1. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Code of Ethics for Teachers teaching in prison Module 9 Code of Ethics

2. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics 1. INTRODUCTION 1.1. Overview of the unit and relevance to the course 1.1. Overview of the unit and relevance to the course 1.2. General objectives of this module 1.2. General objectives of this module 1.3. Content: Code of Ethics for teachers teaching in prison

3. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics 1. INTRODUCTION 1.1.Overview of the unit and relevance to the course The preparation of teachers should take account of ethics, especially those dealing with education. Teachers are often faced with specific situations which are not addressed in any Code of Ethics. For many issues there are often no pre-determined rules. Teacher ethical attitudes are important also because they are models for the students.

4. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics 1.2. General objectives of this module To make teachers conscious of the need to identify professional teaching standards and ethical principles.. To develop teachers' awareness of ethical challenges faced by them as professionals. To enable teachers to reflect not only on their duties as professionals, but to consider them specially in the context of prisons.

5. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Ethics for Teachers… “ …speaks to the core values of the profession…”

6. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics “ It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” Albert Einstein “ “A teacher affects eternity; he can never tell where his influence stops.” Henry Brooks Adams

7. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Principles all teachers should follow:  Belief in the worth and dignity of each person  Devotion to truth  Devotion to excellence  Devotion to democratic principles

8. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Essential to these principles...  Freedom to learn  Freedom to teach  Equal opportunity for all

9. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics 1.3. Content: Code of Ethics for teachers teaching in prison In order to reflect on the duties as professionals in the special context of prisons, it is very important to know well the rules of this context: the new prison rules

10. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics New Prison Rules (Council of Europe, January 11, 2006 Art. 28, about Prison Education) 28.1 Every prison shall seek to provide all prisoners with access to educational programmes which are as comprehensive as possible and which meet their individual needs while taking into account their aspirations 28.2 Priority shall be given to prisoners with literacy and numeracy needs and those who lack basic or vocational education. 28.3 Particular attention shall be paid to the education of young prisoners and those with special needs.

11. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics New Prison Rules (Council of Europe, January 11, 2006 Art. 28, about Prison Education) 28.4 Education shall have no less a status than work within the prison regime and prisoners shall not be disadvantaged financially or otherwise by taking part in education. 28.5 Every institution shall have a library for the use of all prisoners, adequately stocked with a wide range of both recreational and educational resources, books and other media.

12. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics New Prison Rules (Council of Europe, January 11, 2006 Art. 28, about Prison Education) 28.6 Wherever possible, the prison library should be organised in co-operation with community library services. 28.7 As far as practicable, the education of prisoners shall: a. be integrated with the educational and vocational training system of the country so that after their release they may continue their education and vocational training without difficulty; and b. take place under the auspices of external educational institutions.

13. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics A Code of Ethics for teachers… After a comparative study of a series of Ethical Codes, it was decided to present as a proposal of a Code of Ethics, the New York State Code of Ethics for Educators prepared by the New York State Professional Standards and Practices Board for Teaching and the New York State Education Department 2003

14. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics A code of ethics: A code of ethics: New York State Code of Ethics for Educators Statement of Purpose: The Code of Ethics is a public statement by educators that sets clear expectations and principles to guide practice and inspire professional excellence. Educators believe a commonly held set of principles can assist in the individual exercise of professional judgment. This Code speaks to the core values of the profession. "Educator" as used throughout means all educators serving New York schools in positions requiring a certificate, including classroom teachers, school leaders and pupil personnel service providers.

15. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of each student Educators promote growth in all students through the integration of intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and worth of each individual. Educators help students to value their own identity, learn more about their cultural heritage, and practice social and civic responsibilities. They help students to reflect on their own learning and connect it to their life experience.

16. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of each student (cont.) They engage students in activities that encourage diverse approaches and solutions to issues, while providing a range of ways for students to demonstrate their abilities and learning. They foster the development of students who can analyze, synthesize, evaluate and communicate information effectively.

17. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Principle 2: Educators create, support, and maintain challenging learning environments for all Educators apply their professional knowledge to promote student learning. They know the curriculum and utilize a range of strategies and assessments to address differences. Educators develop and implement programs based upon a strong understanding of human development and learning theory. They support a challenging learning environment.

18. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Principle 2: Educators create, support, and maintain challenging learning environments for all (cont.) They advocate for necessary resources to teach to higher levels of learning. They establish and maintain clear standards of behavior and civility. Educators are role models, displaying the habits of mind and work necessary to develop and apply knowledge while simultaneously displaying a curiosity and enthusiasm for learning. They invite students to become active, inquisitive, and discerning individuals who reflect upon and monitor their own learning.

19. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Principle 3: Educators commit to their own learning in order to develop their practice Educators recognize that professional knowledge and development are the foundations of their practice. They know their subject matter, and they understand how students learn. Educators respect the reciprocal nature of learning between educators and students. They engage in a variety of individual and collaborative learning experiences essential to develop professionally and to promote student learning. They draw on and contribute to various forms of educational research to improve their own practice.

20. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Principle 4: Educators collaborate with colleagues and other professionals in the interest of student learning Educators encourage and support their colleagues to build and maintain high standards. They participate in decisions regarding curriculum, instruction and assessment designs, and they share responsibility for the governance of schools. They cooperate with community agencies in using resources and building comprehensive services in support of students.

21. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Principle 4: Educators collaborate with colleagues and other professionals in the interest of student learning (cont.) Educators respect fellow professionals and believe that all have the right to teach and learn in a professional and supportive environment. They participate in the preparation and induction of new educators and in professional development for all staff.

22. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Educators partner with parents and other members of the community to enhance school programs and to promote student learning. They also recognize how cultural and linguistic heritage, gender, family and community shape experience and learning. Educators respect the private nature of the special knowledge they have about students and their families and use that knowledge only in the students' best interests. They advocate for fair opportunity for all children. Principle 5: Educators collaborate with parents and community, building trust and respecting confidentiality

23. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Educators recognize the obligations of the trust placed in them. They share the responsibility for understanding what is known, pursuing further knowledge, contributing to the generation of knowledge, and translating knowledge into comprehensible forms. They help students understand that knowledge is often complex and sometimes paradoxical. Educators are confidantes, mentors and advocates for their students' growth and development. As models for youth and the public, they embody intellectual honesty, diplomacy, tact and fairness. Principle 6: Educators advance the intellectual and ethical foundation of the learning community

24. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics 1.4. Methodological guidelines and assessment The accomplishment of this unit will require participants' involvement in group sessions and classroom activities. Participants are expected to conduct some work on their own and/or collaboratively.

25. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics 1.4. Methodological guidelines and assessment (cont.) Group work: participants work in groups of ¾. (a) Groups analyse the Code of Ethics and Prison Rules and reflect on possible limitations of the Code and what should be changed to adapt it to Prison Education (b) Based on professional experience, groups reflect on cases where they should apply some aspect of the Code. (c) They prepare a report to the whole group. (1 hour)

26. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics 1.4. Methodological guidelines and assessment (cont.) Group Discussion and conclusions : The pairs report their conclusions to the whole group and together they write a new Code adapted to Teaching in Prison in Europe (1 hour).

27. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics  1 - Commitment to Students  2 - Commitment to Challenging learning environments for all  3 - Commitment to Continued learning  4 - Commitment to Colleagues and  other professionals  5 - Commitment to Community  6 - Commitment to Intellectual and ethical foundation Code of Ethics for Teachers teaching in prison?

28. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics 1. Commitment to Students Educators should nurture the intellectual, physical, emotional, social, and civic potential of each student.

29. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Potential of each student Respect the inherent dignity and worth of each individual Engage students in valuing their identity, learning more about their cultural heritage, and practicing social and civic responsibilities Help students reflect on their learning and apply learning to their life experience Encourage diverse approaches and solutions to issues Foster development of all students

30. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics 2. Commitment to creating, supporting, and maintaining challenging learning environments for all

31. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Challenging learning environments for all Utilize a range of strategies and assessments to teach to high levels of learning for all students Support a challenging learning environment Establish clear standards of behaviour and civility Develop and apply knowledge as role models for active, enthusiastic learning Invite students to reflect upon and monitor their own learning

32. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics 3. Teachers commit to their own learning in order to develop their practice

33. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Know subject matter and understand how students learn Respect the reciprocal nature of learning between educators and students Engage in a variety of individual and collaborative learning experiences Draw on and contribute to various forms of educational research to improve practice Commitment to continued learning

34. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics 4. Teachers collaborate with colleagues and other professionals in the interest of student learning

35. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Collaboration with colleagues and other professionals Participate in decisions regarding curriculum, instruction and assessment designs Respect the professional standing of colleagues and maintain good working relations, helping them in all possible ways Cooperate with community centers in building comprehensive services Work with new teachers and participate in professional development

36. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics 5. Teachers collaborate with the community, building trust and respecting confidentiality

37. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Collaboration with the community Partner with other members of the community to promote student learning Recognize the role of culture, linguistic heritage, gender, family and community in shaping experience and learning Respect privacy of students and their families Act only in the best interest of the students Advocate for fair opportunity for all students

38. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics 6. Teachers advance the intellectual and ethical foundation of the learning community

39. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Pursue further knowledge and contribute to the knowledge- base of the learning community Serve as counselors, mentors, and advocates for student growth and development Embody intellectual honesty, justice, fairness, responsibility, diplomacy, tact, integrity, respect for others

40. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of EthicsBackground based on: N ew York State Code of Ethics for Educators, N ew York State Code of Ethics for Educators, prepared by the New York State Professional Standards and Practices Board for Teaching and the New York State Education Department 2003 NEA Code of Ethics, NEA Code of Ethics, adopted by the NEA 1975 Representative Assembly Professional Ethics, Professional Ethics, Physics Teacher Education, Illinois State University, 10-6-2006

41. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Possible limitations of this Code and what should be changed to adapt it to Prison Education?

42. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of EthicsReadings Brock, P.,Towards Identifying Professional Teaching Standards for New South Wales Schools, 1998: 63–64 Nordic Council of Ministers, Copenhagen 2005, Nordic Prison Education. A lifelong learning perspective, Translated by Linda Schenck, Copenhagen: Temanord 2005, p.17 New York State Code of Ethics for Educators, prepared by the New York State Professional Standards and Practices Board for Teaching and the New York State Education Department 2003

43. Developing Training Programmes for Qualified Teachers to Teach in Prisons 113991-CP-1-2004-1-MT-GRUNDTVIG-G11 Module 9 Code of Ethics Assignment. Homework task Assignment. Homework task:  Unwritten or hidden codes of ethics play a role in all prison systems. Very often the ethical values of a professional teaching in a prison setting can result in conflicts.  Recall your own experience and describe a particular situation where you had to apply an ethical principle and how you solved the conflict.  In the next lesson, you should talk with your colleagues about these ethical aspects.