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Professional Ethics


Professional Ethics presentation by Val Butcher, September 2009

Professional Ethics presentation by Val Butcher, September 2009

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