3.3.7 - TUI notes that national guidelines must be agreed to underpin the practice addressed in this point. 3.3.8 and 3.3.9 - TUI believes there is no room for ambivalence of any kind when it comes to the issues addressed in these points and a revised code must reflect trust in and respect for individual teachers. To bring reasonableness and rationality to any possible interpretation the first part of both points should be revised to read they do not seek to deliberately access, download or have in their possession As with other points ‘ensure …….’ within the revised code agreed national guidelines must be in place to guide and support interpretation. In addition, adequate resourcing and systems must be in place to inform and support teachers. 3.3.10 - To qualify this point further TUI suggests that teach’ be added at the end. ‘to 3.4 Professional Practice TUI confirmation that there is no inference to be drawn from the points in this section that procedures agreed under other legislation and Industrial Relations processes with regard to professional competence and practice will be displaced. TUI notes that this section in general does not take cognisance of resource deficits or cutbacks in education budgets. It considers some of the points aspirational, unrealistic and not logistically possible unless a specific and appropriate level of resources is agreed and provided. A footnote should be included in the final version of the code to qualify this. 3.4.1 - TUI questions whether it is to require teachers to meet standards that are unspecified? 3.4.2 - TUI sees this as patronising and loaded’. Firstly, the question arises as to how motivate and inspire ‘over will be understood? Likewise what and whose definition of effort and success will apply? What does celebrate in this context mean? Parents have different expectations for their children. External factors impact on and sometimes impede the engagement of young people in school and the educational experience. The current race’ and ‘points societal emphasis on examination results steer post-primary education in a particular direction although many
3.3.7 - TUI notes that national guidelines must be agreed to underpin the practice addressed in this point. 3.3.8 and 3.3.9 - TUI believes there is no room for ambivalence of any kind when it comes to the issues addressed in these points and a revised code must reflect trust in and respect for individual teachers. To bring reasonableness and rationality to any possible interpretation the first part of both points should be revised to read ‘ensure they do not seek to deliberately access, download or have in their possession …….’ As with other points within the revised code agreed national guidelines must be in place to guide and support interpretation. In addition, adequate resourcing and systems must be in place to inform and support teachers. 3.3.10 - To qualify this point further TUI suggests that ‘to teach’ be added at the end. 3.4 Professional Practice TUI confirmation that there is no inference to be drawn from the points in this section that procedures agreed under other legislation and Industrial Relations processes with regard to professional competence and practice will be displaced. TUI notes that this section in general does not take cognisance of resource deficits or cutbacks in education budgets. It considers some of the points aspirational, unrealistic and not logistically possible unless a specific and appropriate level of resources is agreed and provided. A footnote should be included in the final version of the code to qualify this. 3.4.1 - TUI questions whether it is to require teachers to meet standards that are unspecified? 3.4.2 - TUI sees this as patronising and ‘over loaded’. Firstly, the question arises as to how motivate and inspire will be understood? Likewise what and whose definition of effort and success will apply? What does celebrate in this context mean? Parents have different expectations for their children. External factors impact on and sometimes impede the engagement of young people in school and the educational experience. The current ‘points race’ and societal emphasis on examination results steer post-primary education in a particular direction although many
Revised%20Code%20of%20Professional%20%20Conduct%20(Jan)%20fin%20response.docx