Professional Practice Programme <ul><li>TASK 1: Whilst taking your seat ……jot down your response to the following statemen...
The Manchester Metropolitan University  Professional Practice Programme at the Institute of Education  Val Butcher Head of...
Aims of presentation: <ul><li>To  think  about the role of the teacher </li></ul><ul><li>To begin to explore the notion of...
I teach ……   <ul><li>pupils/children/students/ learners </li></ul><ul><li>individuals ( Personalised learning agenda ) </l...
OTHER?    Approaches to learning <ul><li>Well-being of the learner (ECM/Children Act 2004) </li></ul><ul><li>Inclusive </l...
Questions <ul><li>How will YOU begin to develop an approach to learning? </li></ul><ul><li>Where do you stand NOW? </li></...
Ethical debates <ul><li>A personal philosophy of education </li></ul><ul><li>The values attached to this central philosoph...
Challenging thoughts ….. <ul><li>All teachers are creative: creativity is not subject linked </li></ul><ul><li>We are not ...
Teachers do not operate in isolation <ul><li>We operate within a framework of professional </li></ul><ul><li>practice and ...
Extract from IOE Faculty documentation 2009 <ul><li>  </li></ul><ul><li>‘ Issue: …..the first disciplinary panel had taken...
Professional Standards for teachers QTS <ul><li>Follow up reference: Frameworks Q3 </li></ul><ul><li>Be aware of the   pro...
Being a professional includes: <ul><li>understanding the conflict between a personal and  </li></ul><ul><li>professional i...
Expectations <ul><li>Expect to work with a professional team: university/school/college/other setting </li></ul><ul><li>Re...
Consider <ul><li>Rose report – review of early reading: 2006 </li></ul><ul><li>Williams report – review of Mathematics:200...
Opportunities to engage with current agenda ( Enrichment Phase ) <ul><li>Diplomas = 7 subject areas x 10 trainees </li></u...
Continued: <ul><li>Development Education Project (DEP) Global Dimension =10 places </li></ul><ul><li>SEN Toolkit </li></ul...
FURTHER INFORMATION <ul><li>Cottee, P. (2006)  “These are my values …”  Teaching The GTC Magazine Autumn edition </li></ul...
Further Information Web site addresses IoE:  www.ioe.mmu.ac.uk TDA: www.tda.gov.uk OfSTED:  www.ofsted.gov.uk
The Professional Practice Programme <ul><li>= centrality </li></ul>
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Professional Ethics

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Professional Ethics presentation by Val Butcher, September 2009

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Professional Ethics

  1. 1. Professional Practice Programme <ul><li>TASK 1: Whilst taking your seat ……jot down your response to the following statement: </li></ul><ul><li>I teach ……………….. </li></ul><ul><li>Share your response with your colleague. </li></ul>
  2. 2. The Manchester Metropolitan University Professional Practice Programme at the Institute of Education Val Butcher Head of Secondary and Post Compulsory Programmes
  3. 3. Aims of presentation: <ul><li>To think about the role of the teacher </li></ul><ul><li>To begin to explore the notion of professionalism </li></ul><ul><li>To understand the expectations, roles and responsibilities of the IOE, tutors, mentors and the trainees themselves </li></ul>
  4. 4. I teach ……   <ul><li>pupils/children/students/ learners </li></ul><ul><li>individuals ( Personalised learning agenda ) </li></ul><ul><li>Music/English/History/Business = a subject area </li></ul><ul><li>literacy, language, numeracy, ICT (skills approach) </li></ul><ul><li>Other? </li></ul>
  5. 5. OTHER? Approaches to learning <ul><li>Well-being of the learner (ECM/Children Act 2004) </li></ul><ul><li>Inclusive </li></ul><ul><li>Creative </li></ul><ul><li>Holistic </li></ul><ul><li>Interactive </li></ul><ul><li>Skills based </li></ul>
  6. 6. Questions <ul><li>How will YOU begin to develop an approach to learning? </li></ul><ul><li>Where do you stand NOW? </li></ul><ul><li>Where do your ideas come from? Borrowed? </li></ul>
  7. 7. Ethical debates <ul><li>A personal philosophy of education </li></ul><ul><li>The values attached to this central philosophy </li></ul><ul><li>How such values appear when ‘presenting’ our selves to our learners (verbal/non-verbal) </li></ul><ul><li>How we interpret ideas of professionalism and how this behaviour is interpreted by others = learners/colleagues/external agencies </li></ul><ul><li>Thought.. are teachers role models? Should they be? </li></ul>
  8. 8. Challenging thoughts ….. <ul><li>All teachers are creative: creativity is not subject linked </li></ul><ul><li>We are not the ‘friends’ of the learners </li></ul><ul><li>There is a line we do not cross! </li></ul><ul><li>Learners need consistency </li></ul><ul><li>Teaching is a conflict situation </li></ul><ul><li>We manage the dualism of the role: teacher and subject </li></ul><ul><li>Teachers do not operate in isolation </li></ul>
  9. 9. Teachers do not operate in isolation <ul><li>We operate within a framework of professional </li></ul><ul><li>practice and standards </li></ul><ul><li>Qualified Teacher Status </li></ul><ul><li>QTS Standards cover three areas: </li></ul><ul><ul><li>Professional Attributes </li></ul></ul><ul><ul><li>Professional Knowledge </li></ul></ul><ul><ul><li>Professional Skills </li></ul></ul><ul><li>‘ Trainee teachers are also required to pass on-line Skills Tests to achieve the QTS Standards in Numeracy, Literacy, and ICT’ </li></ul><ul><li>Thought… why do we need to meet Professional Standards? </li></ul>
  10. 10. Extract from IOE Faculty documentation 2009 <ul><li>  </li></ul><ul><li>‘ Issue: …..the first disciplinary panel had taken place for a trainee teacher who had made inappropriate comments on Facebook…’ </li></ul><ul><li>What is your reaction to this comment? </li></ul><ul><li>What does the comment tell you about the role of the </li></ul><ul><li>teacher? </li></ul>
  11. 11. Professional Standards for teachers QTS <ul><li>Follow up reference: Frameworks Q3 </li></ul><ul><li>Be aware of the professional duties of teachers and the statutory framework within which they work’ </li></ul><ul><li>‘ Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation’ </li></ul>
  12. 12. Being a professional includes: <ul><li>understanding the conflict between a personal and </li></ul><ul><li>professional identity </li></ul><ul><li>taking risks within the framework and professional </li></ul><ul><li>boundaries </li></ul><ul><li>not being daunted by ‘new’ agendas </li></ul><ul><li>seeing the profession as an opportunity to be </li></ul><ul><li>innovative whilst operating, confidently, within a set </li></ul><ul><li>of professional standards. </li></ul><ul><li>acquiring professional confidence - beginning with </li></ul><ul><li>the self and building a professional identity </li></ul><ul><li>being accountable to…..???? </li></ul>
  13. 13. Expectations <ul><li>Expect to work with a professional team: university/school/college/other setting </li></ul><ul><li>Respond as a professional </li></ul><ul><li>MMU Code of Conduct </li></ul>
  14. 14. Consider <ul><li>Rose report – review of early reading: 2006 </li></ul><ul><li>Williams report – review of Mathematics:2008 </li></ul><ul><li>14-19 Reform Agenda </li></ul><ul><li>Remodelling agenda </li></ul><ul><li>Skills Agenda </li></ul><ul><li>Safeguarding (including online notions of safeguarding) </li></ul><ul><li>A General Election….! </li></ul>
  15. 15. Opportunities to engage with current agenda ( Enrichment Phase ) <ul><li>Diplomas = 7 subject areas x 10 trainees </li></ul><ul><li>apply for placement experience </li></ul><ul><li>IAG Unit = to support the role of the form </li></ul><ul><li>teacher </li></ul><ul><li>= to support the 14-19 agenda </li></ul><ul><li>Community Cohesion = 40 places </li></ul>
  16. 16. Continued: <ul><li>Development Education Project (DEP) Global Dimension =10 places </li></ul><ul><li>SEN Toolkit </li></ul><ul><li>Additional Awards/Certificates (for example, Faith schools) </li></ul><ul><li>Remember: we are a research-driven programme! </li></ul>
  17. 17. FURTHER INFORMATION <ul><li>Cottee, P. (2006) “These are my values …” Teaching The GTC Magazine Autumn edition </li></ul><ul><li>Leitch Review of Skills (2005). Prosperity for all in the Global Economy: World Class Skills: available at:http://www.hm-treasury.gov.uk/independent_reviews/leitch_review_leitch_index.cfm </li></ul><ul><li>Day, C., Kington, A., Stobart, G. and Sammons, P. ‘(2006) The personal and professional selves of teachers: stable and unstable identities’ British Educational Research Journal Vol 32 Number 4 August </li></ul><ul><li>Work of Michael Eraut/Martin Hammersly/Paulo Freire </li></ul>
  18. 18. Further Information Web site addresses IoE: www.ioe.mmu.ac.uk TDA: www.tda.gov.uk OfSTED: www.ofsted.gov.uk
  19. 19. The Professional Practice Programme <ul><li>= centrality </li></ul>

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