Respecting students by taking into account their age, gender, culture , setting and socioeconomic context;. Interacting with students with transparency and in appropriate settings;. Communicating with students in a clear, respectful, and culturally sensitive manner;. Considering the implication of accepting gifts from or giving gifts to students;. Engaging in physical contact with students only when there is a clearly defined purpose that benefits the student and continually keeps the safety and well-being of the student in mind;.
Avoiding multiple relationship with students which might impair objectivity and increase the risk of harm to student learning or well-being or decrease educator effectiveness;. Acknowledging that there are no circumstances that allow for educators to engage in romantic or sexual relationships with students; and. The professional educator ensures that the adult relationship was not started while the former student was in school. Respecting the dignity, worth, and uniqueness of each individual student including, but not limited to, actual and perceived gender, gender expression, gender identity, civil status, family status, sexual orientation, religion, age, disability, race, ethnicity, socio-economic status, and culture; and.
Establishing and maintaining an environment that promotes the emotional, intellectual, physical, and sexual safety of all students. Respecting the privacy of students and the need to hold in confidence certain forms of student communication, documents, or information obtained in the course of professional practice;. Protecting the confidentiality of student records and releasing personal data in accordance with prescribed state and federal laws and local policies.
Demonstrating a commitment to equality, equity, and inclusion as well as respecting and accommodating diversity among members of the school community;. 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;.
Working to ensure a workplace environment that is free from harassment. Advocating for policies and laws that the educator supports as promoting the education and well-being of students and families;. 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.
Using property, facilities, materials, and resources in accordance with local policies and state and federal laws;. Respecting intellectual property ownership rights e. Exhibiting personal and professional conduct that is in the best interest of the organization, learning community , school community, and profession; and.
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.
Using social media responsibly, transparently, and primarily for purposes of teaching and learning per school and district policy. Staying abreast of current trends and uses of school technology;. Promoting the benefits of and clarifying the limitations of various appropriate technological applications with colleagues, appropriate school personnel, parents, and community members;. Knowing how to access, document and use proprietary materials and understanding how to recognize and prevent plagiarism by students and educators;. Exercising prudence in maintaining separate and professional virtual profiles, keeping personal and professional lives distinct.
Monitoring to the extent practical and appropriately reporting information concerning possible cyber bullying incidents and their potential impact on the student learning environment. Taking appropriate and reasonable measures to maintain confidentiality of student information and educational records stored or transmitted through the use of electronic or computer technology;.
Ensuring that the rights of third parties, including the right of privacy, are not violated via the use of technologies. Advocating for equal access to technology for all students, especially those historically underserved ;. Promoting the benefits of and clarifying the limitations of various appropriate technological applications with colleagues, appropriate school personnel, parents, and community members; and.
Back to Top. The verbal, physical, emotional and social distances that an educator must maintain in order to ensure structure, security, and predictability in an educational environment. Most often, the boundaries that are transgressed relate to role, time and place. By respecting contracted roles, appropriate working hours, and the location of the learning environment, secure boundaries are in place for all members of the schooling community. This can include charter schools, magnet schools, virtual magnet schools, regional educational school districts, or other entities falling under the definition above.
The customary beliefs, social forms, and material traits of a racial, religious, or social group, including the characteristic features of everyday existence shared by people in a place or time .
Classroom Culture | Teaching Tolerance
Educators are the target audience for the MCEE, and are defined as licensed educators. These include paraprofessionals, teachers, teacher leaders, student support personnel and administrators. However, others who interact with students who are not under the auspices of an education-related licensing organization such as coaches, school secretaries, custodians or other school staff are encouraged to adopt or adapt this Model Code of Educator Ethics. Ethic of care.
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Responding with compassion to the needs of students. Ethical Decision-Making Model. A framework utilized by educators to guide decision-making which includes professional dispositions; applicable laws, statutes, and policies; the Model Code of Educator Ethics ; and other guidelines that have been adopted and endorsed by educational organizations.
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Fiduciary relationship. A fiduciary relationship is one in which a person justifiably places confidence in another whose aid, advice, or protection is assumed. Inherent in such fiduciary relationships is an imbalance of power. Implicit or Explicit Demands of an Organization. Implicit demands are often subjective or implied and reflect the culture of the schooling environment. Explicit demands are clearly articulated through mandates, policies, or statutes. The impairment of learning or any potential action which may lead to physical, emotional, psychological, sexual, or intellectual damage to a student or a member of the school community.
Learning Community. A group of educators who work with one another to achieve the shared goals of their school and engage in collaborative professional learning to strengthen practice and increase student results. Multiple Relationships. An individual's stock of knowledge is important as a foundation for their personal cognitive development: however, for it to be useful as a foundation for their participation in social and economic life, the individual must be able to connect and collaborate with other individuals holding complementary knowledge and ideas.
What this means for the school curriculum is a shift in what is "foregrounded". Instead of simply assuming these capacities will be developed through engagement with disciplinary knowledge the traditional view , there is a shift to focusing on the development of everyone's capabilities to work with knowledge. From this point of view, disciplinary knowledge should be seen, not as an end in itself, but as a context within which students' learning capacity can be developed.
While the use of the term "learning areas" in The New Zealand Curriculum 9 NZC document signals this, it is clear that this has not changed underlying thinking for many educators. It seems clear that the work of building a 21st century education system must involve supporting educators-and the public-to understand the paradigm shift in the meaning of such apparently common-sense terms as "knowledge" and "learning", and how this might change the way curriculum is interpreted into learning and teaching experiences.
Twenty-first century ideas about knowledge and learning demand shifts in the traditional roles or "scripts" followed by learners and teachers. If the purpose of schools is not to transmit knowledge, then teachers' roles must be reconceived. Similarly, if the learner's main job is no longer to absorb and store up knowledge to use in the future, then learners' roles and responsibilities also need to be reconceived.
This calls for a greater focus on recognising and working with learners' strengths, and thinking about what role teachers can play in supporting the development of every learner's potential.
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The idea of changing the scripts for learners and teachers is often shorthanded with phrases such as "student-centred pedagogies" or "student voice", alluding to the need to engage learners and their interests, experiences and knowledge in many decisions about their learning. However, the idea of sharing power with learners can be met with resistance, particularly if this is interpreted as an "anything goes" approach in which learners are given complete freedom to set the direction for their learning. The challenge is to move past seeing learning in terms of being "student-centred" or "teacher-driven", and instead to think about how learners and teachers would work together in a "knowledge-building" learning environment.
This is not about teachers ceding all the power and responsibility to students, or students and teachers being "equal" as learners. Rather, it is about structuring roles and relationships in ways that draw on the strengths and knowledge of each in order to best support learning. All of the principles discussed above suggest that teachers, school leaders, educational policy leaders and other adults supporting young people's learning need particular attributes and capabilities that enable them to work effectively towards a future-oriented learning system.
It is important to note that some of the approaches advocated for 21st century learning-and the ideas that underpin them-may differ from what today's teachers, school leaders and educational policy leaders experienced in their own school learning. Teachers and school leaders may resist adapting current approaches if they don't see the need for change, or if they aren't convinced that adapting current approaches is possible, let alone likely to lead to better student outcomes. It is important to note here that many "21st century" ideas about what meaningful learning looks like, and how to support it, are actually not new.
They have been around for a very long time and are well supported and practised by many teachers. The challenge here is how to achieve a system shift that creates a more coherent educational ecology that can support what is known about good learning and that can accommodate new knowledge about learning and, importantly, new purposes for learning in a changing world.
This means that education systems must be designed to incorporate what is known about adult learning and cognitive development as well as what is known about young people's learning and development. This has implications for thinking about professional learning approaches and structures for teachers and school leaders: Are adults in the education system able to access the kinds of learning supports that they need in order to be the best leaders for a future-oriented learning system? Learning for the 21st century, it is argued, should support students to engage in knowledge-generating activities in authentic contexts.
Students must learn to recognise and navigate authentic problems and challenges in ways that they are likely to encounter in future learning situations. However, today many learners encounter learning situations in which the "messiness" of the real world is simplified as contrived learning tasks with answers or outcomes already known to the teacher.
Teachers ought not to be the only people from whom young people learn. Teachers still need strong pedagogical knowledge, but they also need to be able to collaborate with other people who can provide specific kinds of expertise, knowledge or access to learning opportunities in community contexts. A final argument associated with this theme is that education and learning systems will not have traction to shift towards more 21st century approaches if this shift is not supported by the wider community. Public education is a collective good in which everyone has a stake.
To do both requires community understanding of, support for and contribution to what is being attempted. This "buy-in" could be achieved by engaging community members in authentic educational activities that draw on their expertise. The Ministry of Education expressed interest in exploring two subthemes within this work on 21st century teaching and learning. These are framed by the questions: "What is the role of current and emerging technologies?
Yet, significant investments in digital resources have not revolutionised learning environments; to understand how they might requires attention to the nature of learning. For the most part, educational thinking has moved on from the idea that simply introducing new ICT tools and infrastructure into schools will trigger beneficial and meaningful educational change.
In New Zealand at least four strategies have been used to support educational ICT developments: providing enabling tools and infrastructure; providing inspiring ideas and opportunities to connect ideas; enhancing capability; and supporting innovation. Our analysis suggests that educational ICT development needs to be supported by all four strategies.
This synthesis identified a range of ideas and practices associated with ICT-some of which reflect 21st century ideas about teaching, learning and knowledge, and others which do not. The potential of new technologies to transform teaching and learning is heavily dependent on educators' abilities to see the affordances and capacities of ICT in relation to the underpinning themes for learning for the 21st century outlined in this report.
It is further dependent on schools having the infrastructure, inspiration, capability and opportunities for innovation to achieve these kinds of teaching and learning.
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While networking and clustering have become increasingly popular in education, the range of reasons for, and outcomes of, networking and collaboration are often unexamined. School networks can vary in terms of their goals which could include school improvement, broadening opportunities [including networking with nonschool agencies such as social services or business] or resource sharing , and their timescales, from short term to longer term relationships.
Networking and collaboration in themselves do not necessarily support the emergence of future-focused learning practice. However, research suggests that educational clustering and networking provide opportunities for professional learning and expanding ideas about what is possible. These three ideas are "diversity", "connectedness" and "coherence".
While these three key ideas inform all six of the key themes, they also allow us to see a way forward that goes beyond "ticking the boxes": that is, are schools personalising learning; are they educating for diversity as well as working to achieve success for all learners ; are they building learning capacity; are they reconceptualising the roles and responsibilities of teachers and students; are they engaged in continuous professional learning; and are they developing a range of new "real" partnerships with their communities?
What is needed is, not more effort focused on the parts of this system, but strategies designed to put these ideas together : to join all this up in a way that is driven by a coherent set of shared ideas about the future of schooling and its purpose and role in building New Zealand's future. Publication Details This research project draws together findings from new data and more than 10 years of research on current practice and futures-thinking in education.
Date Published: June This report is available as a download please refer to the 'Downloads' inset box. Executive Summary It is widely argued that current educational systems, structures and practices are not sufficient to address and support learning needs for all students in the 21st century. The work is guided by three high-level research questions: 1 What could future-oriented learning and teaching look like, what ideas and principles underpin it and what makes it different from other teaching and learning practices?
What are the conditions that enable future-oriented learning and teaching? What are the issues and challenges? How might transformational future-oriented learning and teaching approaches be promoted, enabled and sustained? Why change is needed During the latter half of the 20th century, international thinking about education began to shift to a new paradigm. New meanings for "knowledge" The terms "knowledge age" or "knowledge economy" refer to a reorganisation away from an Industrial Age economy, where exploitation of natural resources, primary production, mass production and bureaucratic management hierarchies were the standard model for economic development.
New understandings about learning Research clearly shows that people do not learn well as "spectators", as passive recipients of pre-packaged, bite-sized pieces of knowledge delivered to them by experts: good learning requires active engagement in the "whole game". A useful metaphor: "Unbundling" schools "Unbundling" is defined as "a process in which innovators deconstruct established structures and routines and reassemble them in newer, smarter ways". Emerging principles for a 21st century education system Theme 1: Personalising learning Personalising learning aligns with the idea that education systems must move away from an Industrial Age "one-size-fits-all" model.
Theme 3: A curriculum that uses knowledge to develop learning capacity One of the biggest challenges for education in the 21st century is that our ideas about curriculum are currently underpinned by at least two quite different epistemologies , or models of what counts as knowledge. Theme 4: "Changing the script": Rethinking learners' and teachers' roles Twenty-first century ideas about knowledge and learning demand shifts in the traditional roles or "scripts" followed by learners and teachers.
Theme 5: A culture of continuous learning for teachers and educational leaders All of the principles discussed above suggest that teachers, school leaders, educational policy leaders and other adults supporting young people's learning need particular attributes and capabilities that enable them to work effectively towards a future-oriented learning system.
Theme 6: New kinds of partnerships and relationships: Schools no longer siloed from the community Learning for the 21st century, it is argued, should support students to engage in knowledge-generating activities in authentic contexts. Subthemes: New technologies and collaborative practices The Ministry of Education expressed interest in exploring two subthemes within this work on 21st century teaching and learning.
Role of collaborative practices While networking and clustering have become increasingly popular in education, the range of reasons for, and outcomes of, networking and collaboration are often unexamined. Footnotes Two subtheme questions of particular interest to the Ministry of Education run across the three high-level research questions. These are: "What is the role of current and emerging technologies?
See Frame and Brown , p.