Our communities place a very high degree of trust in those who are educating learners and rely upon teachers to interpret what is right and what is wrong. Teachers are often called upon to make difficult decisions regarding learners and therefore, in exercising judgement, you should consider the potential consequences of the options open to you very carefully.  You should also bear in mind how your decision and subsequent action may appear or be interpreted by others not fully aware of all of the circumstances.

Learners  

Teachers should establish professional boundaries, and recognise the negative impact that actual or perceived breaches of these would have upon learners and the confidence of the public.

In managing behaviour:

• you should be aware of and adhere to behaviour management protocols and strategies and not harm or use physical violence against a child or learner in or outwith the educational establishment context;  
• you should take into account reasonable norms and best practice when conducting interviews with learners in a disciplinary context, and have due regard to their age, stage and individual circumstances.

With regard to relationships with learners:

• you should appreciate fully that the onus is upon you as the teacher and not the learner to distance yourself from any potentially inappropriate situation;  
• you should avoid sexual contact with or remarks towards a learner of school age, regardless of the apparent consent of the individual concerned;  
• you should be mindful that professional boundaries can be perceived to extend beyond a learner’s educational establishment leaving date; therefore, in situations of this nature, you should exercise great care and professional judgement, taking into account all the factors involved;
• you should not attempt to establish an inappropriate relationship with any learner by means which might include (but are not limited to):  
  • direct communication of a personal nature, either in person or via email or text message;  
  • engaging in an inappropriate way through the internet or other digital means with learners;  
• you should be mindful to maintain an appropriate balance between formality and informality when you are dealing with learners and not discuss your own intimate and personal relationships;  
• you should take care to avoid becoming personally involved in a learner’s personal affairs;
• you should be aware of the potential dangers of being alone with a learner (in particular under 18 years of age) in a private or isolated situation, using common sense and professional judgement to avoid circumstances which are, or could be, perceived to be of an inappropriate nature. This is also the case in connection with social networking websites, and outwith the setting of the educational establishment;  
• you should be mindful that the internet and social networking can quickly blur the professional boundary between teacher and pupil. Teachers need to be alert to the risk that actions which might, on the face of it, seem quite innocent, can be misunderstood and misconstrued by others;  
• you should avoid inappropriate communication (including via social networking) with individuals under 18 or in relation to whom you may be in a position of trust or have a professional relationship;  
• you should not by any means or in any circumstances, make, view or access illegal or inappropriate images of children or protected adults;  
• you should be mindful of the negative impact of being under the influence of alcohol in the professional setting.

Educational Excursions  

Excursions have an important part to play in the life of learners, and can greatly enrich the educational experience of learners taking part.  

Physical safety is of prime importance. However, particularly in the residential setting, relationships tend to be less formal and the environment is very different from that in an educational establishment. You should not allow yourself to overstep the professional boundaries and remember that the professional standard of behaviour expected of you on an educational excursion is no different from that of the normal working day.

Accordingly you should ensure, for example, that you:  

• have a full knowledge of, and comply with, the procedures and guidelines laid down for these activities by your educational establishment and the requirements of health and safety;  
• are always mindful of the need to maintain an appropriate balance between formality and informality and avoid situations which are or could be reasonably perceived to be of an inappropriate nature.

Honesty and Integrity  

Maintaining and enhancing public trust in the teaching profession is at the heart of GTC Scotland’s statutory role, therefore as a teacher:  

• you must be honest and trustworthy;  
• you must not engage in behaviour of a criminal nature, especially crimes of dishonesty, such as theft, extortion or fraud; and crimes related to sex, firearms, misuse of drugs, violence against a person or property, or other serious public order offence which would be of particular concern in regard to a teacher’s professional status and fitness to teach;  
• you must you must have due regard to the trust in you as a teacher and therefore act with integrity and honesty in applying for registration and in all your dealings with GTC Scotland, in making declarations and undertakings in professional applications/ submissions, in the writing of references for colleagues or learners and in the conduct of tasks in connection with examinations and/or assessments;  
• you must not knowingly hinder, or refuse to engage with GTC Scotland in the discharge of its regulatory functions;  
• you must be mindful that you have a professional responsibility to ensure that your contact details held by GTC Scotland are correct and up to date.

You should display a sensitive and positive attitude towards differences among learners and identify and respond appropriately to those with difficulties in, or barriers to, learning. When necessary, you should seek advice in relation to their additional support needs.

You should identify and respond appropriately to indicators of the wellbeing and welfare of learners, including bullying and discrimination, ensuring that their initiative and independent learning are encouraged and nurtured.

You should have high expectations of and provide realistic challenges for learners, ensuring that learning tasks are varied in form, differentiated and devised to build confidence in and promote self-worth for all your learners.

Learners of school age spend a large proportion of their lives within the educational setting, and therefore a teacher plays a pivotal role in child protection as they are well placed to see symptoms and signs.

Teachers should keep up to date with their employer’s and national child protection guidance and procedures and operate within them.

The protection of children and protected adults is of the utmost importance. A teacher cannot ignore behaviour of any colleague which he or she may feel falls short of norms and standards in this regard and such concerns should be raised through the procedures available.

The Standard for Full Registration serves three main purposes in that it provides:  

• a clear and concise description of the professional qualities and capabilities teachers are expected to develop in the course of induction;  
• a professional standard against which reliable and consistent decisions can be made on the fitness of new teachers for full registration with GTC Scotland;  
• a baseline professional standard which will and does apply to fully registered teachers throughout their careers.  

The Standard for Full Registration defines the professional standard and the illustrations of professional practice which are organised into the three inter-related aspects of professional development.

Professional Values and Personal Commitment

You should be able to show in your day-to-day practice a commitment to social justice and inclusion, take responsibility for your own professional learning and development and be an active partner in the communities in which you work.

Professional Knowledge and Understanding

The Standard for Full Registration applies to all fully registered primary, secondary and Additional Support Needs (ASN) teachers and as such you should have a detailed knowledge and understanding of the relevant areas of the pre-school, primary or secondary school curriculum and also an understanding of curriculum development. This should include a broad, critical understanding of the principal features of the education system, policy and practice and a detailed knowledge of sector and professional responsibilities within these.

Professional Skills and Abilities

• You should be able to plan and implement teaching programmes that match varying learners’ needs, communicate effectively through different media in varying contexts and use varied teaching strategies and resources.  
• You should be able to organise and manage resources and pupil behaviour to achieve safe, orderly and purposeful activity.  
• You should be able to understand the principles of assessment, recording and reporting, and reflect on and act to improve your own professional practice.

Colleagues  

Everyone in the workplace should be able to work in an environment which is free from discrimination and harassment. A teacher should work in a collegiate way, treating all colleagues professionally.  

You should avoid undermining a colleague by remarks which are or could be perceived as being malicious, unfounded or unprofessional. This is of particular importance when in contact with parents, carers and learners. 

You should guard against inappropriate communication with, or behaviour towards, colleagues which is or could be perceived as being of an unprofessional, discriminatory or harassing nature. 

Parents and Carers 

Success in the education of learners is greatly enhanced by the active involvement of their parents or carers or key adults in their lives.  

As appropriate, parents and carers should be seen as vital partners in the learning experience and therefore as a teacher:  

• You should be professional in dealings with parents and carers and avoid making comments, being drawn into inappropriate discussions or divulging confidential information about other learners, colleagues, or the educational establishment; 
• You should encourage the involvement of parents and carers as appropriate in the learning experience, welcoming them as active participants in the life of the educational establishment, and working in partnership with it.

In line with the general duty that we have under the Equality Act 2010, GTC Scotland promotes equality and diversity and respects and values difference. GTC Scotland wants to promote an inclusive profession that incorporates people from a range of diverse backgrounds.  

Through respecting the principle of equal treatment, this will benefit both the teaching profession and learners alike.