EDU701 Assignment 1: Teacher Education Refreshment Course (TER)

This assignment analyzes the role of a teacher in Aotearoa New Zealand, focusing on the Learning-focused Culture and the Code of Professional Responsibility. Part 1 explores the statutory, regulatory, and professional requirements, emphasizing the importance of developing learning-focused relationships with students and fostering a supportive classroom environment. It highlights the four factors constituting the Code of Professional Stability: commitment to the teaching profession, learners, families, and society. Part 2 examines a case study, identifying issues related to professional responsibility, such as inappropriate social media use and respecting student diversity, and discusses how a teacher should address these issues, emphasizing empathy, ethical conduct, and commitment to student well-being. The assignment demonstrates an understanding of professional practice and conduct within the New Zealand educational context.

Running Head: TEACHER EDUCATION REFRESHMENT COURSE (TER)
TEACHER EDUCATION REFRESHMENT COURSE (TER)
Name of the student
Name of the University
Author’s Note

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TEACHER EDUCATION REFRESHMENT COURSE (TER)
Part 1:
a. I have chosen the Learning-focused Culture as my standard for teaching in Aotearoa
New Zealand. In the Education Act 1989, it has been clearly stated that regarding the
development of the Standard of Teaching. Therefore, it is based on the maintenance
and sustenance for the profession of teaching towards the need and welfare of the
society as mandated by the government. The teacher is supposed to develop the
various learning focused relationships with e-learners and making them capable
enough to be active participants in the process of learning. Also sharing of the
ownership and responsibility for learning is done in the process.
The professional requirement is that the teacher might develop an environment where
the diversity and the unique property of all learners are accepted. Therefore, the
Statutory requirement mainly deals with the ability of the teacher that will be focused
on the amount of effort that he/she must give to each and every student, teaching
them the with utmost sincerity. The topic of the Learning-Focused Culture is to
develop a culture, focused on the learning and characterized by the respect that is
given and received by from the students respectively. In an inclusive study, the
student are well facilitated and there will be a number of students from various
diverse communities as well, belonging from various countries. Therefore, the teacher
have to maintain a collaborating approach and have to take several safety guidelines
for the well processing of the teaching course. Developing learning focused
relationships with the learners is a very challenging and yet enabling type of activity
that needs to be done while developing the course structure for them and be active
participants in sharing ownership and responsibility for learning. Also as mentioned

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in the professional requirement the teacher will be developing the class sustainably so
that the learning process will not only remain, as a learning and teaching environment
but also it will help in the promoting of the class and developing the students for the
welfare of the society and bring in changes in it. This can only be done if the teacher
is able to foster trust, respect and develop cooperation with the learners, so that they
are able to understand and take risks accordingly. This will help towards the knowing
of the management and organizing a healthy environment and gradually a society that
will be valuable enough for future endeavors. The New Zealand Curriculum has
acknowledged the study. Hence the council and the board of Education that will be
ensuring the statutory, regulatory and the professional requirements will monitor the
pattern of study (Zwozdiak-Myers, 2018)
b. The Code of Professional Stability is always dependent on how the number of
students in addition with the expertise of the teacher who is conducting the class. The
teacher conducts the class based on the curriculum of the teaching process, as it is
included in the professional requirements followed thoroughly in class. Therefore, the
Code of professional stability is a very important factor for continuation of the
teaching process (Roy& Saha, 2018). The four factors that constitutes the Code of
Professional Responsibility or stability are- Commitment to the teaching profession,
Commitment to the learners, Commitment to the families and Whanau and
Commitment to the society. In the chosen module, there are certain factors like the
inclusion of the cultural aspect of learning. In Learning-focused Culture, the factor of
Commitment to the teaching profession is necessary. As the entire process based on
the equal participation of the teacher and the students together, otherwise the cultural

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perspectives will not develop for the students as the number of the students who are
belonging from various backgrounds needs to settle and develop their mentality of
studying together and gain knowledge from the class as well. Thus, the factor of
maintenance and giving respect to the various cultural processes and the idea to
sustain the society along with the environment is an important factor that needs to be
delivered by the teacher. Again the commitment to the learners needs to be
maintained so that the teacher gives special attention to the students and always seek
to help them, dealing with their difficulties. This will definitely make the students
able to perform in the class successfully. In the Learning-focused Culture, as the
standard demonstrate high expectations for the learning outcomes of all learners,
including their learning as well. The commitment to the families of the student is an
important factor that needs to be maintained by the teachers so that trust of the
student’s family, may be severely affected to the fact that they have kept faith in the
school. Otherwise, the breaking of the trusts may lead to the severe affecting of the
fact that the teacher is not performing their role and hence they are neglecting the
students as well. Commitment of the society, is an important factor that involves the
managing the learning setting to ensure access to learning for all learners, including
the learners with disabilities or learning support and the needs. The Learning-focused
Culture also includes towards the creating often e environment where specially the
learners, so that they can be confident in their identities, languages and cultures as
well as in their abilities. Thus all the four factors of The Code of Professional
Stability are included and they all have similarities as well as mentioning of the
factors which contribute to Learning-focused Culture. Hence, this type of learning

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factor includes the various modes and the conducts of the code of professional
responsibility. (Doherty & Purtilo, 2015).
c. I will be analyzing the student’s problems professionally and will try to look into the
studies as much as I can so that they can use my help to deal with them whenever
they need it. Being a teacher it will be important for me to look after the students so
that they can easily understand and utilize my help as I have directed. Not only being
approachable to the student will satisfy the students’ needs but also being
approachable and having enough knowledge and skills to solve their problems will
definitely be an important aspect that the students will be expecting from me as well
(Eubank & Forshaw, 2019). The higher authorities will be looking forward for the
effort that I will be investing in my job, that will be mainly dedicated for the guidance
and coming in aid for the students. I will try to keep my professional approach in
every field so that the student does not feel separated, objectified, or even identified
by the teacher so that there does not stay any kind of partiality or comparison among
the students. I will not let myself hold any type of grudge or humiliate a student
according to my own personal will. I will have to teach each student equally and
responsibly. The students will be proper importance and respect as they deserve, but
they must be identified and made to work and realize their faults if they do
something right so that the amount of the faults or the misdeeds they have done
(Shapiro & Stefkovich, 2016).

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Part 2
Part 2, Question a
• Three issues identified from the case study in relation to Code of Professional
Responsibility: Examples in Practice.
• The response demonstrates an awareness of both the immediate issues as well as potential
future issues and risks
• A clear connection established between each issue and a specific commitment of the
Code of Professional Responsibility.
• Relevant citations from the Code of Professional Responsibility: Examples in Practice
support the response.
Answer: The three issues that are being identified in the case study in relation to the Code of
professional responsibility: example in practice are namely, making a small social media group
with the students which is against the code of professional responsibility; interrupting a girl to
sing karakia as the school is not a religious place and lastly Oliver is facing an issue at his home
which might affect his performance in the class. These three issues identified from the case study
that put forward (Campbell, 2016).
The immediate issue that raised in the case study is that Oliver is suffering from the family issue,
which is affecting the learning skills of the student. On the contrary, the potential issues or risk
that can arise in the future is that Simone engaged in a friendly relation with Oliver, which might
not be acceptable by the parents, and problem might arise for Simone.

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The connection between the issues that have arisen in the case study as well as between the
Codes of professional responsibility: example in practice are namely, Simone is committed
towards the teaching profession where she displayed a commitment to provide high quality and
effective teaching. Simone displayed commitment to the families by respecting the diversity in
the heritage, language, identity and culture of the families. Lastly, she violated commitment to
learners by engaging in a friendly relation with the students, which is somewhat unethical in the
teaching profession (Zwozdiak-Myers, 2018).
Therefore, Oliver’s mother has requested this issues that raised in the process and this need to be
address by the school authority in the meeting. This might land Simone into serious trouble for
being too much friendly with the students by creating social media group. This is actually
violating the codes of professionalism being a teacher in the school as there are some guidelines,
which need followed by the teachers with the students.
Part 2, Question b
• The discussion presents how the teacher would likely view each of the issues in the case study.
• The discussion includes consideration of any factors in the case study that may have lead the
teacher to act as he/she did and hold his/her view of events.
Answer: In the case study, Simone have to identify that whether Oliver is facing an internal
problem in his home. This might degrade the performance of the student, as the student is not
mentally stable to concentrate in the studies. This might lead to the decrease in the grades of the
Oliver, which rightly spotted by Simone through the social media group that she have created
that includes all the students.

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TEACHER EDUCATION REFRESHMENT COURSE (TER)
The next issue that was raise is that one girl want to sing karakia but Simone have stopped her to
do so as they were having picnic lunch with other as well where there might be some student
from different cultural background or different heritage. This are the issues that have been faced
by Simone in the process and she handled the situation quite effectively and efficiently to display
her efficiency and commitment towards her job.
Simone have rightly address the issues that have been raise in the process. She advised the girl
not to sing it loudly as there can be diversity in culture or heritage of the students. On the
contrary, she advised the girl to sing it in her mind, which automatically serves the purpose as
well as everyone feels comfortable in the picnic lunch.
In the next issue regarding the family problem in Oliver’s house, she had a talk with him, which
automatically make him feel lighter mentally. This will automatically improve the grade of
Oliver in the school, which might have improve the grade. The conversation will also boost up
the mental stability of Oliver in the process, which is quite necessary for him currently according
to the case study.
This displays the professionalism of Simone and her dedication towards her job. This will help
her to grow as a teacher in the near future as she helps her students even in their hard times,
which make her a good teacher in her career.
Part 2, Question c
• The response discusses how at least two other parties might perceive the actions of the teacher
(learners, whānau, society, and the teaching profession and government agencies such as the
Ministry of Education).

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• The perceptions of the teacher’s actions accompanied by at least one reason why the other party
may hold this view.
Answer: The two other parties namely, the society as well as the teaching profession would have
perceive the same way Oliver’s mother have perceive the hugging between Simone and Oliver
right outside the class room. This is so because they are the mere spectators and do not possess in
what context that hugging is being done between them. The perception of the other person varies
if they are unaware of the context in which that action have taken place between the two persons.
Oliver’s mother have same perception as other would have anticipated that hug between Simone
and Oliver (Parker, 2017).
Therefore, it is important not to judge anyone with their action, before judging anyone
one should listen to the person and the context of their action. It is important to provide a chance
to them to justify their action.
According to the Code of professional responsibility: example in practice (Sharp &
Jennings, 2016) for a teacher to hug a student. This is treated as violating the code of
commitment towards learner where it has been specifically mention that a teacher should engage
in ethical as well as professional relationship with the learners with certain professional
boundaries that need to be taken care (Crystal, 2017). Therefore, other just by looking at them
will anticipate that there is more than a professional relationship between the two of them. This
might lead the teacher to land up in a trouble for hugging the student. Hence, the perception of
the others are justified in this case if the matter put in this way, but it is advisable not to judge
anyone without knowing the context of their action. It is important to give them, a chance to
explain the context of their action before taking any sort of action against them.

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Part 2, Question d
• Recommendations clearly articulate actions that would remedy the current situation and focus
on how to prevent this or a similar situation from occurring.
• The recommendations provided are appropriate and practical to the learning environment in the
case study.
• Key sources of guidance referenced to support the recommendation such as legislation,
professional standards and guidelines.
Answer: The teacher would have avoid the situation only by guiding the student the way she did
without hugging him. This put a negative impact on the image of the teacher and this might land
her in trouble. It is not acceptable in the professional standards of a teacher to hug her student.
On the contrary, what she did was quite remarkable to help her student out from the mental
trouble that he was suffering due to the conflict in the home (Sonia, 2017). This might have
affected the performance of the student and it is the duty of a teacher to guide the student when
they are facing any mental breakdown. This will automatically help the student to improve in the
studies. With providing education, proper guidance should also provide by the teacher. The
problem would have never arise if the teacher had hugged the student to console him (Forde,
McMahon, Hamilton & Murray, 2016).
According to the case study, hugging or any somewhat personal relationship not accepted
between the student and the teacher and if it found it treated as the violation of the codes or
guidelines of teaching. This will create an impact in the learning environment of the school. This
will land up the teacher into trouble. Therefore, it is important for the teacher to main certain
boundaries between while maintaining a professional relationship (Sharplin, Peden & Marais,

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2016). This will help to enhance the quality of the teaching as well as help and help the school to
maintain the decorum. On the contrary, it is important for the school as well as the teachers to
look into the students’ performance so that they can guide them in the proper direction so that
they can achieve brighter future in the end. Therefore, it is important to look into the matter and
provide proper judgment (Nerland & Karseth, 2015).

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References:
Campbell, E. (2016). Teacher education as a missed opportunity in the professional preparation
of ethical practitioners. In Towards Professional Wisdom (pp. 97-110). Routledge.
Crystal, N. M. (2017). Professional responsibility: Problems of practice and the profession.
Wolters Kluwer Law & Business.
Doherty, R. F., & Purtilo, R. B. (2015). Ethical Dimensions in the Health Professions-E-Book.
Elsevier Health Sciences.
Eubank, M., & Forshaw, M. (2019). Professional doctorates for practitioner psychologists:
understanding the territory and its impact on programme development. Studies in
Continuing Education, 41(2), 141-156.
Forde, C., McMahon, M. A., Hamilton, G., & Murray, R. (2016). Rethinking professional
standards to promote professional learning. Professional Development in Education,
42(1), 19-35.
Nerland, M., & Karseth, B. (2015). The knowledge work of professional associations:
Approaches to standardisation and forms of legitimisation. Journal of Education and
Work, 28(1), 1-23.
Parker, D. B. (2017). Rules of ethics in information processing. In Computer Ethics (pp. 17-20).
Routledge.
Roy, M. N., & Saha, S. S. (2018). Regulatory and Ethical Framework for Statutory Auditors’
Independence: A Review in Select Countries including India. In Statutory Auditors’