Annotation of 21st Century Teaching Artefact
Social, Economic, Culture in 21st Century
What does it mean to be a professional educator in the 21st century? A professional is defined by the following six attributes listed by Shulman 1998 P516
The digital artefact was created based on four key documents: The Melbourne Declaration (in blue), Australian Professional Standards for Teachers (in green), Code of Ethics (in red), and Code of Conduct (in pink). These documents roles are illustrated with use of the same colour as per document as the teacher reacts to their environment much like a web the artefact illustrates the many different roles and influences of a teacher that interrelate. Reflecting the complexities of teaching in the 21st century this digital artifact represents the relationship between teaching as a profession in response to social, cultural and, economical changes. A professional educators’ daily performance should accomplish this response to diversity and create opportunities for all students.
The teacher is at the core of the artefact – representing the key factor that can make the most difference in successful education. A teacher’s performance is influenced by their own ethics, principles, and morals and these can affect their perceptions and how they respond in the classroom. “Teachers must understand the complex moral role that they occupy as ethical professionals and appreciate the significance of their own actions and decisions on the students in their care.” (Elizabeth Campbell. 1997 p255) Teaching defined as a profession are accountable for their conduct in class. To formalise and standardise expected behaviours the “code of conduct” is used to determine expected behaviours as teachers act as an agency for morals and ethical behaviours. “Moral agency is not simply an inevitable state resulting from being a teacher but instead a professional quality exemplifying ethically good practice.” (Elizabeth Campbell, 1997, p255) The enormity of this task is quite evident particularly in the 21st century whereby classes are increasingly multicultural, plus the growth in students with learning and behavioural issues. This impacts on what is assumed morally acceptable and many teachers are tasked with teaching students’ ethics and morals in class due to inconsistent understandings of what is defined as acceptable behaviours in class conducive of a learning environment. “Poor pro-social behaviours often lead to increased discipline issues at school and negatively impact academic achievement. As our culture is becoming more diverse, schools are challenged with educating students and reducing factors that may inhibit their academic achievement.” (Brunzi, Liza, 2015, P10)
Social Justice, Diversity, Equity
A teachers’ purpose is to educate students to develop the skills required for when they enter the workforce on completion of their studies. The skills stated in the second goal of the Melbourne declaration “All young Australians become: – successful learners – confident and creative individuals – active and informed citizens.” (Melbourne declaration, 2008, P7). In conjunction with the requirements of the Australian Professional Standards includes the following professional knowledge that is expanded from “education” in the digital artefact.
Know Content
A teacher must know the subject matter of lesson being taught. “Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.” (Australian Professional Standards Pg 3) Strategies for effective teaching including setting goals that are challenging for all students. Teaching content is based on the national curriculum used to develop lesson plans.
Know students
“Know students and how they learn including physical, social and intellectual development and characteristics of students. Diverse linguistic, cultural, religious, and socioeconomic backgrounds, strategies for teaching Aboriginal and Torres Strait Islander students, meet the specific learning needs of students across the full range of abilities. Support full participation of students with disability. (Australian Professional Standards Pages 1-2)” In the classroom there will be students with diverse learning abilities, cultural, social backgrounds, economic backgrounds and learning styles. A teachers’ ability to identify “at risk” students and ensure strategies to enable inclusivity of all students. Teachers need to “be responsive to the learners in their class. They must diagnose and continually monitor their students’ learning to identify needs, interest and abilities, accepting, and understanding the multiple identities of children and childhood and the complexity of the relationship between the life worlds of children and the role of schools.” (Ewing, Le Cornu, Groundwater-Smith, 2014, P73) Although individual needs of students dramatically differ the expectation of students’ performance and the curriculum that is set nationally are the same. This causes immense challenges when trying a one size fits all approach to vastly different circumstances. A teacher is to use effective teaching strategies within the class to succeed.
Evaluation of Codes to Support Teachers
A teacher’s daily work activities involves cooperating with key stakeholders and society who have vested interests in education. Communication with stakeholders is a key in the Melbourne Declaration and these include the Government, who provide funding and set the curriculum. Corporations who are concerned with the skills being taught to be aligned to suit skill or knowledge shortages within their industries. Families who form part of the schooling community and are concerned with their children. Students who attend the school and are concerned with learning skills for their own future. Teaching colleagues who share similar concerns for daily functions of day-to-day class activities and the future success of students and principals with whom has the big picture success for the school.
The code of conduct provides specific guidelines for teachers to react within the school environment such as what constitutes duty of care, negligence, statute law that is created through laws made by government and corporations for the public good and safety. In conjunction with the code of conduct Teachers’ responsibilities also include such ethical matters as human rights, common law, and child protection. The code of ethics is important to assist in the development of societal relations when communicating with students, families, colleagues and Principals. Teachers build rapport, integrity, dignity and provide care with solid ethics however “the norms and values held by teachers may not be those that are shared in the given community.” (Ewing, Le Cornu, Groundwater-Smith, 2014, P27) Having a written “code of ethics” and “code of conduct” explicitly defines what the expected “norms” are. This includes what constitutes negligence or protection. All crucial to the safety and the teachers’ ability to provide a service to the public. The code of conduct and code of ethics can also cause ambiguity when under certain circumstances teachers are forced to make a judgment on the action that is appropriate in certain responses due to the uncertainty of the profession as a teacher. That is because “ethical behaviour is context specific.” (Ewing, Le Cornu, Groundwater-Smith, 2104, P34) In saying that, the conduct of the teacher should always be legal and in the interest of “the public good” as they are accountable for their actions and should adhere to statutory and common laws. That is “laws are determined and enacted by parliament and are both enforceable and punishable. Ethics are in a sense beliefs in the ‘correct’ or right way of doing things” (Ewing, Le Cornu, Groundwater-Smith, 2104, P42)
Learning for the Future
The 21st Century is rapidly changing and with this so is the technology. Teachers in the 21st century need to be adaptable in the ever-changing environment. Including what type of technologies are used within the classroom setting. Such as NAPLAN and the type of ICT in classrooms have rapidly changed. To ensure teaching is up-to-date teaching professionals are expected to be lifelong learners as mentioned in the Australian Professional Standards for Teachers. This positive approach to learning will then pass these attitudes as mentors to students.
Conclusion
The role of an education professional is complex and ever-changing. As visualised in the digital artifact The Australian Professional Standards for Teachers, Melbourne Declaration, Code of Ethics, and Code of Conduct work in conjunction with each other as valuable resources for teachers. Although not perfect provides critical guidance to all teaching professionals.
References
What does it mean to be a professional educator in the 21st century? A professional is defined by the following six attributes listed by Shulman 1998 P516
- The obligations of service to others, as in a “calling”.
- Understanding of a scholarly or theoretical kind
- A domain of skilled performance or practice
- The exercise of judgement under conditions of unavoidable uncertainty
- The need for learning from experience as theory and practice interact
- A professional community to monitor quality and aggregate knowledge
The digital artefact was created based on four key documents: The Melbourne Declaration (in blue), Australian Professional Standards for Teachers (in green), Code of Ethics (in red), and Code of Conduct (in pink). These documents roles are illustrated with use of the same colour as per document as the teacher reacts to their environment much like a web the artefact illustrates the many different roles and influences of a teacher that interrelate. Reflecting the complexities of teaching in the 21st century this digital artifact represents the relationship between teaching as a profession in response to social, cultural and, economical changes. A professional educators’ daily performance should accomplish this response to diversity and create opportunities for all students.
The teacher is at the core of the artefact – representing the key factor that can make the most difference in successful education. A teacher’s performance is influenced by their own ethics, principles, and morals and these can affect their perceptions and how they respond in the classroom. “Teachers must understand the complex moral role that they occupy as ethical professionals and appreciate the significance of their own actions and decisions on the students in their care.” (Elizabeth Campbell. 1997 p255) Teaching defined as a profession are accountable for their conduct in class. To formalise and standardise expected behaviours the “code of conduct” is used to determine expected behaviours as teachers act as an agency for morals and ethical behaviours. “Moral agency is not simply an inevitable state resulting from being a teacher but instead a professional quality exemplifying ethically good practice.” (Elizabeth Campbell, 1997, p255) The enormity of this task is quite evident particularly in the 21st century whereby classes are increasingly multicultural, plus the growth in students with learning and behavioural issues. This impacts on what is assumed morally acceptable and many teachers are tasked with teaching students’ ethics and morals in class due to inconsistent understandings of what is defined as acceptable behaviours in class conducive of a learning environment. “Poor pro-social behaviours often lead to increased discipline issues at school and negatively impact academic achievement. As our culture is becoming more diverse, schools are challenged with educating students and reducing factors that may inhibit their academic achievement.” (Brunzi, Liza, 2015, P10)
Social Justice, Diversity, Equity
A teachers’ purpose is to educate students to develop the skills required for when they enter the workforce on completion of their studies. The skills stated in the second goal of the Melbourne declaration “All young Australians become: – successful learners – confident and creative individuals – active and informed citizens.” (Melbourne declaration, 2008, P7). In conjunction with the requirements of the Australian Professional Standards includes the following professional knowledge that is expanded from “education” in the digital artefact.
Know Content
A teacher must know the subject matter of lesson being taught. “Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.” (Australian Professional Standards Pg 3) Strategies for effective teaching including setting goals that are challenging for all students. Teaching content is based on the national curriculum used to develop lesson plans.
Know students
“Know students and how they learn including physical, social and intellectual development and characteristics of students. Diverse linguistic, cultural, religious, and socioeconomic backgrounds, strategies for teaching Aboriginal and Torres Strait Islander students, meet the specific learning needs of students across the full range of abilities. Support full participation of students with disability. (Australian Professional Standards Pages 1-2)” In the classroom there will be students with diverse learning abilities, cultural, social backgrounds, economic backgrounds and learning styles. A teachers’ ability to identify “at risk” students and ensure strategies to enable inclusivity of all students. Teachers need to “be responsive to the learners in their class. They must diagnose and continually monitor their students’ learning to identify needs, interest and abilities, accepting, and understanding the multiple identities of children and childhood and the complexity of the relationship between the life worlds of children and the role of schools.” (Ewing, Le Cornu, Groundwater-Smith, 2014, P73) Although individual needs of students dramatically differ the expectation of students’ performance and the curriculum that is set nationally are the same. This causes immense challenges when trying a one size fits all approach to vastly different circumstances. A teacher is to use effective teaching strategies within the class to succeed.
Evaluation of Codes to Support Teachers
A teacher’s daily work activities involves cooperating with key stakeholders and society who have vested interests in education. Communication with stakeholders is a key in the Melbourne Declaration and these include the Government, who provide funding and set the curriculum. Corporations who are concerned with the skills being taught to be aligned to suit skill or knowledge shortages within their industries. Families who form part of the schooling community and are concerned with their children. Students who attend the school and are concerned with learning skills for their own future. Teaching colleagues who share similar concerns for daily functions of day-to-day class activities and the future success of students and principals with whom has the big picture success for the school.
The code of conduct provides specific guidelines for teachers to react within the school environment such as what constitutes duty of care, negligence, statute law that is created through laws made by government and corporations for the public good and safety. In conjunction with the code of conduct Teachers’ responsibilities also include such ethical matters as human rights, common law, and child protection. The code of ethics is important to assist in the development of societal relations when communicating with students, families, colleagues and Principals. Teachers build rapport, integrity, dignity and provide care with solid ethics however “the norms and values held by teachers may not be those that are shared in the given community.” (Ewing, Le Cornu, Groundwater-Smith, 2014, P27) Having a written “code of ethics” and “code of conduct” explicitly defines what the expected “norms” are. This includes what constitutes negligence or protection. All crucial to the safety and the teachers’ ability to provide a service to the public. The code of conduct and code of ethics can also cause ambiguity when under certain circumstances teachers are forced to make a judgment on the action that is appropriate in certain responses due to the uncertainty of the profession as a teacher. That is because “ethical behaviour is context specific.” (Ewing, Le Cornu, Groundwater-Smith, 2104, P34) In saying that, the conduct of the teacher should always be legal and in the interest of “the public good” as they are accountable for their actions and should adhere to statutory and common laws. That is “laws are determined and enacted by parliament and are both enforceable and punishable. Ethics are in a sense beliefs in the ‘correct’ or right way of doing things” (Ewing, Le Cornu, Groundwater-Smith, 2104, P42)
Learning for the Future
The 21st Century is rapidly changing and with this so is the technology. Teachers in the 21st century need to be adaptable in the ever-changing environment. Including what type of technologies are used within the classroom setting. Such as NAPLAN and the type of ICT in classrooms have rapidly changed. To ensure teaching is up-to-date teaching professionals are expected to be lifelong learners as mentioned in the Australian Professional Standards for Teachers. This positive approach to learning will then pass these attitudes as mentors to students.
Conclusion
The role of an education professional is complex and ever-changing. As visualised in the digital artifact The Australian Professional Standards for Teachers, Melbourne Declaration, Code of Ethics, and Code of Conduct work in conjunction with each other as valuable resources for teachers. Although not perfect provides critical guidance to all teaching professionals.
References
- Melbourne Declaration, 2009 http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
- Australian Professional Standards for Teachers https://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
- Code of Ethics http://qct.edu.au/pdf/CodeOfEthicsPoster20081215.pdf
- Standard of Practice, 2016, http:/education.qld.gov.au/corporate/codeofconduct/pdfs/det-code-of-conduct-standard-of-practice.pdf
- Bruni, Liza. “The Impact of Teaching of Social Emotional Skills on Student and Teacher Perception of School Success” University of St. Francis, ProQuest Dissertations Publishing, 2015. 3686994. P10
- Elizabeth Campbell. 1997 “Connecting the ethics of teaching and moral education” Journal of Teacher Education.” 48.4 Corwin Press, Inc. p255
- Shulman L, “Theory, Practice, and the Education of Professionals” The Elementary School Journal, Vol 87, No 5, University of Chicago, P516
- Ewing, Le Cornu, Groundwater-Smith, Teaching Challenges and Dilemmas, 2014 P73