CPR 2 - Commitment to Learners

The Code of Professional Responsibilty

2. Commitment to Learners

I will work in the best interests of learners by:

2.1 promoting the wellbeing of learners and protecting them from harm

(Label - CPR 2.1)
We understand that learners’ wellbeing is vital to their learning and achieving their full potential

EXAMPLES OF BEHAVIOUR THAT PROMOTES LEARNERS’ WELLBEING AND PROTECTS THEM FROM HARM1 INCLUDE:
• creating learning environments (including online spaces) that are safe and inclusive, and that promote the dignity and emotional wellbeing of all learners
• fostering trust, respect and cooperation with and among learners
• fostering a learning environment that actively promotes community support
• showing respect, for example, using a respectful tone of voice, showing an interest in learners as individuals and learning names quickly
• demonstrating empathy and responsive care when learners are unwell, hurt or upset
• being familiar with the indicators of, and risk factors for, abuse and neglect and taking appropriate action where there is reason to believe a learner may have been, or may be at risk of being, harmed (including self-harm), abused or neglected
• advocating for a learner’s right to access the educational institution and to receive additional support for their development and learning where this is needed
• working collaboratively with other agencies that may be involved with a learner’s wellbeing
• using care and sound judgement when discussing a learner’s personal information with others, either within the learning environment or outside of it
• informing learners of the extent of confidentiality and the situations where information may be disclosed
• using established procedures for out-of-school or out-of-centre activities in order to reduce risk of harm
• fostering an environment of trust and respect where learners feel it is safe to take risks
• using digital communication with diligence and care to protect privacy and confidentiality

EXAMPLES OF BEHAVIOUR THAT DOES NOT PROMOTE LEARNERS’ WELLBEING AND MAY CAUSE HARM INCLUDE:
• inappropriate handling such as physically grabbing, shoving or pushing, or using physical force to manage a learner’s behaviour
• using verbal or body language that is unreasonable and inappropriate (for example, using aggressive, threatening or humiliating language, or using an intimidating stance and demeanour)
• inappropriate or unreasonable exclusion (for example, from a physical space, an activity, an opportunity or attention)
• failing to take reasonable steps to protect a learner from harm
• disclosing a learner’s personal or confidential information beyond those who have a legitimate need to know
• permitting, supplying or encouraging a learner to use a controlled drug

2.2 engaging in ethical and professional relationships with learners that respect professional boundaries

(Label - CPR 2.2)

We recognise that: 

• teachers are in a unique position of trust, care, authority and influence over our learners 

• the teacher–learner relationship is not equal, and there is always an inherent power imbalance 

• teachers have a duty of care to ensure that the physical and emotional wellbeing of learners is safeguarded 

• teachers have the responsibility to ensure and maintain professional boundaries with their learners

EXAMPLES OF BEHAVIOUR THAT DEMONSTRATES ETHICAL AND PROFESSIONAL RELATIONSHIPS WITH LEARNERS INCLUDE: 

• being careful to manage professional boundaries both within and beyond the learning environment 

• taking steps to establish and maintain positive and professional relationships focused on their learning and their wellbeing 

• taking steps to ensure that my learners understand the limits and boundaries of the teacher–learner relationship 

• being transparent about actions that could be interpreted as blurring professional boundaries, by informing, and seeking authorisation from, my professional leader 

EXAMPLES OF BEHAVIOUR THAT MAY BREACH THE BOUNDARIES OF ETHICAL AND PROFESSIONAL RELATIONSHIPS WITH LEARNERS INCLUDE: 

• fostering online connections with a learner outside the teaching context (for example, ‘friending’) or privately meeting with them outside the education setting without a valid context 

• encouraging a learner to develop an inappropriate emotional dependency on me 

• adopting a role with a learner that is inappropriate and beyond the scope of my teaching position, such as treating the learner as a friend 

• communicating with them about very personal and/or sexual matters without a valid context 

• engaging in a romantic relationship or having sexual or intimate contact with a learner or with a recent former learner 

• making jokes or innuendo of a sexual nature toward a learner, or making inappropriate comments about their physical appearance

2.3 respecting the diversity of the heritage, language, identity and culture of all learners

(Label - CPR 2.3)

We understand the importance of identity, language and culture—knowing where our learners come from and building on all that they bring with them to their learning. 

EXAMPLES OF PROMOTING RESPECT FOR THE DIVERSITY OF THE HERITAGE, LANGUAGE, IDENTITY AND CULTURE OF ALL LEARNERS INCLUDE: 

• learning about the histories, heritage, language, identity, beliefs and culture of my learners and what is important to them 

• using opportunities in my teaching and leadership to affirm and draw on the cultural capital that all learners bring with them to their learning experience 

• fostering a learning culture that celebrates diversity and inclusion, and protects against discrimination 

• understanding my world views may be different from those of my learners 

• use opportunities to build on a learner’s home language and culture in the learning setting 

• using the correct pronoun for a learner’s preferred gender identity 

• pronouncing learners’ names correctly and encouraging others to do the same 

EXAMPLES OF NOT PROMOTING RESPECT FOR THE DIVERSITY OF THE HERITAGE, LANGUAGE, IDENTITY AND CULTURE OF ALL LEARNERS INCLUDE: 

• making discriminatory or derogatory comments about a learner’s heritage, language, identity, beliefs or culture 

• dismissing or belittling a learner’s personal, cultural, religious or spiritual beliefs 

• displaying a lack of respect for a learner’s cultural or customary protocols 

• refusing to pronounce or to learn how to pronounce a learner’s name correctly

2.4 Affirming Māori learners as tangata whenua and supporting their educational aspirations

(Label - CPR 2.4)

We recognise that we have an obligation to affirm Māori learners as tangata whenua, to respect the Māori language, identity and culture and to actively support Māori educational aspirations. 

EXAMPLES OF BEHAVIOUR THAT AFFIRMS MĀORI LEARNERS AS TANGATA WHENUA AND SUPPORTS THEIR EDUCATIONAL ASPIRATIONS INCLUDE: 

• having high expectations for Māori learning and fostering a learning environment that enables Māori learners to reach their full potential 

• affirming Māori learners’ place within the wider whānau, actively building relationships with their parents or caregivers, whānau, hapū, iwi and wider community 

• valuing te ao Māori and supporting learning about local tikanga and history 

• using opportunities to use and affirm te reo Māori and tikanga Māori in my teaching and leadership 

• supporting all learners and others to understand the unique status of tangata whenua in New Zealand 

EXAMPLES OF BEHAVIOUR THAT DOES NOT AFFIRM MĀORI LEARNERS AS TANGATA WHENUA OR ACTIVELY SUPPORT THEIR EDUCATIONAL SUCCESS INCLUDE: 

• refusing to pronounce the names of Māori learners correctly or to learn how (including the important names that they whakapapa to such as their whānau, hapū, iwi, tūpuna, marae, waka or maunga) 

• displaying disrespect towards tikanga Māori, for example by not participating in school or centre pōwhiri

2.5 promoting inclusive practices to support the needs and abilities of all learners

(Label - CPR 2.5)

We understand that every learner brings unique and diverse experiences, needs, abilities and strengths to their learning, and that our teaching must be flexible and responsive. We strive to ensure that every learner has the support they need to be able to reach their full potential. 

EXAMPLES OF BEHAVIOUR THAT PROMOTES INCLUSIVE PRACTICES TO SUPPORT THE NEEDS AND ABILITIES OF ALL LEARNERS INCLUDE: 

• fostering a welcoming, caring, safe and respectful wholeschool or whole-centre environment where the diversity and uniqueness of every learner are accepted and valued 

• providing learning opportunities where every learner can participate and achieve 

• advocating to ensure learners with disabilities and learning support needs have their needs identified and have access to specialist services and support 

• ensuring learners are supported by teachers with the skills and knowledge to meet their learning needs 

• promoting a culture of high expectations for all learners, which relate to their interests, needs and goals, and providing challenges that stretch learning 

• valuing partnerships with parents and caregivers, families and whānau regarding their child’s learning

EXAMPLES OF BEHAVIOUR THAT DOES NOT PROMOTE INCLUSIVE PRACTICES TO SUPPORT THE NEEDS AND ABILITIES OF ALL LEARNERS INCLUDE: 

• discouraging the enrolment of a learner with additional learning needs or a disability on the pretext that another school or centre is better able to meet their needs 

• refusing to accept a learner into a class or centre despite adequate support being provided 

• inappropriately excluding some learners from participating in learning opportunities and activities

2.6 being fair and effectively managing my assumptions and personal beliefs

(Label - CPR 2.6)

We recognise that, as teachers, we have a strong influence on learners and their understanding of the world. As such, we have to be careful that our own bias and personal beliefs do not negatively interfere with the quality and effectiveness of our teaching. 

EXAMPLES OF BEHAVIOUR THAT DEMONSTRATES BEING FAIR AND EFFECTIVELY MANAGING MY ASSUMPTIONS AND PERSONAL BELIEFS INCLUDE: 

• critically reflecting on how my own beliefs or bias may impact on my teaching practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities and cultures 

• upholding principles of integrity, transparency, reliability and honesty when assessing the progress or performance of learners 

• helping learners to think critically about issues and understand different views, theories, perspectives and experiences 

• presenting issues or subject matter in an open way and being transparent about my own beliefs or perspective 

• maintaining professional objectivity and, when this is not possible, discussing it with my professional leader 

• basing judgements on clearly specified criteria when assessing the progress or performance of learners 

• having transparent expectations and criteria for recognising, rewarding or managing the behaviour of learners 

• treating learners equitably—recognising that treating learners fairly does not always mean treating them equally 

EXAMPLES OF BEHAVIOUR THAT DOES NOT DEMONSTRATE BEING FAIR OR EFFECTIVELY MANAGING MY ASSUMPTIONS AND PERSONAL BELIEFS INCLUDE: 

• using my authority as a teacher to undermine the personal beliefs of my learners or to inappropriately influence them to take a course of action 

• expressing or promoting discriminatory beliefs and practices 

• having a ‘favourite’ learner, and providing them with praise, opportunities, attention, recognition or rewards that are considered by others to be inappropriate or unjust 

• using subtle or overt behaviours to unfairly exclude, admonish or harshly assess the progress or performance of a learner 

• unfairly assessing the progress or performance of a learner