Integrity in Practice:
As a beginning teacher I understand the importance of upholding the Code of Conduct and Standards of Practice. My responsibilities include adhering to the four principles outlined within the Public Sector Ethics Act 1994, which include integrity, promoting the public good, commitment to the system of government, and accountability (Queensland Government, 1994). This code of conduct is applicable at all times, meaning that behaviour outside of school needs to be professional and appropriate (Queensland Government, 2011).
Maintaining professional boundaries is imperative, especially in student interactions and communication. I am committed to avoiding inappropriate social media connections with students, or students’ parents, and ensuring that there is a clear separation between my professional and personal life. While I recognise that building rapport with students is essential, I also understand the importance of maintaining a balance and respecting the inherent power imbalance between teacher and student (QCT, 2019).
Declaring and addressing conflicts of interest is also part of my ethical responsibility. I acknowledge that conflicts of interest can be inevitable and can be raised without anyone being at fault. Whether its actual, potential, or perceived it is my responsibility to disclose any interest that may influence on my ability to discharge the duties of my role (DoE, 2021). I am aware that gifts and benefits from students or parents must be carefully considered, and that I am to have a clear understanding of the intention behind the gift, consulting with the school principal if required (DoE, 2023).
Regarding information management and security, I understand the importance of safeguarding confidential information and my responsibility to this. Locking my computer, waiting at the printer for protected documents, and ensuring proper storage and disposal of confidential documents is part of that responsibility (DoE, 2011). The privacy of personal information is covered under the Education (General Provisions) Act 2006, emphasises the strict disclosure and potential consequences of improper access or disclosure (Queensland Government, 2006).
Following to workplace standards, including personal conduct, use of official resources, and information security, is important. I strive to be a role model for students, leading by example in my attitude, working habits, and treatment of others (Queensland Ombudsman, 2023).
In conclusion, my understanding and commitment to the key topics emphasise my commitment to maintaining high standards of integrity and professionalism as a beginning teacher.
Professional Engagement – Queensland Teachers’ Union & Independent Education Union.
The Queensland Teachers’ Union (QTU) advocates for teachers, it provides teachers with up to date information regarding the processes of the Department of Education and negotiates teacher working conditions (QUT, 2019).
Additionally, QTU recognises the importance of having access to quality professional development. The union runs workshops to help develop teaching practice on topics including lesson planning strategies managing student behaviour, use of technology in the classroom, supporting students with a disability and professional and legal risks for teacher (QTU, 2019). The availability of this quality professional development allows me to expand my knowledge base, fulfill education requires and ultimately improve my practice (Adey & Hewitt, 2004).
QTU’s mentoring program is an important resource as a beginning teacher as it will allow me to connect with a more experienced teacher so that my professional development is supported (QTU, 2019). Having a mentoring teacher is beneficial as it fosters the process of reflection and deliberate practice, as well as having a system of guidance and feedback which not only improves my practice, but can ultimately aid in learner achievement (Brooks, 1997).
Career Readiness: Helping Protect Students from Harm – Children’s Safety Australia
As a beginning teacher, I recognise the importance of implementing strategies within my teaching practice that help protect students from harm.
Building self-esteem is fundamental to student self-protection, as young people with a health self-esteem are less likely to be targeted, more likely to resist, and more likely to disclose abuse (CSAI, 2020).
To create a safe and supportive environment, I aim to prioritise building the self-esteem of my students.
There are small strategies that I can implement within my practice to support students’ development of their self-esteem. I plan to avoid comparing students’ to one another, as it is important to appreciate a student’s individuality and their unique way of learning (CSAI, 2020). Additionally, when giving feedback to students it is important to not only provide areas of improvement, but also equally as important to recognise effort and point out what they have done well, celebrating their achievements (Pesu, 2016). Thus, it is also important to recognise student improvement and make a conscious effort to tell students. Recognising improvement is also about noticing the details and affirming the student accurately instead of using general affirmations, like ‘that’s awesome’, affirmations should be specific to their work (Zentall, 2010).
An element of building self-respect is expecting respect (CASI, 2020). I aim to approach this through engaging in conversations with students about acceptable behaviours, the importance of respecting boundaries, and the available options for reporting behaviour they believe to be inappropriate. Additionally, I aim to demonstrate this concept of expecting respect within the classroom through having clear classroom expectations and consequences for those who are not meeting my expectations. Through the incorporation of these strategies within my teaching practice, I aim to foster a classroom environment whereby students feel respected, supported and safe.
OneSchool
OneSchool is the Department of Educations software that is used by schools to run secure, consistence, safe, and sustainable, reporting, and administrative processes. This software holds individual student information that is used appropriately by the school to meet its duty of care and plan for support services and providing appropriate education (DoE, 2023).
The class/student dashboard provides an easy access to a range of data for analysis, all the students teachers are able to record strategies for groups and individual students and monitors and tracks students. This allows me to analyse data and record strategies to better inform my teaching practices as I gain a better understanding of who my students are, how they learn, and what support they may require in the classroom.
