Transcript PowerPoint Presentation - Main presentation title goes here.

Teachers’ Rights and Responsibilities
… becoming
Kate Green
September 2013
a Professional
Teacher fired for imposing discipline wins hearing
It must rate as one of the more vulgar and
indecorous moments of misconduct witnessed in a
British classroom. During a science lesson with a
class of bottom-set 13-year-olds at Collegiate High
School in Blackpool, one girl, a known troublemaker,
threw herself into the lap of a startled girl sitting
nearby and began simulating a lewd sex act.
Her teacher, David Roy, was horrified. When the
youngster finally stood up, she wandered around the
classroom, disrupting the lesson. Eventually she
slumped down upon a table, turning her back on her
teacher.
Mr Roy was not prepared to talk to the girl’s back. Nor was he willing to let her disrupt the class. “So I
moved the table, which was big and heavy, and in a dramatic gesture — what I would call an
exaggerated fashion — she fell off,” he explains.
When the school’s deputy head looked into the episode, which happened in September 2008, he
exonerated Mr Roy of any wrongdoing. And there the matter should have rested. Instead, it would
become the first salvo in a campaign that ultimately cost the science master his job.
Source: Telegraph.co.uk
Teacher reprimanded for accidentally showing porn to pupils
A TEACHER will be allowed to continue in his career after
accidentally showing a pornographic movie to pupils during a
lesson in a school. Port Talbot comprehensive school teacher
James Cooney, aged 35, used his own personal computer to show
an educational film - but a blue movie flashed up instead. A
disciplinary hearing in Cardiff was told the class of 11 and 12year-old pupils saw "graphic sexual images" in the film.
Families of the shocked children said they only saw a few seconds
of the film before Mr Cooney realised his mistake - and pulled the
plug on his laptop.
The teacher was using his own laptop when the DVD player in the classroom failed to work during the
incident in February, 2008.
Mr Cooney was sent home as an investigation was launched at Sandfields Comprehensive.
He later resigned after talks with schools officials from Neath Port Talbot Council.
Source: Telegraph.co.uk
Source: www.express.co.uk
What are the “new rules” for teachers?
Any ideas?
They are rooted in the new Teachers’ Standards that apply to all Teachers, NQTs
– and you – Trainee Teachers too!
A teacher is expected to demonstrate consistently high
standards of personal and professional conduct. The
following statements define the behaviour and attitudes
which set the required standard for conduct throughout
a teacher’s career.
• Teachers must have proper and professional regard
for the ethos, policies and practices of the school in
which they teach, and maintain high standards in their
own attendance and punctuality.
• Teachers must have an understanding of, and always
act within, the statutory frameworks which set out
their professional duties and responsibilities.
• Teachers uphold public trust in the profession and
maintain high standards of ethics and behaviour, within
and outside school, by:
treating pupils with dignity, building relationships
rooted in mutual respect, and at all times observing
proper boundaries appropriate to a teacher’s
professional position
•
•
having regard for the need to safeguard pupils’
well-being, in accordance with statutory provisions
•
• showing tolerance of and respect for the rights of
others
•
•
•
not undermining fundamental British values,
including democracy, the rule of law, individual
liberty and mutual respect, and tolerance of those
with different faiths and beliefs
ensuring that personal beliefs are not expressed in
ways which exploit pupils’ vulnerability or might
lead them to break the law.
Having regard for the need to safeguard pupils’ well-being, in
accordance with statutory provisions
• Take all reasonable steps to ensure the safety and wellbeing of children
• Follow the school’s child protection policies and procedures
• Establish and maintain appropriate professional boundaries
• Use appropriate channels to raise concerns about the practice of other
teachers or professionals
• Shocking Truths!
• 173 child deaths reported to Ofsted
between 1 April 2008 and 31 March
2009. One child a week dies through
neglect or abuse in England
• 80% of children who are killed or
seriously injured as a result of abuse or
neglect are not subject to child
protection plans
• 20,758 sexual offences against children
recorded in 2008 (latest figures
available shortly for 2009)
• Most of these offences are committed
by perpetrators known by the children
• Most of these offenders are men
• “The welfare of the child is the
paramount consideration in
proceedings concerning
children”
• We ALL have responsibility for
Child Protection
Look at the following situation. Is
it clearly abuse? Is it a concern?
Is it clearly not abuse?
A child lives in a home with dog
mess on the floor and littered
with used needles from drug use
You are aware that a child in Year 7
is responsible for looking after
their younger siblings and
preparing dinner whilst mum is
at work until 9:00 every night
You observe a boy doodling and
making sexually explicit images
all over his work book
Girls in Year 10 contact the new,
young male teacher at that school
to join their Facebook group to
chat about physics. He is flattered
and accepts
• If you suspect a child is being abused:
• report your concerns to the CPLO
( Not through your mentor – ask who
CPLO is if very new to the school)
• - observe confidentiality – don’t
disclose to others
• - the CPLO will follow through and
disclose any information back on a
need to know basis only
• Child Protection issue is to be treated
sensitively and confidentially,
observing the needs of the pupil
•
If a child discloses to you:
•
Stay calm and reassuring
•
Make no promises to keep what the child
tells you secret
•
Listen carefully
•
Tell the child they are not to blame
•
Do not press for detail
•
Reassure the child they were right to tell
•
Explain there are other people you will
have to contact
•
Record conversation in child’s own words
•
Record the facts as stated to you
•
Sign and date the records you make
• DO NOT:
• Do not ask leading questions
• Do not make promises you
cannot keep
• Do not jump to conclusions
• Do not speculate or accuse
anyone
• Do not pass judgements –
remember to be aware of your
emotional and verbal
expressions
• Do not cross-examine the child,
only clarify the detail
• REMEMBER:
• Record the facts
• Record the words of the child
• Sign and date the record
• Contact the CPLO
• It is not your responsibility to decide if
the allegation is true or not
• It is your duty to report to the CPLO
• Make sure you find space to discuss
your own feelings with others
• NSPCC mantra: Respond, Report,
Record.
Teachers must have an understanding of, and always act within, the statutory
frameworks which set out their professional duties and responsibilities.
• Base their practice on knowledge of their subject areas and specialisms, and
make use of research about teaching and learning
• Make use of assessment techniques, set appropriate and clear learning
objectives, plan activities and employ a range of teaching methodologies
• Reflect on their practice and use feedback from colleagues
Treating pupils with dignity, building relationships rooted in mutual respect, and at all
times observing proper boundaries appropriate to a teacher’s professional position
• Uphold children and young people’s rights
• Listen to young people, and involve them in decisions that affect them
• Have high expectations of all young people, whatever their background or
aptitudes
• Communicate clear expectations about pupil behaviour to ensure
disruption to learning is minimised and children and young people feel safe
and secure
•
Be careful:
•
Observing the need for confidentiality when
talking to pupils needs to be balanced
against any risk to your safety.
•
Try and talk to children in a space in which
you are normally found (classroom, outside a
staff room, workbase)
•
Always keep a door ajar when talking to
pupils alone
•
Check there are other members of staff in
reasonable distance
•
Do not offer lifts home or to contact pupils
outside school hours (outside of use of
school VLE for work purposes)
•
Try not to put yourself in situations where
you are alone with pupils and where the
situation could be misconstrued.
BE REALLY CAREFUL!:
• Reasonable force can be tricky…..
Some teenage pupils are bigger than you!
• Call for help – use senior staff
• Make yourself familiar with the school’s
written behaviour policy in order to
understand what’s “reasonable”.
• Take deep breathes, few occasions
genuinely command physical
intervention
• You cause injury to pupils unnecessarily
and you will be subject to complaint
• JOIN A UNION – support, advice,
guidance, collegiality.
Showing tolerance of and respect for the rights of others
• Act appropriately towards all children and young people, parents, carers and
colleagues, whatever their socio-economic background, age, gender,
sexual orientation, disability, race, religion or belief
• Take responsibility for understanding and complying with school
policies relating to equality of opportunity, inclusion, access and bullying
• Address unlawful discrimination, bullying, and stereotyping
• Teachers must have proper and professional regard for the ethos, policies and
practices of the school in which they teach, and maintain high standards in their
own attendance and punctuality.
• Exercise their responsibilities in relation to the examination and assessment
of achievement and attainment in a fair, transparent and honest way
• Demonstrate honesty and integrity in management and administrative
duties, including in the use of school property and finance
• Understand that their duty to safeguard children and young people
comes first, but otherwise acknowledge the rights of young people, families,
and colleagues to confidentiality
• Maintain reasonable standards in their own behaviour that enable
them to maintain an effective learning environment and also to
uphold public trust and confidence in the profession
Relevance to training
“Training providers must notify the relevant authorities if trainees are required
to leave a programme for reasons of misconduct or they choose to discontinue
their studies in circumstances in which they could have been required to
leave.”
Criminal convictions
Police reports of any conviction or caution of a teacher are sent to the Disclosure
and Barring Service (DBS)
“Isolated Road Traffic Offences would not normally be considered as behaviour
incompatible with being a registered teacher,” but relevant offences include:
• Benefit fraud
• Indecent assault
• Threatening or disorderly behaviour
• Unlawful wounding
Misconduct punished by NCTL
• Swearing at pupils and calling them by offensive names
• Making a racist remark to pupils
• Endangering pupils through instructing them to undertake inappropriate
manual handling
• Failing to safeguard the health and safety of pupils by not taking reasonable
steps to ensure they remained on school premises
• Intimidating a child with special educational needs
• Deliberately undermining the authority of the head teacher and staff colleagues
Misconduct punished by NCTL
• Sending a letter to parents of children in a class, which was seriously in breach
of the school’s policy and guidelines with regard to communications with
parents and children
• Falsifying coursework and moderating marks submitted for a GCSE
examination
• Persistent failure to co-operate with arrangements for furthering the
educational progress of pupils with special educational needs, including by
the submission of Annual Review documentation
• Providing unauthorised photocopies of examination papers to students at a
private tutorial college
Misconduct punished by NCTL
• Theft of school property
• Submission of false mileage expenses
• Using school administrative staff and facilities for private interests
• Using school equipment to view pornography
• Falsifying a reference for a teaching post
• Misrepresenting the pattern of past employment on a teaching application form.
E-safety
• In addition to safeguarding, Teachers must also ensure the safety
of pupils on-line…..
Why worry about E-safety….?
Half (49%) of young people questioned say they have given out
personal information, such as their full names, ages, email
addresses, phone numbers, hobbies or names of their schools, to
someone they met on the internet.
By contrast, only 5% of parents think their child has given out such
information. (Source: UK Children Go Online.)
The 3 Cs of E-safety…..
Jenny’s Story…..
Jenny’s Story illustrates one of the dangers to children when using
the internet: that of online grooming, which could lead to physical
harm. Grooming is defined by the Home Office as:
‘A course of conduct enacted by a suspected paedophile, which
would give a reasonable person cause for concern that any meeting
with a child arising from the conduct would be for unlawful
purposes.’
The full DVD of Jenny’s Story is available to view on Blackboard.
Discussion Points….
• Why might young people behave differently online from offline?
* How might young people put each other at risk online? * Other
than contact with strangers, what are the other areas of risk to
young people posed by the internet? * What advice could we give
young people to help them keep safe online? * What would make
a young person reluctant to tell an adult about something which
made them feel uncomfortable on the internet? * What can a
school do to keep children safe on the internet? * Are younger
children more or less vulnerable? *
And finally…..
• Remember that most children who form online friendships with
peers typically report a positive experience. There are wonderful,
exciting ways of using the internet positively (including for
homework!). For examples of how young people have used the
internet to express themselves in positive ways, visit the Childnet
Academy website. http://www.childnetacademy.org
General e-safety information sites for trainee teachers:
• .
And courses you could take:
• NSPCC online course (£25) at
http://platinum.educare.co.uk/Products/180-nspcc-childprotection-awareness.aspx
• Free HSCB Safeguarding Children eLearning course. See
Blackboard (in Professional Themes area) or final slide of this
presentation for full details.
These enhance your CV when applying for jobs – and are especially
beneficial if you’re interested in the pastoral route for promotion.
HSCB On-line Safeguarding Course details:
•
1. Go to http://www.my.dialog360.com
•
2. In the 'New Users' box enter the course enrolment key msov449z and
click the login button
• 3. Enter your registration details and click the floppy disc icon to save your
details
• 4. Start the course
•
5. Once registered, you have one month to begin the course. If not started
within this time your registration will be deleted and you will need to apply
again.
•
6. Once started you will have six months to complete the course before your
registration is deleted.