The document highlights concerns over increasing exam malpractice among teachers and institutions, indicating a trend where educators are pressured to cheat to boost student grades. It presents statistics indicating a rise in penalties for both individual teachers and schools, alongside examples of cheating scandals in various regions. The text also discusses the moral dilemmas teachers face and emphasizes the importance of ethical standards and support systems to guide educators in making responsible decisions.

1. When charting a course in unknown
territory, we need a compass
not a road map
The Rational Teacher
Geraldine Davies
Principal
The UCL Academy

2. • Professor Robert Coe warns that teachers are falling into ‘bad
behaviour’
• He claims it is because they believe other schools were also
bending the rules
• This comes amid claims that teachers are 'telling learners what
to write' to boost grades
By Laura Clark for the Daily Mail
Published: 18:35, 13 June 2014 | Updated: 01:42, 14 June 2014
Read more: http://www.dailymail.co.uk/news/article-
2657341/Teachers-lost-morality-cheating-exams-boost-pupils-
exam-grades-claims-expert.html#ixzz3UY7JiJro
'Cheating Teachers Have Lost Morality':
Dirty Tricks on the Rise to Boost Exam Grades

3. Malpractice for GCSE and A level:
Summer 2014 Exam Series
Report published by Ofqual 2014
School or College Staff Malpractice
• Exam boards impose penalties for malpractice committed by an individual member of staff
at a school or college, for example a teacher or an invigilator.
• For the summer 2014 exam series, 119 penalties were issued to school or college staff, an
increase on last year when 100 penalties were issued (see table 4 and figure 4). More than
one penalty can be imposed for an individual case.
• There has been a steady increase in the number of penalties issued to school or college
staff over the last two years. While numbers are still low, they are at the highest level seen
over the last five years. ( page 8)
Figure 4:
Number of
penalties
issued to
school or
college staff
for
malpractice,
2010–14

4. Figure 5:
Number of
penalties
imposed on
schools and
colleges for
malpractice,
2010–14
School or College Malpractice
• There are more than 6,000 schools, colleges or other centres in the UK delivering GCSE
and/or A level exams. Where there is evidence that malpractice is the result of a serious
management failure, an exam board may apply sanctions against the whole department
or the school or college.
• For the summer 2014 exam series, there were 217 penalties issued to schools and
colleges, an increase on the previous year (140 penalties). There has been a steady
increase since 2011, when 50 penalties were issued (page 9)
Malpractice for GCSE and A level:
Summer 2014 Exam Series
Report published by Ofqual 2014

5. Is this a New Phenomena?
1974
Cheating in ‘O’ level Geology

6. Does it Only Happen in England?
http://www.bbc.co.uk/news/world-32003844
Bihar, India
• Several hundred people have
been arrested in connection with
mass school exam cheating in
the Indian state of Bihar.
• Parents climbing school walls to
pass the answers though
windows may not be the most
subtle method, but it's by no
means the only one.
Atlanta schools
• Dubbed one of the biggest test cheating scandals in the US, more than 170 teachers
and principals were found to have helped cheating in exams in 2009.
• Wrong answers on test papers were erased and children told the right answers in
some cases, investigators found. The incentive: financial bonuses for good marks.
• A jury is now deciding the fate of 12 educators, who pleaded not guilty.

7. Decision
Maker
Heuristic Rational
Personal and
Professional
Moral Framework
and Ethical
Decision Principles
Culture and Ethos
of the Department and School
Culture of the Education System
Drive to Improve Standards
AccountabilityTransparency
and Publicity
Impact of Policy Drivers on System, School and Individual
Shift in Teacher Development to School Based Training

8. How Does the Teacher Make
Rational Decisions?
• Morality - The idea that we know what is right and wrong
– But in the context of assessment do we have a professional
consensus on right and wrong?
• Morals inform our ethical code and principles
• Principles that help individuals to exercise professional judgment in
complex moral settings
– How are teachers prepared to face these challenging moral and
ethical dilemmas?

9. Do the Right Thing?
Weighing up what is right for:
• The student to get the best life chance
• The subject and the school to do well in league tables and with
Ofsted
• My standing in the school
• My performance management and pay progression
• The integrity of the profession to be able to be judged as
honourable and trustworthy

10. What Guidance Do We Give Teachers and
Leaders to Help Them With These Dilemmas?
What do teachers need?
• Clarity
– What is expected of them as professionals?
• Preparation
– For the dilemmas they may face and how to explore and
exercise professional judgement
• Culture
– That sets and models high expectations and standards as
professionals

11. Rational Decision into Rational Action
Knowing what is the right thing to do and then have the
courage to do it, despite the personal consequences.
What are the incentives and sanctions to help
teachers make the right decisions?

12. Clarity - Look at the standards
for teachers in England
• https://www.gov.uk/government/publications/teachers-
standards

13. The Ethical Standards for the Teaching Profession
Represent a Vision of Professional Practice
At the heart of a strong and effective teaching profession is a commitment to students and their learning.
Members of the Ontario College of Teachers, in their position of trust, demonstrate responsibility in their relationships
with students, parents, guardians, colleagues, educational partners, other professionals, the environment and the public.
The Purposes of the Ethical Standards for the Teaching Profession are:
• to inspire members to reflect and uphold the honour and dignity of the teaching profession
• to identify the ethical responsibilities and commitments in the teaching profession
• to guide ethical decisions and actions in the teaching profession
• to promote public trust and confidence in the teaching profession.
The Ethical Standards for the Teaching Profession are:
Care
The ethical standard of Care includes compassion, acceptance, interest and insight for developing students' potential.
Members express their commitment to students' well-being and learning through positive influence, professional
judgment and empathy in practice.
Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour human dignity, emotional
wellness and cognitive development. In their professional practice, they model respect for spiritual and cultural values,
social justice, confidentiality, freedom, democracy and the environment.
Trust
The ethical standard of Trust embodies fairness, openness and honesty. Members' professional relationships with
students, colleagues, parents, guardians and the public are based on trust.
Integrity
Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual reflection assists
members in exercising integrity in their professional commitments and responsibilities.
http://www.oct.ca/public/professional-standards/ethical-standards