Standard 7:

As indicated in the evidence guide on the QCT website, a reference or endorsement from my employer is sufficient evidence of descriptors 7.1 and 7.2. This reference was already provided to the QCT, but I will provide it again as Task 3, Additional Evidence 7.

Queensland teachers are expected to uphold the ethical principles of integrity, dignity, responsibility, respect, justice, and care. All of these principles are evident in Task 3, Additional Evidence 1. I will describe specific examples of how I upheld each principle.

On page 2, the highlighted section illustrates dignity and care for students by treating them with compassion each day. A compassionate approach is beneficial to the wellbeing of the students. This section also explains that a positive demeanor is expected throughout the day, not just in the morning. As teachers, we are expected to model the behavior we want to see. One way I modeled dignity and care for all students was by greeting them individually with a cheerful, “Good morning,” regardless of if they were my student or not. I often accompanied the verbal greeting with a wave in case my face mask made it hard to hear.

Page 3 has a section that outlines how teachers should get to know and accept the students. This is an example of dignity, respect, and care that I upheld as a teacher. The differences among students are the result of their lived experience and perspective and should not simply be categorized as desirable or undesirable. I showed dignity and respect to students by spending all my free time in conversation with them, listening to their ideas and stories. This conveyed that I acknowledge how their unique qualities positively contribute to the learning environment. Taking the time to actively listen to students builds a rapport based on mutual respect.

Page 5, sections 3-3.3 discuss important issues of responsibility as professional educators. I demonstrated responsibility by team teaching with Japanese educators, practicing good teamwork with colleagues, communicating clearly and positively with other staff, and remaining with my homeroom class even when not teaching.

Page 5, section 3.4 also discusses an important topic related to the ethical code of justice. Negative behaviors in any workplace can be forms of harassment. By avoiding these negative behaviors, I demonstrate my commitment to justice by safeguarding the wellbeing of all members of the school community. Instead, I use healthy coping strategies to deal with negative emotions in a positive way.

Throughout this document, I have highlighted other sections that illustrate the code of ethics for teachers in Queensland. These can be seen on pages 6, 20, and 22.

As indicated in the evidence guide on the QCT website, a reference or endorsement from my employer is sufficient evidence of descriptors 7.1 and 7.2. This reference was already provided to the QCT, but I will provide it again as Task 3, Additional Evidence 7.

As an international educator, I have had much more practice understanding relevant legislative, administrative, and organizational policies than teachers who only teach in their native environments. I have had to comply with American, Thai, Singaporean, and Japanese policies throughout my professional experience. In Japan, there are national grades that must be submitted to the government each year. Task 3, Additional Evidence 8-9 are evidence of my compliance with these reporting requirements. I also attended professional development meetings related to national policies on bullying prevention, as shared in Task 3, Additional Evidence 13.

Even though I don’t yet have a Queensland teaching license, I have already begun to comply with administrative policies by attaining a Blue Card, First Aid training, and CPR training. Evidence of these certificates are given in Task 3, Additional Evidence 2-3. I understand that these certifications are needed to protect the health and safety of all students.

When I earned my Florida teaching license, I was required to demonstrate evidence of legislative requirements like mandatory reporting requirements, safe and ethical use of technology, and appropriate maintenance of private student information. My knowledge of these policies is demonstrated in Task 3, Additional Evidence 10. This document is a record of my passing score on the Professional Education exam that tests prospective teachers on their knowledge of these policies.

Additionally, when I join an Australian school, I intend to learn about their specific policies and procedures. This might include things like behavior management policies, homework policies, and uniform policies. At my former school in Japan, these policies are described in Task 3, Additional Evidence 1. For example, a detailed explanation of the behavior management policy I followed is given on page 20.