Partner engagement with the Code

							Draft Code of Conduct and Practice for Teaching (GTCE)




This response is made by the Independent Schools Council on behalf of its
member associations. ISC is a politically independent, not for profit,
organisation whose member schools collectively educate more than 500,000
children.


Please give your organisation’s comments on the following aspects of the
draft Code and conclude by making any further or general comments that you
would like the GTCE to consider.


1. The Eight Principles of Conduct and Practice

   a) To what extent do the principles capture the aspects of the teacher’s
      role and responsibilities that are important to your organisation?

      We question the premise in the introduction to the new draft Code that
      it is necessary to update a Code of practice to reflect changes in the
      policy environment. It ought to be possible to state the required
      standard of conduct of members of the teaching profession by
      reference to a set of fundamental Core principles which need not
      change with each Administration.

      As a matter of drafting, we are concerned that teaching does not
      appear to be at the heart of the proposed Code for the teaching
      profession. We would not dispute that some of the areas covered by
      the eight principles are of great importance to teachers and colleagues
      from other professions, but as a matter of emphasis, we would have
      expected there to be more focus on teaching and learning and less on
      issues, such as collaborative working, which may not stand the test of
      time or, indeed, a change of government.

      We are particularly concerned that high expectations appear as a sub-
      set of Principle 3 (“Strive to awaken a passion for learning” etc). High
      expectations, or aspiration, should feature more prominently, for
      example, in the first or second categories, or even in the Core Values.
      The ethos of high expectation and of belief that ambitious standards
      will be achieved is what characterizes the independent sector.

      We are concerned as to how it is intended that the Code and Principles
      should interact with Teachers’ existing contracts of employment. It
      should already be possible to deal with staff problems through proper
      performance management procedures. The Code could be seen as an
      attempt to re-write terms and conditions “by the back door” or to
      implicitly impose new requirements without the usual scrutiny.




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Draft Code of Conduct and Practice for Teaching (GTCE)


   b) Are any elements of the teacher’s role and responsibilities missing from
      the principles? If so, what are they?


   c) Do the principles include any elements that should not be there? If so,
      what are they?

      Under Principle Two, high professional standards are linked to “the
      framework of entitlement set out in the national curriculum”. This would
      present a barrier to membership for teachers in independent schools,
      many of which do not deliver the national curriculum.




2. The Values

   a) The draft Code sets out some values that underpin the behaviours
      described in the principles. How helpful is it to include such values in
      the Code?


   b) Are the values the appropriate ones for the Code of Conduct and
      Practice for Teaching?

      The independent sector contains a wide variety of schools many of
      which have a very distinctive ethos, as is their right. Some elements of
      the principles would present a barrier to membership of the GTCE for
      teachers in independent schools.

      For example:

      Collegiality and co-operation – While we recognise there is often value
      of working together with colleagues from other professions, sometimes
      there are other considerations that have to be weighed in the balance
      such as confidentiality. Head teachers and teachers should be able to
      take this type of decision, which can sometimes be a difficult call,
      without the added complication of the possibility of professional
      misconduct charges.

      Responsiveness to change – There have been many pendulum swings
      in the history of pedagogy. This principle would make the teaching
      profession hostages to fortune and party politics. We have seen in the
      introduction of the Early Years Foundation Stage, schools with
      outstanding inspection reports required to change their practices. To
      the extent that responsiveness to change is sensible, it is already
      covered in the first value: “Excellence and continual development”.




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Draft Code of Conduct and Practice for Teaching (GTCE)


   c) Is anything missing from the list of values?

      See the Independent Schools Standards.


   d) Does the list of values include anything that should not be there?

      See 2(b) above.


3. The language of the draft Code

   a) Is the draft Code clearly written? Please give any comments that you
      may have on the clarity of the language

      The standard of practice in the second Principle of Conduct (“Reflect
      on their own teaching to ensure that it meets the high professional
      standards required …”) appears vague in comparison to the
      requirements in the Independent School Standards. It is not clear
      whether it could be argued in competency proceedings that a teacher
      who reflected on their practice thereby complied with the principle,
      whether or not they were able in practice to improve.

      The principles fall short of the clarity and stringency of the Independent
      School Standards and are not likely, therefore, to prove to be of
      interest to those who teach in the independent sector. We attach a
      copy for ease of reference.


   b) Is the tone of the language in the draft Code appropriate? Please give
      any comments you may have on the tone of the language




4. Overall, how successful is the draft Code in:

   a) Setting out clear statements about teacher professionalism that apply
      to all teachers in England, no matter what subject or age of children
      they teach, their role or level of experience, or the context in which they
      work? (Please give reasons for your views)


   b) Explaining the sorts of behaviours that have fallen seriously short of
      expected standards of conduct and practice and that may lead to a
      teacher’s registration status being investigated and further action taken
      by the GTCE? (Please give reasons for your views)


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   c) Supporting teachers’ professional judgements and decisions by
      providing clear statements of the expected norms of conduct and
      practice? (Please give reasons for your views)


   d) Communicating to people outside the profession the nature of the
      teacher’s role and expertise? (Please give reasons for your views)


5. Communication and use of the Code

   a) We would welcome your views on the most appropriate channels for
      disseminating the code, once finalised, and on how it can best be
      employed to make it an effective support for teachers in their
      professional lives, decisions and judgements.

6. Finally, please make any further comments that you would like the GTCE
   to consider in revising the draft Code to produce the final version.

   The reference in Appendix One to List 99 is now out of date. Employers
   must refer certain concerns to the Independent Safeguarding Authority.



Please return your comments to Stacy.Singleton@gtce.org.uk by February 27
2009, including the name of your organisation and a contact name and
contact details, in case of query.

Thank you




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