1. Personal and Professional Conduct as a Teacher
Lynn Nicholls Portsmouth TSA
and Aparna Sharma Blue Flag

2. Objectives Understand what it means to be a ‘professional’ teacher
Consider why professionalism and values are so important
Be aware of the frameworks and guidance which underpin the profession- (Teachers’ Standards Part Two:- Personal and Personal Conduct)

3. Part 2: Personal and professional conduct
The Teachers’ Standards are underpinned by the personal and professional conduct standards
A teacher is expected to demonstrate consistently high standards of personal and professional conduct.

4. Why is personal and professional conduct so important?
Why become a teacher? (Discuss)
Being a professional teacher and a role model is challenging. What do you think should be expected of you? (Discuss)
What difficulties might you have in meeting these expectations? (Discuss)
Trainees are expected to achieve the minimum standards.
Providers of initial teacher training (ITT) should assess trainees against the standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of QTS.
Values underpin what we do and say. Values express how we consider ourselves, others and our approach to teaching/learning /assessment. Our values are closely linked to our beliefs. Groups of 6. In pairs (1, 2, 3) discuss and mind map responses. Groups add to the each others sheet.
Activity 1:- discuss and use flip chart to bullet point responses (3 mins)
Activity 2- mind map in groups (3 mins)
Activity 3- mind map difficulties or barriers to meeting expectations

5. Why teach? Make a difference-impact on lives Love of the subject
Transferrable skills
Opportunity to advance
Life long learning
Every day is different
Creative, challenging, fun, rewarding etc

6. Expectations of teachers
Show courtesy, interest and enthusiasm
Dress appropriately
Seek advice and act on it
Be flexible
Offer support where you can
Know key policies
Support your colleagues
Be tactful, respectful and confidential
Attend meeting after school
Show initiative
Develop good relationships
Be punctual, plan well, be organised, keep records and take responsibility for your own professional development

7. Professional Values (PPC1)
Treat pupils with dignity
Build relationships rooted in mutual respect
Observe proper boundaries appropriate to a teacher’s professional position
Have regard to safeguarding pupils’ well-being
Show tolerance and respect for the rights of others
Show respect for core values such as democracy, the rule of law and individual liberty
Show tolerance
Not express personal beliefs in a way that exploit pupils’ vulnerability (Fleming, 2013, p2)

8. Professional Values (PPC2)
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

9. Professional Values (PPC3)
Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
What is meant by statutory frameworks?
What statutory frameworks??

10. Professional Values (PPC3) Statutory frameworks:-
All legal requirements, including but not limited to the requirement to promote equal opportunities.
Provide reasonable adjustments for those with disabilities, as provided for in the Equality Act 2010.
Also the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions Document.

11. Theory – values and beliefs
Actions (what you do)
Values (the reason why you do the actions)
Core beliefs (the underlying principles behind this reason)
(Hoult, 2005, p7)
How does this apply to teaching?
Action- e.g. planning for questioning techniques or differentiation
Values to be inclusive-all pupils considered and actively engaged
Beliefs- equality of opportunity

12. Becoming a teacher
Maynard, T. and Furlong, J. (1993). Learning to teach and models of mentoring, in D. McIntyre, H. Hagger and M. Wilkin (Eds.) Mentoring: Perspectives on school-based teacher education, London: Kogan Page,

13. Looking after yourself during the course
The Yerkes-Dodson Law 1908 with experiments on rats stimulated by little electric shocks which helped them complete the maze, increase stress can motivate but only to a point. Too much they scattered randomly,
The relationship between performance and arousal is a careful balance, increased arousal can help improve performance, but only up to a certain point. At the point when arousal becomes excessive, performance diminishes.
Arousal too low then bored
Too much and distress
You need to find the right balance and manage stress and work loads.

14. Developing effective working relationships
Building relationships with mentors and other class teachers
Working with other trainees and shared experiences

15. References
Fleming, P (2013) Becoming a Secondary School Teacher. Oxford, Routledge
Hoult, S (2005) Secondary Professional Studies. Exeter: Learning Matters