CPR 1 - Commitment to the Teaching Profession

The Code of Professional Responsibilty

1. Commitment to the Teaching Profession 

I will maintain public trust and confidence in the teaching profession by:

1.1 demonstrating a commitment to providing high-quality and effective teaching 

(Label - CPR 1.1)
We believe every learner deserves the right to effective and high-quality teaching that enables them to progress their learning and achieve to the very best of their potential.
EXAMPLES OF BEHAVIOUR THAT DEMONSTRATES A COMMITMENT TO PROVIDING HIGH-QUALITY AND EFFECTIVE TEACHING INCLUDE:
• engaging in lifelong inquiry, learning and relevant professional development opportunities and applying new learning to my practice
• supporting others to have relevant professional learning and development opportunities
• genuinely engaging in appraisal processes and responding to feedback from appraisal
• engaging in inquiry to evaluate the effectiveness of my teaching or leadership
• leading or participating in efforts to improve the effectiveness of teaching and learning in my centre or school
• genuinely committing to support every learner to progress regardless of their abilities or disabilities
• engaging in conversations about developments in education and best practice for teaching and learning
• advocating for the provision of high-quality educational programmes for all learners

EXAMPLES OF BEHAVIOUR THAT DOES NOT DEMONSTRATE A COMMITMENT TO PROVIDING HIGH-QUALITY AND EFFECTIVE TEACHING INCLUDE:
• neglecting to take up or fully engage in relevant professional learning opportunities
• refusing to genuinely engage in appraisal processes or to respond to feedback from appraisal

1.2 engaging in professional, respectful and collaborative relationships with colleagues 

(Label - CPR 1.2)
We value respectful and collaborative relationships with our colleagues so we can deliver high-quality teaching and learning. 

EXAMPLES OF ENGAGING IN PROFESSIONAL, RESPECTFUL AND COLLABORATIVE RELATIONSHIPS WITH COLLEAGUES INCLUDE:
• contributing to an inclusive, supportive and respectful workplace culture that promotes teacher and learner wellbeing
• respecting the diversity of my colleagues, such as respecting their heritage, language, identity, beliefs and culture
• affirming my Māori colleagues as tangata whenua, respecting their heritage, language, identity and culture
• seeking to resolve conflicts respectfully and constructively
• supporting beginning teachers and other colleagues with coaching and mentoring to help them advance their practice
• providing colleagues with constructive feedback and appraisal on their practice
• protecting personal or confidential information about my colleagues (unless disclosure is required by the law or serves a compelling professional purpose)
• leading or supporting strategies to promote a safe working and learning environment, such as initiatives to prevent and manage violence, harassment and bullying.

EXAMPLES OF BEHAVIOUR THAT DOES NOT PROMOTE PROFESSIONAL, RESPECTFUL AND COLLABORATIVE RELATIONSHIPS WITH MY COLLEAGUES INCLUDE:
• neglecting to support inclusive practices and policies
• communicating to or about a colleague in a disrespectful or inappropriate manner (including in digital communication)
• acting in a way that may be intimidating, humiliating or harassing to a colleague
• making derogatory comments about the heritage, language, age, gender, identity or culture of a colleague
• making unfounded criticisms of or accusations about a colleague that may undermine them professionally
• divulging personal or confidential information about a colleague without their consent or without a valid reason.

1.3 demonstrating a high standard of professional behaviour and integrity 

(Label - CPR 1.3)
We recognise that we hold a trusted position and that we have considerable influence over learners in and beyond the learning environment. 

EXAMPLES OF DEMONSTRATING A HIGH STANDARD OF PROFESSIONAL BEHAVIOUR AND INTEGRITY INCLUDE: 

• behaving in ways that promote a culture of trust, respect and confidence in me as a teacher and in the profession as a whole 

• demonstrating a strong sense of personal responsibility and accountability 

• using professional resources carefully and only for their intended purposes 

• using information and digital technology appropriately and responsibly 

• engaging with formal reviews, inquiries or investigations 

• disclosing and managing any real, potential or perceived conflict of interest 

• taking care that my actions outside of work do not interfere with my performance as a teacher, affect the trust and confidence others have in me or reflect badly on the integrity or standing of the teaching profession 

• contributing to a professional culture that is respectful and values diversity. 

EXAMPLES OF NOT DEMONSTRATING A HIGH STANDARD OF PROFESSIONAL BEHAVIOUR AND INTEGRITY INCLUDE: 

• behaving in a way that damages the trust or confidence that my learners, their family and whānau, my colleagues or others have in me as a teacher, or in the profession as a whole

• accessing, creating or sharing inappropriate digital information, such as posting in online spaces that could be easily shared with others 

• failing to put appropriate steps in place to manage a perceived or actual conflict of interest, such as being involved in a decision to employ a relative 

• undermining the authenticity of an assessment by either changing the grade or representing my own work as that of a student 

• using professional resources (for example, premises, facilities, equipment or finances) inappropriately or for my personal gain 

• providing misleading information about my qualifications, experience or skills 

• failing to engage appropriately with the Education Council, including failing to meet my legal obligations to report a conviction for an offence punishable by a term of imprisonment of three months or more.

1.4 demonstrating a commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in the learning environment

(Label - CPR 1.4)
We recognise our role in leading and modelling a commitment to tangata whenuatanga and an understanding of Tiriti partnership in Aotearoa New Zealand. 

EXAMPLES OF DEMONSTRATING A COMMITMENT TO TANGATA WHENUATANGA AND TE TIRITI O WAITANGI PARTNERSHIP IN THE LEARNING ENVIRONMENT INCLUDE: 

• showing an understanding of and respect for Māori language, culture and customary protocols (tikanga Māori) 

• fostering an understanding of Te Tiriti o Waitangi, and its implications within the learning environment 

• taking active steps to achieve equitable outcomes for Māori learners 

• valuing and promoting te reo Māori and tikanga Māori in school or centre management and in teaching and learning 

• articulating and fostering high expectations of Māori learners 

• providing contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau, hapū and iwi are affirmed 

• promoting a learning environment that provides culturally responsive and engaging contexts to enable Māori achievement. 

EXAMPLES OF BEHAVIOUR THAT SUGGESTS A LACK OF COMMITMENT TO TANGATA WHENUATANGA AND TE TIRITI O WAITANGI PARTNERSHIP INCLUDE: 

• refusing or failing to genuinely engage in relevant professional development opportunities to develop Māori cultural competency 

• displaying disrespect for Māori customary protocols, such as refusing to participate in school or centre pōwhiri 

• making discriminatory remarks about Māori learners, their whānau and community, or their identity and culture.

1.5 contributing to a professional culture that supports and upholds this Code.

(Label - CPR 1.5)
We understand that we are all personally and collectively responsible for upholding this Code. 

EXAMPLES OF BEHAVIOUR CONTRIBUTING TO A PROFESSIONAL CULTURE THAT SUPPORTS AND UPHOLDS THIS CODE INCLUDE: 

• fostering a professional culture of openness and self-reflection 

• leading and engaging in professional conversations about ethical conduct 

• learning about and applying tools for dealing with ethical dilemmas 

• demonstrating an understanding of the expectations of the profession set out in this Code 

• providing mentoring, guidance and support to students studying in initial teachers’ education programmes, those new to the profession, and colleagues to help them to understand the expectations set out in this Code 

• complying with reporting requirements (such as self-reporting a criminal conviction) 

• taking action to stop harmful, unethical or unlawful actions of a colleague where their behaviour may be in breach of this Code. 

EXAMPLES OF BEHAVIOUR NOT CONTRIBUTING TO A PROFESSIONAL CULTURE THAT SUPPORTS OR UPHOLDS THIS CODE INCLUDE: 

• not complying with mandatory reporting requirements 

• not cooperating with complaints investigations into possible breaches of the Code 

• imposing or threatening to impose negative repercussions on someone who has spoken out about a teacher’s unethical, harmful or unlawful behaviour