Teaching as a Profession

Teaching as a Profession

• Recognize and distinguish between the terms 'profession', 'professional' and 'professionalism'.
• Understand problems with taken-for-granted, 'common-sense' views on professionalism in teaching.
• Critically discuss various arguments and practices associated with teaching as a profession.
• Distinguish beneficial and urgent approaches for educators and learners.

Introduction to Professional Education

• Professional education is the process by which individuals prepare for demanding, responsible service in a professional spirit.
• It may be restricted to fields requiring disciplined insight/skill.
• Less exacting preparations can be vocational or technical education.
• Fundamentals include technical skill, social responsibility, appreciation for values/relationships, and objective perspectives.

Teaching and Professionalism

• A profession involves advanced learning with a vocation or calling.
• Educators become experts via special training.
• A professional belongs to a profession with professional competence, and behaves professionally.
• Professionalism includes the qualities / features of a profession and professionals, like competence/skills.
• A basic employee obligation is to provide services to the employer under the service contract.
• Employees must heed employer instructions.

Qualities Associated with a Profession

• A profession provides a crucial social function requiring considerable skill and competence.
• Professionals should have well-established, well-tested specialized knowledge achieved through higher education.
• Professional competence presents solutions to new problems beyond simple knowledge.
• Professions require extended education, socializing individuals into professional values focused on client interests over profit.
• Professionals must take responsibility for decisions in the interests of clients, following an ethical code of conduct.
• Professionals need autonomy to make judgements based on knowledge, skills, and values in non-routine, complex situations.
• Professional autonomy involves freedom from bureaucratic control or public interference.
• Professional accountability means that the regulatory body assures society that its members are competent and responsible, control credentials, entry into the profession, and ensure high accountability.

Weighing Teaching as a Profession

• Teaching should be weighed based on these questions:
• Does it perform a crucial social function?
• Does it involve specialized knowledge?
• Does in entail skill in non-routine, complex situations?
• Does it require a lengthy period of higher education?
• Is there a focus on client interests?
• Is there a high level of responsibility?
• Is there an ethical code of conduct?
• Is there considerable professional autonomy?
• Is it controlled by a professional body?

Forms of Professional Accountability in South Africa

• Bureaucratic accountability uses rules / standard procedures to control teacher actions.
• Standardized procedures and inspector oversight limit professional development/discretion.
• Professional accountability ensures preparation for practice, important for screening and certification.
• All teachers must be registered by SACE.

The South African Council for Educators (SACE)

• The South African Council for Educators Act (SA 2000 (9b)) repealed chapter 6 of the Employment of Educators Act, 1998 (SA 1998), was publicized in August 2000, objectives include:
• Providing for the registration of educators
• Promoting professional development
• Setting, maintaining, and protecting ethical and professional standards for educators.

SACE's Broad Powers and Duties

• SACE determines minimum criteria/procedures for teacher registration per section 5 (a) of the Act (SA 2000 (b)).
• SACE promotes, develops, and maintains a professional image, per section 5 (b) of the Act (SA 2000 (b)).
• SACE compiles, maintains and reviews professional ethics codes for registered educators, per section 5 (c) of the Act.
• SACE determines fees (in consultation with the Minister) for registered teachers/applicants, per section 5 (d).

General Functions of SACE

• In reference to the general functions of SACE, in accordance Act section 5 (e):
• Advise the Minister on educational aspects upon request.
• Appoint staff and determine service conditions.
• Establish committees and assign duties.
• Perform duties necessary for SACE's proper functioning.
• Advise the Minister on educational aspects.

Code of Professional Ethics

• 'Code' refers to the Code of Professional Ethics itself.
• 'Council' means the South African Council for Educators.
• 'Educator' means teachers registered / provisionally registered with the Council.
• 'Learner' means pupils/students at learning sites, schools, training institutions, and adult learning centres.
• 'Parent' means all natural parents or guardians of a learner.
• Code content focuses on teacher relationships with learners, parents, community, colleagues, profession, employer, and SACE.

Educator and Learner Relationships

• Educators respect the dignity, beliefs, and constitutional rights of learners, including privacy and confidentiality.
• Educators acknowledge individual needs, providing guidance to develop potentialities.
• Educators enable learners to develop values consistent with the Bill of Rights in the Constitution of South Africa.
• Educators exercise authority with compassion.
• Educators avoid humiliation and child abuse (physical/psychological).
• Educators promote gender equality, avoid sexual relationships and harassment.
• Educators use appropriate language/behaviour to elicit respect.
• Educators refrain from abuse of position for financial, political or personal gain.
• Educators are not negligent or indolent in duties.
• Educators recognize learners as partners.

Educator and Parent Relationships

• Educators recognize parents as partners and promote harmonious relationships.
• Educators ensure parents are informed on learner well-being and progress.

Educator and Community Relationships

• Educators recognize that educational institutions serve communities, considering diverse customs, codes, and beliefs.

Educator and Colleague Relationships

• Educators refrain from undermining colleagues' status/authority.
• Educators promote gender equality and refrain from sexual harassment of colleagues.
• Educators respect colleagues' responsibilities, so ensure smooth educational institution running.
• Educators adhere to procedures on professional incompetence or misbehaviour.

Educator and Profession Relationships

• Educators perform duties in co-operation/support with colleagues.
• Educators behave in ways enhancing profession dignity/status.
• Educators stay informed on educational trends/developments.
• Educators promote ongoing development of teaching as a profession, meaning Continuous Professional Teacher Development [CPTD]
• Educators have professional obligations to educate and induct new members.

Educator and Employer Relationships

• Educators recognize employers as education partners.
• Educators acknowledge employer responsibilities authorized through legislation, serving with ability.
• Educators do not discuss unofficial confidential matters with unauthorized persons.

Educator and SACE Relationships

• Educators co-operate with The South African Council for Educators.
• Educators comply with the Disciplinary Powers and Procedures of the South African Council for Educators.

Education Labour Relations Council (ELRC)

• The Education Labour Relations Council has been established for education.
• The ELRC includes a central chamber operating nationally/provincial chambers operating provincially.
• The purpose is to maintain and promote labour peace in education
• Other functions: dispute resolution, preventing labour unrest, providing mechanisms for resolution, negotiating & consulting, dealing with matters if interest

ELRC Resolution No 8 of 1998: Duties & Responsibilities of Educators

• Teacher Job Title: Educator - public school
• Teacher Rank: Teacher
• Teacher Post Level: 1
• Teacher Aim: The Purpose To engage in class teaching, including the academic, administrative, educational and disciplinary aspects and to organise extra and co-curricular activities so as to ensure that the education of the learners is promoted in a proper manner.

Teacher Core Duties and Responsibilities:

• Core duties are individual depending on approaches
• Includes class teaching, being a class teacher, preparing lessons, taking on a leadership role as subject
• To plan, co-ordinate, control, administer, evaluate and report on learners' academic progress.
• To facilitate positive learning
• Use of learners experiences is paramount

Teacher Extra & Co-Curricular responsibilities

• To identify aspects requiring assisting the the departmental head
• To care for educational needs and welfare of learners
• Facilitate learner mentoring counselling

Teacher Administration Responsibilities

• Coordinate academic activities
• Controlling all stocks
• Performance assist with non teaching duties - such as Timetabling, Collection of fees and welfare

Teacher Interaction responsibilities:

• Regular review their professional
• Contribution of development
• To share knowledge
• Keeping updated in developments
• Participate in the school's governing body if elected

Teacher & Communication responsibilities:

• Good teaching standard with learners
• Co-operate with colleagues
• Collaborate with other educators
• Connect with sport

Additional

• Reading up the responsibilities of Senior and Master teachers

Integration of Existing Programs via ELRC Teacher Appraisal

• Resolution 8 of 2003 integrates existing programs on quality management in education:
• The Developmental Appraisal System (DAS) was established July 28, 1998, - Resolution 4 of 1998,
• The Performance Measurement System that was agreed to on 10 April 2003 RESOLUTION 1 of 2003

Integrated Quality Management System (IQMS)

• An integrated quality management system comprises three programs intended at improving and monitoring the performance of the education system. These initiatives are as follows:
  • Development appraisal
  • Execution Measurements
  • Evaluation of the Whole School

Detailed overview of the IQMS (integrated quality management system

• Developmental Appraisal (DA): This helps evaluate individual educators transparently, identifying areas for improvement and creating individual development programs.
• Performance Measurement (PM): This is used to evaluate educators for salary increases, promotion, appointment confirmation, rewards, and incentives.
• Whole The purpose of Whole School Evaluation (WSE) is to evaluate both the school's total effectiveness and the standard of instruction and learning.
• To guarantee maximum efficacy and coordination of the many initiatives, these three programs are carried out as and integrated strategy.

What is the Purpose of integrated Quality Management System (IQMS)

• To specifically pinpoint the requirements of schools, educators, and district offices for development promotion and aid
  • To foster accountability, provide assistance for ongoing advancement

IQMS guiding principles

 - Fairness in the application of the tool
 - Subjectivity minimized by being uniform
 - Profession use of instrument

Records and Maintenance of documents:

• The appraiser is needing to record the observations of each instrument
• Noting strengths and reconditions

Personal growth plan

• Development needs include self-evaluation, base line evaluation

Other Documents Needed:

• Improvement plans
• Records needed from local councils