STANDARD 7.1
Meet professional ethics and responsibilities: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
This reflection examines two key artefacts that demonstrate my developing understanding of professional ethics and responsibilities as mandated by AITSL Standard 7.1. Artefact 1 comprises certificates documenting my completion of Deakin University's Safety and Research Integrity Training and Safer Learners Modules 1-4.
Artefact 2 consists of materials from a university seminar activity focused on educational policy analysis, including collaborative group work and engagement with Vivien Millane's "Teachers, Students and the Law." Together, these artefacts illustrate my commitment to understanding and embodying the ethical foundations essential to effective teaching practice
ARTEFACT 1:
UNIVERSITY CERTIFICATES
ARTEFACT 2:
ETHICS AND CONDUCT CLASS ACTIVITY
Artefact 1 evidences my completion of formal ethics and safety training module, which not only represents administrative compliance- but that ethical teaching practice requires systematic preparation and ongoing commitment. These qualifications align directly with section 2.6.3 of the Education and Training Reform Act (2006), which mandates that teachers develop, maintain, and promote both a Code of Conduct and Code of Ethics for the teaching profession (Victorian Institute of Teaching, 2024).
My engagement with these modules has deepened my understanding of Akbari and Tajik's (2012) framework, which identifies four fundamental dimensions of teachers' professional ethics: guidance of children, relationship building, creation of safe and respectful learning environments, and recognition of teacher influence and interaction. This theoretical foundation has helped me appreciate that ethical teaching extends beyond rule-following to encompass the complex relational and pedagogical decisions that define daily practice.
The Victorian Teaching Profession's Codes of Conduct and Ethics serve as foundational public statements that establish professional standards and articulate community expectations for educators (Victorian Institute of Teaching, 2024). These codes fulfill multiple interconnected purposes that directly support AITSL Standard 7.1's requirements. They promote excellence through shared ethical principles, facilitate reflective ethical decision-making, and clearly communicate behavioral expectations to both the profession and the broader community.
As a graduate teacher entering a profession built on high public trust and accountability, I recognize the critical importance of internalizing these standards from the outset of my career. The codes provide practical guidance for navigating both developing professional practice and personal conduct, establishing a foundation essential for demonstrating commitment to ethical teaching practice while maintaining the trust placed in me by students, families, and the wider community.
The university seminar activity represented in Artefact 2 provided invaluable opportunities to explore ethical dimensions of teaching through collaborative inquiry. Working with peers from diverse educational backgrounds and contexts, we engaged in policy analysis that revealed both the complexity of ethical decision-making and the value of collective professional reflection.The collaborative "puzzle pieces" approach to understanding educational policy proved particularly illuminating. This methodology helped me comprehend the broader landscape of policy and recognize how wider educational issues directly shape teaching strategies and learning environments.
Through group discussions, I gained insight into the tensions inherent in ethical practice, particularly when educators bring different perspectives, experiences, and values to their work.This collaborative exploration reinforced my understanding that ethical teaching practice is not developed in isolation but emerges through ongoing dialogue with colleagues, engagement with diverse viewpoints, and careful consideration of how personal beliefs intersect with professional responsibilities.
A recommended reading mentioned in the seminar was Vivien Millane's "Teachers, Students and the Law" , which has provided essential practical guidance on the legal and ethical responsibilities that define contemporary teaching practice.
This resource addresses critical areas including duty of care, privacy obligations, child protection requirements, and standards of professional conduct. Through this reading, I have developed a more comprehensive understanding of the schooling system's ethical dimensions and strengthened my commitment to acting both ethically and lawfully to safeguard student wellbeing.The text has been particularly valuable in helping me understand how legal requirements and ethical principles intersect in daily practice. Rather than viewing these as separate domains, I now appreciate how ethical teaching necessarily involves understanding and adhering to legal frameworks designed to protect students and maintain public trust in the education system.
My commitment to ethical practice extends beyond understanding policies and procedures to encompass the relational aspects of teaching that require ongoing judgment and sensitivity. This includes recognizing the power differential inherent in teacher-student relationships, maintaining appropriate professional boundaries while building supportive connections, and ensuring that all students experience equitable and respectful treatment regardless of their backgrounds or circumstances.