Introduction
The Code of Professional Competence is intended for teachers who are members of the Saskatchewan Teachers’ Federation (STF). Included in the code are seven statements of core principles that speak to several closely related dimensions of teaching practice, specifically teachers’ professional knowledge, skills and judgment regarding:
- students’ developmental needs and lifelong learning
- curriculum
- instruction
- student assessment and evaluation
- professional relationships.
When referring to the Code of Professional Competence, it is important to keep in mind some key contexts:
- The code has more than one purpose. Developed by Saskatchewan teachers, the code is intended to guide:
- the teaching practices of STF members. Teachers are encouraged to use the code as a resource when reflecting on their own teaching practices and in their discussions with colleagues or others about teaching.
- the STF Executive in deliberations and decisions related to the disposition of complaints about professional incompetence
- the work of the STF Professional Competency Committee.
- The code is part of a broader statement by teachers about what teacher professionalism means. The new code is designed to complement the STF’s Code of Ethics and the Code of Conduct Respecting the Collective Interests of the Teaching Profession, both of which were adopted by the teaching profession (STF Council) in 2000. All three codes were developed in Saskatchewan by teachers for teachers. Taken together, the codes express what the teaching profession expects from its members. As members of the profession, teachers have a responsibility to practice the principles that are included in the codes.
- The code expresses only the basic principles of competent teaching practice. On its own, the code does not give a comprehensive view of competence that would subject an individual teacher to a professional disciplinary action. In accordance with provincial legislation, the STF’s Professional Competency Committee (a committee of teacher members elected by Council) has the responsibility to determine whether a teacher’s professional practice is incompetent. As part of its work, the committee follows due process and would carefully consider the relevant contextual factors in an individual case as well as any evidence that may support the formal complaint against the teacher. In its decision making process, the committee would also apply the Code of Professional Competence.
- The code expresses the teaching profession’s perspective about competence. Teachers in Saskatchewan are subject to two fundamental perspectives regarding their competence as professionals: 1) the teaching profession’s perspective; and 2) the employer’s perspective. The STF has the legislated authority to establish a code of professional competence that expresses what it means to be a competent member of the teaching profession in this province. Boards of education or other employers of teachers, on the other hand, may develop their own criteria for what it means to be a competent staff member. As a result, the profession’s code may differ from an employer’s policies regarding teacher competence issues (e.g., teacher supervision and evaluation policies).
- The code sees professional competence as both an individual and a shared responsibility. For example, individual teachers who experience difficulties in their teaching practice have a responsibility to take appropriate steps that will strengthen their professional knowledge, skills or judgement. At the same time, teachers have a responsibility to respond to a colleague’s request for assistance. It is understood, however, that individual teachers must not abuse these professional relationships by becoming dependent on colleagues for assistance.
- The code recognizes that teaching practice and teachers’ competence are contextual. Teachers’ daily work and professional competence are highly contextual and affected by many factors. Some of these factors are largely within a teacher’s control or influence (e.g., the individual’s pre-service major or minor, personal professional development plans, etc.) while others may not be (e.g., students’ needs, class size, teaching assignment, the condition of school facilities, access to instructional resources, etc.) It is essential to give careful consideration to these contexts whenever there are questions or concerns about a teacher’s competence.
- The code assumes that teaching practice should be flexible and that there is a continuum of professional competence. The focus of teaching practice is to meet students’ learning needs and the expectations of the education system. Teachers should always be open to changes that may result from new curricula, theories, knowledge, skills and teaching experiences. Their practice also has to be flexible enough to respond appropriately to new or different school and classroom situations. Adapting to all of these changes and possibilities usually takes time and may affect an individual’s competence. A key implication is that teaching practice can involve a very broad range of options and degrees of competence.
- The code is intended to focus on patterns of conduct in teaching practice. Effective teaching usually involves some degree of experimentation. To meet students’ diverse learning needs, teachers may choose to try out new instructional strategies and resources. These decisions should always be guided by the individual teacher’s professional knowledge, skill and judgement. The human dimension in all teaching and learning means that the effectiveness of a particular strategy or resource cannot be predicted with absolute certainty. Despite a teacher’s best efforts, some strategies or resources will be less successful than others. These developments, however, are not necessarily indicators of a teacher’s overall competence or incompetence. One implication is that it is essential to look at patterns in an individual’s teaching practice rather than simply focus on isolated or unusual incidents.