1. What the Victorian Teaching Profession Code of Conduct Means to Me
SECTION 1: PROFESSIONAL CONDUCT
RELATIONSHIPS WITH STUDENTS
Principle 1.1: Teachers provide opportunities for all students to learn
The main focus of teaching is student learning. Teachers demonstrate their commitment to
student learning by:
a. knowing their students well, respecting their individual differences and catering for their
individual abilities
This means speaking to your students to find out about them, their interests and how they learn. It
also might mean doing diagnostic tests to figure out what kind of learning style each student has.
The result will be that teaching a class must involve a variety of activates since every child will has
different interests and abilities. As a result of differing abilities, a teacher must prepare activities
that are flexible and easily modified for individuals.
b. maintaining a safe and challenging learning environment
This involves two key parts:
1. Maintaining a safe physical environment free from bullying and harassment. It also means
have rules and consequences against behaviour that could lead to physical harm such as
throwing things and play wrestling.
2. Maintaining an environment where students feel emotionally safe, where they can
participate and learn productively. This involves promoting respect and value for each
student, as well as punishment for those who would disrupt this by teasing or personally
attacking a student who expresses their point of view.
c. accepting professional responsibility for the provision of quality teaching
This means caring enough to put in the time and effort to create interesting and engaging activities,
so that a teacher does not just resort to teaching directly from the textbook all the time. Good
teaching involves a lot of time and effort and part of being a professional is putting in that time and
effort.
d. having high expectations of every student, recognizing and developing each student's
abilities, skills and talents
It is very easy to lower expectations for all students, particularly the weaker ones, however it is vital
to maintain high expectations. It’s surprising what students can do if they are faced with a
challenge, so even if they do not meet those high expectations they still might something amazing.

2. e. considering all viewpoints fairly
Give students a chance. If they say they did not do something, may be they did not. This should
not become a pattern, but it might mean more respect from students because a teacher listened to
them and believed them.
It also means that a teacher should never tell a student that their ideas or opinions are wrong. Even
if the teacher does not agree, that does not mean that they are right and the student is wrong.
Every point of view is valid, even if it is not popular.
f. communicating well and appropriately with their students.
Teachers need to give clear instructions or directions. If more than a few students do not
understand, it is failure of the teacher not the students. The teacher needs to be explicit, go over
everything and use language the students will understand.
It is not permissible to tell students that they are hopeless when they do not understand. Nor is it
okay to tell them to shut up. Every student has the right to be spoken to in a respectful manner. No
matter who they are or what they are doing, the teacher must always try to be calm and respectful
to their students.
Principle 1.2: Teachers treat their students with courtesy and dignity
Teachers:
a. work to create an environment which promotes mutual respect
This means creating good relationships in the class. The teacher needs to encourage respect
through the promotion of acceptance of multiple viewpoints. They can do this by rewarding
respectful behaviour during class discussions and group work. Including listening to one and other,
politely disagreeing, taking turns speaking etc. They can also correct bad behaviour through
feedback concerning personally attacks, speaking out etc.
b. model and engage in respectful and impartial language
A teacher cannot tell students to respect other’s opinions and be polite unless they are willing to do
so themselves. Teachers must also model language that they wish students would use. Therefore,
they should insist that student do not swear or speak in ways that are appropriate for the
classroom, which can be done by being a good role model.
c. protect students from intimidation, embarrassment, humiliation or harm
This can be done via…
- expectations via rules and role modeling, which promotes appropriate behaviour
- feedback to re-direct behaviour
- strict application of consequences if students do not modify behaviour

3. d. enhance student autonomy and sense of self worth and encourage students to develop and
reflect on their own values
There needs to be more student centered activities including inquiry learning projects, group work
and class discussions. The teacher needs to develop activities that encourage students to think
about their opinions and ideas with less focus on getting to the “right” answers. The teacher needs
to give the students opportunities to figure things out for themselves and praise thinking and
evaluation skills, so that this becomes a natural process and students gain confidence in their own
thoughts and abilities.
e. respect a student's privacy in sensitive matters, such as health or family problems, and
only reveal confidential matters when appropriate. That is:
* if the student has consented to the information being used in a certain way
* to prevent or lessen a serious threat to life, health, safety or welfare of a person
(including the student)
* as part of an investigation into unlawful activity
* if the disclosure is required or mandated by law
* to prevent a crime or enforce the law
Part of being a teacher involves being privy to some private information about students. In order to
maintain good relations with others this involves keeping the confidence of students. This is similar
to the role of other professionals, such as counselors and social workers. However, there are times
when these matters must be revealed, such as in times of abuse or harm.
f. refrain from discussing students' personal problems in situations where the information
will not be treated confidentially
This entails not speaking of student’s private matters in public areas such as the classroom,
hallways or staffroom. Additionally, private information should not be discussed with other staff,
students or friends. Therefore, a teacher needs to use their discretion and good judgment when
assessing where, when, and with whom, it is appropriate to discuss matters.
g. use consequences commensurate with the offence when disciplining student
This means that the punishment should fit the crime. Therefore, it is not appropriate to assign a
student detention if they get caught talking in class once with no prior instances. If the student gets
caught talking once, they should be told to stop interrupting. If they continue, they should be
warned. If the behaviour continues repeatedly then a detention may be warranted.

4. Principle 1.3: Teachers work within the limits of their professional expertise
In fulfilling their role, teachers carry out a wide range of responsibilities. They support
students by knowing their strengths and the limits of their professional expertise. Teachers:
a. seek to ensure that they have the physical, mental and emotional capacity to carry out
their professional responsibilities
A teacher’s disposition has a very big impact on student learning. It is imperative that the teacher
takes good care of themselves by getting enough sleeping, eating right and exercising. Balance of
work, life and relaxation is important. It is also important that the teacher seeks help for illness that
may impact their work. An example of measures to be taken include getting 8 hours of sleep,
eating a balanced diet and staying active including going for walks, doing yoga, swimming etc.
b. are aware of the role of other professionals and agencies and when students should be
referred to them for assistance
Teachers need to be aware of those who can help them academically including tutors or mentors.
They should also have contact information for counselors, social workers or chaplains in case the
student has a moral or psychological issue. When students are likely to cause serious harm to
others and contacting a psychology professional would not be appropriate, the police or other
correctional officers should be considered. Additionally, students may need the support of doctors
and other healthcare workers, if they are experiencing health or severe psychological issues.
Teachers cannot appropriately deal with all of the issues that a student may experience. It is
irresponsible for them to presume that they can. As such, t is important that they refer student to
the right professional who can help.
c. are truthful when making statements about their qualifications and competencies.
It is not appropriate to overstate or lie about one’s education, work experience or abilities.
Principle 1.4: Teachers maintain objectivity in their relationships with students
In their professional role, teachers do not behave as a friend or a parent.
They:
a. interact with students without displaying bias or preference
Students pick up on whether the teacher likes them or not. This can impact on how they feel about
the subject and the class. It is really important that teacher treats all students equally, so that
preference is not obvious and that student learning is not affected by how the teacher feels about
them.

5. b. make decisions in students' best interests
The teacher has the interests of their students at heart. They make decisions that benefit their
students rather than themselves. The put time into designing a lesson because it will help the
students learn better, rather than teaching from the textbook, which is less time consuming to plan
and often less engaging.
A teacher’s job is to teach children; therefore, they should always do what is best for those children
and not themselves or anyone else including parents, principals, colleagues etc.
c. do not draw students into their personal agendas
Students should not be used for personal advancement. It is not the job of the teacher to tell the
student what their personal opinion on a topic is, and they certain should not engage the students
further. For example, they should not voice favouritism for a certain political party and then engage
students in campaigning. A teacher should not tell students what they think about the conflict
between Israel and Palestine or between China and Taiwan. If they do, they must be explicit in
saying that it is their opinion and be sure to present both sides.
If a teacher wants to advance their career by writing and teaching article and intend to use their
class for data, they need to be clear about what they are doing, ensure that it does not affect
student learning and seek permission of both the students and their guardians.
d. Do not seek recognition at the expense of professional objectivity and goals.
Many teachers have hobbies, or jobs, outside of their teaching career. It is important that these
hobbies do not take over, so that one’s ability to teach is inhibited. Also, the teacher should not in
competition to be the “favourite”, the most innovative or other bests that might get in the way of
being a present and good teacher.
A professional relationship may be compromised if a teacher:
a. attends parties or socialises with students
b. invites a student or students back to their home, particularly if no-one else is present.
This makes the relationship too personal, there needs to be a certain separation of personal and
work life. Students should not be privy to too much private information. Additionally, teachers
should not put themselves in a position to commit or be accused of committing misconduct.

6. Principle 1.5: Teachers are always in a professional relationship with the students in their
school, whether at school or not
Teachers hold a unique position of influence and trust that should not be violated or
compromised. They exercise their responsibilities in ways that recognise that there are limits
or boundaries to their relationships with students. The following examples outline some of
those limits.
A professional relationship will be violated if a teacher:
a. has a sexual relationship with a student
b. uses sexual innuendo or inappropriate language and/or material with students
c. touches a student without a valid reason
d. holds conversations of a personal nature, or has contact with a student via written or
electronic means including email, letters, telephone, text messages or chat lines, without a
valid context
e. accepts gifts, which could be reasonably perceived as being used to influence them, from
students or their parents.
Students are not the friends or children of teachers. The teacher must respect the people they are
educating are children, who parents may not want them to be exposed to certain things. There are
also important social boundaries that exist to help a teacher maintain a certain level of objectivity
and authority; if these boundaries are crossed then the teacher ability to teach will be
compromised.
RELATIONSHIPS WITH PARENTS (GUARDIANS, CAREGIVERS), FAMILIES AND COMMUNITIES
Principle 1.6: Teachers maintain a professional relationship with parents (guardians and
caregivers)
Teachers should be respectful of and courteous to parents. Teachers:
a. consider parents' perspectives when making decisions which have an impact on the
education or wellbeing of a student
b. communicate and consult with parents in a timely, understandable and sensitive manner
c. take appropriate action when responding to parental concerns.
Parents are very important players in education. It is really important to communicate with them
because there is potential for them to be a great ally in educating their child. They know them best

7. and can help a teacher learn how to teach them better. Additionally, parents can quite protective
and pushy, it is important that they know that the teacher is just doing what is best for their child, so
that they become an ally not an obstacle. Communicating often, in a respectful manner with
parents, which ensures a good relationship can be the key to ensuring that both parents and
teacher are on the same page and ensure a better education for certain students.
There may also be times when a parent’s behaviour is detrimental to their child’s learning and
wellbeing. These matters need to be dealt with in a private and sensitive manner. If the matter is
severe enough it may require the assistance of others in the school or outside services. The goal is
the good of the child not the parent, but often the two are closely connected.
Principle 1.7: Teachers work in collaborative relationships with students' families and
communities
Teachers recognize that their students come from a diverse range of cultural contexts and
seek to work collaboratively with students' families and communities within those contexts.
Teachers need to be aware that students are part of a community, as well as a family. The teacher
must take into consideration the needs to the community and the student when planning lessons,
as a multicultural community will produce students with different needs and interests then a more
homogeneous one.
The teacher must also balance the needs of the child, the parents and the community. For
example, a student may wish to participate in sexual education, where the parent may object. If the
community is one, where there is a lot of youth sexual activity and sexual disease. It may be
important for the teacher to speak with the parent, as the best interests of the child and the
community may be better served by the child engaged in sexual education.
RELATIONSHIPS WITH COLLEAGUES
Principle 1.8: Collegiality is an integral part of the work of teachers
Teachers demonstrate collegiality by:
a. treating each other with courtesy and respect
Even if you do not like someone it is important to be respectful. Everyone is different and everyone
has something unique to contribute. By keeping lines of communication open, it means that one
can learn and benefit from a different perspective.
b. valuing the input of their colleagues
Teaching is a science and an art form. Both science and art rely on experience and constructive
critique to improve. Colleagues can be a great resource for improvement, if one is willing to take
their advice and not see it as a personal attack.
c. using appropriate forums for constructive debate on professional matters

8. Part of being professional involves making ethical judgments. Ethics usually involves consideration
of two very valid perspectives and evaluation of priorities before one can make a choice about what
it right for them. Every person has a different perspective and opinion, based different experiences.
By sharing and discussing these ideas in a calm and civil way, a teacher can become aware of
things they had never know or considered before.
d. sharing expertise and knowledge in a variety of collaborative contexts
e. respecting different approaches to teaching
f. providing support for each other, particularly those new to the profession
g. sharing information relating to the wellbeing of students.
Other teachers are often great resources for innovative ways to teach and resources because
everyone has a different method and experience. They can provide excellent support when one is
dealing with a difficult situation, and each one often sees a student in very different contexts. As
such, good relationships with other teachers can help one improve his or her teaching practice,
become more innovate or deal with a difficult student or situation. Additionally, they can provide
great social support, in the form of a sympathetic ear at the end of a hard day.
SECTION 2: PERSONAL CONDUCT
Principle 2.1: The personal conduct of a teacher will have an impact on the professional
standing of that teacher and on the profession as a whole
Although there is no definitive boundary between the personal and professional conduct of a
teacher, it is expected that teachers will:
a. be positive role models at school and in the community
b. respect the rule of law and provide a positive example in the performance of civil
obligations
c. not exploit their position for personal or financial gain
d. ensure that their personal or financial interests do not interfere with the performance of
their duties
e. act with discretion and maintain confidentiality when discussing workplace issues.
These are fairly straightforward. A teacher needs to act ethically, set a good example and not
tarnish the good reputation of the profession.

9. SECTION 3: PROFESSIONAL COMPETENCE
Principle 3.1: Teachers value their professionalism, and set and maintain high standards of
competence
Teachers:
a. are knowledgeable in their areas of expertise
No one can know everything, but it is important that a teacher is knowledgeable about what they
are teaching. They might have to do extensive research before planning and teaching. They will
also have to make an effort to stay up-to-date with their information. This is particularly important
as information changes so fast.
b. are committed to pursuing their own professional learning
Teachers must attend professional development sessions and engage in their own reflective
process often, so that they can improve their practice.
c. complete their duties in a responsible, thorough and timely way.
Teachers need to complete reports and other administrative duties completely and on time. They
must also communicate with parents, give feedback and mark homework or assessments in a
decent amount of time. In order for this to effective it must be done is a thorough manner. It is not
useful to provide fast feedback that is not useful (i.e. good job). You must explain what was good,
what was not so good and how to improve. A teacher cannot expect students to put time and effort
into their work unless they do the same.
Principle 3.2: Teachers are aware of the legal requirements that pertain to their profession.
In particular, they are consistent of their legal responsibilities in relation to:
* Discrimination, harassment and vilification
* Negligence
* Mandatory reporting
* Privacy
* Occupational health and safety
* Teacher registration.
It is important to stay up to date with the industrial rights and responsibilities of the profession. The
teacher needs to know their duty of care, as well as what to do in situations where there is injury,
abuse or other unfortunately incidence that are of a legal nature.