10.02 Professional Conduct 
Summarize PA Code of Professional Practice and Conduct for Educators

The Pennsylvania Code of Professional Practice and Conduct for Educators was created by the Professional Standards and Practices Commission (PSPC). The Commission  was created in 1989 with a mission of providing leadership for improving the quality of education in the Commonwealth of Pennsylvania by establishing high standards for preparation, certification, practice and ethical conduct in the teaching profession.  The Code of Professional Practice and Conduct for Educators was created so that any educator working under the code as well as individuals administering the code can reference clear guidelines for professional practice and professional development. As the authority of the Commission has grown, it now serves to recommend and sets standard for teacher certification (and reciprocal certification with other states), as well as overseeing teacher education programs. The Commission has the ability to remove or reinstate teacher certification as well as the ability to reprimand individuals holding a valid Pennsylvania certificate.

Professional Education Plan outlined in Act 48

Continuing Professional Education is important in Pennsylvania.  Act 48 of 1999 requires all Pennsylvania educators holding Pennsylvania public school certification including Instructional I and II, Educational Specialist I and II, Administrative, Supervisory, Letters of Eligibility and all vocational certificates to acquire a combination of professional development hours/credits equivalent to 180 hours every 5 years that is related to an area of the professional educator’s assignment or certification and complies with their school entity’s plan.  In 2007 changes were made regarding the criteria for professional development within a school district. As a result professional offerings need to be based on the following.  First they must be based on student needs and evaluated using student data.  They must include content that will increase student learning, and be provided through a process that is most likely to result in sustained school improvement.  The Professional Education Plan Guidelines clearly outlines by content area examples of acceptable and unacceptable activities which a district can approve in order to offer Act 48 hours to their employees as well as an outline for creating a plan.  Each district is responsible for creating a Professional Education Committee consisting of teachers from all levels, educational specialists, administrators, and other individuals representing the community and businesses.  

Article XI and the Public Relations Act

The Public Employee Relations Act (Public School Code of 1949, Article XI) includes relevant information regarding an educator’s rights with regard to tenure, compensation, sabbaticals, absences, and military service.  It states that schools must hire qualified professional employees who are at least 18 years of age with good moral character.  There are sections on employment, tenure, compensation, supervising principals, sabbaticals and military service.  In addition, an educator is granted the right to be part of the union, participate as part of the bargaining unit in times of contract renewal, and even striking. It is important for educators to be aware of the provisions of this Act, as contract negotiations and local and state education associations protect and defend the rights and regulations on their behalf.  Collective bargaining, strikes, picketing, unfair practices, judicial review, political contributions, conflicts of interest, and penalties are all issues discussed within the Public Employee Relations Act.  The tenure section details contracts, causes for termination, discharge procedures and the appeal processes.  In addition the section on compensation includes provisions for full and part-time teachers and substitutes, changes in salary (such as advances and demotions), and rules for temporary increases for activities outside of the language of the contract.  Sabbatical leaves (military and otherwise) are included as separate sections under Article XI, and they detail the rights of educators during the time of absence and the process for reinstatement when the educators return to the district.

Best Practices as described in the PA Code of Professional Practice and Conduct for Educators

There are many ways that educators can provide a good example.  They must be state-certified, and maintain high levels of competence throughout their careers. Consistent and equitable treatment of all students, fellow educators, and parents is paramount.   Educators must also strive to always respect civil rights and to avoid  discrimination on the basis of race, national or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status, disabling condition or vocational interest.  Educators must  maintain professional relationships with all school employees and students. They have the responsibility to act in a professional manner by being open-minded, knowledgeable, and exercising good judgment and communication skills at all times.
 
The Code requires that educators should accept the value of diversity, therefore they should be prepared with appropriate teaching methods and provided with the necessary tools for effective teaching and learning among a diverse student body and community.  It is important to  keep an open mind, and exercise good judgment and communication skills and  respond to issues within the educational setting equitably.
 
Educators should be committed to valuing the worth and dignity of every person, the pursuit of truth, a devotion to excellence, continued acquisition of knowledge, and the perpetuation of democratic principles.

Violations of § § 235.6-235.11 

There are several areas that may constitute a reason for private or public reprimand. These include: failure to honor the civil right of individuals; teaching without proper certification; accepting gifts that influence judgment; accepting opportunities that provide for improper personal or financial gain; or maintaining an unprofessional relationship with students. A violation of any of these may be considered grounds for suspension and, loss of privilege to teach or or certificate revocation.   An educator could .  There are of course many levels of violation but some examples of how certification can be compromised include:  Working as a Technology Coordinator without proper certification or temporary, emergency certificate, engaging in a sexual or lewd relationship with a student of any age, or accepting personal gifts from vendors.

Professional Practice and Technology Coordinators

Instructional Technology Specialists have positions that require them to interact with many stakeholders within the district and community, therefore is important for them to abide by the laws and enjoy all the rights and privileges offered by the Code of Professional Practice and Conduct for Educators.   Technology coordinators have an obligation to maintain a high level of competence, provide quality services, and demonstrate professional conduct at all times.

Civil Rights:  A technology coordinator may not discriminate against students or colleagues on any basis.  Students and faculty member should be treated the same regardless of race, gender, disability, national origin, or other grouping.  One thing Technology specialists must work to combat are  stereotypes about gender and technology, and remember that disability is not equivalent to inability.  There must be opportunities for all students and faculty to achieve at the highest possible level. In addition it is important that services are equitably distributed without favoring particular employees.

Improper personal or financial gain: Technology Specialists are likely to be offered items by vendors eager for business.   An Instructional Technology Specialist must separate personal from professional professional activities and remember that their mission is to serve the district, no discounts or gains should be taken advantage of on a personal level.  

Relationships with students:  Teachers must act in fair and equitable ways with regards to their students.  They evaluate fairl and should not knowingly misrepresent the subject matter or curriculu.  Under no circumstances should a teacher harass or  engage in sexual relationships with their students.  This behavior is strictly prohibited by the law and as noted in several instances in the past few years, will result in the dismissal of the educator