Integrity in Practice
To maintain integrity in practice, there is a need for a range of key responsibilities and understanding, especially for beginning teachers. Knowing the code of conduct for teachers in education is a starting point, committing to high ethical standards that apply to all public service employees. This includes integrity, impartiality, promoting the public good, commitment to the system of government, and accountability and transparency (DoE, 1994). These values align with the standard of practice as a teacher. While the code of conduct should underpin personal and professional values, standards for teachers help in understanding and developing teaching practice and expertise in the classroom. Implementing these standards in the classroom can maximise the impact on all learners (AISTL, 2009). Standards for Teachers serve as a building block to introduce professional boundaries in professional practice. Professional boundaries, not only personal but also develop as part of the code of ethics, which include guidelines on various professional boundaries with implications and potential consequences of engaging in certain behaviour with students. Professional boundaries create an environment where well-being is a priority for students and teachers. The professional boundaries guideline also provides information on appropriate communication when engaging with students and communicating safely on social media (Queensland College of Teachers, 2019). Professional communication not only protects the teacher but also helps in following school policies and procedures to ensure there is no bias for any students or conflict of interest. As a teacher, having a small digital footprint can be beneficial, avoiding students having access to social media, with the importance of ensuring that your social media is private and secure. This also reinforces professional boundaries with students while demonstrating a positive digital footprint (NSW Department of Education, 2019).
Although there are legislations and policies for education, workplace standards also vary between schools. For beginning teachers, it is important to establish a common understanding of whether the workplace has specific requirements for educators. This includes all relevant training, workplace policies, procedures, and practices (Queensland Government, 2023). These policies encompass training on the appropriate and ethical use of resources, gifts and benefits, decision-making, and mandatory reporting. These policies are implemented at a national, state, and school level in education. It is important to understand these policies and the key responsibilities they include, as they help create professional boundaries, transparency, and accountability in all aspects of education (Queensland Government, 2024).
OneSchool
The power of OneSchool provides teachers with the capability to meet administrative and legal obligations. For the classroom, OneSchool offers an overview of students, including information on behavior, diagnostic testing, literacy continuum, attendance, and other sensitive details. As a beginning teacher, this provides a background on individual students, enabling adjustments or redirection of pedagogical approaches. OneSchool data can be utilised at a whole school level, informing strategies for overall student success. Supported by evidence-based teaching at the classroom level, collaborative empowerment contributes to the creation of successful learners. OneSchool not only facilitates the strategic planning of evidence-based teaching but also offers additional resources related to the curriculum. As a beginning teacher, I can utilise class mark books, upload class units and lesson plans, assessment planners, individual curriculum support for students, and diagnostic and standardised assessments. This fosters collaboration with colleagues by simplifying the process of marking assessment pieces and sharing resources for unit planning. OneSchool’s function is to record student data, giving teachers the ability to review, analyse, and improve future practices for both the class and individual students (Fitzsimmons, N.D).
Professional Engagement PD:
The professional development (PD) on “Strategies for Success for Beginning Teachers” covered various key topics aimed at improving professional engagement. This PD was specifically tailored for begining teachers, offering strategies for success. The presentation highlighted seven key messages for connecting with students, emphasising the importance of linking content to students’ interests for success, while emphasising the need for patience and time. Building positive relationships in all environments was emphasised as a crucial factor that not only benefits the students in the class but also helps establish rapport with every student encountered in the school environment. Encouraging a growth mindset was engouraged for beginning teachers to be flexible in adapting to constant changes. The presentation also addressed the well-being of both staff and students, discussing building relationships with adults and managing conflict.
One particularly valuable aspect of this PD, especially for beginning teachers, was the emphasis on identifying one’s teaching style. This section of the PD delved into different personality types and how they manifest in the classroom, acknowledging that one’s personality may not always align with their classroom persona. The key idea was to encourage reflection on the kind of teacher one aspires to be in the classroom. This ties into the overarching theme that relationships are crucial with students, forming the foundation for successful engagement in the learning process (Teacher Learning Center, n.d).
Career Readiness PD:
The Professional Development (PD) opportunity provided by the Queensland College of Teachers (QCT) offers valuable insights into career readiness for beginning teachers. The PD covers the role of QCT, shedding light on the assistance they can provide in various situations. It addresses topics that may not have been covered in detail during the initial stages of a teaching career. This includes an overview of different stages of teaching: Graduate, Proficient, Highly Accomplished, and Lead. These titles represent potential career progressions that beginning teachers may not have been aware they could work towards.
Professional boundaries, especially in the context of social media, were emphasised. The PD delved into various examples highlighting the potential negative consequences a teacher might face if the appropriate protocols are not followed on social media platforms. This knowledge is crucial in an era were social media plays a significant role, and beginning teachers need to be mindful of their digital footprint to minimise potential risks.
The process of applying for teacher registration was thoroughly covered, providing essential information for beginning teachers. This aspect is particularly important as it may not have been extensively covered during their university studies. The presenter addressed frequently asked questions, and a suggested application timeframe of 3-6 months was provided for beginner teachers to initiate their application to QCT. These topics collectively contribute to equipping beginning teachers with the knowledge and efficiency needed for a successful teacher registration process (Queensland College of Teachers, n.d).
References:
Australian Institute for Teaching and School Leadership. (2009). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/standards
Fitzsimmons, D. (N.D). OneSchool. Queensland Government, Department of Education. USQ Study Desk. https://usqstudydesk.usq.edu.au/m2/mod/folder/view.php?id=2552798
NSW Department of Education (2019). Leaving a digital footprint. Digital Citizenship. https://www.digitalcitizenship.nsw.edu.au/articles/leaving-a-digital-footprint#:~:text=Your%20digital%20footprint%20can%20have,this%20impact%20a%20positive%20one.
Queensland College of Teachers. (2019). Professional Boundaries. Code of ethics. https://www.qct.edu.au/standards-and-conduct/professional-boundaries
Queensland College of Teachers. (n.d.). Teacher Registration and Professional Boundaries. USQ Study Desk. https://usqstudydesk.usq.edu.au/m2/mod/folder/view.php?id=2552805
Teacher Learning Center. (n.d). Starting teaching – strategies for success. DDSW Teacher Learning Center. USQ Study Desk. https://usqstudydesk.usq.edu.au/m2/mod/folder/view.php?id=2552803
The State of Queensland (Department of Education). (2023). Code of conduct for the Queensland public service. Public sector Ethics Act 1994 (QLD). https://alt-qed.qed.qld.gov.au/working-with-us/induction/department/induction-programs-and-resources/code-of-conduct
The State of Queensland (Department of Education). (2024). Policy and Procedure register. https://ppr.qed.qld.gov.au/
