The Code of Professional Responsibilty
4. Commitment to Society
I will respect my trusted role in society and the influence I have in shaping futures by:
4.1 promoting and protecting the principles of human rights, sustainability and social justice
(Label - CPR 4.1)We understand the influence we have as teachers to support learners to make a positive contribution to build a just and sustainable future – a society that is cohesive, economically and environmentally sustainable and globally connected and that has the wellbeing of its people at its heart.
EXAMPLES OF BEHAVIOUR THAT PROMOTES AND PROTECTS THE PRINCIPLES OF HUMAN RIGHTS, SUSTAINABILITY AND SOCIAL JUSTICE INCLUDE:
• modelling and promoting respect for human rights and fundamental freedoms
• promoting an understanding of exclusion or discrimination that may be experienced by people marginalised by their personal or social circumstances (that is, by their ethnicity, socioeconomic status, sexual orientation, gender, ability, religion or language)
• fostering an understanding of sustainability and the importance of looking after the environment
• being familiar with the United Nations Universal Declaration of Human Rights and the rights of children and young people as set out in the United Nations Convention on the Rights of the Child and using this as a basis to inform my practice (for example, recognising that children and young people are entitled to be included in decisions regarding their learning experiences and to have all aspects of their wellbeing supported and developed)
• creating learning environments that are inclusive and welcoming
• fostering universal values of human rights and respect for diversity
• promoting an understanding of global citizenship with a shared responsibility for the wellbeing of humanity and the environment
EXAMPLES OF BEHAVIOUR THAT DOES NOT PROMOTE OR PROTECT THE PRINCIPLES OF HUMAN RIGHTS, SUSTAINABILITY AND SOCIAL JUSTICE INCLUDE:
• discriminating against or excluding people on the basis of their personal or social circumstances (that is, their ethnicity, socioeconomic status, sexual orientation, gender, ability religion, or language) • promoting a climate of exclusion of vulnerable or marginalised people or groups
4.2 demonstrating a commitment to a Tiriti o Waitangi based Aotearoa New Zealand
(Label - CPR 4.2)
We recognise that we have a responsibility to
uphold Te Tiriti o Waitangi by paying particular
attention to the rights and aspirations of Maori
as tangata whenua and to foster a nation that
values and celebrates all peoples and cultures.
EXAMPLES OF BEHAVIOUR THAT
DEMONSTRATES A COMMITMENT TO A
TIRITI O WAITANGI BASED AOTEAROA NEW
ZEALAND INCLUDE:
• fostering an understanding of the role of Te Tiriti o Waitangi
and its implications in the learning environment
• promoting an understanding of the particular status and
rights of Māori as tangata whenua under Te Tiriti o Waitangi
and as acknowledged in the United Nations Declaration on
the Rights of Indigenous Peoples
• creating learning environments where all learners can be
confident in their identity, language and culture and as
citizens of Aotearoa New Zealand
• fostering school or centre values that respect and celebrate
cultural diversity
• learning about local history and establishing relationships
with the broader community, including mana whenua
• establishing connections with the broader community to
celebrate all cultures
• affirming the use of te reo Māori and tikanga Māori
EXAMPLES OF BEHAVIOUR THAT DOES
NOT DEMONSTRATE A COMMITMENT TO A
TIRITI O WAITANGI BASED AOTEAROA NEW
ZEALAND INCLUDE:
• excluding people on the basis of their culture or ethnicity
• failing to address situations of discrimination
• displaying disrespect for cultural or customary protocols
(for example, tikanga Māori)
4.3 fostering learners to be active participants in community life and engaged in issues important to the wellbeing of society
(Label - CPR 4.3)
As teachers, we understand that we have a role
to foster a society whose members have clear
senses of identity and belonging, feel empowered
to participate effectively in their communities
and recognise their roles and responsibilities as
global citizens.
EXAMPLES OF BEHAVIOUR THAT FOSTERS
LEARNERS’ ACTIVE PARTICIPATION IN
COMMUNITY LIFE AND ENGAGEMENT IN
ISSUES IMPORTANT TO THE WELLBEING OF
OUR SOCIETY INCLUDE:
• fostering a sense of individual and community
responsibility where learners feel engaged in shared action
leading to an improved quality of life for themselves and
others
• promoting curiosity and critical inquiry about and
engagement with real-world issues
• promoting a culture of democracy in the learning
environment, such as opportunities for learners to have a
say in issues that are important to them
• creating learning opportunities to empower learners to
become active and critically informed citizens
• linking with issues and activities in the wider community
• promoting opportunities for learners to understand and use
their rights and responsibilities
• fostering opportunities for learners to feel empowered to
participate and contribute effectively in their communities
and in issues that are important to them
EXAMPLES OF BEHAVIOUR THAT DOES NOT
FOSTER LEARNERS’ ACTIVE PARTICIPATION
IN COMMUNITY LIFE AND ENGAGEMENT IN
ISSUES IMPORTANT TO THE WELLBEING OF
OUR SOCIETY INCLUDE:
• creating barriers against learners having a say or engaging
in issues that are important to them
• not taking the concerns of learners seriously
• discouraging learners from exercising their rights
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