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Code of Professionalism and Conduct.(CoPaC)

Context

GTC Scotland has a duty to regulate teachers in the public interest and, in so doing, is accountable to the public and the profession for maintaining standards and ensuring that teachers are fit to teach.  

Public trust in the teaching profession, as well as the protection of learners and their educational wellbeing, sits at the heart of GTC Scotland’s statutory objectives and this Code sets out the principles of conduct that are expected of teachers in meeting their professional and ethical obligations.

Purpose, scope and status of the Code

Purpose

This Code of Professionalism and Conduct sets out the key principles and values for registered teachers in Scotland. In accordance with the general principles of the UN Convention on the Rights of the Child and GTC Scotland’s wider framework of standards, this Code and commentary states not only to the profession, but also to members of the public, the standard of conduct and competence expected of registered teachers.

 The Code of Professionalism and Conduct and commentary cannot address every possible circumstance in which teachers might find themselves. However, it is intended that teachers are mindful of the Code in relation to the judgements which they will be called upon to make in situations which may occur both within and outwith the professional context.

Scope

This Code applies to fully registered and, with the exception of Part 3, to provisionally registered teachers in whatever educational, or other, setting the registered teacher may work, regardless of their employment status. We also use the Code to assess the suitability of individuals seeking to join our register. 

Throughout the code where the term ‘learner’ is used it refers to those being educated in the pre-five, primary, secondary and further education sectors.

Status

This version of the Code is effective from 29 November 2024. It replaces the 2012 Code but reflects the same content. For the purposes of fitness to teach proceedings, the 2012 Code will continue to apply to allegations which relate to conduct between 2 April 2012 and 28 November 2024. The 2002 Code and 2008 Code respectively apply to allegations prior to that. 

This is guidance and not a statutory code therefore teachers must use their own judgement and common sense in applying the principles to the various situations in which they may find themselves. However, teachers must be aware that a serious breach or series of minor breaches of these principles could lead to action which may result in an adverse fitness to teach finding.  

Teachers should interpret the Code and its commentary based on common sense and good professional judgement. It is not intended to be an exhaustive list of unacceptable or unwise behaviours, but rather it is designed to provide guidance and raise awareness of issues and situations which can potentially arise.

The Code

1. Professionalism and maintaining trust in the profession

1.1You should have a knowledge of and maintain the key principles within the Professional Standards, Codes, Professional Advisory Statements and Guidance issued by GTC Scotland, as these may be reviewed and reissued from time to time.

1.2You must maintain appropriate professional boundaries, avoid improper contact or relationships with learners and respect your unique position of trust as a teacher.

1.3You should avoid situations both within and outwith the professional context which could be in breach of the criminal law, or may call into question your fitness to teach.

1.4You must uphold standards of personal and professional conduct, honesty and integrity so that the public have confidence in you as a teacher and teaching as a profession.

1.5You should be professional, honest and act with integrity in your dealings and correspondence with GTC Scotland, other regulatory (or similar) bodies and employers (including prospective and past).

1.6You should maintain an awareness that as a teacher you are a role model to learners.

2. Professional responsibilities towards learners

2.1You must treat sensitive, personal information about learners with respect and confidentiality and not disclose it unless required to do so by your employer or by law.

2.2You must be truthful, honest and fair in relation to information you provide about learners.

2.3You should aim to be a positive role model to learners and motivate and inspire them to realise their full potential.

2.4You must maintain an up-to-date knowledge and understanding of child and protected adult procedures as they may apply in your workplace, and implement, and comply with them.

2.5As a member of the children’s workforce in Scotland, you should recognise your role as a professional in delivering better outcomes for children and young people.

2.6You must raise any concerns which you may have about the behaviour of any colleague in connection with a child or protected adult, using the appropriate procedures in place.

2.7You should be aware of the general principles of the UN Convention on the Rights of the Child regarding equal treatment, the child’s best interests, and giving appropriate weight to the views of the child.

3. Professional competence

3.1You should maintain and develop your professional practice to ensure you continue to meet the requirements of the Standard for Full Registration which comprise:Professional knowledge and understanding;  Professional skills and abilities;  Professional values and personal commitment.

3.2You should refresh and develop your knowledge and skills through continuing professional development and maintenance of reflective good practice.

4. Professionalism towards colleagues, parents and carers

4.1You should work in a collegiate and co-operative manner with colleagues and members of other relevant professions.

4.2You must treat all colleagues and parents and carers fairly and with respect, without discrimination.

4.3You should not make malicious or unfounded criticisms of, or accusations about, colleagues that may undermine them professionally or in the professional judgements they make.

4.4You should promote good relationships between home and school/college and, as such, respect the role of parents and carers in the learning experience as appropriate.

4.5You should exercise great care when expressing opinions in public about your employer and be mindful of Data Protection Act requirements concerning handling information about parents, carers and learners.

5: Equality and diversity

5.1You should engage and work positively with learners, colleagues, parents and carers in an open, inclusive and respectful way, in line with the law and with a non-judgemental approach whatever their background, personal circumstances, cultural differences, values and beliefs.

5.2You should help learners to understand different views, perspectives, and experiences and develop positive relationships both within the educational establishment and in the local community.

5.3You should recognise that you are a role model and therefore should be aware of the potentially serious impact which any demonstration by you of intolerance or prejudice could have upon your standing as a teacher and your fitness to teach.

GENERAL TEACHING COUNCIL FOR SCOTLAND (GTCS) And The Standard for Provisional Registration (SPR)

Introduction  

Professional Standards for Teachers in Scotland  The Professional Standards, with professional values at the  heart, support and promote partnership, leadership, enquiry and  professional learning. They describe teacher professionalism in  Scotland, our ‘way of being’. Professional Standards for teachers  in Scotland have multiple purposes:

n to create a shared language for teaching professionals;

n as a benchmark for professional competency;

n to develop and enhance professionalism;  

n to support career-long professional growth;