Professional Standards Response & The Feedback

Professional Standards
Having a set of standards and code of ethics, as widely established for many public service
sectors, is vital. It is through the use of having a blanket set of values and standards that one
can be kept accountable and gives the public the legal footing to prosecute a public servant if
they are unethical or violating the standards which are agreed upon (Education Council, 2017).
As a beginning teacher, it is important to remember that my dispositions, regardless of how well
I think I have hidden them, will be present, for I teach out of my own beliefs (Bachaspatimayum,
2011; Kelchtermans, 2015; Thornton, 2006). This is also expounded upon in Proverbs 15:21
(English Standard Version [ESV]) Proverbs 18:21 (ESV) and then reiterated by both Yeshua in
Matthew 15:11 (ESV) and James in James 3 (ESV) as they all discuss the power of words on
people.

I found it interesting that although Bachaspatimayum (2011) discussed the incredible privilege
and the importance of our role as educators, Bunten (2014) elaborated further by revealing the
fact that educators must interpret policies to make them work. Consequently, if the policy
maintains a concept that the educator doesn’t agree with, so as to maintain the essence of the
policy, yet also the integrity of their own personal beliefs, they will adapt the outworking of the
policy. As a beginning teacher, I must be sure, or at least aware, of my own beliefs and my
teaching philosophy so as to be able to navigate the waters of implementing policy decisions
that have been made. It is therefore vital to have an agreed upon document that all individuals
in the profession use ​as a basis​ for their practice and interpretation.

Whether intentional or not, educators model their own beliefs, ethics and values (Thornton,
2006). Therefore, to maintain consistency, a blanket document which states the values that all
members of the profession must uphold is key. The most influential people on a child’s life, after
their parents, is understood to be their teacher (Bachaspatimayum, 2011). As a result of the
influence I have on children, it is vital for me to be aware and to maintain the professional
standard of integrity, laid out both in Scripture and in the “Our Code, Our Standards” (Education
Council, 2017) at all times. This not a man-made construct; it is based two biblical principles:
love your neighbour as yourself (Leviticus 19:19, ESV; Mark 12:30-3, ESV), and to follow
through on your word (Deuteronomy 23:21, ESV; Ecclesiastes 5:5, ESV; Matthew 5:37, ESV;
James 5:12, ESV).

Feedback Given:
To James:
“I​ am glad that you raised the point of using the new Standards as a reference point for critical
reflection, for as a professional it is vital to maintain critical reflection for it is through critical
reflection that one maintains humility and develops the learner mindset.
I disagree on the point you have made regarding "meeting the needs of students and whanau in
every possible way" because, whilst it is desirable, it is impossible to for there will be needs that
are either inappropriate or outside of your realm of influence to meet.
Your reference to checking the code against scripture is something that we must all, as
believers, do. We must not become complacent in our faith and accept everything, but test it. It
is important that if it doesn't line up with what scripture says, to navigate the policy in a way
where the essence of the policy is maintained, but your integrity to YHWH is too.”

To Courtney:
​ ourtney, your reference to the importance of us as educators having a standard to meet and
“C
its similarity to having high expectations for our students is encouraging and eye opening. It is
something that I had not considered, but now that you have raised the point, it seems foolish to
have not seen it. Your link back to having a basis for critical reflection is huge for if there is no
reference point, what are we really 'marking' ourselves against.”

Feedback Received:
James:
“I thoroughly enjoyed the point you made regarding a potential conflict of interest between an
educator's beliefs and the policy they have to uphold, and how they might navigate this. I can predict
that as Christian educators, this is a reality that many of us will face and realising that that there are
strategies and tools we can use to maneuver through these situations is comforting.”

Courtney:
“Noting that you said, "educators must interpret policies to make them work" this is important to
remember because we are individuals and therefore we will naturally interpret standards and codes
differently. In saying that, I don't believe the Education Council produced the Professional Standards
and Codes to ensure New Zealand produces educators who all think the same. The simplicity of the
standards and codes leave room for individualisation, which I think was intentional. Take the code of
a commitment to learners for example. It says that educators should “promote the wellbeing of
learners and protect them from harm” (Education Council, 2017, p. 10). Every single educator will
approach this sightly differently and that is okay, in fact that is the diversity our education system
needs!
Also, something for you to consider... do you think 'our code our standards' is a policy? Why do you
think that? Policy to me makes them seem rigid and unadaptable.
Great sources too!”

References​:
Bachaspatimayum, M. (2011). The teacher as cultural worker: Overlapping insights from
sociology and general semantics. ​ETC: A Review of General Semantics, 68​(4), 484-489.
Bunten, B. A. (2014). Neither Right nor Wrong: How a Teacher Integrates Her Personal and
Professional Life With Policy.​ Theory Into Practice, 53(​ 3), 204-211.

Education Council. (2017). ​Our code, our standards.​ Wellington, New Zealand: Education
Council.

Kelchtermans, G. (2015). Who I am in how I teach is the message: self-understanding,

vulnerability and reflection. ​Teachers and Teaching: theory and practice, 15(​ 2), 257-272.

Thornton, H. (2006). Dispositions in action: Do dispositions make a difference in practice?

Teacher Education Quarterly, 33(​ 2), 53-68.