The Code of Professional Responsibilty
3. Commitment to the Teaching Profession
I will respect the vital role my learners' families and whānau play in supporting their children's learning by:
3.1 engaging in relationships with families and whānau that are professional and respectful
(Label - CPR 3.1)We understand that the educational success of learners is greatly enhanced by the active engagement of their families and whānau in their learning.
EXAMPLES OF ENGAGING IN RELATIONSHIPS WITH FAMILIES AND WHĀNAU THAT ARE PROFESSIONAL AND RESPECTFUL INCLUDE:
• using a range of opportunities and approaches to establish and maintain a responsive and reciprocal relationship
• using language, tone and processes to help families and whānau engage in their children’s learning
• being open and honest
• maintaining professional boundaries and being transparent about actions that could be interpreted as blurring professional boundaries
• respecting family and whānau privacy and treating personal information about them as confidential
EXAMPLES OF ENGAGING IN RELATIONSHIPS WITH FAMILIES AND WHĀNAU THAT ARE NOT PROFESSIONAL OR RESPECTFUL INCLUDE:
• communicating in a dismissive, disrespectful or inappropriate manner
• deliberately avoiding communication
• withholding information about their child (unless this is deemed to be in the best interests of the learner)
• disregarding family and whānau views and preferences regarding their child’s learning or care (unless this is deemed to be in the best interests of the learner)
• disclosing personal information about them or failing to take adequate precautions to protect their personal or confidential information
3.2 engaging in relationships with families and whānau that are professional and respectful
(Label - CPR 3.2)We understand that families and whānau are a child’s first and most important teachers and are vital partners in their learning.
EXAMPLES OF BEHAVIOUR THAT ENGAGES FAMILIES AND WHĀNAU IN THEIR CHILDREN’S LEARNING INCLUDE:
• using effective approaches to communicate with families and whānau about their child’s learning, aspirations and progress
• providing them with sufficient information and opportunities to make informed decisions about their child’s care and learning
• providing accessible opportunities for them to share their views
• being open and honest
• making an effort to engage and communicate with and listen to them
• supporting parents and caregivers to understand instances where their child may have legal rights independent of them
EXAMPLES OF BEHAVIOUR THAT DOES NOT ENGAGE FAMILIES AND WHĀNAU IN THEIR CHILDREN’S LEARNING INCLUDE:
• disregarding families’ and whānau views and preferences regarding their children’s care or learning (unless this is deemed to be in the best interests of the learner)
• deliberately excluding families and whānau from significant decisions that affect their children (unless this is deemed to be in the best interests of the learner)
• deliberately withholding information or giving false information about their child’s learning or wellbeing (unless this is deemed to be in the best interests of the learner)
• making decisions that are against the wishes of families and whānau (unless this is deemed to be in the best interests of the learner)
• deliberately using processes, language or jargon that excludes families and whānau from making informed decisions about or being involved in their children’s learning.
3.3 respecting the diversity of heritage, language, identity and culture of families and whānau
(Label CPR 3.3)
To know our learners, we need to know their
families and whānau.
EXAMPLES OF BEHAVIOUR THAT RESPECTS
THE DIVERSITY OF THE HERITAGE,
LANGUAGE, IDENTITY AND CULTURE OF
FAMILIES AND WHĀNAU INCLUDE:
• taking active steps to learn about the heritage, identity,
language, beliefs, abilities and culture of my learners’ family
and whānau and to recognise their significance
• recognising the diversity between cultures and within a
culture, including diversity of ethnicity, ability, economic
status, age, sexual orientation, gender identity, faith and
belief
• fostering an inclusive and respectful learning culture that
affirms and celebrates diversity
• using culturally appropriate ways to communicate with my
learners’ family and whānau
• draw on the knowledge, skills and experience of the
learners’ broader community to enhance learning
• making an effort to pronounce names correctly, greeting my
learners and their families and whānau in their language
and encouraging others to do the same
• understanding that families and whānau may have different
world views from my own
EXAMPLES OF BEHAVIOUR THAT DOES NOT
RESPECT THE DIVERSITY OF THE HERITAGE,
LANGUAGE, IDENTITY AND CULTURE OF
FAMILIES AND WHĀNAU INCLUDE:
• making discriminatory comments about the heritage,
language, identity or culture of my learners’ family and
whānau
• deliberately pronouncing family or whānau names
incorrectly or refusing to learn how to pronounce them
correctly (including important names or phrases within
their culture or belief)
• deliberately pronouncing Māori names and words
incorrectly or refusing to learn how to pronounce them
correctly (including the important names that they
whakapapa to such as their whānau, hapū, iwi, tūpuna,
marae, waka or maunga)
• displaying a lack of respect for the cultural or customary
protocols of my learners’ families and whānau
• disregarding the cultural or spiritual beliefs of my learners’
families and whānau
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