Orthodox Christian College Of West Africa

3 AJ Momoh Street, Tower Hill, Freetown. Tel 079-297-617

MODULE: PROFESSIONALISM AND ETHICS

LEVEL: HEC YEAR 2 (TW

SEMESTER: FIRST SEMESTER NOTES

ACADEMIC YEAR: 2019/2020

LECTURER: MR DSTB MANS

NOTES
ORIGIN OF ETHICS

The English word "ethics" is derived from the Ancient Greek word ēthikós meaning "relating
to one's character", which itself comes from the root word êthos meaning "character, moral
nature". This word was transferred into Latin as ethica and from which it was transferred
into English.

What is ethics?
At its simplest, ethics is a system of moral principles. They affect how people make decisions
and lead their lives. William Paul and Linda Elder define ethics as "a set of concepts and
principles that guide us in determining what behavior helps or harms sensitive creatures".
Ethics can also refer to a common human ability to think about ethical problems that is not
particular to philosophy. "Ethics, understood as the capacity to think critically about moral
values and direct our actions in terms of such values, is a generic human capacity." Ethics
can also be used to describe a particular person's characteristic principles or habits. Ethics is
based on well-founded standards of right and wrong that prescribe what humans ought to
do, usually in terms of rights, obligations, benefits to society, fairness, and specific virtues.

SUMMARY
Ethics refers to well-founded standards of right and wrong that prescribe what humans
ought to do, usually in terms of rights, obligations, benefits to society, fairness, or specific
virtues. Ethics, for example, refers to those standards that impose the reasonable
obligations to refrain from rape, stealing, murder, assault, slander, and fraud. Ethical

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standards also include those that enjoin virtues of honesty, compassion, and loyalty. And,
ethical standards include standards relating to rights, such as the right to life, the right to
freedom from injury, and the right to privacy. Such standards are adequate standards of
ethics because they are supported by consistent and well-founded reasons. Also ethics
refers to the study and development of one's ethical standards. As mentioned above,
feelings, laws, and social norms can deviate from what is ethical. So it is necessary to
constantly examine one's standards to ensure that they are reasonable and well-founded.
Ethics also means, then, the continuous effort of studying our own moral beliefs and our
moral conduct, and striving to ensure that we, and the institutions we help to shape, live up
to standards that are reasonable and solidly-based.

Ethics covers the following dilemmas or problems:

 How to live a good life

 Our rights and responsibilities
 The language of right and wrong
 Moral decisions -what is good and bad?

Our concepts of ethics have been derived from religions, philosophies and cultures. They
infuse debates on topics like abortions, human rights and professional conduct. It asks
questions like "How should people act?" (Normative or Prescriptive Ethics) "What do
people think is right?"(Descriptive Ethics), "How do we take moral knowledge and put it
into practice?" (Applied Ethics) and "What does 'right' even mean?" (Meta-Ethics).

BRANCHES OF ETHICS
The branches of ethics are as follows;

1. Descriptive Ethics 2. Applied Ethics 3. Meta Ethics 4. Normative Ethics

1. DESCRIPTIVE ETHICS
Descriptive ethics is the branch of ethics that analyzes people's beliefs about value
specifically. Here we have an investigation of beliefs related to values. Three sample
questions that are in the area of descriptive ethics are, do people in the southern United
States favor the death penalty more than people in the northern United States? Two, what
is the general consensus on a woman's right to an abortion? And three, is there a
relationship between secular and religious morality in Europe? You can see that in
descriptive ethics what we're really exploring is people's beliefs about specific values.

Descriptive ethics deals with what people actually believe (or made to believe) to be right or
wrong, and accordingly holds up the human actions acceptable or not acceptable or
punishable under a custom or law.

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Descriptive Ethics is sometimes referred to as Comparative Ethics because so much activity
can involve comparing ethical systems: comparing the ethics of the past to the present ;
comparing the ethics of one society to another; and comparing the ethics which people
claim to follow with the actual rules of conduct which do describe their actions.

However, customs and laws keep changing from time to time and from society to society.
The societies have structured their moral principles as per changing time and have expected
people to behave accordingly. Due to this, descriptive ethics is also called comparative
ethics because it compares the ethics or past and present; ethics of one society and other. It
also takes inputs from other disciplines such as anthropology, psychology, sociology and
history to explain the moral right or wrong.

Descriptive ethics deals with what people actually believe (or made to believe) to be right or
wrong, and accordingly holds up the human actions acceptable or not acceptable or
punishable under a custom or law.

2. APPLIED ETHICS
This is the branch of ethics that uses a normative ethical theory to evaluate and prescribe
actions in specific contexts and situations. That is we have the application of theories to
situations.

Applied ethics deals with the philosophical examination, from a moral standpoint, of
particular issues in private and public life which are matters of moral judgment. This branch
of ethics is most important for professionals in different walks of life including doctors,
teachers, administrators, rulers and so on. There are six key domains of applied ethics viz.
Decision ethics (ethical decision making process), Professional ethics (for good
professionalism) Clinical Ethics good clinical practices), Business Ethics (good business
practices (Organizational ethics (ethics within and among organizations) and social ethics.

It deals with the rightness or wrongness of social, economical, cultural, religious issues also.
For example, euthanasia, child labour, abortion etc.

Applied ethics consists in the attempt to answer difficult moral questions actual people face
in their lives. It is the branch of ethics which consists of the analysis of specific, controversial
moral issues such as abortion, animal rights, or euthanasia. Applied ethics is the actual
application of ethical theory for the purpose of choosing an ethical action in a given issue,
usually divided into various field. In order to determine an applied ethics issue, there are 2
criteria; firstly, this issue needs to be controversial in the matter that there will be specific
groups of individuals, both support and against that particular issue. Next, this issue must be
a distinctly moral issue, which in contrast, concern more universally mandatory practices,

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such as our moral values to avoid lying, murdering and not only restrained to individual
societies. In simple terms, an applied ethics issue is more than a mere social issues, it must
be morally relevant.

3. META ETHICS
Meta ethics analyzes the nature of value-base discourse. Concerning the theoretical
meaning and reference of moral propositions, and how their truth values (if any) can be
determined. Meta-ethics deals with the nature of moral judgement. It looks at the origins
and meaning of ethical principles.

Meta-Ethics is concerned primarily with the meaning of ethical judgments, and seeks to
understand the nature of ethical properties, statements, attitudes, and judgments and how
they may be supported or defended. A meta-ethical theory, unlike a normative ethical
theory (see below), does not attempt to evaluate specific choices as being better, worse,
good, bad or evil; rather it tries to define the essential meaning and nature of the problem
being discussed.

4. NORMATIVE ETHICS
Normative Ethics (or Prescriptive Ethics) is the branch of ethics concerned with establishing
how things should or ought to be, how to value them, which things are good or bad, and
which actions are right or wrong. It attempts to develop a set of rules governing human
conduct, or a set of norms for action. Normative ethics, concerning the practical means of
determining a moral course of action.

For normative ethics, this is the area that analyzes which actions are right and wrong. Here
we have questions in the context of specific ethical theories, theories such as egoism,
consequentialism, contract theory, virtue theory, and others. Three sample questions that
are normative ethical questions would be, is it ever right to lie? Is it OK to be selfish? And
should I keep a promise? We can see in contrast to Meta ethics, normative ethical questions
are more specific and contextualized within a specific theory.

Normative ethics is the study of what makes actions right or wrong, what makes situations
or events good or bad and what makes people virtuous or vicious; by referring to various
ethical theories to provide action-guides for practitioners. Basically, it seeks to tell us how
we can find out what things have what moral properties, to provide a framework for ethics.
For any act, normative ethics emphasizes on three elements: The agent (the person who
perform the act), the act itself and the consequences of the act. Then these aspects are
being evaluated exclusively and distinctively through the normative ethics theories such as
moral virtue ethics, deontology and teleology; each emphasizing on one of these elements.

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Brief definition of the branches of ethics.
Applied Ethics: The branch of ethics that uses normative ethical theories to evaluate and
prescribe actions in specific situations and contexts
Descriptive Ethics: The branch of ethics that analyzes people's beliefs about value
Meta Ethics: The branch of ethics that analyzes the nature of value-based discourse
Normative Ethics: The branch of ethics that analyzes which actions are right and wrong.

THE IMPORTANCE OF PROFESSIONAL ETHICS FOR EDUCATORS

Since change is inevitable the aims and objectives of education is changing according to the
need, interests and requirements of the learners, society and the nation as a whole. Now,
the concept of teacher and teaching also is changing day by day. A teacher in this
contemporary era has many duties and responsibilities to play. Apart from having good
academic and professional qualifications, they should also possess the knowledge of
Professional ethics.

 Professional ethics serves like a guide, which facilitates the teacher to provide
quality education and inculcate good values among the learners.
 Professional ethics enlighten educators that they have a major role in bringing
desirable changes in the behaviour of the students.
 It also helps the teachers to understand their profession as a teacher. Their role is
not just to become supreme and authoritarian in front of their students and
colleagues. But then they have a wider and meaningful role to play.
 It also help educators in understanding their roles and responsibilities towards their
children, colleagues, families, the community and society as a whole.
 Professional ethics also helps to examine the ethical issues in teaching.
 Professional ethics is used to guide professional behaviour and as principles to
inform individual and collective decision making. It provide prescriptive solutions to
moral and ethical dilemmas.
 Teacher having the sense of professional ethics will treat their learners with love,
care, affection and commitment. In addition to that, they would always ensure to
make specific contribution from their angle.

Therefore, this paper specially highlights the significance of professional ethics for
educators.

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TEACHING AS A PROFESSION VERSUS TEACHING AS A VOCATION
Many people consider teaching as a profession while others consider it as a vocation. Both
terms are synonymous with each other.

Teaching as a Profession
“Teaching creates all other professions.” We often use the term “profession” in a generic
sort of way referring to what is your trade/vocation. Profession is derived from the word
“profiteor” meaning to profess. The connotation here is that a professional is a person who
possesses knowledge of something and has a commitment to a particular set of values both
of which are generally well accepted characteristics of professions.

Belfall, in his article, Creating Value for Members, published in 1999, identifies key
characteristics that define an occupation as a profession. These characteristics are an
assessment process for entry into the profession, a common body of knowledge, a code of
ethics and a professional association, the exercise of autonomous thought and judgment,
and responsibility to clients (e.g., students, parents) and wider society through a voluntary
commitment to a set of principles. The dispositions listed in the aforementioned text are
professional conduct, respect for diversity, high expectations (of themselves and those they
teach), respect for others, compassion, advocacy, curiosity, dedication, honesty and
fairness.

Teaching is as critical, many might suggest even more so, as any profession including
medical, law or accountancy to list a few. Dedication to purpose, knowledge expertise and
advocacy are core strengths of those in the teaching profession. While, unfortunately, it is
not perceived in this great country to be on an equal footing as those professions named
above teachers are instrumental in preparing others for those professions.

Teachers often spend lesser quality time for their families because most of their time is
devoted to teaching. We know for a fact that education is the best inheritance we can
provide our children that is why we do the teaching well so that our students, not only our
own children, will learn and move on to a higher level of education and gain their desired
profession.

In Finland only the best and brightest are accepted in their schools of education preparing
to be teachers. It is considered one of the most highly esteemed professions in Finland and
not surprisingly one of the most competitive in terms of entry.

In the United States, we have work to do to elevate teaching as a profession. From the
teaching professionals, including schools of education, to legislators/politicians and the

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media we need to rethink (and recalibrate) our priorities which the authors believe will
result in teaching being elevated to the highest priority.

Competence: The competences required by a teacher are affected by the different ways in which the
role is understood around the world. Broadly, there seem to be four models:
 the teacher as manager of instruction;
 the teacher as caring person;
 the teacher as expert learner; and
 the teacher as cultural and civic person.

Teaching qualifications: In many countries, a person who wishes to become a teacher must
first obtain specified professional qualifications or credentials from a university or college.
These professional qualifications may include the study of pedagogy, the science of
teaching. Teachers, like other professionals, may have to, or choose to, continue their
education after they qualify, a process known as continuing professional development .

The issue of teacher qualifications is linked to the status of the profession. In some societies,
teachers enjoy a status on a par with physicians, lawyers, engineers, and accountants, in
others, the status of the profession is low. In the twentieth century, many intelligent women
were unable to get jobs in corporations or governments so many chose teaching as a default
profession.

Teachers are often required to undergo a course of initial education at a College of

Education to ensure that they possess the necessary knowledge, competences and adhere
to relevant codes of ethics .There are a variety of bodies designed to instill, preserve and
update the knowledge and professional standing of teachers. Around the world many
teachers' colleges exist; they may be controlled by government or by the teaching
profession itself. They are generally established to serve and protect the public interest
through certifying, governing, quality controlling, and enforcing standards of practice for the
teaching profession.

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Teaching as a Vocation
Vocation is calling to serve others, a teaching beyond knowledge and skills and a revival of
one's character, values, and attitude. A vocation needs caring and commitment to serve in
one's career or profession. It is also a displaying kindness and concern for others. It is a
beyond life, meaning and purpose.

Teaching as a vocation means joy in work. Freedom to foster faith, serve the whole person.

Vocational calling is usually stable and permanent over a lifetime. Discovering our vocation
is possible because it is based on giftedness, interests, passion and human needs which are
all easy to identify. (Wheichel ,H, 2012).

Fredrick Buechner (1993) described vocation by saying "the place God calls you to is the
place where your deep gladness and the world deep hunger meet". This means that
vocation is an ordained mission from which a vision to help humanity is the main purpose of
God is giving the gifts to the persons having it/them while a profession is fully gained by an
teachers.

The words worthy and great fulfilment breaks the borderline whether teaching is a
profession or a vocation. Teaching is a career where people get paid for the job. There are
people who are not fulfilled having a good paying job that is why they continue to search for
what is worthy and fulfilling to them. Indeed, the search for a worthy and fulfilling vocation
will continue even if they are paid lesser than their previous work.

We consider teaching a vocation because of the dedication that one exerts to provide
quality learning atmosphere to their students. A teacher spends most of his or her time
teaching inside and outside the four walls of the classroom. Even if he or she goes home,
teaching is always in his or her mind because of the need to prepare for the activities of the
coming days unlike in other professions where the activities end up inside the four walls of
their offices or in their places of work.

We consider teaching as a vocation because it worthy. Those who have gained degrees in
their chosen fields look back to their teachers as the one who molded them the most to
become what they are now. It is the bragging right of teachers that at least, they could
contribute to the life success of their students. For us teachers, it is more fulfilling when our
students give us the thumbs up for guiding them to adhere to what is right.

As the second parents of students, teachers play a key role in instilling the right discipline in
the students and for them to start young the practice of good manners and right conduct
which they carry in their lifetime, even as they become full-fledged professionals. We
remember our teachers for the way they imposed disciplinary actions on us when we were

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young and that is the same feeling we teachers seem to pass on to the present and future
generations, as we were also the beneficiaries of our teachers’ efforts.

VIRTUES FOR THE TEACHING VOCATION

The virtues of the teaching Vocation are as follows;

1. VIRTUE OF GRAVITY

A teacher possessing the virtue of gravity "is assured, serene, without either affectation or
awkwardness, keeps an affable air, speaks little and uses a moderate tone of voice, says
nothing bitter, stinging, supercilious, crude, or offensive to anyone."

A teacher possessing the virtue of gravity seeks "to win students' confidence, to know the
virtues they may possess, to discern their vices and defects, in order to correct these." In
closing, reflect on the Scriptures: "Show yourself in all respects a model of good works, and
in your teaching show integrity, gravity, and sound speech that cannot be censored".

2. VIRTUE OF ZEAL

Zeal is a virtue that makes us bring about the glory of God with great enthusiasm and
affection. Instruct by solid teaching. Teach young people those things that will enable them
to know, love, and serve God.

Finally, your zeal must be charitable and courageous; thus it makes you act with strength
and gentleness--with strength because it is magnanimous and incapable of getting
discouraged when encountering pains and difficulties; with gentleness because it is mild,
tender, compassionate, and humble. In closing, reflect on the Scriptures: "Do not lag in zeal,
be ardent in spirit, and serve the Lord".

3. VIRTUE OF PIETY

Piety is a virtue that helps you fulfill worthily your works toward God. You should possess
the virtue of piety in an eminent degree, that is, your piety should be both interior and
sincere; otherwise you would only be a hypocrite; it should also be outward and exemplary
because you should show externally the sentiments that fill your heart.

Help young people understand well the Christian and moral virtues: faith, hope, charity,
justice, goodness, honesty, wisdom, prudence, fortitude, and temperance, modesty in talk
and in all their conduct. In closing, reflect on the Scriptures: "Train yourself in godliness, for,
while physical training is of some value, godliness is valuable in every ways.

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4. VIRTUE OF GENEROSITY

Generosity is a virtue that helps you voluntarily sacrifice your personal interests to those of
your neighbor, in the example of Saint Paul, who said that he was "not seeking [his] own
advantage but that of many so that they may be saved" . Devote yourself, not momentarily
but for life, to the teaching career that is no doubt most honorable in itself but also
extremely laborious and tedious in nature.

Consider teaching as the sole object worthy of your labors, of your continual application, of
your cares and study; and propose to yourself to make your students derive all the benefit
from your efforts so that you can say to them with the Apostle, "I will most gladly spend and
be spent for you". In closing, reflect on the Scriptures: "It is well with those who deal
generously"

5. VIRTUE OF PATIENCE

Patience is a virtue that helps you overcome, without murmuring and with submission to
the will of God, all the trials of this life, especially the cares inseparable from the education
of young people.

Patience prevents all outbursts during trying occasions. Opposed to the virtue of patience
are offensive, crude words; rough, harsh language; violent or excessive actions; and unjust
punishments.

Patience soothes your pains and calms your mind; it banishes spells of sadness; it forbids
bitter words, spiteful remarks, ill humor, discouragement, worry, unreasonable over-
eagerness, bustle, and haste. In closing, reflect on the Scriptures: "And we urge you,
beloved, to admonish the idlers, encourage the fainthearted, help the weak, be patient with
all of them".

6. VIRTUE OF HUMILITY

Humility makes teachers glad to share their knowledge with young people.They show great
zeal in evangelizing the poor and in instructing young people. The humility of good teachers
makes them courageous. They do not turn away from whatever may be lowly and uninviting
in the schools and in the students.

Humility makes good teachers treat both their colleagues and their students with esteem,
cordiality, friendliness, and kindness. Humility makes good teachers endure without chagrin
the confusion that their mistakes, blunders, and lack of success may draw down on them.

The humility of good teachers makes them charitable, affable, obliging, and easy to
approach, especially by the poor and those whom they might find less interesting to deal

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with. In closing, reflect on the Scriptures: "You must clothe yourselves with humility in your
dealings with one another, for 'God opposes the proud, but gives grace to the humble.

7. VIRTUE OF WISDOM

Wisdom is a virtue that gives you knowledge of the most exalted things through the most
excellent principles so that you may act accordingly. To instruct young people with greater
benefit, wisdom requires that you practice the virtues that you want to cultivate in your
students.

Lead your students to choose rightly and to persevere in every enlightened choice. Help
your students fulfill their obligations and works toward God, toward themselves, and
toward others. In closing, reflect on the Scriptures: "If any of you is lacking in wisdom, ask
God, who gives to all generously and ungrudgingly, and it will be given you. But ask in faith,
never doubting.

OVERVIEW OF THE INTERNATIONAL CODE OF ETHICS FOR EDUCATORS DEALING WITH YOUNG
CHILDREN.
A Code of Ethics describes the standards of practice expected of the group of people's to
whom it refers. Codes of Ethics are seen as one of the hall-marks of a profession, because
the people who form the profession are often in positions of power (perhaps because of
their specialist knowledge or because their profession has been given powers by law) and
those whom they serve are dependent upon the competence and integrity of the
professionals. Members of the profession are expected to commit themselves to meeting
the needs of their clients, and not to exploit their positions of power.

Codes of Ethics, therefore, set out the standards of practice expected of professional
people, and in consequence they are sometimes known as Codes of Practice. Codes are
often based on the general principles which underpin the work of the profession. However,
there is limited value in Codes if they cannot be applied in practice, and general principles
are abstract and vague. It is therefore important that Codes should be specific, capable of
implementation and verifiable, so that their application in practice can be seen, monitored,
checked and evaluated.

International Code of Ethics for Educators Dealing with Young Children are listed below
It is the professional responsibility of each childcare worker to:

 Value and respect each child or young person as an individual in his/her own right, in
his/her role as a member of his/her family, and in his/her role as a member of the
community s/he lives in;

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  Respect the relationship of the child or young person to his/her parents, his/her
siblings, other members of his/her family and other significant persons, taking
account of his/her natural ties and interdependent rights and responsibilities;
 Facilitate the optimal growth and development of each individual child or young
person to achieve his or her potential in all aspects of functioning;
 Help each child or young person for whom he or she bears responsibility by
preventing problems where possible, by offering protection where necessary, and by
providing care and rehabilitation to counteract or resolve the problems faced;
 Use information appropriately, respecting the privacy of children and young people,
maintaining confidentiality where necessary, respecting the right of children and
young people to be informed of matters concerning themselves, and avoiding the
misuse of personal information;
 Oppose at all times any form of discrimination, oppression or exploitation of children
and young people, and preserve their rights;
 Maintain personal and professional integrity, develop skills and knowledge in order
to work with competence, work co-operatively with colleagues, monitor the quality
of services, and contribute to the development of the service and of policy and
thinking in the field of childcare.

AN OVERVIEW OF THE ECCESL CODE OF ETHICS

An overview of the ECCESL code of ethics are as follows:

 1. Early Childhood Educators promote each child’s health and well-being of all the
children.
 2. Early childhood educators use developmentally appropriate practices when
working with all children.
 3. Early childhood educators demonstrate caring for all children in all aspects of their
practice.
 4. Early childhood educators work in partnership with parents, supporting them in
meeting their responsibilities to their children.
 5. Early childhood educators work in partnership with colleagues and other service
providers in the community to support the well-being of families.
 6. Early childhood educators work in ways that enhance human dignity.
 7. Early childhood educators pursue, on an ongoing basis, the knowledge, skills and
self-awareness needed to be professionally competent.
 8. Early childhood educators demonstrate integrity in all of their professional
relationships.

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1. Early childhood educators promote the health and well-being of all children.

Explanation

Early childhood educators are responsible for the children in their care. They create
environments for children that are safe, secure and supportive of good health in the
broadest sense. They design programs that provide children with opportunities to develop
physically, socially, emotionally, morally, spiritually, cognitively and creatively. A healthy
environment for children is one in which each child’s self-esteem is enhanced, play is
encouraged, and a warm, loving atmosphere is maintained.

What an Educator should do or implementations of practice

In adhering to this Principle, an early childhood educator would:

 Promote each child’s health and well-being.

 Create and maintain safe and healthy environments for children.
 Foster all facets of children’s development.
 Enhance each child’s feelings of competence, independence and self-esteem.
 Refrain from in any way degrading, endangering, frightening or harming children.
 Act as an advocate on behalf of all children for public policies, programs and services
that enhance their health and well-being.

2. Early childhood educators use developmentally appropriate practices when working with
children.
Explanation

Early childhood educators understand the sequences and patters of child development and
cultural influences on those patterns. They use this knowledge to create environments and
plan programs that are responsive to the children in their care. Early childhood educators
implement programs and use guidance techniques that take into account the ages of the
children and the individual variations in their development.

What an Educator should do or implementation of practice

In adhering to this Principle, an early childhood educator should:

 Consider cross-cultural variations in child development norms when assessing child

developmentally
 Apply the knowledge that the stages of physical, social, emotional, moral and
cognitive development within each child may be different.
 Determine where each child is on the various developmental continua and use that
knowledge to create programs that allow for individual differences and preferences.
 Use developmentally appropriate methods and materials in working with children.

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3. Early childhood educators demonstrate caring for children in all aspects of their practice.
Explanation

Caring is at the core of early childhood education. Caring involves both love and labour, and
is reflected in the mental, emotional and physical efforts of early childhood educators in
their interactions with all children. Being cared for and cared about is consistently
communicated to all children.

What an Educator should do or implementations of practice

In adhering to this Principle, and early childhood educator would:

 Responds appropriately to each child’s expression of need.

 Provide children with experiences that build trust.
 Express warmth, appropriate affection and consideration for children, both verbally
and non-verbally.
 Communicate to children a genuine interest in their activities, ideas, opinions and
concerns.
 Support children as they experience different emotions and model acceptable ways
of expressing emotions.

4. Early childhood educators work in partnership with parents, supporting them in meeting their
responsibilities to their children.

Explanation
Early childhood educators share joint interest in the children in their care while recognizing
that parents have primary responsibility for child rearing and decision making on behalf of
their children. Early childhood educators complement and support parents as they carry out
these responsibilities. Through positive, respectful relationships with parents, early
childhood educators are able to advance the well-being of children.

What an Educator should door implementations of practice

In adhering to this Principle, an early childhood educator would:

 Promote considerate relationships with the parents of the children in care.

 Respect the rights of parents to transmit their values, beliefs and cultural heritage to
their children.
 Provide parents with knowledge, skills and support that will enhance their ability to
nurture their children.
 Encourage and provide opportunities for parents to participate actively in all aspects
of planning and decision making affecting their children.

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5. Early childhood educators work in partnership with colleagues and other service providers
to support the well-being of families.
Explanation

Early childhood educators recognize that nurturing family environments benefit children.
Early childhood educators work with other helping professionals to provide a network of
support for families.

What an Educator should do or Implementations for Practice

In adhering to this Principle, an early childhood educator would:

 Support and encourage families by developing programs which meet the needs of
those families being served.
 Assist families in obtaining needed specialized services provided by other
professionals.
 Advocate public policies and community services that are supportive of families.

6. Early childhood educators work in ways that enhance human dignity.

Explanation

Early childhood educators welcome and cherish children unconditionally. They respect the
dignity of children, parents, colleagues and others with whom they interact. They
demonstrate respect for diversity by valuing individuality and appreciating diverse
characteristics including ideas and perspectives.

What an Educator should do or Implementations for Practice

In adhering to this Principle, an early childhood educator would:

 Communicate respect by practicing and promoting anti-bias interactions.

 Support and promote the dignity of self and others by engaging in mutually
enhancing relationships.
 Plan programs that communicate respect for diversity regarding ability, culture,
gender, socio-economic status, sexual orientation and family composition.
 Provide opportunities for all children to participate in childhood activities.

7. Early childhood educators pursue, on an ongoing basis, the knowledge, skills and self-
awareness needed to be professionally competent.
Explanation Early childhood professional practice is based on an expanding body of
scholarly literature and research. Continuing education is essential. In-service skills training
and self-awareness work prepare early childhood educators to fulfill their responsibilities
more effectively.
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What an Educator should do or implementations of practice

In adhering to this Principle, an early childhood educator would:

 Recognize the need for continuous learning.

 Pursue professional development opportunities.
 Incorporate into practice current information from the early childhood education
professional literature.
 Assess personal and professional strengths and limitations and undertake self-
improvement.
 Articulate a personal philosophy on the basis of theoretical perspectives.

8. Early childhood educators demonstrate integrity in all their professional relationship.

Explanation

Early childhood educators are truthful and trust-worthy. Early childhood educators
communicate honestly and openly, and endeavor to be accurate and objective. Early
childhood educators treat as confidential information about the children, families and
colleagues with whom they work. Information may be shared with colleagues and other
helping professionals as required for the care and support of children, or as required by law.
Early childhood educators acknowledge real or potential conflicts of interest and act in
accordance with principles of the code.

What an Educator should do or implementations of practice

In adhering to this Principle, an early childhood educator would:

 Communicate with children, parents, colleagues and other professionals in an

honest, straightforward manner.
 Conscientiously carry out professional responsibilities and duties.
 Identify personal values and beliefs, and strive to be objective.
 Treat as confidential information concerning children, families and colleagues unless
failure to disclose would put children at risk.
 Recognize the potential for real or perceived conflict of interest and act in
accordance with the principles of the code where dual relationships with colleagues
of families exist and/or develop.

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ECCESL ETHICAL RESPONSIBILITY TO OWN-SELF (THE EDUCATOR), TO CHILDREN, TO COLLEAGUES,
TO FAMILIES, TO COMMUNITY AND SOCIETY.
Ethical responsibilities

Ethical responsibilities are mandates that are clearly spelled out in the NAEYC Code of
Ethical Conduct—they describe how early childhood educators are required to act and what
they must do and must not do. The fact is, however, that instead of honoring these
responsibilities, even well-meaning and conscientious early childhood educators are
sometimes tempted to do what is easiest or what will please others. It is important to
remember that when you encounter a situation that involves an ethical responsibility, you
must follow the Code’s clear direction. The most important of the responsibilities spelled
out in the NAEYC Code is Principle 1.1. Above all, we shall not harm children. We shall not
participate in practices that are emotionally damaging, physically harmful, disrespectful,
degrading, dangerous, exploitative, or intimidating to children. This principle has
precedence over all others in this Code. You can be confident that when you have done the
right thing, the Code is there to back you up. You can rely on it to help you explain why you
made a difficult or unpopular decision. It can be helpful to think of ethical responsibilities as
being very similar to legal responsibilities in that they require or forbid a particular action.
And sometimes legal and ethical responsibilities are the same—for example, mandating the
reporting of child abuse. These five main groups are in some cases broken down into
subgroups where there is a lot of materials.

The five groups are as follows:

A. Responsibility to Oneself B. Responsibility to Children C. Responsibility to Colleagues

D. Responsibility to Families E. Responsibility to Society and Community

The clauses below have been drawn from a large number of Codes, and may overlap in
some instances. In all cases, it is assumed that the clauses are preceded by the wording, "It
is the responsibility of a person who works with children ...”

A: Responsibility to Own-self (Educator).

People who work with children and young people have personal responsibilities concerning
themselves:

1. To maintain and improve professional competency to develop and utilize their skills, knowledge and
experience as fully as possible to undertake training and educational programs in order to remain up to date on
professional issues and relevant legislation, to re-examine attitudes and to renew motivation.

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  To accept supervision, counselling and career appraisals, in order to ensure ongoing
competent service

2. To maintain standards: to maintain high personal standards of professional conduct, avoiding any acts which
may bring the profession or service into disrepute or which may diminish the trust or confidence of the public to
pursue a commitment to quality in services offered and in interpersonal relationships on an ongoing basis.
 To recognize how personal values, opinions, experiences and biases can affect
personal judgement.
 To present attitudes and a personal manner which will not give unnecessary offence
to service users or colleagues, and to maintain an appropriate personal appearance.
 To behave reliably, for example by being punctual, fulfilling obligations and
maintaining expectations of communication.
 To maintain appropriate boundaries between personal and professional
relationships.
 To avoid placing oneself in positions where one is open to face allegations about
misconduct.
 To acknowledge limitations in knowledge and competence, and to decline any duties
or responsibilities if unable to perform them in a safe and skilled manner.
 To seek advice as necessary.
 To follow conscience where it is felt that to do otherwise would be wrong and to
report a responsible person any conscientious objection which may affect
professional practice.
 To refuse any gift, favour or hospitality which might be interpreted as influential in
obtaining preferential consideration.
 To ensure that professional practice is not influenced by commercial considerations.
 To ensure that the welfare of service users is not endangered by any activity on the
part of the professional as a member of a group or organization.

3. To maintain physical and emotional well-being

 To be self-aware in relation to values and their implications for practice.

 To be aware of personal growth and need for development.
 To maintain personal physical and mental fitness at the level required to meet
service users' needs.
 To maintain an approach to work which is balanced, optimistic, patient, mature, self-
controlled and constant in coping with failure.
 To avoid using drugs or alcohol prior to or during work.
 To maintain standards of safety through the use of appropriate equipment, clothing
and procedures.

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4. Early childhood educators make continued efforts to improve professionally by actively pursuing knowledge
regarding developments in the early childhood education field.

B: Responsibility to Children

People working with children and young people have a responsibility for the services they
offer directly to the children and young people in their care, and for the services offered to
the families and other careers relating to the children and young people:

1. To promote the rights of children and young people

 To recognize, respect and advocate for the rights of children, young people and their
families in relation to them both as individuals and as groups of service users.
 To involve children and young people and their families in decision-making affecting
their lives.
 To enable children and young people to learn to play a role as adult citizens.
 To give priority to meeting the needs and well-being of children, young people and
their families in devising and monitoring programs.
 To act as advocate in the service users best interests.
 To support the rights of children with special needs to participate, as far as their
abilities permit, in all activities available to other children.
 To respect the privacy of service users.
 To maintain confidentiality concerning information obtained in the course of
professional services, and make disclosures only with the consent of the child or
parent where required by the order of a court or where clearly justifiable in the
wider public interest.

2. To promote the welfare of children and young people as individual persons

 To develop positive and empowering relationships with children and young people
within appropriate professional boundaries.
 To foster the development of children and young people in order to achieve their full
individual potential.
 To take account of the individual circumstances and needs of children and young
people in designing programs to meet their psychological, social, cultural and
spiritual needs.
 To take account of the developmental stage, understanding, capacity and age of
children and young people when designing or providing programs.
 To assess and meet the needs of each child and young person on an individual basis.

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  To base services upon current knowledge in the field of child development and
related disciplines and upon the particular circumstances of each child.
 To create and maintain safe and healthy settings that foster children’s physical,
intellectual, social, emotional, moral and spiritual development.

3. To ensure clear boundaries between professional and personal relationships

 To ensure that service users explicitly understand the boundaries between
professional and personal relationships.
 To maintain an appropriate professional distance, avoiding dependency relationships
where they are not part of a planned programed of care.
 To relate to service users appropriately.
 To avoid sexual intimacy with service users.
 To avoid non-work friendships with children and young people with whom one is
working which are not known to colleagues.
 To avoid language which is inappropriate or which might be misconstrued.
 To respect the physical and emotional privacy of children and young people.

4. To cooperate with others in meeting the needs of children and young people
 To recognize service users' membership of their families and communities.
 To facilitate the participation of significant others in services to meet the needs of
children and young people, and to develop partnerships with them in providing care
where appropriate. Pupil in care and to enable them to maintain their family ties.
 To administer medication prescribed by lawful prescribing practitioners in
accordance with prescribed directions and only for medical purposes, seeking advice
as and when necessary.

5. To counteract bad childcare practice

 To avoid participation in practices which are disrespectful, degrading, dangerous,
exploitative, intimidating, psychologically damaging or physically harmful to service
users.
 To protect children from abuse and neglect.
 To endeavour to prevent the inappropriate placement of children and young people
or the termination of services, when such action is being taken for financial reasons
and leads to less appropriate ways of meeting their identified needs,
 To report the abuse and neglect of children so that action may be taken.
 To avoid commissioning or assisting an infringement of the law by service users and
to avoid active collusion with service users in the evasion of the consequences of
illegal acts (except in those cases where it can be justified as a matter of conscience
that the law is in the wrong).

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  To avoid condoning or participating in behaviour on the part of children and young
people which is unwise or dangerous.
 To ensure that services are non-discriminatory towards service users with regard to
race, colour, ethnicity, national origin, national ancestry, age, gender, sexual
orientation, marital status, religion, abilities and disabilities, medical condition,
political belief or affiliation, or socio-economic status.
 To avoid sharing secrets with a child or young person to the exclusion of colleagues.
 To consider the implications of acceptance for the child, other children and the
family, when they offer gratuities or benefits to the childcare worker.

6. Respect the rights of children as laid out in the United National Convention on the
Rights of the Child (1991) and commit to endorsing these rights. www.unicef.org/crc

7. Recognize and respect the individual qualities and potential of each child and that they
are active citizens participating in different communities.

 Understand the vulnerability of children and their dependence on adults

 Help children understand that they are global no citizens with shared
responsibilities to the environment and humanity.
 Create and maintain safe and healthy environments which foster children's social,
emotional, cognitive and physical development which respect their contributions to
communities and their dignity.
 Respect the relationship between children and families and acknowledge this in all
interactions with children.
 Ensure that all children and their families with special needs and disabilities have
access to appropriate support services.
 Ensure that each child's culture, language, ethnicity, and family structure are
acknowledged and valued.
 Advocate the right of each child to play and learn in an environment that meets the
needs of children with and without disabilities.
 Provide all children with a language that they know, as well as support children in
maintaining the use of their home language and in learning English.
 Advocate and ensure that children are not discriminated against on the basis of
gender, age, ability, economic status, family structure, lifestyle, ethnicity, religion,
language, culture or national origin.
 The early childhood educator respects and accepts each child as they are; regardless
of their race, creed, emotional or physical appearance.
 Early childhood educators consider the child’s interests, needs and abilities and
utilize them to fulfill the child’s potential.
 Early childhood educators create an environment which helps children develop self-
confidence and trust in themselves and others.
 Early childhood educators facilitate the development of the whole child.

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  The early childhood educator has a moral and legal responsibility to report
suspected cases of child abuse.
 Acknowledge the support and personal strengths, professional knowledge, diversity
and experience which students bring to the learning environment.
 Know the requirements of the students' individual institutions and communicate
openly with the representatives of that institution.
 Maintain confidentiality in relation to students.
 Provide students with professional opportunities and resources so that they can
demonstrate their abilities.
 Demonstrate this code of ethics to students through practical experience so that
they adhere to these standards in the workplace.

C: Responsibility to Colleagues
People who work with children and young people have a responsibility towards their
immediate colleagues and other professionals with whom they need to collaborate in the
interests of those for whom they are responsible:

Early childhood educators often rely on a team approach. Good relations with co-workers
are essential to achieve quality service. It is important to establish and maintain settings and
relationships that support productive work and meet professional needs.

1. To promote good practice

 To establish and maintain relationships of trust and cooperation with colleagues.

 To treat colleagues with respect, courtesy, fairness and good faith.
 To accord colleagues due recognition of professional achievement.
 To respect the relationships of colleagues with service users and their families.
 To foster a culture in which quality of practice is pursued in all activities and
relationships jointly with other colleagues.
 To act as a team member, supporting other members of the team by maintaining
consistent standards and by offering and receiving support, especially in crises.
 To keep colleagues fully informed of all matters to which they should have access.
 To communicate promptly and to maintain obligations to colleagues in responding
by letter, telephone or other means of communication.
 To assist colleagues to develop their professional competence through supervision,
training and other forms of support.
 To observe confidentiality in respect of discussions with colleagues about their
professional problems and difficulties, except where there is an overriding concern
and responsibility for service users.

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  To refer service users to colleagues, including members of other professions, when
their skills and knowledge are required to meet the needs of service users.

2. To counteract bad practice

 To draw bad practice and shortfalls in professional standards to the attention of

colleagues where appropriate in order to enable them to improve their practice.
 To attempt to resolve differences of opinion with colleagues either directly or within
the team.
 To report to a responsible person where it appears that the health or safety of
colleagues are at risk.
 Build collaborative relationships based on trust, respect and honesty.
 Encourage colleagues to act in accordance with this code and take action in the
presence of unethical behaviours.
 Acknowledge the personal strengths, professional experience and diversity which
other colleagues bring to work.
 Share knowledge, experiences and resources with colleagues.
 Use constructive methods to manage differences of opinion in the workplace.
 Early childhood educators respect other colleagues as professionals.
 Early childhood educators share knowledge with colleagues.
 Early childhood educators maintain confidentiality about colleague’s views.
 Early childhood educators work in a climate of trust and confidence which empowers
them to speak and act in the best interests of children.

The professional educator promotes effective and appropriate relationships with colleagues by:

 Respecting colleagues as fellow professionals and maintaining civility when

differences arise
 Resolving conflicts, whenever possible, privately and respectfully and in accordance
with district policy
 Keeping student safety, education, and health paramount by maintaining and
sharing educational records appropriately and objectively in accordance with local
policies and state and federal laws
 Collaborating with colleagues in a manner that supports academic achievement and
related goals that promote the best interests of students
 Enhancing the professional growth and development of new educators by
supporting effective field experiences, mentoring or induction activities across the
career continuum
 Ensuring that educators who are assigned to participate as mentors for new
educators, cooperating teachers, or other teacher leadership positions are prepared
and supervised to assume these roles

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  Ensuring that educators are assigned to positions in accordance with their
educational credentials, preparation, and experience in order to maximize students’
opportunities and achievement and
 Working to ensure a workplace environment that is free from harassment.

D: Responsibility to Families
Families are of primary importance in children’s development. The term family may include
others, besides parents, who are responsibly involved with the child.

Early Childhood Educators acknowledge a responsibility to collaborate with both the home
and school.

 Early childhood educators recognize the role of parents as primary caregivers and
the educator’s role as one which is supportive to the family and the child.
 Early childhood educators respect the parent’s knowledge of their child.
 Early childhood educators maintain confidentiality regarding knowledge obtained in
the daily dealing with children.
 Early childhood educators maintain open communication with the child’s family.
 Early childhood educators respect different family values and beliefs.
 Develop relationships of mutual trust with positive, open and honest
communication.
 Accept the family's right to make decisions (or be involved) about their own children.
 Maintain respect and the family's right to confidentiality.
 Learn from families so that they can build on their strengths and be supported in
their role of nurturing children.
 Respect the dignity and preferences of each family and endeavour to learn about
their structure and lifestyle, culture and customs, language, to religion and beliefs.
 Share information about the child's education and development with families and
help them understand and appreciate the current knowledge base of the early
childhood profession.
 Support the continuing development of parents' skills to enhance their
understanding of their children.

E: Responsibility to Community and the Society

People who work with children and young people have a responsibility to the community as
a whole in the way it contributes to the upbringing of society's future citizens:

1. To provide information and promote under-standing

 To keep the public informed about the needs of people and the services provided to
meet them.

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  To provide a positive image of the identity of children and young people in the public
care, and of ways in which society may contribute to meeting their needs.
 To counteract prejudice and discrimination against children and young people in the
public care.
 To promote understanding and facilitate the acceptance of diversity in society.
 To encourage informed participation by the public in shaping social policies and
institutions.
 To take political action where the needs of children and young people and their
families make it necessary.

2. To meet the needs of children and young people in the context of the wider society

 To provide services for people with needs on behalf of the community.

 To foster the integration of children and young people into their immediate
community and into society as a whole so that they may play a full part as
responsible adult citizens.
 To work towards greater social acknowledgement of children's rights.
 To support policies and laws that promote the well-being of children and young
people and their families, and to oppose or seek to modify those that do not.
 To respect human rights in general.
 Learn about the communities we work with their priorities and needs and ensure
that our work with the children reflects these.
 Promote shared and informed aspirations among communities which benefit
children's happiness, health, enjoyment and wellbeing.
 Advocate the implementation of laws and policies that promote child and family-
friendly communities.
 Promote developmentally and culturally appropriate knowledge and understanding
of young children as well as their individual needs.
 Use knowledge and research to advocate for an environmentally safe world in which
all children receive health care, food, shelter, are nurtured and live free from
violence and abuse in their home and communities.
 Promote multi agency working and cooperation among professionals concerned with
addressing issues in health, education and care, and wellbeing of young children,
their families and their early childhood educators.
 To encourage collaborative participation in sharing responsibility between
professionals, children and young people, their families and the wider community.
 To support the families of children and young people.
 Advocating for policies and laws that the educator supports as promoting the
education and well-being of students and families;
 Collaborating with community agencies, organizations, and individuals in order to
advance students’ best interests without regard to personal reward or
remuneration; and

25
  Maintaining the highest professional standards of accuracy, honesty, and
appropriate disclosure of information when representing the school or district within
the community and in public communications.

F: Responsibility to the School Community

The professional educator promotes positive relationships and effective interactions, with
members of the school community, while maintaining professional boundaries. The
professional educator promotes effective and appropriate relationships with
parents/guardians by:

 Communicating with parents/guardians in a timely and respectful manner that

represents the students’ best interests;
 Demonstrating a commitment to equality, equity, and inclusion as well as respecting
and accommodating diversity among members of the school community
 Considering the implication of accepting gifts from or giving gifts to
parents/guardians and
 Maintaining appropriate confidentiality with respect to student information
disclosed by or to parents/guardians unless required by law.

ECCESL ETHICAL RESPONSIBILITIES TOWARDS SCHOOL PROPERTY, RESOURCES AND SCHOOL

AUTHORITIES
ECCESL Ethical Responsibilities towards the proper Use of School Resources

Educators and other educational personnel shall, in recognition of the fact that school
resources are central in the overall management of the school, ensure the proper, efficient
and effective management of school resources.

Educators and other educational personnel shall:

 Exercise reasonable care in the use of the school property, and for official purposes;
 Maintain appropriate and highest standards of honesty and integrity in the
management of school resources;
 Maintain and keep proper books of account at all times for monies received or
expended on behalf of the school;
 Keep and maintain proper record of property or funds received on behalf of the
school. Such records include, but not limited to, store issue vouchers, log entry book,
etc.;
 Maintain and keep proper record of distribution or utilization of school resources
and equipment;
 Maintain accountability and transparency at all levels; and

26
  Refrain from collaboration with others to mismanage school fund and other
resources.

Responsibilities towards employing authorities

Educators and other education personnel shall:
 Cooperate with education authorities in the interest of the Learners, education
service and the community;
 Be knowledgeable of their legal and administrative rights and responsibilities, and
respect the provisions of ''The Collective Bargaining Agreement for Teachers" and
the provisions concerning learners', employers' and employees' rights;
 Carry out reasonable instructions from management personnel and have the right to
question instructions through clearly defined procedures
 Not frustrate the policies, decisions and actions of the school administration and
Teaching Service Commission (TSC)
 Not engage in unauthorized collection of school funds, extra lessons or illegal
charges.

The professional educator promotes effective and appropriate relationships with employers
by:
 Using property, facilities, materials, and resources in accordance with local policies
and state and federal laws
 Respecting intellectual property ownership rights (e.g. original lesson plans, district
level curricula, syllabi, gradebooks, etc.) when sharing materials
 Exhibiting personal and professional conduct that is in the best interest of the
organization, learning community, school community, and profession; and
 Considering the implications of offering or accepting gifts and/or preferential
treatment by vendors or an individual in a position of professional influence or
power.

The professional educator understands the problematic nature of multiple relationships by:
 Considering the risks that multiple relationships might impair objectivity and
increase the likelihood of harm to students’ learning and well-being or diminish
educator effectiveness
 Considering the risks and benefits of a professional relationship with someone with
whom the educator has had a past personal relationship and vice versa
 Considering the implications and possible ramifications of engaging in a personal or
professional relationship with parents and guardians, student teachers, colleagues,
and supervisors and

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  Ensuring that professional responsibilities to paraprofessionals, student teachers or
interns do not interfere with responsibilities to students, their learning, and well-
being.

ECCESL SCHOOL ENVIRONMENT AND WORK ETHICS

School Environment

The influence of the school environment including child care and preschool may also have
an effect on later academic performance. Children from low families habitually reside in
poor neighborhoods characterized by high levels of unemployment and crime, absence of
adult supervision of children, and lack of opportunities for building social networks. The
combination of low expectations and less parental involvement in school activities results in
a negative school climate and increased risk of school violence, which may weaken
children's sense of security and their ability to achieve academic success in schools.

Fostering ethical learning environments

Experiencing an ethical environment enhances the moral sensitivity and ethical behaviour of
students and helps them appreciate the importance of ethics in their personal and
professional life and in society more broadly. An ethical environment is not only important
as an educational method on its own right but is also crucial for the effectiveness of ethics
classes.

Against this background educators may wish to provide an ethical environment in the
classroom. In this environment, everyday relationships and practices are based on ethical
standards, and students are guided and supported in living and interacting ethically.

In what follows, we explore two main methods that educators can easily use within their
classroom to foster an ethical learning environment: creating ethical "ground rules" for the
class and serving as ‘’educators as ethical role model’’. The former method is most effective
when students are engaged in developing and enforcing the rules.

1. Setting ground rules

How should students behave in the classroom? Are they allowed to eat, to use electronic
devices, what language can be used during class deliberations? How should an educator
behave when dealing with class interruptions, when addressing questions during classes?
These are all routine questions that arise during each course in almost any country or field
of education, and all of them involve ethical issues.

Examples of unethical student behaviour are well-known: arriving late for class, using
mobile phones or computers for non-educational purposes in class, cheating in exams and
plagiarizing the work of others. Disciplinary procedure also but while this might prevent

28
some unethical behaviour from occurring, it rarely has a lasting impact. One way to deal
with these issues is to set ground rules for behaviour in the classroom.

By way of example, if class exercises involve telling personal stories, the ground rule might
be that every student has the right to be heard and that every student should be open and
tolerant to different opinions and show respect for such opinions even when they disagree.
The educator has the responsibility to ensure that this rule is adhered to at all times. Their
sole purpose is to guide students on proper conduct.

The ground rules for ethical behaviour in the classroom should ideally be co-created by
students and educators, who will also participate together in monitoring the
implementation of the rules. Students who create the rules will be more inclined to follow
them. Involving students in setting the ground rules is therefore an effective way to both
foster an ethical learning environment and deliver ethics education.

2. Educator as ethical role model

Actions speak louder than words. Ethical behaviour can foster ethical learning among
students more effectively than merely teaching ethics in isolation. "How you teach" is
equally important to "what you teach", especially when teaching integrity and ethics.
Educators, by the very nature of their job, set an example for their students and should
ideally serve as role models of ethical behaviour within and beyond the classroom. Lecturers
must demonstrate integrity and limit unethical behaviour in the lecturer's daily practice,
Educators have many opportunities to demonstrate proper ethical behaviour and, by doing
so, to become a role model for their students. For example: Starting classes on time and
ending them on time, Not taking advantage of his/her professional relationship with
students for private gain, grading in a timely fashion and providing comprehensive feedback
to help students learn and improve their skills, performing assessments of assignments and
tests in a fair way.

OVERVIEW OF TEACHING SERVICE COMMISSION CODE OF CONDUCT.

Code of Conduct
While implementing development assistance activities, educators and other educational
personnel will:

 Treat children with respect regardless of race, colour, sex, language, religion,
political or other opinion, national, ethnic or social origin, property, disability, birth
or other status.
 Not use language or behaviour towards children that is inappropriate, harassing,
abusive, sexually provocative, demeaning or culturally inappropriate

29
  Not engage children in any form of sexual activity or acts, including paying for sexual
services or acts where, under the law(s) applicable to the child, the child is below the
age of consent or the act(s) are an offence under relevant laws
 Wherever possible, ensure that another adult is present when working in the
proximity of children
 Not invite unaccompanied children into a member of the staff’s home without the
permission of their parent/guardian, unless they are at immediate risk of injury or in
physical danger
 Not sleep close to unsupervised children unless absolutely necessary, in which case I
must obtain the supervisor’s permission, and ensure that another adult is present if
possible
 Use any computers, mobile phones, or video and digital cameras appropriately, and
never exploit or harass children or access child pornography through any medium
(see also ‘Use of children’s images for work-related purposes
 Refrain from physical punishment or discipline of children refrain from hiring
children for domestic or other labour which is inappropriate given their age or
developmental stage, which interferes with their time available for education and
recreational activities, or which places them at significant risk of injury comply with
all relevant Italian and local legislation, including labour laws in relation to child
labour; and
 Immediately report concerns or allegations of child abuse in accordance with
appropriate procedures.

THE TEACHERS SERVICE COMMISSION CODE OF CONDUCT AND ETHICS

The Education System of the Republic of Sierra Leone is charged with the responsibility of
nurturing the growth of the whole person through integrated development of physical,
intellectual, moral and spiritual attributes and abilities. The teacher is a key person in
imparting knowledge, skills and attitudes that are necessary for the development of the
country. The Teaching Service is a noble calling which demands sacrifice and selflessness.

The Code is intended to establish standards of ethical conduct and behaviour for teachers
and for the officers and employees of the Teachers Service Commission.

This Code contains rules of conduct and ethics to be observed so as to maintain the
integrity, dignity and nobility of the teaching profession. The Code does not in any way
replace the Code of Regulations for Teachers or the laws and rules relating to the officers
and employees of the Teachers Service Commission. Those laws and rules and all other
applicable laws must be obeyed.

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Teachers and officers and employees of the Teachers Service Commission should adhere to
this Code so as not to bring ridicule and dishonour to the Commission and the teaching
profession.

1. This Code may be cited as the Teachers Service Commission Code of Conduct and Ethics.

2. In this Code, unless the context otherwise requires — "public officer" means a public
officer to whom this Code applies under rule 3; "school" includes pre-primary and post-
secondary institutions; "student" includes students at pre-primary and post-secondary
institutions.

3.(1) This Code applies with respect to — (a) public officers who are teachers registered
under the Teachers Service Commission Act; and (b) officers and employees of the Teachers
Service Commission. (2) For greater certainty, the officers and employees referred to in
paragraph (1) (b) do not include the members of the Teachers Service Commission.

4. (1) A public officer shall comply with all the requirements of the General Code of Conduct
and Ethics set out in Part III of the Act. (2) The General Code of Conduct and Ethics set out in
Part III of the Act is set out in the Appendix to this Code and shall form part of this Code.

5.(1) In carrying out his duties, a public officer shall respect, protect and promote the human
rights and freedoms of students without discrimination on the basis of race, tribe, political
opinions, colour, creed, sex, disability, social status or culture. (2) A public officer shall not
be a member in an organization that he knows promotes or practices discrimination on a
basis set out in paragraph (1).

6. (1) A public officer who is in a profession shall his professional competence. (2) A public
officer shall not convey, or allow others to convey, the impression that anyone is in a
position to improperly influence him.

7. (1) A public officer shall be efficient and punctual and shall meet his deadlines. (2) A
public officer shall ensure that his official duties take precedence over his other activities.
(3) A public officer shall take reasonable steps to ensure that the activities he carries out or
supervises are conducted in an orderly manner and with due decorum. (4) A public officer
shall be patient, dignified and courteous to students, colleagues and members of the public.

8. (1) A public officer who evaluates students shall do so honestly and only on the basis of
their performance. (2) A public officer shall use his best efforts to ensure that examinations
are conducted fairly and without Cheating.

9. (1) A public officer shall not engage in any sexual activity with a student regardless of
whether the student consents. (2) A public officer shall not make a request to, or exert
pressure on, a student for sexual activity or favours. (3) A public officer shall not flirt with a
student.

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10. (1) A public officer shall not supply pornography to a Pornography. Student, expose a
student to pornography or assist a student in obtaining access to pornography. (2) A public
officer shall use his best efforts to ensure that any school he works in is free of pornography.

11. (1) A public officer shall not supply illicit drugs to an Illicit drugs. Student, expose a
student to illicit drugs or assist a student in obtaining access to illicit drugs. (2) A public
officer shall use his best efforts to ensure that any school he works in is free of illicit drugs.

12. A public officer shall not stand for election as a member of the National Assembly or a
local authority or hold a political office.

13. A public officer shall not canvass or lobby, either directly or indirectly, for any favours in
the Teaching Service or, if the public officer is an officer or employee of the Teachers Service
Commission, for any favours relating to his employment with the Commission.

14. (1) While a public officer should not be isolated from society of which he is a part, he
shall ensure that his non official activities do not interfere with his official duties or affect
the dignity of his office and that the risk of conflict with his official duties is minimized.
Prohibition against standing for election. (2) A public officer shall not engage in private
business during official working hours. Private teaching work.

15. (1) A public officer shall not — (a) charge or accept any fee for tuition of a student, even
if the tuition is given outside official working hours; or (b) establish or retain an interest in a
private school or work at such a school. (2) Paragraph (1) (a) does not apply with respect to
tuition fees that are lawfully charged by a school. Endorsing private activities. Private affairs
-financial dealings.

16. A public officer shall not use or lend the prestige of his office to sanction or endorse his
own private activities or the private activities of any other person.

17. (1) A public officer shall live within his means and avoid incurring any financial liability
that he cannot satisfy. (2) A public officer who becomes bankrupt, becomes a judgement
debtor or against whom proceedings are taken in bankruptcy shall forthwith report the
matter to the Secretary of the Teachers Service Commission.

18. (1) A public officer shall, to the extent that he is involved in the receipt and
administration of donations for school purposes, ensure that proper records are kept of the
donations and that they are used for the purposes for which they were given. (2) A public
officer shall inform the Secretary of the Teachers Service Commission or another
appropriate authority if the public officer has reasonable grounds for believing — (a) that
proper records of any donations for school purposes have not been kept; or Dealing with
donations. (b) That any donations for school purposes have not been used for the purposes
for which they were given.

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19. (1) If a public officer is given a gift described in Gifts. It paragraph (2), then, even if the
gift is• not deemed, under section 11(3) of the General Code of Conduct and Ethics set out
in the Appendix to this Code,, to be a gift to the public officer's organization — (a) the public
officer shall report the matter to the Secretary of the Teachers Service Commission who
shall direct the appropriate mode of 'disposal of the gift; and (b) the public officer shall
comply with such direction. (2) The gifts referred to in paragraph (1) are — (a) a gift from a
person described in subparagraph (i), (ii) or (iii) of section 11(2)(a) of the General Code of
Conduct and Ethics set out in the Appendix to this Code; or (b) a gift given to the public
officer on a public or ceremonial occasion. (3) A public officer shall not accept a gift,
including a gift from his school that is given as a reward for, or in recognition of, the
performance of students unless the gift is a non-monetary gift whose value does not exceed
5,000 shillings. (4) A gift that a public officer is otherwise allowed to accept from a relative
or friend because it is given on a special occasion recognized by custom shall not be
accepted by the public officer in a public office.

20. For the purposes of section 25 of the General Code of Conduct and Ethics set out in the
Appendix to this Code, the appropriate authority to whom a public officer shall report a
matter under that section is the Secretary of the Teachers Service Commission.

21. (1) A public officer who is charged with an offence described in paragraph (3) shall
forthwith report the matter to the Secretary of the Teachers Service Commission. (2) A
public officer who discovers that a public officer under his supervision has been charged
with an offence described in paragraph (3) shall either ensure that the matter is reported
under paragraph (1) or report the matter to the Secretary of the Teachers Service
Commission directly. (3) An offence referred to in paragraph (1) or (2) is an offence that may
be punished by imprisonment, other than in default of payment of a fine.

22. A public officer shall inform the Secretary of the Teachers Service Commission or
another appropriate authority if the public officer knows that another public officer has
breached this Code unless the public officer reasonably believes that the breach has been or
will otherwise be reported.

23. Where a public officer has committed a breach of this Code, appropriate action will be
taken in accordance with the Act and other applicable laws.

7 Professional Ethics for Educators

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Teachers play a huge role in student’s lives, and form a major influencing factor for them
right from the childhood. They, with the help of chalk and board, can help students develop
imagination that will help them to paint their own world. Regarded as the noblest
profession of all, these educators can lay the foundation of your life. Apart from imparting
academic knowledge, these mentors are also responsible for inculcating invaluable life
lessons in their students.

To set a positive example, teachers must follow an ethical code of conduct to show
professionalism. Those ethics ensure that these educational guides remain unbiased while
doing their job and fulfill their objective of providing uncompromising education.
Professional ethics determines their responsibilities towards the students.

Professional Ethics for Teachers the Following moral principles must be observed by the
teachers.
Because they have a daily influence on the lives of children, teachers are often held to high
standards. In the midst of all of their responsibilities, they're required to serve as strong role
models and demonstrate ethical behaviors as they interact with students, colleagues,
parents and others. Developing and following a professional code of ethics helps make sure
teachers act in a professional and ethical manner at all times.

1. Being with the students

They are entrusted with the role of providing a quality education to all students in the
classroom. As a part of ethics, they cannot exhibit favoritism towards any particular student
or even show discrimination against any of them. He/she ought to interact with the pupils in
an appropriate manner without taking any advantage. They must keep minimum contact
with students outside the school premises, and if need arises, it must be related to some
school event or function.

2. Safety for all students

In addition to a teacher's job to help all students learn, a professional code of ethics also
addresses a teacher's responsibility to keep students safe. Teachers must abide by all school
and classroom safety procedures to ensure student safety. It's also a teacher's responsibility
to report instances of bullying and harassment. If a teacher suspects cases of abuse or
neglect, or a student confides in a teacher in cases of abu1se or neglect, the teacher is
required to report it to the proper authorities, even if the student requests otherwise.

3. Commitment towards the profession

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Anyone who aspires to work in this field must understand ethics related to this profession.
They must represent accurate information about their qualifications, certifications of
undertaken courses or workshops and required licenses. Representing misleading
information just to get entry into this profession can shatter your chances to a great extent.
The teachers must report the progress of students and be fair in giving grades for
assessments. Manipulating it or purposefully reconstructing student responses can land
them with fraudulent charges thus leading to loss of job.

4. Cooperating with colleagues

To provide a safe environment in the school, all teachers, administrators and non-teaching
staff must collaborate to give a rich learning experience for the learners. Every teacher
associated with the institution must adhere to the guidelines set by administrators. They
must bear in mind to follow expected rules; however, unreasonable it may occur to create a
right example in front of students and not disrespect the authorities, teacher must follow
the direction of administrators in order to avoid undermining an authority. In case of
disagreement with a collegue over any trivial issue or a topic, the educators must sort out
their differences in private. They should not speak negatively for their fellow employees and
maintain appropriate relationships with them. In addition to this, the teachers must keep
personal and professional life different and abstain from indulging in any adult behaviors.

5. Interaction with parents and community

Apart from colleagues, the educators must engage in positive interactions with parents or
guardians for the child’s future. In case of troublesome parents, the meetings must be
conducted under the supervision of administrator or with the help from other teachers.
They must not give into unduly demands by parents.

Teachers can be regarded as a guiding light as they play an important role in shaping the life
of many individuals. They are strong role models and need to have a rational behavior
towards the students. Following above ethics will help them in being impartial in their field
and do the job honestly with professionalism.

6. Professional Practice
Teachers must maintain ethical behavior in professional practice by accurately representing
and maintaining certifications, licenses and other qualifications. Applying for a teaching
certificate with false information or lying about meeting the requirements to renew the
certificate can lead to a loss of teaching privileges. In addition to qualifications, teachers
must practice ethical behavior when it comes to reporting grades and handling assessments.
Misrepresenting grades or altering student responses on assessments can lead to criminal
charges and the loss of a job.

7. Interacting with Stakeholders

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Aside from colleagues, teachers have a responsibility to interact positively with parents and
other stakeholders in a child's education. Contact with parents must be kept professional,
free from arguments and physical contact. If a teacher has an issue with a parent, another
teacher or administrator must be present during all meetings. Teachers also must avoid
being unduly influenced by parents and other stakeholders when it comes to students'
grades.

NATIONAL EARLY CHILDHOOD CARE AND EDUCATION (ECCE)

Early childhood Care and Education (ECCE) is defined as the period from birth to eight years
old, is a time of remarkable growth with brain development at its peak. The early years are
critical, because this is the period in life when the brain develops most rapidly and has a
high capacity for change, and the foundation is laid for health and wellbeing throughout life.
Nurturing care – defined as care that is provided in a stable environment, that is sensitive to
children’s health and nutritional needs, with protection from threats, opportunities for early
learning, and interactions that are responsive, emotionally supportive and developmentally
stimulating – is at the heart of children’s potential to develop. During this stage, children are
highly influenced by the environment and the people that surround them. It refers to the
development of a child's personality.

Early childhood care and education (ECCE) is more than preparation for primary school. It
aims at the holistic development of a child’s (social, emotional, cognitive and physical)
needs in order to build a solid and broad foundation for lifelong learning and wellbeing.
ECCE has the possibility to nurture caring, capable and responsible future citizens.

In this way ECCE is one of the best investments a country can make to promote human
resource development, gender equality and social cohesion, and to reduce the costs for
later remedial programmes. For disadvantaged children, ECCE plays an important role in
compensating for the disadvantages in the family and combating educational inequalities.

UNESCO’s approach is reinforced in the Education 2030 agenda and in particular in target
4.2 of Sustainable Development Goal 4 which aims to ‘By 2030, ensure that all girls and boys
have access to quality early childhood development, care and pre-primary education so that
they are ready for primary education.

In the brain-building process, neural connections are shaped by genes and life experiences –
namely good nutrition, protection and stimulation from talk, play and responsive attention

36
from caregivers. This combination of nature and nurture establishes the foundation of a
child’s future.

Conflict and uncertainty also play a role as children younger than five in conflict-affected
areas and fragile states face elevated risks to their lives, health and wellbeing.

The Domains of Child Development

The domains of Child development are as follows;

1. Approaches to Play and Learning (APL)

2. Physical development and well-being (PDW)

3. Social and emotional development (SED)

4. Cognitive development and emergent mathematics (CDEM)

5. Language Development and Emergent Literacy (LDEL)

1. Approaches to Play and Learning (APL)

Children are born with inclination to learn and figure things out, but each approaches
learning in his or her own way. The Approaches to Play and Learning domain addresses how
children learn and includes children's attitudes interest and learning. It reflects behaviors
and attitudes such as curiosity, problem-solving, maintaining attention, and persistence.
Children display these characteristics in the way they learn in all domains and curriculum
areas, including music, dramatic play and art.

For infants and toddlers, their approach to learning begins with their openness and interest
in the world around them and their desire to make things happen. They learn by mounting,
tasting, touching, smelling, listening and looking (their senses) at just about anything in their
environment. They also learn through their physical actions as they try new actions and see
what happens when they do something with objects. When adults support and encourage
their efforts, children feel safe and secure and are more willing to try new things and take
risks. With a consistent environment and responsive adults who encourage exploration,
young children will experience the emotional security necessary for exploring, growing, and
learning.

As children move into the preschool year, they begin to establish learning behaviors that
are more closely tied to later school success. They become more confident in their ability to
learn and enjoy exploration and discovery through play. This is also a time when Children
develop some specific areas of interests and learn different strategies to find out more

37
about those interests. They typically can concentrate for longer periods of time and can
persist with tasks even encountering obstacles. It is important for educators of young
children of ever age to recognize that children vary their learning styles and in how they
express their approaches to learning. For example, some children should great enthusiasm
for trying new things, while others are more content to sit back and watch. These
differences may reflect the child's temperament or cultural differences in how his or family
encourages the child to interact with the people and things in the environment. The
presence of developmental delay or disability may affect how a child takes in information
and/or interact with the people in the environment. Educators must and attuned to these
differences and provide children appropriate support and guidance. It is important to
remember, however, that each child's approach towards play and learning is unique.

2. Physical Development and Well-being (PDW)

The physical Development and Well-being domain focuses on physical growth and motor
development, nutrition, self -care, and healthy/safety practices. It lays the foundation for
children's future health and well-being.

Physical development includes mastering movement, balance and fine and gross motor
skills. During early childhood, your child's balance improves. He can walk on a line or small
balance beam and balance on one foot. Your child also develops the skill to throw and catch
a ball, walk up and down stairs without assistance and do somersaults. At this age your child
begins mastering motor skills that allow him to build block towers, draw circles and crosses
and use safety scissors.

Gross Motor: This involves learning to use all of the “big” muscles in our body. Crawling,
walking, running, skipping, jumping, and climbing are all examples

Fine Motor: Fine motor activities teach hand-eye coordination. These activities require a
child to learn to precisely control the muscles in the hands. Things like coloring, writing,
cutting with scissors, using tweezers, tearing paper, etc. all help build fine motor skills.

During this time from birth to age five, children grow rapidly. Their bodies more than double
in size, and their brains develop more rapidly than during any other period in their lives.
Children grow and develop best when they are provided, a healthy and balanced diet that
promotes their physical growth and health, as well as their cognitive development, including
their memory, problem solving, and decision-making skills.

In addition to health eating habits, children need sufficient rest and need to be physically
active to develop strength and stamina. They benefits from a variety of activities that
promotes physical fitness and given them opportunities to practice both large and small
motor skills. Educators and caregivers see children's large muscles develop progress as they

38
turn over and then sit up; as they creep or crawl, and then walk; and then as they learn to
run; climb, and play organized games.

They develop fine motor skills when they use their hands to play with materials such as
blocks, puzzles, and crayons, and when they learn to put on and button their clothes and
able to care for themselves. Early childhood programs can promote children's motor
development by providing them with safe, well-supervised environment where they have
many opportunities to play with wide variety of materials that involve both their large and
small muscles.

It is important to remember that each child develops at his or her own pace. If an evaluation
reveals that a child has a developmental delay or disability, the teacher and or caregivers
should work with their family and any specialist to accommodate the child's physical,
emotional, or cognitive needs.

3. Social and Emotional Development (SED)

Social development refers to your child's ability to make and maintain relationships. Your
child cooperates with others during early childhood and begins to develop conflict
resolution skills. She enjoys attention and may show off, while still showing empathy for
others. At this age your child enjoys group games and begins to understand the concept of
playing fairly. She can tell the difference between fantasy and reality, but enjoys imaginative
play with friends.

Your child is a social being! Learning to “play” (especially with others) is a skill. “Teaching” in
this domain also involves making sure a child feels safe and nurtured. Manners and using
kind words might also be examples included in this domain. Go here for more information
and ideas on social/emotional development.

The Social and Emotional domain describes how children feel about themselves and how
they develop relationships with others, as well as how they learn to express and manage
their emotions. Children's development in this domain affect their development in any
other domain. For instance, children who develop a positive sense of self are more likely to
try new things and work toward reaching goals. They tend to accept new challenges and feel
more confident about their ability to handle problems or difficulties that encounter.

Children's social skills and the relationships they form with others are also important for
their overall development. Children's earliest relationships with their caregivers and
educators provide the basis for the relationship they will form with their future educators
and classmates. Sensitive interactions with caregivers and educators are particularly
important for infants and toddlers because they are learning to form attachments, that is,
strong ties to people who care for them. These attachments relationships lay the foundation
for children's development in all areas. They also learn to relate positively to others.

39
Children learn to manage their feelings and impulses during their early years. Very young
children (infants and toddlers) need the support of sensitive adults as they learn how to
regulate their emotions is still developing, and it is not unusual for them to sometimes have
difficulty controlling their feelings and expressing their emotions appropriately.

Several factors affects children's emotional and social development. Some children may be
generally and very friendly, while others may be often cranky, slow-to-warm to newcomers,
or shy. Children who are Dual Language Learners may also need special accommodations.
They may need help communicating their needs or cooperating with others. Educators and
caregivers must be "in tune" with each child as an individual to effectively support their
emotional and social development.

Finally, children's family and culture play important roles in their emotional and social
development. Some families and cultures encourage children to be more outgoing.
Educators and caregivers should keep these types of cultural differences in mind as they
support children's emotional and social development.

4. Cognitive Development and Emergent Mathematics (CDEM)

Cognitive development includes skills pertaining to learning and thinking. During early
childhood your child develops the ability to sort objects and can organize materials by size
or color. His attention span increases and he seeks information through questions, such as
"how?" and "when?" By the end of early childhood, he can count to 10, knows his colors
and can read his name. He knows the difference between fact and fiction, making him
capable of understanding the difference between the truth and a lie, according to the Child
Development Institute.

This includes cause-and-effect, reasoning, as well as early-math skills. Believe it or not, a

baby who continually drops a spoon from his high-chair is exercising his cognitive ability. He
learns that when he drops it, you will pick it up (cause-and-effect). Counting and patterning
are also included in this domain for preschoolers. Activities that involve cognitive
development can be found here

This domain focuses on children's ability to acquire, organized, and use information in
increasing complex way. Young Children play an active role in their own cognitive
development. Young Children begin to explain, organized, construct, and predict - skills that
lay the cognitive foundation they need to explore and understand increasingly sophisticated
concepts and the world they live in. They learn to apply prior knowledge to new
experiences, and then use this information to refine their understanding of concepts as well
as to form new understanding

For very young children, cognitive development is supported and encourage through their
daily activities, routines and interactions with adults and children. Interactions with the
objects and people are foundational to cognitive development. Young Children begin to

40
understand simple scientific concepts by noticing, wondering, and exploring. As children
grow older and move around into the preschool years, their thinking becomes increasingly
complex. They move from simpler to more complex cognitive skills and become more
complex thinkers and begin to ask questions as they engage in increasingly more focused
explorations. Children start to demonstrate effective problem-solving skills and express
themselves creatively using a variety of media. They also start to remember and use what
they learn in the areas of science, creative expression, and social connections, the focuses of
three subdomains within the Cognitive Development. Dual Language Learners may learn
new concepts and demonstrate what they know best in their home language

Educators and caregivers can promote children's cognitive development by providing

interesting materials and experiences and encouraging children to explore and try using
materials in different ways. Whether it is using toys, that require children to figure out how
they work, creating with art materials, exploring nature, or building blocks they put together
in different shapes, almost any experience can be used to support children's understanding
of the concepts including in the Cognitive Development domain.

5. Language Development and Emergent Literacy (LDEL)

This domain includes alphabetic, phonemic awareness, oral, signs and symbols and also
written language. Even though your little one won’t be able to read for several years, you
can (and most definitely should) read to her. Talking about things throughout the day (even
when it feels silly) is especially important as well. Learning the ABC’s (as well as the sounds
each letter makes) is another example of a language activity. Educator should ensure
activities such as; Engaging Children in Conversations, thick and Thin Conversations, asking
Questions, novel Words

Communicative development includes your child's skills to understand the spoken word and
express herself verbally. During early childhood your child goes from speaking in short
sentences to speaking in sentences of more than five words. Your child, once
understandable only to those closest to her, now speaks clearly enough that even strangers
understand her words. She talks about experiences, shares personal information and
understands positional concepts such as up and down. At this age, it becomes possible to
carry on a back-and-forth conversation.

Each of these domains are also interrelated. When your baby starts crawling (a gross motor
milestone), he will also be enhancing his cognitive abilities by learning about the world
around him. Learning new words will encourage him to participate more in social situations.
Just watch your child for a few minutes and you will see how each domain affects the
others.

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ETHICAL DIMENSIONS ON THE CONVENTION OF THE RIGHT OF THE CHILD (CRC)
Background note on the Convention of the Right of the Child

The United Nations Convention on the Rights of the Child (commonly abbreviated as the
CRC or UNCRC) is a human rights treaty which sets out the civil, political, economic, social,
health and cultural rights of children. The Convention defines a child as any human being
under the age of eighteen, unless the age of majority is attained earlier under national
legislation.

Nations that ratify this convention are bound to it by international law. Compliance is
monitored by the UN Committee on the Rights of the Child, which is composed of members
from countries around the world. Once a year, the Committee submits a report to the Third
Committee of the United Nations General Assembly, which also hears a statement from the
CRC Chair, and the Assembly adopts a Resolution on the Rights of the Child.

Governments of countries that have ratified the Convention are required to report to, and
appear before, the United Nations Committee on the Rights of the Child periodically to be
examined on their progress with regards to the advancement of the implementation of the
Convention and the status of child rights in their country. Their reports and the committee's
written views and concerns are available on the committee's website.

The UN General Assembly adopted the Convention and opened it for signature on 20
November 1989 (the 30th anniversary of its Declaration of the Rights of the Child). It came
into force on 2 September 1990, after it was ratified by the required number of nations.
Currently, 196 countries are party to it, including every member of the United Nations
except the United States.

Two optional protocols were adopted on 25 May 2000. The First Optional Protocol restricts
the involvement of children in military conflicts, and the Second Optional Protocol prohibits

42
the sale of children, child prostitution and child pornography. Both protocols have been
ratified by more than 170 states.

A third optional protocol relating to communication of complaints was adopted in

December 2011 and opened for signature on 28 February 2012. It came into effect on 14
April 2014.

The UNCRC consists of 54 articles that set out children’s rights and how governments should
work together to make them available to all children. Under the terms of the convention,
governments are required to meet children’s basic needs and help them reach their full
potential. Central to this is the acknowledgment that every child has basic fundamental
rights.

The Convention deals with the child-specific needs and rights. It requires that the "nations
that ratify this convention are bound to it by international law". Ratifying states must act in
the best interests of the child. In all jurisdictions implementing the Convention requires
compliance with child custody and guardianship laws as that every child has basic rights,
including the right to life , to their own name and identity, to be raised by their parents
within a family or cultural grouping, and to have a relationship with both parents, even if
they are separated.

The Convention obliges states to allow parents to exercise their parental responsibilities.
The Convention also acknowledges that children have the right to express their opinions and
to have those opinions heard and acted upon when appropriate, to be protected from
abuse or exploitation, and to have their privacy protected, and it requires that their lives not
be subject to excessive interference.

The Convention also obliges signatory states to provide separate legal representation for a
child in any judicial dispute concerning their care and asks that the child's viewpoint be
heard in such cases.

The Convention forbids capital punishment for children. In its General Comment 8 (2006)
the Committee on the Rights of the Child stated that there was an "obligation of all state
parties to move quickly to prohibit and eliminate all corporal punishment and all other cruel
or degrading forms of punishment of children". Article 19 of the Convention states that
state parties must "take all appropriate legislative, administrative, social and educational
measures to protect the child from all forms of physical or mental violence", but it makes no
reference to corporal punishment. The Committee's interpretation of this section to
encompass a prohibition on corporal punishment has been rejected by several state parties
to the Convention, including Australia, Canada and the United Kingdom.

Global standards and cultural relativism

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Global human rights standards were challenged at the World Conference on Human Rights
in Vienna (1993) when a number of governments (prominently China, Indonesia, Malaysia
and Iran) raised serious objections to the idea of universal human rights. There are
unresolved tensions between "universalistic" and "relativistic" approaches in the
establishment of standards and strategies designed to prevent or overcome the abuse of
children's capacity to work.

Child marriage and slavery

Some scholars link slavery and slavery-like practices for many child marriages. Child
marriage as slavery is not directly addressed by the Convention on the Rights of the Child.

States party and signatories

Currently 196 countries are parties to the treaty (some with stated reservations or
interpretations). This includes every member of the United Nations (except the United
States), plus the Cook Islands, Niue, the State of Palestine, and the Holy See. The United
States has not ratified it. South Sudan did not sign the convention, however ratification was
complete in January 2015. Somalia's domestic ratification finished in January 2015 and the
instrument was deposited with the United Nations in October 2015.

Optional protocols

Two optional protocols were adopted by the UN General Assembly. The first, the Optional
Protocol on the Involvement of Children in Armed Conflict requires parties to ensure that
children under the age of 18 are not recruited compulsorily into their armed forces, and
calls on governments to do everything feasible to ensure that members of their armed
forces who are under 18 years do not take part in hostilities. This protocol entered into
force on 12 July 2002. As of 14 January 2020, 170 states are party to the protocol and
another 10 states have signed but not ratified it.

The second, the Optional Protocol on the Sale of Children, Child Prostitution and Child
Pornography, requires parties to prohibit the sale of children, child prostitution and child
pornography. It entered into force on 18 January 2002. As of 14 January 2020, 176 states
are party to the protocol and another 7 states have signed but not ratified it.

A third, the Optional Protocol to the Convention on the Rights of the Child on a
Communications Procedure, which would allow children or their representatives to file
individual complaints for violation of the rights of children, was adopted in December 2011
and opened for signature on 28 February 2012. The protocol currently has 51 signatures and
46 ratifications: it entered into force on 14 April 2014 following the tenth ratification three
months beforehand.

Four main principles

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Every right spelled out in the Convention is inherent to the human dignity and the holistic
and harmonious development of every child.

The four core principles of the Convention are:

1. Non-discrimination (article 2): All children have rights, regardless of race,

colour, sex, language, religion, political or other opinion, national, ethnic or social origin,
property, disability, birth or other status.

2. Devotion to the best interests of the child (article 3): The child’s best
interests must be a primary consideration in all decisions affecting her or him.

3. The right to life, survival and development (article 6): All children have a
right to life, and to survive and develop – physically, mentally, spiritually, morally,
psychologically and socially – to their full potential.

4. Respect for the views of the child (article 12): Children have the right to
express themselves freely on matters that affect them, and to have their views taken
seriously.

ETHICAL DIMENSIONS OF CHILD PROTECTION POLICY

Child Protection: is a broad term used to describe philosophies, policies, standards,
guidelines and procedures to protect children from both intentional and unintentional
harm. In this document the term “child protection” applies to protection of children in
international schools. Please note that this definition also includes harm to self.

Child Protection Policy is a statement of intent that demonstrates a commitment to

protecting students from harm (to self and from others) and makes clear to all what is
required in relation to the protection of students. It serves to create a safe and positive
environment for children and to demonstrate that the school is taking its duty and
responsibility seriously. Considers that schools will provide appropriate child safety classes
supported with a well-defined curriculum to increase children’s ability to understand abuse
prevention.

A child protection policy: provides guidelines for organizations and their staff to create safe
environments for children. It is a tool that protects both children and staff by clearly
defining what action is required in order to keep children safe, and ensuring a consistency of
behaviour so that all staff follow the same process.

A child protection policy also demonstrates an organization’s commitment to children and

ensures public confidence in its safe practices.

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Child protection concerns include suspected, alleged, self-disclosed, or witnessed abuse of a
child by anyone associated within or outside the school which must be investigated and
followed by appropriate action.

Child Abuse - According to the World Health Organization, child abuse constitutes, “all
forms of physical and/or emotional ill-treatment, sexual abuse, neglect or negligent
treatment or commercial or other exploitation, resulting in actual or potential harm to the
child’s health, survival, development or dignity in the context of a relationship of
responsibility, trust or power.”

Person may abuse a child by inflicting harm, or by failing to act to prevent harm. Children
may be abused in a family or in an institutional (e.g. school) or community setting; children
may be abused by individuals known to them, or more rarely, by a stranger. Often children
may experience multiple forms of abuse simultaneously, further complicating the problem.

Most child abuse is inflicted by someone the child knows, respects or trusts. International
school communities have unique characteristics of which school personnel must be aware in
terms of the individuals who are around our children. School personnel should be
knowledgeable of the potential reasons why children may not be able to talk about any
victimization they might have experienced.

Keeping children safe is everyone’s responsibility. Organizations and professionals who work
with children are required to ensure that their policies and practices reflect this
responsibility.

Five basic Guiding Principles of Child Protection:

1. Having zero-tolerance for child abuse. (What is abuse?)

2. Protecting children’s rights and their best interests.

3. Placing the child as the first priority when dealing with all identified or suspected cases of
child abuse.

4. Empowering and educating children on their rights, personal safety and steps they can
take, if there is a problem.

5. Integrating child protection into all aspects of our organizational strategy, structures and
work practices.

Child protection policy

Child Protection Policy is made up of several components, all with the goal of keeping
children and youth safe. It includes agency-specific child protection protocols, guidelines for
reporting incidents, steps for preventing abuse.

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Child protection protocols

Each educator or persons working with children are required to have their own child
protection protocols based on the government overarching Child Protection Policies and
Guiding Principles. These protocols include local laws on child abuse, procedures that are
required by local law, a list of local authorities to whom child abuse cases are reported, as
well as a list of partner organizations to contact that can provide the appropriate support
services for victims.

Reporting incidents

For all reported child-abuse incidents, Educators requires that the child’s best interest be
the first priority. In addition, all incidents must be dealt with promptly, and they must be
handled in a confidential manner that does not harm the victim or the person reporting the
abuse.

Preventing abuse

Of course, preventing abuse entirely is the ultimate goal for any child-aid organization.
Educators or child protection organization should believe that we must do everything in our
power to reduce cases of abuse as much as possible to help ensure children’s safety. The
key to our strategy is education:

 Training children, staff and volunteers on how to identify and prevent child abuse.
 Giving children the opportunity to participate in programs that educate them on
their rights, personal-safety techniques and steps they can take in case of a problem.
 Encouraging and supporting children, staff and community members to report cases
of abuse.
 Incorporating child protection information into other CI programs. In this way, we
reach a broader audience and reemphasize the importance of protecting children.
 Allowing all children and teens the opportunity to participate in programs regardless
of gender, sexual orientation, disability, ethnicity or religion.

Forms of Child Abuse

Child abuse can occur in a variety of forms, be it physical abuse, emotional abuse, sexual
abuse, neglect or bullying.

Physical abuse

“Physical abuse occurs when a person purposefully injures or threatens to injure a child or
young person. This may take the form of slapping, punching, shaking, kicking, burning,
shoving or grabbing. The injury may take the form of bruises, cuts, burns, or fractures”
(Child Wise, 2008).

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Emotional abuse

“Emotional abuse is a persistent attack on a child or young person’s self-esteem. It can take
the form of name calling, threatening, ridiculing, intimidating or isolating the child or young
person” (Child Wise, 2008). A child may also be subject to emotional trauma or abuse if they
are forced to, or inadvertently become a witness to domestic violence. Where this occurs
deliberately it is a form of abuse.

Neglect

“Neglect is the failure to provide the child with the basic necessities of life, such as food,
clothing, shelter and supervision to the extent that the child’s health and development are
at risk” (Child Wise, 2008).

Sexual abuse

“Sexual abuse is the actual or likely sexual exploitation of a child. Sexual abuse includes
rape, incest and all forms of sexual activity involving children, including exposing children to,
or taking, pornographic photographs” or other media/materials (Child Wise, 2008).

Child sexual abuse damages children physically, emotionally and behaviorally. Both its initial
effects and long-term consequences impact on the individual, on their family and on the
community.

OVERVIEW OF PARENTING IN ECCE CONTEXT

Introduction
Parental involvement: is a term that is often used loosely. As the primary caregivers and
educators of their children, parents have a tremendous responsibility to be involved in their
children’s lives both inside and outside the home, including their children’s non-parental
childcare and education arrangements. Research demonstrates that the more involved
parents are in their children’s learning and development, the greater chance children have
to succeed, particularly (later on) in their academic performance. As Lopez et al. (2004:2)
“Family involvement predicts children’s school success. Developmental and education
research confirms that parental attitudes, styles of interaction, behaviours, and
relationships with schools are associated with children’s social development and academic
performance. “As early childhood care and education (ECCE) settings play a strategic role in
both the current and future learning patterns of children, and in their socialization,
encouraging partnership with parents and families should be seen as an integral component
of quality provision. This requires a proactive partnership approach and should be

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evidenced by a range of clearly stated, accessible and implemented processes, policies and
procedures.

Definition of parental involvement

Much controversy surrounds what ‘parental involvement’ actually constitutes. Reynolds and
Clements (2005) define it in its broadest sense, along three dimensions; behaviour with or
on behalf of children; attitudes and beliefs about parenting or education; and expectations
for children’s futures. Other definitions of parental involvement are based on the belief that
it needs to be divided into two independent components - parents as supporters of their
children’s care and education, and parents as active partners. The ideal, and often most
unattainable, model would combine and promote both roles. That is, parental involvement
could be defined as the participation of parents in the development and education of their
children from birth onwards, in recognition of the fact that they are the primary influence in
their children’s lives.

Epstein (2001) presents a comprehensive model of parental involvement. She observes how
children grow and learn through three overlapping spheres of influence, which must form
partnerships, in order to effectively meet the needs of the child: the family, the setting and
the community. This model is based on six elements of parental involvement: Parenting,
considers helping all families to establish home environments which support children as
learners (e.g., parent education and training, family support programmes, etc.).
Volunteering is based on the recruitment and organization of parental help and support
(e.g., a parent might volunteer to accompany the group on an outing where additional adult
supervision is necessary). Communicating focuses on designing effective forms of setting-to
home and home-to-setting information exchanges around setting children’s activities and
progress. This two-way communication is strategic to a child’s development, and involves
communicating both positive developments (e.g., a child learning the alphabet, walking for
the first time) and negative developments (e.g., disruptive behaviour, learning difficulties).
Learning at home advocates providing information and ideas to families about how to help
children at home with learning (e.g., recommended book lists that are recognized by
practitioners as helpful to young children’s literacy development). Decision-making
encourages the inclusion of parents in the decisions made by settings, mainly through the
development of parent representative mechanisms.

Finally, collaborating with the community involves identifying and integrating resources
from the community to strengthen the setting’s curriculum, family practices and children’s
learning (e.g., the provision of information for parents on community health, cultural,
recreational and social support).

It should be noted that involving parents in decision-making is one of the strategies that is
most difficult to invoke. In families where both parents work, time can be the predominant
constraint. In areas of socio-economic disadvantage, limited educational opportunities and

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the resulting lack of confidence to engage with practitioners may be a contributing factor in
non-involvement. Full involvement in decision-making can only be realized when parents
are empowered to believe that their contribution is both necessary and welcome.
Information evenings, for example, could present options to parents, as could regular
newsletters, etc. Inherent to any definition of parental involvement must be an
acknowledgment of its variability – that is, the changing nature of parental involvement
within the context of an evolving society.

Changes in the family dynamic, for example, have resulted in a current model that
encompasses family priorities, an emphasis on the intrinsic strengths of families, and
recognition of the influence of broader neighborhood and community settings. In an Irish
context, there are some key statistics that illustrate a dramatic change in family structures
(Barnardos, 2002).

Partnership
Parents and practitioners bring unique elements to the home/setting. Parents know about
the home situation, their extended family and significant people in their child’s life, culture,
health, history, adversities and issues related to the individual child (Fitzgerald, 2004).
Practitioners have knowledge about the needs of all children in the setting, child
development and learning, curriculum activities and peer relationships. The contribution of
each to the partnership could be modelled as follows.

Parents should:

 Read to younger children, encouraging them to participate and learn

 Promote engagement with practitioners
 Encourage children’s efforts in learning
 Keep in touch with practitioners, keeping them up-to-date with any significant
changes in the child’s home environment that may hinder learning (e.g., moving
house, divorce, death, and so forth)
 Volunteer to participate in setting activities
 Join and participate in advisory or decision-making activities Practitioners could:
 Seek out opportunities for professional development and training in parental
involvement
 Try to make parents feel welcome in the setting, beyond merely dropping off and
collecting their children
 Learn about the different ethnic, cultural and socio-economic backgrounds of the
children in their care and know how to communicate with families from diverse
backgrounds

Implementing the Standard

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Settings should ensure that staff and parents have both formal and informal opportunities
for communication and information sharing about the child. While the formal opportunities
may seem quite apparent (e.g., meetings with parents), due consideration should also be
given to creating informal interaction with parents, and may begin with something as
fundamental as making them feel welcome within the setting. The practitioner needs to
ensure that this communication supports the child’s learning and development, and could
achieve this through:

 Accessing parents’ expert knowledge of their child’s development and learning

 Communicating information to parents about their child’s development and learning
 Integrating parent’s knowledge and input into the planning and assessment of
children’s learning and development
 Supporting parents in understanding their child’s learning and development

Parental involvement in the setting can be supported and encouraged through a variety of
means. The setting could, for example, consider opportunities for parents within its
management structure, or facilitate parents to participate based on their interests, abilities
and cultures. It is vitally important that the setting uses its policies and procedures to
support this type of engagement. Examples of this include:

 Positive promotion of the parental role

 Involving parents in the management of the setting
 Ensuring that parents have read and understood policies and procedures
 Involving parents in the compilation of policies for the setting
 Processes for the regular review and update of policies

The Benefits of Parent Involvement

 Some of a child’s most important cognitive development happens during their
preschool years. By taking an active role in the early childhood education process,
parents can help ensure that their child has all the support they need to develop to
their full potential.
 Parent involvement helps extend teaching outside the classroom, creates a more
positive experience for children and helps children perform better when they are in
school.
 It is essential for parents to support the learning that happens in preschool settings
at home as well. Parents who are in tune with what is happening in their child’s
preschool classroom or child care facility are better able to establish a connection
between what is learned at school and what takes place in the home. This
connection is a key component of a child’s development and supporting further
learning.

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  Not only does family or parental involvement help extend teaching outside the
classroom; it creates a more positive experience for children and helps children
perform better when they are in school.
 Parent involvement in early childhood education can extend the experiences that a
child has in the classroom to real-world activities that happen in the home.
 A parent who understands what their child is working on at preschool has a better
sense of their child’s competency and which areas they need to work on to improve
confidence and ability.
 One of the most difficult challenges for early childhood educators is figuring out how
to better engage parents in their child’s learning. By establishing good lines of
communication between your child care center and parents, as well as making a
strong effort to involve parents as an important partner in their child’s education,
you can make a positive impact on their learning ability.

CHALLENGES FACING THE TEACHING PROFESSION

After parents, teachers have the most important role in a student life. They are the one who
mold the character of their students and contribute to raising educated, sane and
responsible citizens of our country. This makes teacher jobs valuable and significant as they
have the opportunity to impact the lives of students and the future of the country. But at
the same time, this makes teacher jobs challenging and full of responsibility. They come
across many obstacles, hurdles, and challenges as given below regardless of their training
and location.

Incentives and Appreciation

Teachers are rarely appreciated or paid incentives for their tedious job. There is a lack of
acknowledgment of their efforts by the schools as well as parents. On the contrary, parents
tend to point out their mistakes and shortcomings openly. However part time jobs for
teachers are available where they can make decent money.

Student Behavior

Every student comes from different strata of society and has a different family background.
Therefore, some students may exhibit troubled behavior. Adapting to their needs,
understanding their problems and providing them with proper guidance can be a difficult
and time-consuming task.

Heavy Paperwork

Reports, ledgers, exam papers, test papers, assignments, projects, certificates, scoreboards,
attendance sheets, and a number of such other documentation is needed to be maintained
by the teacher. It is a tiresome and long-drawn-out process.

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Class Size

A number of students in the class can range anywhere between 40 to 80 students. Most of
the time is lost in disciplining the class instead of teaching.

Applying same syllabus and teaching methods

Not all students are the same. Students have different strengths and weaknesses. They
learn at varying speeds and have their own methods of learning and remembering the
content. With the large size of the class, it is not possible to adapt to teaching according to
their individual needs.

Many Roles

Teachers play many roles such as a counselor, teacher, career guider, social worker, etc. In
spite of zero training in this field, they take up these roles themselves because they truly
care for their students and their future. Teachers are truly expert in multitasking.

Time Constraints

Apart from teaching syllabus in a given period, teachers have many other important tasks at
their hands. Organizing parent-teacher meetings, taking tests and exams, checking notes,
organizing annual functions, sports events, arranging picnics, maintaining documents and an
unimaginable amount of paperwork. They don’t get sufficient time to prepare and plan
before executing the tasks.

Upgrading themselves

Teachers have to keep upgrading themselves with new syllabus, better engaging teaching
techniques and efficient ways of communication. Apart from these, they have to be familiar
with each student’s strengths and weaknesses, family backgrounds, academic progress, etc.
Considering a number of students that they adhere to, it is next to impossible to memorize
and process all this data.

Health and Stress

Hectic work may take a toll on their both physical as well as mental health. Teachers many
times have to miss their lunch and bathroom breaks, and are stressed with the amount of
work that they have been assigned.

Collaboration

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Teachers need to establish proper communication among themselves, students and parents
to ensure smooth functioning of schools. Time constraints and workload can make this
simple task quite difficult.

It is safe to say that, the job of a teacher is much more demanding and is completely filled
with a number of challenges as of compared to other jobs. Teaching jobs can be made easy
with proper communication tools, equal workload distribution, adequate resources, support
from school administration and parents, and appropriate classroom management.

Curriculum overload

Schools have become the ‘go-to place’ for many social ills and issues, with continuous
demands from government to implement new programs. Adding this to a primary
curriculum of 12 subject areas, it’s natural and understandable for teachers to feel
overwhelmed and overloaded.

PERSONAL AND PROFESSIONAL DEVELOPMENT OF AN EDUCATOR

15 Professional Development Skills for Modern Educators

When schools are looking to hire a teacher, there are a few basic requirements: a college
degree, experience working with children, and, of course, patience. Teachers need a variety
of professional development skills along with knowledge of their subject matter and
experience in order to be an effective teacher.

Likewise, as rapid developments in technology integrate into our day-to-day lives, they
affect the way students learn and teachers teach. Modern teachers need to be competent in
not only basic skills but new skill sets.

1. Adaptability

In this modern, digital age, teachers need to be flexible and able to adapt to whatever is
thrown their way. Likewise, administrators are changing and updating expectations and
learning standards. Whether it’s to the way students learn, the behavior their classroom
exhibits, or their lesson plans, being able to adapt is a skill that every modern teacher must
have.

2. Confidence

Every teacher needs to have confidence, not only in themselves but in their students and
their colleagues. A confident person inspires others to be confident, and a teacher’s
confidence can help influence others to be a better person.

3. Communication

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Being able to communicate with not only your students but with parents and staff is an
essential skill. Think about it: almost all of a teacher’s day is spent communicating with
students and colleagues, so it is crucial to be able to talk clearly and concisely in order to get
your point across.

4. Team Player

Part of being a teacher is being able to work together as part of a team or a group. When
you work together as a team, it provides students with a better chance to learn and have
fun. Networking with other teachers (even virtually) and solving problems together will only
lead to success. Doing so fosters a sense of community not only in your own classroom, but
school-wide as well.

5. Continuous Learner

Teaching is a lifelong learning process. The world is always changing, along with the
curriculum and educational technology, so it’s up to you, the teacher, to keep up with it. A
teacher who is always willing to go that extra mile to learn will always be an effective,
successful teacher.

6. Imaginative

The most effective tool a teacher can use is their imagination. Teachers need to be creative
and think of unique ways to keep their students engaged in learning, especially now that
many states have implemented the Common Core Learning Standards into their curriculum.
Many teachers are of the opinion that these standards are taking all of the creativity and fun
out of learning, so teachers are finding imaginative ways to make learning fun again.

7. Leadership

An effective teacher is a mentor and knows how to guide their students in the right
direction. They lead by example and are a good role model. They encourage students and
lead them to a place of success.

8. Organization

Modern teachers have the ability to organize and prepare for the unknown. They are always
ready for anything that is thrown their way. Need to go home sick? No problem, they have a
substitute folder all ready to go. Studies show that organized teachers foster more effective
learning environments. So it is even more imperative to be organized if you want higher-
achieving students.

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9. Innovative

A modern teacher is willing to try new things, from new educational apps to teaching skills
and electronic devices. Being innovative means not only trying new things, but questioning
your students, making real-world connections, and cultivating a creative mindset. It’s
getting your students to take risks and learn to collaborate with others.

10. Commitment

While being committed to your job is a traditional teaching skill, it is also a modern one. A
modern teacher needs to always be engaged in their profession. The students need to see
that their teacher is present and dedicated to being there for them.

11. Ability to Manage Online Reputation

This 21st century, modern teaching skill is definitely a new one. In this digital age, most, if
not all, teachers are online, which means they have an "online reputation." Modern
teachers need to know how to manage their online reputation and which social networks
are okay for them to use. LinkedIn is a professional social network to connect with
colleagues, but Snapchat or any other social networking site where students visit is probably
not a good idea.

12. Ability to Engage

Modern teachers know how to find engaging resources. Nowadays, it is essential to find
materials and resources for students that will keep them interested. This means keeping up-
to-date on new learning technologies and apps, and browsing the web and connecting to
fellow teachers. Anyway that you can engage students and keep things interesting is a must.

13. Understanding of Technology

Technology is growing at a rapid pace. In the past five years alone we have seen huge
advancements, and we will continue to see them grow. While these developments may be
hard to keep up with,, it is something that all modern teachers need to do. Not only do you
need to understand the latest in technology, but you must also know which digital tools are
right for your students. It’s a process that may take time but will be greatly influential in the
success of your students.

14. Know When to Unplug

Modern teachers know when it's time to unplug from social media and just relax. They also
understand that the teacher burnout rate is high, so it's even more critical for them to take
the time to slow down and care for themselves. They also know when it’s time to tell their
students to unplug and slow down. They give their students time each day for a brain break
and let them kick their heels up and unwind.

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15. Ability to Empower

Teachers inspire; that’s just one of the qualities that come along with the title. Modern
educators have the ability to empower students to be critical thinkers, innovative, creative,
adaptable, passionate, and flexible. They empower them to solve problems, self-direct, self-
reflect, and lead. They give them the tools to succeed, not only in school but in life.

EDUCATIONAL POLICY
Education policy consists of the principles and government policies in the educational
sphere as well as the collection of laws and rules that govern the operation of education
systems.

Education occurs in many forms for many purposes through many institutions. Examples
include early childhood education, kindergarten through to 12th grade, two and four year
colleges or universities, graduate and professional education, adult education and job
training. Therefore, education policy can directly affect the education people engage in at all
ages.

Examples of areas subject to debate in education policy, specifically from the field of
schools, include school size, class size, school choice, school privatization , tracking, teacher
selection, education and certification, teacher pay, teaching methods, curricular content,
graduation requirements, school infrastructure investment, and the values that schools are
expected to uphold and model.

Issues in education policy also address problems within higher education. The Pell Institute
analyzes the barriers experienced by teachers and students within community colleges and
universities. These issues involve undocumented students, sex education, and federal grant
aides.

Education policy analysis is the scholarly study of education policy. It seeks to answer
questions about the purpose of education, the objectives (societal and personal) that it is
designed to attain, the methods for attaining them and the tools for measuring their success
or failure. Research intended to inform education policy is carried out in a wide variety of

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institutions and in many academic disciplines. Important researchers are affiliated with
departments of psychology, economics, sociology, and human development, in addition to
schools and departments of education or public policy. Examples of education policy
analysis may be found in such academic journals as Education Policy Analysis Archives and in
university policy centers such as the National Education Policy Center housed at the
University of Colorado Boulder University, of Colorado Boulder.

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