,parents/whānau,tangatawhenua,communityandsociety,selfandcolleagues,andemployers.ThosewhowereawareoftheECEcodewereunsureifitwasstillinuse,orwhereitcouldbeobtained.

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NoparticipantsmentionedthePPTAorNZEIcodesofethics.NoparticipantssignalledtheywereawareoftheEducationCouncil“TeachersandSocialMedia”website.

Manyindicatedtheywouldliketohavemorefrequentconversationsaboutethicaldilemmasandexpectationsofprofessionalresponsibility.Havinganew“refreshed”codewasseenasanopportunitytorevitaliseawarenessaboutethicalresponsibilitiesandagreedexpectations.

Membersofonefocusgroupindicatedtheyoftenhaveconversationsaboutmaintainingprofessionalboundarieswithlearnersandthatthisisencouragedataleadershiplevelandreflectedintheirschoolcodeofconduct.

ValuesAllparticipantswerecomfortablewiththeideaofhavingasetofkeyvaluestounderpinthenewcode.Thevaluestatementswereseenasaligningwellwiththeaspirationalnatureofthecode.Mosthadbeenpartofprocessestoidentifytheircentreorschoolvalues,sowerefamiliarwiththepurposeofvaluesstatements.

Thedotvotingexerciseshowedthatparticipantswerecomfortablewiththegeneralapproachofthedraftvaluegroupings,withpreferenceforsomevaluesstatementsoverothers.ParticipantswereverypositiveabouthavingbothtereoMāorivaluesalongsideEnglishlanguagevalues.AtthePasifikafocusgroup,theSamoanconceptof“tautuapoto”wasalsoproposed.

ResultsfromtheValuesdotvotingexerciseGrouping1

• Transparent(29)• Integrity(25)• Trustworthiness(21)• Fair(16)

Grouping2• Respectful(23)• Manaakitanga(19)• Empathy(18)• Tautoko(10)• Aroha(4)

Grouping3• Equity(39)• SocialJustice(29)• Justice(14)

Grouping4• Excellence(22)• Quality(16)• Success(15)• Self-determination(15)• Whakamana(13)• Creativity(12)

Grouping5• Whanaungatanga(26)• Inclusive(22)• WhānauTangata(20)• Collaboration(17)• Akoranga(8)• Collegiality(4)

Grouping6• Responsible(32)• Kotahitanga(28)• TangataWhenuatanga

(20)• ManaOrite(10)

Reflectingontheresultsoftheexercise,allparticipantsconsideredthevalues“lookedlike”theteachingprofession.

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SCENARIODISCUSSIONSThisnextsectionsummarisesthekeydiscussionpointsandrelevantissuesforthecode,usingthefollowingscenarios.

Scenario1:ThePersonalLaptopAteacherborrowsanotherteacher’spersonallaptopwhileatworkanddiscovershasanumberofpornographywebsitesfeaturingteenagegirlsunderhis“favouriteslist”.Itisnotaschoolcomputerbutheoccasionallyusesitatschool.

Viewsweremixedaboutthisscenario.Whileviewingpornographyinone’spersonaltimeisnotillegal,viewingpornographyatworkislistedundertheRule9CriteriaforReportingSeriousMisconduct.ParticipantsconsideredthatRule9,wouldnotapplyinthissituationasthepornographymovieswerenotplayedatwork.Theydidn’tfeeltheCodeofEthicsprovidedclearguidanceonthisissueeither.

Somesuggestedthattheywouldfeeluncomfortableknowingacolleagueviewspornographyfeaturingteenagegirls,asitmayindicatequestionableattitudesregardingtheobjectificationofwomen’sbodies,howheviewshisfemalestudentsandcolleagues,andthevaluesandmessageshemaybesendingtohislearners.Somefeltthiswouldalsoharmtherelationshipwithcolleagues,bydamagingtheirtrustandconfidenceinhim.TheCodeofEthicsclauseof“modellingpositivevaluesthatarewidelyacceptedinsociety”wasconsideredbysomeasbeingrelevant.

Otherswereclearthatpornographyisnotillegalandwhatteachersdointheirpersonaltimeistheirbusiness.

Allagreed,however,thattheteachershowedpoorjudgementbybringingthelaptoptoschool.Therewasconsistentopinionthattheriskofaccidentallyplayingpornographyinfrontofstudentsorcolleagueswasthekeyissueofconcern.MostfeltthisneededtobeaddressedundertheschoolorcentrepoliciesontheuseofICT(informationandcommunicationtechnology).Aspectswhichcouldbecoveredinanewcodecouldincludenotharmingtheemotionalwellbeingoflearnersandthenotbringingtheprofessionintodisrepute.

Otherconsiderationswerethewhetherthisscenariowouldpassthe“frontpagetest”.Therewasagreementthatteachers’behaviourbothatworkandoutsideofworkisjudgedatahigherstandardbecauseoftheirdutyofcaretochildrenandyoungpeople,andtheimportantroletheyhaveinmodellingacceptedsocialvalues.

Scenario2:TheBigNightOutAparentcomesacrossherson’steacherwhooutpartyingwithfriendsandisinaveryintoxicatedstate.Itistheweekend.Theparentlaterdiscoversimagesandbanteronsocialmediaabouttheteacherinsimilarlyintoxicatedstatesandcommentssuchas“…whatwouldtheparentsattheschool/centresayiftheyknew…?”Theparentnowfeelsuncomfortableabouttheteacher’sjudgementandprofessionalismandhaslostconfidenceabouthavinghersonintheteacherscare.

Thisgeneratedconsiderablediscussionabouttheboundariesofworkandnon-workconduct.Aswiththepreviousscenariotherewasgeneralacceptancethatteachers’behaviourisscrutinisedata

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higherstandardgiventheirinfluenceoverchildrenandyoungpeopleandthetrustthatparents/whānauplaceinteachers.

Theprinciplesofintegrity,dignityandresponsibilityandtrustwereidentifiedasbeingrelevantinthisscenario,aswellastheimportanceofnotbringingtheprofessionintodisrepute.Ofkeyimportancewasmaintainingthetrustofthestudents,parentsandcolleagues.

Mostparticipantsagreedthatteachersneedtobemadefullyawareoftheseexpectationsandtobemindfulabouthowtheirbehaviouroutsideofworkmightbeperceived.Thiswasseenasparticularlyimportantforbeginningteachers.Manythoughtthecodecouldhelptopromotemoreopenprofessionalconversationsabouttheseexpectations.

Someconsidered,however,thatifthebarwassettoohigh,teacherswouldbereluctanttoentertheprofession.

Theissueofmanagingprivacyintheeraofsocialmediawasnotedasanongoingchallengeformanyteachers.SometeachersaremorecomfortableusingICTandsocialmediathatothers;someteacherssaidtheywouldlikemoresupportandguidanceattomanagethis,aswellasinstructiononhowtomanageprivacysettingsonparticularplatforms.

NoparticipantsappearedtobeawareoftheTeachersandSocialMediawebsiteontheEducationCouncilwebsite.

Scenario3:PastoralCareAyoungbeginningteacherisaskedbytheprincipaltoprovideextraemotionalsupportfora16yearoldstudentwhoishavingadifficulttimeathome.Afterawhile,theteacherandstudentstarttomeetoutsideofschoolandtexteachotheroften.Anotherteacherbeginstofeeluncomfortablewiththenatureoftherelationship,andspeakswiththeprincipal.Shebelievestheteacherisnotkeepingclearprofessionalboundariesandisconcernedthatsheiscounsellingthestudentoutsideofherexpertiseandqualifications.

Participantsoverwhelminglyexpressedsurprisethatsuchasituationwouldevenhappen,andwereconcernedthataprincipalwouldplaceateacherinthisposition.Theysuggestedthereisaneedforthecodetorefertotheresponsibilitythatemployers/professionalleadershavetoprotectstaffaswellastoprotectvulnerablestudents.

Somedistinguishedbetweensinisterandunwisebehaviours–deliberateexploitationversespoorjudgement.TherewasagreementthattheCodeofEthicsprovideshighlevelprincipalstoguidetherightcourseofaction(“developandmaintainprofessionalrelationshipswithlearnersbasedonthebestinterestsofthoselearners”),howeverthisneededtobe“unpacked”withguidancematerialandcase-studiestoshowwhatthislookslikeinpractice.Somefeltthatthereneededtobeexplicitguidanceprohibitingforminganintimaterelationshipwithastudent.

TheCodeofEthicsclauseof“speakingoutifthebehaviourofacolleagueisseriouslyinbreachofthiscode”isalsorelevant.Participantsspokeaboutneedingaculturewhichdoesnotjustrelyonprofessionalleadersraisingissuesbutalsocolleagues.Oneparticipantdescribedthisastheroleofthe“ethicalbystander”.

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Scenario4:FirmDisciplineOnaclassouting,anexperiencedteacherisobservedtoshoutangrilyatafiveyearoldstudentandroughlygrabhimbytheshoulderstopullhimintoline.Thechildisupsetandcomplainsthatheishurt.Theteacherrespondsbyexcludingthechildfromparticipatingintheclassactivityandisinstructedfirmlytositinthebackofthebuswhiletherestofthestudentsgoswimming.Astudentteacherisconcernedaboutthesituationandlaterspeakstotheprincipal.Theprincipalsayshehasnoproblemwiththeteacher’managementstyleandthatmostchildrenintheareaareusedtofirmdisciplinefromtheirparents.

Participantsobservedthisraisesissuesaboutprofessionalism,andtheneedtohaveclearandconsistentpoliciesontheuseofdiscipline,forceandrestraint.

Therewascommonagreementthatuseofphysicaldisciplineisclearlyunacceptableintoday’slearningenvironmentandthatteacher’smanner(tone,voice,stance,language,expressionetc.)needstobeprofessionalandrespectful.TheCodeofEthicsclauseof“promotingthephysical,emotional,social,intellectualandspiritualwellbeingoflearners”andwasseenasrelevantinthisscenario.

Participantssuggestedthattheuseofphysicalrestraintmaybeappropriatetowhenastudent’sbehaviourposesimminentdangerofphysicalinjurytothemselves,otherstudents,stafforothers.Exampleswerewhenstudentswerefighting;teacherswouldpullthemapartandphysicallyrestrainthem.Physicalrestraintwasmostcommonlyusedwithstudentswithdevelopmentaldelayand/orautismwhoalsohadchallengingbehaviours.

Anumberofteachersdescribedsituationswheretheywitnessedaparenthittingtheirchildinfrontofthem.Occasionallyteacherschosetowithholdinformationtoparentsaboutastudent’spoorperformanceorbehaviourforfearthattheparentswouldphysicallypunish(“beat”)thechild.

SometeacherscommentedthathavingNewZealandlegislationwhichclearlyprohibitsphysicaldisciplineofchildrenwasreallyimportantasabasisforconversationswithparentsaboutsuchissues.

Scenario5:ToiletTrainingAprovisionallycertificatedECEteacherisobservedtobewithholdingfoodfromatoddlerasa“toilettraining”strategy.Thechildishungryandisgettingmoreupset.Theteacherisconfrontedbyacolleague,butshejustifiesherapproachsayingthatthiswasaneffectivestrategywhichworkedforherownchildren.

ParticipantspointedoutthatdeprivingachildoffoodisagainsttheECEregulations(Education(EarlyChildhoodServices)Regulations2008).Theysuggestedthescenariohighlightedapoorunderstandingofchilddevelopment,andrespondingasaparentratherthanateachingprofessional.

Theimportanceofprovidingmentoringandguidancetobeginningteacherswasnoted,aswellashavinganopenenvironmentwhichenableschallengingprofessionalconversations.

Scenario6:TheBabysitterAnewlyqualifiedECEteacherbecomesaregularbabysitter(inherowntime)fortwochildrenwhoattendtheearlychildhoodcentrewheresheworks.Overtimeshebecomesgoodfriendsofthe

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family,attendskeyfamilyeventsandbuysthechildrengifts.SheandthefamilyareFacebook“friends”.

Participantshaddifferingviewsonwhetherthiswasacceptable,orwhetherthisblurredprofessionalboundaries.Somethoughtthatinruralareasandinsomeculturalcontextsthiswasseenastotallyfine.

Thosewhohadconcernsaboutthissituationsuggesteditriskedconflictsofinterest,perceivedfavouritism,andconfusionoverwhich“hat”wasbeingwornandwhen.Oneparticipantsaidtheircentrehadanexplicitinternalpolicywhichprohibitedteachersbabysittingchildrenwhowereinthecentre’scare.

Scenario7:TheTantrumAteacherisolatesafouryearoldchild(whohasautisticspectrumdisorder)onhisownintheearlychildhoodcentrebathroominresponsetohis“tantrum”.Heisphysicallyaggressive,shoutingloudlyandisthrowingobjectsaroundthebathroom.Theotherchildrenarefrightened.Theteacherobservestheboy’sbehaviourthroughthebathroomwindowandafter10minuteswhenhisbehaviourissettled,heisbroughtbackintothemainroom.

Participantsexpressedconcernthatabathroomwasbeingusedinthisway,whichtheysawwasinappropriateonmanylevels.Theyalsohadconcernsoverthewelfareoftheotherchildren.

Theynotedthatinsuchsituationsteachersoftenhadfewoptionsavailabletothemtoprovideasafespacetocalmanaggressiveanddistressedchild.Somewereawarethat“subjectingachildtosolitaryconfinement”wasprohibitedintheEducation(EarlyChildhoodServices)Regulations2008.

Severaldescribedthechallengeofbalancingtheneedsofthedistressedchildwithneedsoftheotherchildrenandtheneedtopreventchildren,staffandothersfromharm.Theimportanceofhavingcarefullydevelopedindividualbehaviourplansforchildrenwithchallengingbehaviourandstafftrainedinde-escalationtechniqueswasalsonoted.

RelevantclausesintheCodeofEthicsforthisscenarioincluded:commitmenttolearners;promotingwellbeing;cateringtothevariedlearningneedsofdiverselearners;commitmenttoparents;commitmenttotheprofession;andresponsibleethicalpractice.

Scenario8:TheFieldTripOnthelasteveningofaschoolfieldtrip,oncethestudentsareinbed,theteachersandparentsbeginafairlyraucouseveningofdrinking.Thisapparentlyisquiteatraditionfortheschool.Anewteacherisuncomfortablewiththesituationandlaterexpressedshisconcernswiththeprincipal.

Someparticipantsnotedthatthismayhavebeenquiteacceptable,eventhenorm,severalyearsago,howevertimeshavechanged.Keyissuesinthescenariowereprofessionalconduct,healthandsafety,andmodellingresponsiblealcoholuse.Manyschoolsnowhaveexplicitpolicieswhichprohibitdrinkingalcoholonclasstrips,whichapplytobothteachersandparents.

Participantssuggestedthatpoliciesforparticularissues,suchashealthandsafety,ICTuseandalcoholusearebestdevelopedataschool/centrelevelandwhichneednotbeexplicitinthecode

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fortheprofession.Theyrecognisedthatpoliciesonalcoholuseonschoolgroundsoratschoolfunctionsmayvarydependingonthecommunity.

FormatoftheCodeFeedbackindicatedparticipantswerecomfortablewiththenewCodebeingissuedonaparticulardateandfromthatpointonacceptedthattheywouldberequiredtocomplywithit.Severalparticipantsindicatedtheywouldexpectto“tickabox”indicatingtheyagreetocomplywiththenewcodeintheEducationCouncildeclarationformsforcertificationorrecertification.

Therewasapreferenceforasimplecodewhichissupportedbyguidancematerialandexplanatorynotestohelpunpackeachclauseorprinciple.Allwantedthistobeavailableonlinewithdrop-downmenusformoreinformationorexplanation.Somewantedprintversionstoalsobeavailablesuchasapamphletorshortbooklet.Participantsreallylikedtheuseofscenariosandpromptingquestionstoteaseoutguidingprinciplesandappropriatecoursesofaction.

Participantsconsistentlyexpressedthattheywouldliketohavemoreopenprofessionalconversationsaboutexpectationsofprofessionalconductandpractice.Theyseethelaunchofanewcodeasbeingapositiveopportunitytopromotethis.ManysuggestedtheywouldappreciateopportunitiestodiscusstheseissuesamongstcolleaguesandsuggestedpromotionalandPLDmaterialcouldbedevelopedtosupportthesediscussions.