Andrew Jones

A guide to professional conduct for ECTs

Originally published by SecEd Magazine on 03 September 2024.

When I think of teachers’ professionalism, a past headteacher’s comment still resonates with me. After a gruelling autumn term, she praised her exhausted colleagues for “keeping up the act of being a good teacher all day”.

She hit the nail on the head – staying in that professional zone for hours on end is no small feat. This sentiment recently came back to mind while discussing Part 2 of the Teachers’ Standards (DfE, 2011) with a group of ECTs. 

Perhaps we are best to heed the advice of Irish-American writer Frank McCourt, who quipped: “You’re starting your teaching career, and it isn’t an easy life. I know. I did it. You’d be better off as a cop. At least you’d have a gun or a stick to defend yourself.”

This is echoed with a training session my colleague, Marie Perry, and I run with ECTs on professionalism. When I cheekily ask them if they have felt like swearing at a student, half of them admit they have. However, that said, we cannot swear at children, let alone threaten them with a gun or a stick.

More than just instructors

Great teachers are more than just experts. We manage behaviour, model good character, and support student wellbeing. Respect comes from strong personal and professional conduct, not just good lessons.

Teachers act “in loco parentis,” which means we are legally responsible for student safety and wellbeing. The Teachers’ Standards (Part 2) emphasise high ethical conduct, regardless of experience or qualifications. Failing these standards can lead to support programmes or even losing one’s teaching qualification.

Therefore, following professional guidelines and prioritising students’ wellbeing is essential, not just for avoiding misconduct, but because it’s the right thing to do.

As such, here are 10 ways to ensure you maintain your professional persona…

1. Dress code

Unfortunately, we have to ditch the flip-flops and provocative t-shirts. Schools are professional settings, and our attire should reflect that. It sets the tone for students and shows we mean business. Nonetheless, this doesn’t mean we can’t tweak our attire to show quarks of our personality. I like to dress in black like Johnny Cash whereas my colleague, Ralph Addy, wears stately Ghanaian smocks (for another example, follow @TheTeacherWins and check out Gurdeep Singh’s exceedingly colourful wardrobe).

2. Speak clearly and professionally

Slang is out, eloquence is in. While accents and dialects are to be celebrated (own your background!), strive for clear, formal speech. Think “elaborative code”, as coined by sociologist Basil Bernstein back in the 1960s – it helps students to develop their own oracy, communication skills and understanding of academic vocabulary. Avoid pub talk, football banter, or telling students what you really think about the headteacher. And yes, no swearing of course.

3. Stay calm and professional

Being a teacher is tough. You’ll get frustrated, maybe even humiliated. But remember, it happens to everyone. Most students and parents respect you, and your job is incredibly rewarding. Think of it as performing on a stage, as sociologist Erving Goffman suggests when discussing “impression management”. Keep it professional “front stage” (in class). If you need to vent, find a colleague “back stage” for a cathartic chat. Breathe, regroup, and move on.

4. On and off-duty

Students mimic our behaviour. Model good habits: be punctual (as a senior leader in charge of cover, I cannot tell you how unimpressed I am with regularly late colleagues), move safely around the school (no careless rushing), adjust your voice level for different activities, and treat everyone with respect and courtesy (even if they annoy you).

This applies outside of school too. I once got a night bus from Euston to Enfield. At the back of the bus was a rather drunk teacher loudly telling a bunch of unimpressed girls that the kids he teaches were “chavs” and “slags” whose behaviour was “feral”. He said the school was “shite” and that the headteacher had “no control”.

When he said where he taught, I introduced myself and said I would be joining him on September 1. He looked horrified – and so he should be.

5. Check your social media

While we shouldn’t be overly policed outside of school by the restrictions of our professional context, please be wary of your social media use. Pictures of you worse-for-wear with your mates, statements slagging off politicians, and “likes” of dubious social media posts could land you in trouble.

You should also be aware of who you know. While I don’t “connect”, “link in” with or “WhatsApp” my students, I am friends with a few of their parents out of school. Nothing’s watertight on social media.

6. Read the Teachers’ Standards

Don’t just skim Part 2 of the Teachers’ Standards (a core document for your role). Fully grasp its expectations and how they translate to your daily work. Part 2 stipulates treating students with respect, safeguarding their wellbeing, and upholding ethical behaviour both inside and outside of school.

Teachers must also respect British values (see point 8 below), avoid exploiting students’ vulnerabilities, and follow the school’s ethos and policies (see point 9). Additionally, they must be familiar with and act within the legal frameworks governing their profession (see points 7 and 10).

7. Politics and religion

Lively classroom debates on political or controversial issues can be engaging but remember the boundaries. Sections 406 and 407 of the 1996 Education Act limit the promotion of specific political views in schools. This means teachers should present opposing viewpoints objectively (see DfE, 2022). Critical thinking is key – we want students to form their own informed opinions, not simply adopt ours (for more tips, see my 2022 SecEd article on this topic).

8. Challenge intolerance and extremism

Don’t let the above put you off challenging sexism, racism, homophobia, and religious intolerance. Tackling bigotry is not the same as telling students who to vote for. Understanding British Values (DfE, 2014) is also crucial. These values, like democracy and tolerance, may not be unique to Britain, but they’re fundamental. Teachers are expected to not only promote them in lessons but embody them in their actions. If you struggle to respect others, uphold the law, or believe in democracy, teaching might not be for you.

While policy-makers, including government ministers, following on from others, have attacked schools for being supposedly woke, we are on the front-line of tackling extremism and promoting respect and tolerance. Not only does this relate to the Teachers’ Standards and British Values already mentioned, but it is also why we have Prevent training.

9. Understand your school’s culture

It is wise to familiarise yourself with school policies, especially those related to personal and professional conduct, attendance, social media use, data protection, and disciplinary processes. These policies outline expectations and provide guidance in various situations. Knowing where to find these policies is crucial, not only for avoiding any violations, but also for raising concerns about colleagues’ behaviour through proper grievance or whistleblowing channels, should the need arise.

10. Vital school policies

Discuss your school’s ethos with your ECT mentor, induction tutor or line manager. If available, you should review the school’s mission and vision statements to gain a deeper understanding. You could also explore the school’s origins, purpose, and impact on the local community to get a sense of its ethos. Most importantly, ensure your behaviour and, if relevant, teaching approach, reflect these values.

Final thoughts

You have one of the best jobs in the world. While it is immensely rewarding most of the time, there will be moments where we feel like letting our standards slip. It is imperative, therefore, that we remain aware of our professional persona at all times, lest we forget why we became teachers in the first place.

Further information & resources

The SecEd Annual ECT Supplement and Webinar

This article first appeared in SecEd’s annual supplement for early career teachers. Published in June, the free supplement offers 16 pages of advice to help new teachers survive and thrive at the chalkface. From professional conduct to safeguarding, from wellbeing tips to common challenges, and some useful classroom ideas to boot: Download your free pdf here.

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