HAPPY

NEW

YEAR

With the new Director of SIEMAT

 

അഭിമാന നിമിഷം

അഭിമാന നിമിഷം 

Sri Mathew P.S receives National Award from  the
Honorable President of India on 5th SEP 2011

SENDOFF TO DPI BY DIRECTLY RECRUITED DEOs

DIET WEBSITES

Thiruvananthapuram,Alappuzha,Kasaragode DIETs have NO websites but they have  BLOGS

http://vidyasahayi.blogspot.com
http://dietkollam.com
http://www.dietpathanamthitta.org
http://dietalappuzha.blogspot.com
http://dietkottayam.org
http://www.dietidukki.org
http://www.dieternakulam.org
http://www.dietthrissur.org
http://dietpalakkad.org
http://dietmalappuram.org
http://www.kozhikodediet.org
http://dietkannur.org
http://dietwayanad.org
http://dietkasaragod.blogspot.com

Onam Exam

Year Plan VIII 2010-11

Year Plan IX 2010-11

Year Plan 2011-12 X

മാത്യു സാറിനു ദേശീയ അധ്യാപക പുരസ്കാരം

മാത്യു സാറിനു ദേശീയ അധ്യാപക പുരസ്കാരം കിട്ടിയിരിക്കുന്നു.ഈ മികച്ച അദ്ധ്യാപകന്‍ ഞങ്ങളുടെ അഭിമാനമാണ്.
http://www.education.nic.in/secedu/sec_taward10.asp

kmaqly imkv{Xw bp.]n.hn`mKw Fkv.BÀ.Pn.

s]cfticn,I®qÀ

TEACHER EMPOWERMENT

 font.....ML-TTJaya

                    imkv{X kmt¦XnI hnZybpw hnhc kt¦XnI hnZybpw Aë\nanjw hnIkn¨psIm­ncnç¶ AXnPoh\¯nsâ shÃphnfnIÄ \nc´cw t\cn«psIm­ncnç¶ HcØnc sshÚm\nI kaql¯n kmaqly imkv{Xm[ym]I³ F§s\ imàoIcn¡s¸SWw F¶Xv KthjW km[yamb Hê tNmZyamWv.kÀ¡mÀ kwhn[m\§Ä ssI¯m§pIÄ am{XamWv.kzbw Xnêt¯­ at\m`mh§fpw \ne]mSpIfpw BÀÖns¨Spt¡­ ss\]pWnIfpw ssIbS¡hpw s]mXphn kw`hnt¡­ s{]m^jW at\m`mh hn¹hhpw th­{X XzcnXs¸Sp¯phmëw ^e{]Zamçhmëw kwhn[m\§Ä¡v Ignbpw.kwhn[m\§fpsS klmbt¯msS A[ym]I³ kzbw amdphm³ k¶²\mhWw.AXy´w {]m[m\yapÅ Cu taJebn kÀ¡mÀ kwhn[m\§fpsS GtIm]\w imkv{XobamhpIbmsW¦n FÃm Xe§fnepw A[ym]I imàoIcWw KpWmßI e£y§Ä km£mÂIcnçI Xs¶ sN¿pw. 

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'കാട് നേരനുഭവം'

കണ്ണൂര്‍ ജില്ലയിലെ കണ്ണവം വനം ..അപൂര്‍വങ്ങളായ സസ്യ ജാലങ്ങളാലും ജന്തു വൈവിധ്യങ്ങളാലും സമ്പുഷ്ടം.ശലഭ വിസ്മയങ്ങളുടെ സ്വപ്നാടവി.വനദേവത എന്ന അത്യപൂര്‍വ ശലഭം കണ്ണവം വനത്തില്‍ കാണാന്‍ കഴിയുക കാടിന്‍റെ  അസുലഭ ദ്രിശ്യാനുഭവങ്ങളില്‍ ഒന്ന് മാത്രം..യു.പി. വിഭാഗം സാമൂഹ്യ ശാസ്ത്രം SRG ഒരുക്കിയ 'കാട് നേരനുഭവം' പരിപാടിയില്‍ നിന്ന്.

ശാക്തീകരണം

അവധിക്കാലത്തെ അധ്യാപക ശാക്തീകരണ പരിപാടികള്‍ സംസ്ഥാന തലം മുതല്‍ ആരംഭിച്ചിരിക്കുന്നു.

Central Teacher Eligibility Test (CTET)

കുട്ടികളുടെ വിദ്യാഭ്യാസ അവകാശം നടപ്പിലാക്കുമ്പോള്‍ വളരെയധികം അധ്യാപകരെ സമയ ബന്ധിതമായി  നിയമിക്കേണ്ടാതായി വരും.വളരെ വിപുലമായ ഈ ഉദ്യമത്തില്‍ അധ്യാപകരുടെ ഗുണനിലവാരത്തിനും ഊന്നല്‍ കൊടുക്കേണ്ടതാണ്.അതുകൊണ്ട് പ്രൈമറി വിഭാഗം അധ്യാപകര്‍ക്ക് അധ്യാപന അഭിരുചിയും കഴിവും ഉറപ്പു വരുത്തേണ്ടതാണ്.അതിനായി ദേശീയ അധ്യാപക യോഗ്യതാ പരീക്ഷ നടത്തുവാന്‍ തീരുമാനിച്ചിരിക്കുന്നു.പരീക്ഷ ലക്‌ഷ്യം വയ്ക്കുന്ന കാര്യങ്ങള്‍ താഴെ പറയുന്നു.
അധ്യാപക നിയമന പ്രക്രിയയില്‍ ദേശീയ നിലവാരവും ദേശീയ മാനകവും പ്രദാനം ചെയ്യുന്നു.
അധ്യാപക പഠന കേന്ദ്രങ്ങളിലെ കുട്ടികള്‍ക്ക് അവരുടെ പഠനം കൂടുതല്‍ വികസിപ്പിക്കുവാനും പ്രകടന നിലവാരം ഉയര്‍ത്തുവാനും പ്രേരകമാവുന്നു.
വിദ്യാഭ്യാസ അവകാശവുമായി ബന്ധപ്പെട്ട എല്ലാവര്‍ക്കും   ഇത് ഒരു നല്ല സന്ദേശം നല്‍കുന്നു.അധ്യാപകരുടെ ഗുണ നിലവാരത്തില്‍ GOVT  ശ്രദ്ധിക്കുന്നു എന്ന നല്ല സന്ദേശം.

APPLICABILITY

i). The CTET shall apply to schools of the Central Government (KVS, NVS, Tibetan Schools, etc) and schools under the administrative control of UT of Chandigarh and Andaman & Nicobar Islands.
ii). CTET may also apply to the unaided private schools, who may exercise the option of considering the CTET.
iii). Schools owned and managed by the State Government/local bodies and aided schools shall consider the TET conducted by the State Government. However, a State Government can also consider the CTET if it decides not to conduct the State TET.

Frequency of conduct of CTET and validity period of CTET certificate:

The CTET is presently being conducted annually. The Validity Period of CTET qualifying certificate for appointment will be seven years for all categories.

There is no restriction on the number of attempts a person can take for acquiring a CTET Certificate. A person who has qualified CTET may also appear again for improving his/her score.

ഐ ടി പരിശീലനം

എ ഇ ഓ ഓഫീസ് അനുഭവത്തിന് ശേഷം അക്കാദമിക തലത്തിലും ഭരണ തലത്തിലും  ശാക്തീകരിക്കപ്പെട്ട ഡി ഇ ഓ മാര്‍ വിവര സാങ്കേതിക വിദ്യയുടെ മേഖലയില്‍ മികച്ച പ്രാവീണ്യം നേടുന്നതിനുള്ള  പരിശീലനത്തില്‍ പങ്കെടുക്കുകയാണ് .ഐ ടി @ സ്കൂള്‍ വിദഗ്ധര്‍ നേതൃത്വം കൊടുക്കുന്ന ക്ലാസ്സുകള്‍ മികച്ച നിലവാരം പുലര്‍ത്തുന്നു.  

RTE Act and Kerala

വിദ്യാഭ്യാസ അവകാശ നിയമം പ്രാവര്‍ത്തികമാകുമ്പോള്‍ കേരളത്തില്‍ എന്തെല്ലാം മാറ്റങ്ങള്‍ ഉണ്ടാകും ?
സാര്‍വത്രിക വിദ്യാഭ്യാസത്തിന്‍റെ  കാര്യത്തില്‍ കേരളം ഇതിനകം മുന്നേറി കഴിഞ്ഞു.സ്കൂളുകളുടെ എണ്ണത്തിലും നാം മുന്‍പില്‍ തന്നെ.ഘടനയില്‍ വരാന്‍ പോകുന്ന മാറ്റങ്ങള്‍ എങ്ങിനെ കേരളത്തില്‍ നടപ്പാകും എന്നത് കാത്തിരുന്നു കാണേണ്ടിയിരിക്കുന്നു.
വിവിധ വശങ്ങള്‍ വിവരിക്കുന്ന വീഡിയോകള്‍ കാണൂ.

പോര്‍ട്ട് ഫോളിയോ

http://www.slideshare.net/shinemonmk/portfolio-7571197
പോര്‍ട്ട് ഫോളിയോ എന്നത്  പുതിയ ഒരു  വിലയിരുത്തല്‍ രൂപകല്പനയാണ്.എന്താണ് പോര്‍ട്ട് ഫോളിയോ?

വിവിധ മേഖലകളില്‍ കുട്ടികള്‍ നേടുന്ന വളര്‍ച്ചയും അവരുടെ പരിശ്രമങ്ങളും മികവുകളും ഒക്കെ ലക്ഷ്യ ബോധത്തോടുകൂടി ശേഖരിക്കുന്നതിനെ പോര്‍ട്ട് ഫോളിയോ ആയി കരുതാം.ഈ ശേഖരണത്തില്‍ കുട്ടിയുടെ പങ്കാളിത്തവും സ്വയം വിലയിരുത്തലും ഉറപ്പു വരുത്തണം. നിരന്തര മൂല്യ നിര്‍ണ്ണയം ഗൌരവതരമാകുവാന്‍ കുട്ടിക്ക് എന്ത് അറിയാമെന്നും എന്തൊക്കെ ചെയ്യാനാകുമെന്നും  കൃത്യമായും വിപുലമായും തിട്ടപ്പെടുത്തണം.അങ്ങിനെ പോര്‍ട്ട് ഫോളിയോ എന്നത് ഈ തിട്ടപ്പെടുത്തല്‍ വിനിമയം ചെയ്യുന്ന ഒരു പ്രദര്‍ശന ഉപാധിയായി മാറുന്നു.കുട്ടിയുടെ സമ്പുഷ്ടമായ വളര്‍ച്ചയും ക്രിയാത്മകതയും പ്രതിനിധീകരിക്കുന്ന ഒരു പ്രദര്‍ശന ഉപാധി.

ലക്ഷ്യബോധം/നിയോഗം.

ലക്ഷ്യബോധമില്ലെങ്കില്‍ പോര്‍ട്ട് ഫോളിയോ ഒരു ഫയല്‍ മാത്രമാണ്.പോര്‍ട്ട് ഫോളിയോ വഴി ഒരു നിയോഗം നിറവേറ്റപ്പെടണം. കുട്ടിയുടെ വളര്‍ച്ച കുട്ടിക്ക് ബോധ്യമാവുകയും അത് മറ്റുള്ളവര്‍ക്ക് ബോധ്യപ്പെടുകയും ചെയ്യുക എന്ന പ്രിതിബിംബാല്‍മകമായ നിയോഗം.

കുട്ടിയുടെ സ്വയം ചിന്ത.

ഗുണാല്‍മകവും മികച്ചതുമായ  വര്‍ക്കുകള്‍ തെരഞ്ഞെടുക്കുവാനും വളര്‍ച്ചയുടെ പടവുകള്‍ തിരിച്ചറിയുവാനും കുട്ടി സ്വയം ചിന്തിക്കേണ്ടിയിരിക്കുന്നു.വിശകലനം,വിലയിരുത്തല്‍ തുടങ്ങിയ ബൌധിക പ്രവര്‍ത്തനങ്ങളും പോര്‍ട്ട് ഫോളിയോ ലക്‌ഷ്യം വയ്ക്കുന്നു.

ഗുണം വിലയിരുത്തല്‍ മാനദണ്ഡം.

1. .പോര്‍ട്ട് ഫോളിയോ, മൂല്യ നിര്‍ണയം എളുപ്പമാക്കുന്നുണ്ടോ?
2. പോര്‍ട്ട് ഫോളിയോ കരിക്കുലം ഉദ്ദേശ്യങ്ങളെ സാധൂകരിക്കുന്നുണ്ടോ?
3. കുട്ടിയുടെ പ്രകടനം പോര്‍ട്ട് ഫോളിയോ വിനിമയം ചെയ്യുന്നുണ്ടോ?
4. കുട്ടിയുടെ എല്ലാ മേഖലകളിലുമുള്ള പ്രവര്‍ത്തനവും വളര്‍ച്ചയും പോര്‍ട്ട് ഫോളിയോ ചിത്രീകരിക്കുന്നുണ്ടോ?

എന്തൊക്കെയാണ് പോര്‍ട്ട് ഫോളിയോ യില്‍   ഉള്‍ക്കൊള്ളിക്കേണ്ടത് ? 

ഓരോ വിഷയത്തിന്‍റെയും    ഉദ്ദേശ്യങ്ങള്‍ പ്രകടിതമാക്കുന്ന രീതിയില്‍ എന്തെല്ലാം വര്‍ക്കുകള്‍ രൂപീകരിക്കാംഎന്നും ഉള്‍ക്കൊള്ളിക്കാം എന്നും ആലോചിക്കേണ്ടിയിരിക്കുന്നു.പക്ഷെ  പോര്‍ട്ട് ഫോളിയോ നിര്‍മാണം എന്നത് ഒരിക്കലും ഒരു വര്‍ക്ക്‌ അല്ല.ഒരു നല്ല പോര്‍ട്ട് ഫോളിയോ നിര്‍മ്മിക്കുക എന്നതല്ല  നമ്മുടെ ലക്‌ഷ്യം.വളര്‍ച്ചാ സൂചകം എന്ന നിലയിലേ പോര്‍ട്ട് ഫോളിയോ പ്രസക്തമാവുന്നുള്ളൂ .ലക്‌ഷ്യം കുട്ടിയുടെ വളര്‍ച്ച തന്നെയാണ്.ഉയരം നോക്കുവാന്‍ ഒരു കമ്പോ കയറോ ഉപയോഗിക്കാം.പക്ഷെ ഒരു നല്ല സ്‌കെയില്‍ ഉപയോഗിച്ചാലോ;അളവിന് കൃത്യതയും ശാസ്ത്രീയതയും ഉണ്ടാകും. പോര്‍ട്ട് ഫോളിയോ ഒരു മാനകമാണ്.ഒരു കൃത്യതയുള്ള മാനകമെന്ന നിലയിലുള്ള അതിന്‍റെ സവിശേഷത മാത്രം നാം അംഗീകരിച്ചാല്‍ മതി.ശ്രദ്ധ മുഴുവന്‍ കുട്ടിയിലും കുട്ടിയുടെ വളര്‍ച്ചയിലും വളര്‍ച്ചയുടെ മൂല്ല്യ നിര്‍ണ്ണയത്തിലുമാവണം.

സാമൂഹ്യ നിര്‍മിതി വാദം

അറിവിനെ നമുക്ക് പലതായി മനസിലാക്കാം. നമ്മുടെ തന്നെ മാനസിക ബൌധിക പ്രവര്‍ത്തനം കൊണ്ട് ഉണ്ടാകുന്ന അറിവ്. മറ്റൊരാള്‍ അയാളുടെ മനോ ബുദ്ധി വൈശിഷ്ട്യം കൊണ്ട് നിര്‍മിക്കുന്നത് അയാളുടെ അറിവ്. ഈ രണ്ടു അറിവുകളിലും പൊതുവായ എന്തെങ്കിലും ഉണ്ടോ? മറ്റൊരാള്‍ക്ക്‌ ഉള്ള അറിവിനെ ഞാന്‍ മനസ്സിലാക്കുന്നത്‌ എങ്ങിനെയാണ്‌? ഞാന്‍ അത് മനസ്സിലാക്കുമ്പോള്‍ അയാള്‍ മനസ്സിലാക്കിയത്‌ പോലെതന്നെയാണോ ഞാനും അറിയുന്നത്? ഇവിടെ അറിവിന്‌ സാമാന്യേന ഒരു പൊതു സ്വഭാവം ആളുകളുടെ പൊതു ബോധം കല്പിച്ചു കൊടുക്കേണ്ടിയിരിക്കുന്നു. അങ്ങിനെ പൊതുബോധത്തിനു ഗ്രാഹ്യമാകുന്നതും സമ്മതം ആകുന്നതുമായ വിവര സഞ്ചയത്തെ അറിവ് എന്ന് വിളിക്കാവുന്നതാണ്. പക്ഷെ അറിവ് അറിവാകുന്നത് അതിനു മനുഷ്യ മനസ്സിലും ബുദ്ധിയിലും തെളിച്ചം കിട്ടുമ്പോഴാണ്. ഇവിടെയും ഒരു പൊതു മനസ്സും പൊതു ബുദ്ധിയും ഉണ്ടെന്നു മനസ്സിലാക്കണം.അതുകൊണ്ടാണ് നിര്‍മിതി ഘട്ടത്തില്‍ അറിവിന്‌ സാമൂഹ്യമായ  രൂപപ്പെടലും  നിലനില്‍പ്പും ഉണ്ട് എന്ന് പറയുന്നത്. സാമൂഹ്യ നിര്‍മിതി വാദം ഞാന്‍ ഇങ്ങനെ മനസ്സിലാക്കാന്‍ ശ്രമിക്കുന്നു.  
By SHINE

Code of Professional Ethics for School Teachers (Draft)

1

Draft

Code of Professional Ethics for School Teachers

National Council for Teacher Education, Wing – II, Hans Bhawan,

1, Bahadur Shah Zafar Marg, New Delhi- 110002

December, 2010

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C O N T E N T S

Preface

Chapter 1 Code of Professional Ethics for School Teachers

Chapter 2 Observance of the Code

Chapter 3 Explanatory Notes

Annexures (i) Office Order appointing the Committee

(ii) Teacher’s Oath

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Preface

In pursuance of the recommendations of the National Policy on Education (NPE),

1986/1992, the National Council of Educational Research and Training (NCERT) in

collaboration with the All India Primary Teachers Federation (AIPTF), All India

Secondary Teachers Federation (AISTF) and All India Federation of Educational

Associations (AIFEA) had developed, for the first time, a Code of Professional Ethics for

Teachers, in 1997. Recognizing the need for revising the Code of Professional Ethics

for School Teachers, the National Council for Teacher Education (NCTE) appointed a

Committee comprising Prof. A.K. Sharma, former Director, NCERT, Prof. G.L. Arora,

former Head Department of Teacher Education and Extension, NCERT, Prof. Pranati

Panda, National University of Educational Planning and Administration and Prof. Najma

Amin, Jamia Millia Islamia.

The Committee constituted by the NCTE reviewed this Code keeping in view the

context of the relevant sections of the Right of Children to Free and Compulsory

Education (RTE) Act 2009 and also examined the Codes of Professional Ethics

currently in use in some other countries. The draft Code prepared by the NCTE

Committee was shared with the representatives of State Education Departments, All

India Federations of Primary and Secondary Teachers organizations and UNESCO, and

senior officials of the Ministry of HRD, educational administrators and experts in a

National Seminar. It was also put on the website of NCTE inviting comments and

suggestions from the stakeholders in school education. Valuable suggestions received

online and in the seminar have been duly considered while finalizing this document.

Ideally, the Code of Professional Ethics should be prepared by the professional

organizations of teachers themselves as it is their responsibility to ensure its

observance as a self-imposed discipline on the part of their members. The NCTE has

prepared this document as a facilitative mechanism for professional bodies of teachers

to use it as a template for discussion amongst them, make any amendments, if

necessary, and adopt it to give dignity to their profession.

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The present document comprises three chapters. The Code of Professional

Ethics is given in Chapter 1, a mechanism for its observance is suggested in Chapter 2,

Explanatory Notes on different articles of the Code are given in Chapter 3. The

Explanatory Notes have been included to facilitate better understanding by the teachers

of the provisions contained in the Code.

I am grateful to the members of the Committee for sparing their time and giving

us the benefit of their long experience in the field. I am also thankful to the

representatives of Teacher organizations for their whole hearted cooperation in this

endeavour which has the potential to raise the status of the teaching profession.

NEW DELHI

____________2010

Prof. Mohd. Akhtar Siddiqui

Chairperson, NCTE

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Chapter 1

Code of Professional Ethics for School Teachers

Introduction

It is universally felt that like all other professions, the teaching profession should

also have its own Code of Professional Ethics which indeed is a pre-requisite to ensure

its dignity and integrity. It is also significant that the Right of Children to Free and

Compulsory Education Act, 2009 entrusts teachers with some onerous professional

responsibilities to be internalized by them in the performance of their duties.

Accordingly, it is considered necessary that the Code of Professional Ethics be evolved

and adopted by the teaching community.

For the purpose of this Code, the term “teacher” covers all school teachers,

whether in government or private schools, on full-time or part-time basis, at the

elementary and secondary levels and the teachers holding administrative and

supervisory positions

The Code of Professional Ethics for teachers provides a framework of principles

to guide them in discharging their obligations towards students, parents, colleagues and

community. Increased awareness of the ethical principles governing the teaching

profession is essential to ensure ‘professionalism’ among teachers.

Preamble

— Recognizing that every child has a fundamental right to education of good

quality;

— Recognizing that every child has an inherent potential and talent;

— Recognizing that education should be directed to the all round development of

the human personality;

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— Recognizing the need for developing faith in the guiding principles of our polity,

viz., democracy, social justice and secularism;

— Recognizing the need to promote through education the concept of composite

culture of India and a sense of national identity;

— Recognizing that teachers, being an integral part of the social milieu, share the

needs and aspirations of the people;

— Recognizing the need to enhance self-esteem of teachers;

— Recognizing the need to organize teaching as a profession for which expert

knowledge, specialized skills and dedication are pre-requisites;

— Recognizing that the community respect and support for the teachers are

dependent on the teachers’ professionalism; and

— Recognizing the need for self-direction and self-discipline among members of the

teaching community,

the present Code of Professional Ethics for school teachers is an attempt

to provide direction and guidance to the teachers in enhancing the dignity

of their professional work.

1. Obligations towards Students

1.1 Treats all students with love and affection.

1.2 Respects the value of being just and impartial to all students irrespective

of their caste, creed, religion, sex, economic status, disability, language

and place of birth.

1.3 Facilitates students’ physical, social, intellectual, emotional, and moral

development.

1.4 Respects basic human dignity of the child in all aspects of school life.

1.5 Makes planned and systematic efforts to facilitate the child to actualize

his/her potential and talent.

1.6 Transacts the curriculum in conformity with the values enshrined in the

Constitution of India.

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1.7 Adapts his/her teaching to the individual needs of students.

1.8 Maintains the confidentiality of the information concerning students and

dispenses such information only to those who are legitimately entitled to it.

1.9 Refrains from subjecting any child to fear, trauma, anxiety, physical

punishment, sexual abuse, and mental and emotional harassment.

1.10 Keeps a dignified demeanour commensurate with the expectations from a

teacher as a role model.

2. Obligations towards Parents, Community and Society

2.1 Establishes a relationship of trust with parents/guardians in the interest of

all round development of students.

2.2 Desists from doing any thing which is derogatory to the respect of the child

or his/her parents/guardians.

2.3 Strives to develop respect for the composite culture of India among

students.

2.4 Keeps the country uppermost in mind, refrains from taking part in such

activities as may spread feelings of hatred or enmity among different

communities, religious or linguistic groups.

3. Obligations towards the Profession and Colleagues

3.1 Strives for his/her continuous professional development.

3.2 Creates a culture that encourages purposeful collaboration and

dialogue among colleagues and stakeholders.

3.3 Takes pride in the teaching profession and treats other members of the

profession with respect and dignity.

3.4 Refrains from engaging himself/herself in private tuition or private

teaching activity.

3.5 Refrains from accepting any gift, or favour that might impair or

appear to influence professional decisions or actions.

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3.6 Refrains from making unsubstantiated allegations against colleagues or

higher authorities.

3.7 Avoids making derogatory statements about colleagues, especially in the

presence of pupils, other teachers, officials or parents.

3.8 Respects the professional standing and opinions of his/her colleagues.

3.9 . Maintains confidentiality of information concerning colleagues and

dispenses such information only when authorized to do so.

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Chapter 2

OBSERVANCE OF THE CODE

The difference between the Code of Conduct and the Code of Professional

Ethics needs to be appreciated. As far as the provision of the Right of Children to Free

and Compulsory Education Act, 2009 is concerned, particularly with reference to

Section 24 of the Act pertaining to duties of teachers, enforcement of the Code of

Conduct is perhaps the answer. This enforcement is the responsibility of the

appointing/disciplinary authority. However, the provisions which define the Code of

Conduct could also be incorporated in the Code of Professional Ethics, as making them

ethical provisions will always desist teachers from violation of the Code of Conduct.

Like all other professions, the teaching profession should also move towards selfregulation,

which implies that every teacher should have the inner urge to adhere to the

ethical principles listed in the Code of Professional Ethics for teachers. However, in

spite of the expectation of the voluntary observance of the Code, some cases of

violation of the Code or of partial adherence to it are likely to occur in the vast system of

school education. Therefore, a suitable mechanism needs to be evolved to ensure that

all members of the profession follow the ethical principles enshrined in the Code.

The violation of the Code of Conduct invites disciplinary action for which detailed

rules are prescribed. However, in the case of violation of Code of Professional Ethics by

teachers, the responsibility to discipline them should rest with the authorized

representatives of the profession. The magnitude or seriousness of the violation may

not be the same in all the cases. The cases of violation or non-observance shall have to

be dealt with at different levels and in different ways in accordance with the nature of

the violation.

In other professions, as for instance, medicine, law, etc. after completion of the

professional course, the pass-out is registered as a bonafide practitioner of the

profession and is bound by a Code of Professional Ethics relevant to his/her profession.

In case of any reported violation of the code, the authorized professional body initiates

10

disciplinary action which may even lead to cancellation of the license to practice the

profession. No such provision exists in the case of the teaching profession.

To begin with, All India Federations of Primary and Secondary Teachers

organizations should formally adopt the ‘Code” and resolve to take all possible

measures to ensure its observance in letter and spirit. At the time of initial appointment,

a teacher should be provided a copy of the ‘Code of Professional Ethics’ for perusal and

should be further required to furnish an ‘Oath’, before joining the profession that he/she

would always strive to observe the ‘Code’ in letter and spirit. A suggestive format of the

‘Oath’ is given at Annexure 2.

Mechanism to Deal with Violations

A possible mechanism to deal with non-observance of the Code is suggested here. A

four-tier mechanism could be evolved to deal with the violations noticed or reported, as

outlined below:-

(i) School / Block Ethics Committee

In the case of bigger secondary or higher secondary schools where the number

of teachers is quite sizeable, an Ethics Committee at the school level comprising senior

members of the staff should be appointed. In the case of Primary/Elementary schools,

keeping in view the fewer numbers of teachers, the Ethics Committee could be

constituted at the Block or Cluster level by the concerned Associations of teachers. The

Committee may deal with the complaints regarding punctuality, regularity, completion of

curriculum, engagement in private tuitions, etc. and, in the first instance, should try to

persuade the erring teachers to mend their ways.

The Teachers Associations and Ethics Committees should make it clear to the

teachers that if they do not mend their ways, the Association would not support them if

disciplinary proceedings are initiated against them by the authorities.

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(ii) District Ethics Committee

The recognized Teacher Organizations/Associations in the State shall jointly

constitute the Ethics Committee at the district level comprising representatives of

teachers and eminent educationists. The Committee should deal with complaints

referred to it by the School/Block Ethics Committee, where the teachers have failed to

improve their conduct in spite of the efforts made by the School/Block Ethics

Committee. This Committee should deal with complaints of serious nature such as

violation of Constitutional Provisions, cases of child abuse, spreading feelings of hatred

or enmity among different communities, etc. The Committee may issue ‘Advisories’ to

the erring teachers, if necessary. In the case of recurrence of violation of the Code, the

District Committee shall refer the matter to the State Committee for appropriate action.

(iii) State Ethics Committee

The recognized Teacher Organizations in the state shall jointly appoint an Ethics

Committee comprising eminent educationists, representatives of teacher organizations

and parents. The Committee should deal with complaints referred to it by the District

Committees. The Committee may debar the erring teachers from contesting elections

for various offices in the concerned Teacher Organization or suspend their membership.

(iv) National Ethics Committee

At the national level, NCTE and All India Federations of school teachers may

jointly appoint a National Ethics Committee comprising eminent educationists,

representatives of Federations of Elementary and Secondary Teacher Organizations,

National Commission for the Protection of Child Rights (NCPCR) and parents. The

Committee should be responsible for consideration of issues which may require

periodical review of the code and also for the formulation of guidelines for the

functioning of Ethics Committees at different levels.

Creating Awareness

To begin with, the Code should be translated into various Indian Languages and

circulated widely amongst the teachers. The National Level and State Level Teachers’

12

organizations and Institutions responsible for teachers’ In-service education should

organize orientation programmes for teachers and discuss with them the implications of

the Code. The Explanatory Notes in respect of various Articles of the Code will be

helpful in such orientation programmes. The code should also be included in the

curriculum of various teacher education programmes in the country so that the

prospective teachers are fully aware about the ethical principles enshrined in it before

their entry into the profession.

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Chapter 3

EXPLANATORY NOTES

1. Obligations towards Students

1.1 Treats all students with love and affection

The demonstration of genuine love and affection by teachers for their students is

essential for learning to happen. Treating all children with love and affection

irrespective of their school performance and achievement level is the core of the

teaching learning process. Students who do not perform well in studies are generally

deprived of teachers’ consideration for them. In addition, the teacher should also

treat all children with equal love and affection irrespective of their parental

background and religious or caste affiliations. The teacher as support to the parents

should deal with students with a humane touch as through this process, student–

teacher rapport could be established for mutually beneficial interaction between

them. Teachers should create trust, confidence, interest, enthusiasm and hope and

not fear, frustration and disappointment in the students. The approaches in this

regard need not be defined as each teacher has the potential to design his/her

behavioural styles to provide an affable support to children.

1.2 Respects the value of being just and impartial to all students irrespective of

their caste, creed, religion, sex, economic status, disability, language and

place of birth.

School is a place where social justice and equity have to be practised and valued by

the teachers. Teachers’ own belief in democratic principles, tolerance, social justice

and equity prepares a better climate for students’ learning of these values. Impartial

attitude and non-discriminatory practices towards all students should be ingrained in

the school practices. The teacher’s personal belief pattern on caste, religion, sex,

economic status, language and place of birth, if not in conformity with Constitutional

tenets, will severely affect the equity fabric of the class.

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1.3 Facilitates students’ physical, social, intellectual, emotional and moral

development.

Childhood is a period of growth and change requiring development of child’s

physical and mental capabilities to the fullest. Currently in the schooling process,

much stress is given to cognitive development (the traditional 3 Rs) which needs to

be broadened to other areas of child development. The teacher should act as a

facilitator for the students to engage them in diverse activities for their physical,

intellectual, social, emotional and moral development. The physical development of

students as an important aim of education should be encouraged through physical

education activities .Helping students understand the social context, its problems,

societal values and to inculcate emotional intelligence through teaching learning

process ,would benefit them for their all round development. Physical and emotional

security is the cornerstone for all learning right from the primary to the secondary

school years and even afterwards.

1.4 Respects basic human dignity of the child in all aspects of school life

There is a need to recognize that each individual child has its own rights and dignity

as a human being and a member of a democratic society. Violation of rights of the

child is often observed in our schooling process. For example, many a time

teachers prohibit students to express their feelings. Any derogatory remark by the

teacher affects the child’s self esteem which, in turn, affects his/her learning

progress. Children’s voices and experiences do not find expression in the class

room. The participation of all students in all activities of the school with respect and

dignity need to be encouraged. Teachers will do well to study the U.N. Declaration

on Child Rights to which India is also a signatory and also the Report of the National

Commission for the Protection of Child Rights (NCPCR) – for updating their

understanding of this concern of child rights.

A school, no doubt, has the right to frame rules for maintaining discipline without

which it is difficult to organize proper teaching learning in schools. But the school

15

must ensure that the rules framed are such as do not violate the basic human dignity

of the child.

1.5 Makes planned and systematic efforts to facilitate the child to actualize

his/her potential and talent.

Recognizing the potential and talent of each child is the prime responsibility of

every teacher. The teacher should recognize the multiple talents such as sports,

music, dance and other creative endeavours amongst children. Disproportionate

appreciation is generally given to academic achievement of the students,

neglecting their other talents and potential. The children’s creativity, their

potential and talent need to be recognized to provide enough opportunities for

their nurturance. Hence teacher’s role is critical not only in recognizing the

potential and talents in different areas but also in planning accordingly to help

children actualize their potential to the fullest extent. But the task is simply said

than done. The teacher may have to interact with peers and experts and also

with children and to observe them continuously in order to ascertain their talents.

He/she will have to integrate the knowledge about the child with the strategies of

transacting curriculum.

1.6 Transacts the curriculum in conformity with the values enshrined in the

Constitution of India.

The values enshrined in the Constitution of India are the guiding principles for the

social transformation and establishment of an egalitarian social order. The

Constitutional values such as democracy, secularism, equality, justice and liberty

need to be mainstreamed in the diverse activities of the school through both

curricular and co-curricular interventions. There may be instances where the

pedagogical practices adopted by the teachers are against the Constitutional

values and also the rights of children. The teachers will do well to pay attention

to Article 51 A of the Constitution of India, dealing with Fundamental Duties of

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Citizens and translate the provisions of clauses (a) to (k) of the Article through

example and precept.

1.7 Adapts his/her teaching to the individual needs of students

The primacy of learner as a unique individual in the inclusive and diversified

classroom is widely acknowledged. The child-centered pedagogy encourages us

to think that learners have diverse needs and different experiences. This requires

fundamental change in understanding the individual learner and the learning

processes. It is a great challenge for the teacher to understand each child’s

needs in matters of acquiring knowledge and this is possible only when the

teacher becomes conscious of such a role and strives to continuously keep

abreast of the pedagogies of attending to the individual needs. Learners actively

construct their own knowledge by connecting new ideas to existing ideas on the

basis of different activities in which they may be involved. Therefore, teacher’s

role assumes more of an active facilitator in the process of knowledge

construction in which children are engaged. Active engagement involves enquiry,

exploration, questioning, debates, application and reflection. Allowing children to

ask questions that require them to relate what they are learning in school to

things happening outside.

A student may have some special needs of learning based on his/her personal

background and previous knowledge. But children belonging to diverse groups

such as children residing in slum areas, rural or remote areas and hilly areas

may have some special needs. While planning his/her teaching, the teacher

should take all these factors into consideration.

1.8 Maintains the confidentiality of the information concerning students and

dispenses such information only to those who are legitimately entitled to it.

A teacher not only teaches a child but also has knowledge about student’s family,

culture and community. The close interaction between the teachers and the

17

taught builds the trust and respect vital for the development of the personality of

the child. Many a time, the teacher also serves as counsellor with whom personal

and private information about the student is available. Hence, it is the ethical

responsibility of teachers to maintain the confidentiality of information which the

student has shared or the teacher has obtained from different sources. The

information could be shared with others very judiciously for the betterment of

students. If parents need to be informed in certain cases, the information may be

communicated in true spirit. Elements of personal life of the child when divulged

publically can cause an irretrievable damage to his/her growth and development,

as well as his/her personality.

1.9 Refrains from subjecting any child to fear, trauma, anxiety, physical

punishment, sexual abuse and mental and emotional harassment.

The teacher should take all appropriate measures to protect the child from all

forms of physical or mental violence, injury or abuse, neglect or negligent

treatment, maltreatment or exploitation, including sexual abuse. Any kind of

corporal punishment and emotional harassment by teachers has larger

implications for child’s life. There are instances of teachers who harbour violence

in the school through their behaviour. There is a greater need to change our

belief pattern that punishment brings better learning. The teaching community

needs to refrain from such activities as violate child rights. Observance of new

classroom rules in the context of the guidelines of the NCPCR in view of its

status as a law enforcing body, need to be the guiding principle for teacher’s

behaviour. Corporal punishment now includes rapping on the knuckles, running

on the school ground, kneeling or standing for long hours, beaten with a ruler,

pinching, slapping, child sexual abuse, locking up children in classrooms, electric

shock, that is, all acts leading to physical and mental injury, need to be

consciously avoided.

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Sexual abuse is more than bruises and broken bones. While physical abuse

might be the most visible sign, other types of abuse, such as emotional abuse

also leave deep, long-lasting scars on the minds of the children. Teacher as a

moral leader must restrain from any act involving sexual abuse. Any involvement

in such a behaviour demolishes the prestige of the teacher in the eyes of the

children and may become a source of hatred for the teacher. It certainly proves

to be an emotional trauma for the Child. The teachers must follow the guidelines

formulated by the Supreme Court of India and the NCPCR regarding sexual

abuse at workplaces and in schools.

1.10 Keeps a dignified demeanour commensurate with the expectations from a

teacher as a role model.

The teacher has been eulogized in the Indian context in sublime terms. The

‘Guru’ of ancient era was a person par excellence. In modern times we have

visualized teacher as one who undertakes the onerous responsibility of shaping

the destiny of the nation in the classrooms (Education Commission, 1964-66).

Even the National Policy on Education (NPE) 1986/92 gives a tall order to the

role of the teacher when it states that “no people can rise above the level of its

teachers”. With such expectations, the teacher symbolizes the best in every facet

of his/her personality. The style of his/her dress, the style and content of

communication, the example he/she sets for his students create an indelible

influence on the young minds. Any intentional or unintentional expression of his /

her personality traits can cast such impressions which may adversely influence

the student. In every aspect, the teacher has to be the living practitioner of all the

tenets expressed in the “Code of Professional Ethics”.

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2. Obligations towards Parents, Community and Society

2.1 Establishes a relationship of trust with parents/guardians in the interest of

all round development of students

There may be situations where parents may bring problems relating to their

wards to teachers, which require equanimity on the part of the teacher to deal with both

parents and the students. Parents sometimes tend to ignore the faults of their children

in spite of the teacher bringing the same to their notice. There may be a positive fall out

of outcomes if parents in such circumstances are responded with cordiality.

Undoubtedly, the influence this may make on the students about the teacher can bring

the student much closer to the teacher, as interpersonal relations are at the heart of

maintaining a harmonious relationship conducive for teaching and learning. Teacher

being the central figure in the educational system has a connectivity with students, both

in and outside the classroom, his/her colleagues, and the parents. The quality of the

relationship maintained by him/her with the parents can go a long way in understanding

the child, and also in laying the foundation for a better atmosphere of understanding

between the student and his/her parents. In an environment of inhibition, the quality of

learning can be impaired. If the child develops a barrier of inhibition between

himself/herself and the teacher, it can become an impediment in drawing the best out of

the teacher. The student should develop a positive feeling so that the communication

between his/her parents and the teacher in no way affects his/her self-esteem.

A majority of parents welcome being kept informed of the performance of the

child in the school, both in and outside the classroom. The good work done by the

student can be shared with the parents as this is likely to lead to better appreciation of

the school. Students at the school stage are in an impressionable age. They are

sometimes, likely to go astray and timely correction in their misdemeanour can check

later agony to parents. A proper channel of communication between the teacher and the

parents can be of great help to the students.

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2.2 Desists from doing anything which is derogatory to the respect of the child

or his/her parents/guardians

Lowering the esteem of the child in front of other students can be hazardous. It is

also important to treat equally children from different economic backgrounds and

children belonging to different religions, regions, castes, disability categories, etc. The

teachers should not make derogatory remarks against students belonging to different

backgrounds. Equally dangerous is the lowering of the esteem of the parents in front of

children. The socio-economic composition of students in a class is not homogenous as

all students do not come from the same background. Any inadvertent tilt in the

behaviour of the teacher in regard to favouring one type of student background and

lowering another can cause emotional conflicts which can influence badly the process of

learning. It is also necessary not to compare one child’s performance with another.

The child has to be encouraged to improve upon his/her own performance in areas

where the child has shown his/her maximum potential and should not be forced to

improve where he/she may not be interested.

2.3 Strives to develop respect for the composite culture of India among

students

India is a land of many cultures, languages, religions, faiths and beliefs and in

any class there is always a representation of children of different cultures, languages,

religions. As a result of the long association and interaction among different cultural

streams, a composite culture has evolved in the country, which has drawn the best from

various strands. The value of composite culture requires equal tolerance and respect for

all cultures of the land. This philosophy needs to be nurtured among students through

all curricular areas of the school. The students must learn to appreciate that all religions

and communities have contributed to the evolution of the composite culture. Teachers’

personal approach in demonstrating respect for all is likely to produce the desired

impact on the minds of the students.

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2.4 Keeps the country uppermost in mind and refrains from taking part in such

activities as may spread feelings of hatred or enmity among different

communities, religious and linguistic groups

The pluralistic culture of the classroom is a complex reality. There can be issues

that can influence divisiveness among the student communities. The teacher has an

onerous responsibility in developing in the students, tolerance and equal respect for all

religions, faiths and languages. A clear focus on developing the concept of being an

Indian first and affiliation to a specific group later can lay the foundation for national

integration. The Indian identity has pluralistic connotations and this must be instilled

among students through example. A teacher should understand the difference between

education and propaganda and in no case should use the platform of the school for the

propagation of his/her personal views about different religions, regions or castes, if

these are not in tune with the principles of our Constitution. While discussing current

social and political conflicts in the country, the teacher should refrain from taking sides

and should always present a balanced and objective view of the conflict.

3. Obligations towards the Profession and Colleagues

3.1 Strives for his/her continuous professional development

In a knowledge-driven society, it is necessary for every person to continue

learning throughout his/her life. As a teacher is expected to equip his/her students for

life long learning, it is imperative for him/her also to become a life long learner.

It is incumbent on the part of a teacher to strive continuously for his professional

development in order to reap the benefits of the latest advancements in different areas

of knowledge and also in their pedagogy, which will equip him/her to engage the

students with updated knowledge by using modified pedagogical practices. The study

of newspapers, magazines, professional journals and new books in his/her field of

specialization; discussion with colleagues on different themes of education; undertaking

research and experimentation, participation in study circles, seminars, conferences,

22

workshops, etc. and participation in INSET programmes through face to face or

distance mode are some of the strategies which a teacher can use to grow

professionally and also to move upwards in the professional hierarchy. The teacher’s

motivation to learn continuously not only helps him/her to grow professionally but it also

helps to enrich the profession with innovative practices which may emerge as a result of

research, experimentation, discussions, observations, etc.

It is the responsibility of the teacher to look for different avenues for his/her

continued professional development. He/she should not expect the employers or the

state to assume full responsibility for his/her professional development. However,

he/she must take full advantage of the opportunities provided by the State by

participating in the INSET programmes willingly and enthusiastically. He/she should

also become internet savvy to explore new knowledge through search engines.

3.2 Creates a culture that encourages purposeful collaboration and dialogue

among colleagues and stakeholders

It is essential to create an academically stimulating ethos in the school for which

all the teachers are expected to contribute. Such an ethos involves planned and

focused collaboration in all academic matters among teachers working in the institution.

The collaboration may be in the execution of jointly planned projects and programmes

such as projects to improve students’ achievements in different spheres. There should

also be an environment of free and frank dialogue and discussion among teachers to

seek collective solutions to the problems of the institution and also to those of teachers

and students. It should be a regular practice among teachers of an institution to sit

together to reflect on the problems faced by them in curriculum transaction or in

classroom management or in attending to children with learning disabilities or behaviour

problems. Such discussions and interactions should become an essential component

of school climate, as these have the potential to enable the teachers to construct their

own knowledge about students and their learning and about desirable pedagogical

practices.

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Besides teachers, there are many other stakeholders in the reputation of the

institution and of the teaching profession and also in the education of children, such as

parents and representatives of the community. A teacher should constantly strive to

seek their involvement in the affairs of the institution and discuss with them the

problems, programmes and plans of the institution.

3.3 Takes pride in the teaching profession and treats other members of the

profession with respect and dignity

A teacher should take pride in having joined the teaching profession and under

no circumstances should express his/her disregard for the profession by repenting

his/her decision. A teacher cannot give his/her best to the students and the community

if he/she does not display the pride and dignity of the profession chosen.

A teacher must realize that all members of the teaching profession, irrespective

of their academic and professional qualifications and whether they are pre-primary,

primary or secondary school teachers, deserve to be treated with respect and dignity. A

senior secondary school teacher holding postgraduate degree should treat the primary

school teachers with equal respect irrespective of their working at a lower stage of

education and in lower pay scales. In staff meetings, all teachers should be

encouraged to express their views freely without any inhibitions and the views

expressed by newly recruited or junior teachers should be given due importance. Even

if the ideas expressed by the junior teachers are not acceptable, the senior teachers

should refrain from rejecting them with disdain pointing out their lack of experience. A

teacher should never try to belittle the abilities or potential of any teacher on the basis of

age, sex, state or region to which he/she belongs. A teacher should do nothing to lower

the reputation of other teachers due to feelings of jealousy or due to any other reason

as the reputation of the profession depends to a large extent on the reputation of its

individual members.

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3.4 Refrains from engaging himself/herself in private tuition or private teaching

activity

Teachers’ engagement in private tuition has been a matter of controversy and

there have been arguments both in its favour and also against it. There are persons

who are not employed as full time teachers but work as full time private tutors. They are

also expected to observe the professional ethics meant for teachers. But in the case of

full time regular teachers, engagement in private tuition work affects the quality of their

work in schools adversely. If a teacher is engaged in tuition work for three to four hours

before or after school hours, it is likely to have an adverse effect on his school duties

because the time he/she should have utilized for reading or for making preparations for

teaching, is spent on giving tuitions. The teacher should not intentionally neglect his

teaching duties hoping to attract students to seek his/her assistance after school hours.

Giving private tuitions to one’s own students may lead to violation of many ethical

principles as the teacher is likely to develop a soft corner for such students and he/she

may be tempted to favour them in many ways such as internal assessment,

maintenance of school discipline, etc. and thereby may do injustice to other students

who may not have sought his/her assistance through private tuition.

3.5 Refrains from accepting any gift or favour that might impair or appear to

influence professional decisions or actions

Teachers have to be role models for the students of the impressionable age. In

case some students, out of respect and affection for the teachers, sometimes offer

small gifts like flowers or greeting cards, these should be accepted with a smile.

However, if a student tries to give some expensive gift to a teacher on some occasion

and, in return, expects favour in the form of higher marks in the internal assessment or

selection for participation in some sports tournament or literary and cultural competition,

then the teacher should firmly refuse it. The teacher should not accept gifts or favours

from the parents of the students, as it may influence his/her professional judgement

about the students’ performance in internal examinations or their candidature for

participation in various events.

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The teacher should also refrain from accepting gifts and favours from book

publishers, sports material or science equipments suppliers as they would expect the

teachers to recommend their books or help them in acquiring purchase orders for their

materials. A teacher influenced by such gestures is likely to recommend at times

purchase of sub-standard materials. The gifts may be in cash or kind and the favours

may be in the form of transport facility, stay facility in a hotel or reimbursement of travel

costs, and receiving them should be scrupulously avoided.

3.6 Refrains from making unsubstantiated allegations against colleagues and

higher authorities

In bigger schools, with sizeable number of teachers, there is always a possibility

that a teacher will have a circle of close friends. This is quite natural but it will be

undesirable if it leads to formation of groups having mutually conflicting interests. It is

often observed that in some cases, some teachers, make an attempt to seek favours

from the school authorities and belittle other colleagues due to professional jealousy.

This sort of behaviour is certainly unbecoming of a teacher.

It is also a practice at many places that some teachers submit representations or

complaints against their colleagues. It will be unethical on the part of a teacher if he/she

makes an allegation without proper and adequate evidence. Sometimes, a group of

teachers draft a representation against a particular teacher, or higher authorities and

then approach other teachers for their signatures. A teacher violates professional ethics

if she/he puts signatures on the representation simply to oblige the teacher(s) who have

approached him/her. It is incumbent on the part of a teacher to verify the contents of

the complaint before becoming a party to it.

If a teacher observes some of his colleagues violating the ethical principles,

he/she should bring it to the notice of the senior colleagues. In case a teacher is found

abusing children sexually or instigating students of one community against students of

another community, remaining silent by ignoring such incidents shall be undesirable and

26

violative of professional ethics. But the teacher should file complaints only when he/she

has first hand knowledge of the said violation and in no case it should be based on

mere heresay.

3.7 Avoids making derogatory statements about colleagues, especially in the

presence of pupils, other teachers, officials or parents,

A teacher having difference of opinion with colleagues on purely professional

matters is perfectly in order and indeed should be welcome. But the mode of

expression of the difference in opinion should be polite and dignified. A teacher shall be

violating principles of professional ethics if he/she criticizes or denounces the teaching

style, dress sense, behaviour, caste, rural or urban background or professional

competence of a colleague in the presence of pupils, parents, other colleagues and

school officials. For instance, if a teacher makes the statement about another teacher

that the person does not know how to teach or does not know A B C of the subject,

he/she is certainly making an attempt to belittle the teacher in the eyes of pupils,

parents or school officials, his/her act of doing so may be termed as unethical.

However, in the meetings of the school staff or in the meetings of professional

organizations, a teacher may raise issues regarding teaching styles and strategies

suitable for specific concepts and in the process he/she may give concrete examples

based on the teaching of other colleagues.

3.8 Respects the professional standing and opinions of his/her colleagues

In the teaching profession, some teachers are likely to be more professionally

advanced in comparison to others. This may be due to their love of the latest

educational literature, inclination for observation and experimentation; habit of

undertaking analysis and reflection on educational issues and concerns; and the ability

to form his/her views and communicate the same to others orally or in writing. A

teacher should hold such professionally advanced fellow teachers in high esteem and

resolve to emulate them. But, this does not mean that he/she should blindly accept

their views without critical examination.

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Every teacher is entitled to form opinions on all aspects of children’s education

and life in school, such as school administration, classroom management, school

discipline and children’s rights, prescribed curriculum, syllabi and text books, and

articulate the same in different forums. Such views should be received with

appreciation. The professionally advanced teachers or experienced teachers may not

find enough merit in the views of younger teachers but they should refrain from rejecting

their ideas in a harsh tone. Instead, assuming the role of mentors, they should politely

point out the weaknesses in the views expressed by less experienced teachers.

3.9 Maintains confidentiality of information concerning colleagues and

dispenses such information only when authorized to do so.

A teacher may be knowing many things about the life and conduct of his/her

fellow teachers. Some information may be of confidential nature while some other may

be of routine type involving no component of confidentiality. If a teacher has expressed

his/her services for undertaking a specific task, there is no element of confidentiality in

these facts as these are already in the public domain. However, if there is an allegation

that a teacher has committed some irregularities in the maintenance of accounts of an

activity or if a student makes a complaint that a particular teacher misused his/her

position during an educational tour, the school authorities are likely to appoint an inquiry

committee to probe the matter. While investigating the matter, the members of the

committee are likely to obtain information of confidential nature from the teachers,

students and officials. A teacher shall be violating the Code of Professional Ethics if

he/she chooses to publicize the information obtained during the course of investigation.

A young teacher facing some sort of turmoil in his/her personal, social or professional

life may decide to seek the emotional support of an elderly and senior teacher and in

the process may divulge some confidential information. The teacher who has received

the information shall be violating the ethical principles of teaching profession if he/she

passes on the information shared in confidence to other teachers.

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Annexure - 1

F No: 78-1/2009/Acad

National Council for Teacher Education

Hans Bhawan, Wing – II, Bahadur Shah Zafar Marg

New Delhi- 110 002

OFFICE ORDER

7th June, 2010

The Right of Children to Free and Compulsory Education Act has come into force

from 1st April 2010. In view of the provision 24(1) of RTE Act 2009 regarding duties and

functions of teachers, the Ministry of HRD has directed NCTE to develop “Code of

Professional Ethics of Teachers” in consultation with World Bank, AIPTF and some

State Governments.

2. In the above context, the Council has constituted a Committee of the following

experts:

1. Prof. A.K. Sharma Chairman

Ex Director, NCERT

C-3, Sector-48,

Noida- 201 304

E-mail: aksharma.edu@gmail.com

Mbl. 09810195863

2. Prof G L Arora Member

No. 423, Sector 7

Urban Estate,

Gurgaon – 122001 (Haryana)

E-mail: aroragl@rediffmail.com

9810431741

3. Prof Najma Amin Member

Department of Educational Studies

Faculty of Education

Jamia Millia Islamia

New Delhi – 110025

najmamin_jmi@yahoo.co.in / namin@jmi.ac.in

011-26926198, Mb 9818198991

29

4. Prof Pranati Panda Member

Professor,

Department of Comparative Education &

International Co-operation

NUEPA

17-B, Sri Aurobindo Marg

New Delhi – 110016

pranatipanda@nuepa.org

9811353409

. The Committee is authorized to co-opt one more expert if so desired.

3. Terms of Reference of the Committee:

(i) The Committee will draft “Code of Professional Ethics of Teachers”

keeping in view the provisions of the RTE Act, 2009 relating to duties and

functions of teachers.

(ii) The Committee will consult the Secretaries of Education of the States of

Haryana, Karnataka, and Assam and also hold meeting with Shri Sam

Carlson of World Bank and representatives of AIPTF.

(iii) The committee will submit its report by the end of July, 2010.

4. Terms and Conditions of the Committee will be as follows:

(i) TA/DA and sitting fee etc. will be paid to the members of the Committee as

per NCTE rules.

(ii) The committee will be provided secretarial assistance by NCTE.

(iii) Dr J P Dwivedi Research Officer NCTE would act as convener of the

committee.

(Dr A B Sharma)

Deputy Secretary

NCTE

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Annexure - 2

Teacher’s Oath

I __________________________ son/daughter of

____________________, solemnly declare that I shall always strive to

raise the prestige and dignity of the teaching profession and shall not do

anything which may affect the reputation of the profession adversely. I

willingly bind myself to the observance of the ‘Code of Professional Ethics

for School Teachers’, in letter and spirit in order to discharge a teacher’s

obligations towards students, parents, community and society as

enunciated in the Code.

Date: Signature

Name _________________

Address ________________

________________