Teachers in New Zealand are bound by a Code of Professional Responsibility and Standards for the Teaching Profession published by the Education Council of New Zealand, the professional body for New Zealand teachers. This document - OUR CODE/OUR STANDARDS - has only just seen the light of day even though it has been around since 2017.
The document shows how deeply the myths about the Treaty are already imbedded throughout New Zealand, how teachers are obliged to accept and promote Treaty doctrines, and can be disciplined in they fail to do so.
It is frightening strategy: Brainwash the teachers and you capture the minds of the following generations of children.
The document is in English, with each section being followed by a te reo translation
When reading the document, consider the indoctrination that a teacher from overseas has to assimilate and comply with if they are to succeed and progress as a teacher in New Zealand.
This is a summary of what the document has to say.
Introduction
The introduction sets acceptable standards:
The Code of Professional Responsibility and Standards for the Teaching Profession has been crafted by teachers, leaders and teaching experts to articulate the expectations and aspirations of our profession. The Code sets out the high standards for ethical behaviour that are expected of every teacher; the Standards describe the expectations of effective teaching practice. Together they set out what it is, and what it means, to be a teacher in Aotearoa New Zealand. The Code and Standards apply to every certificated teacher, regardless of role or teaching environment. The Code also applies to those who have been granted a Limited Authority to Teach.
It acknowledges the important role that teachers play in society:
As teachers, we respect our trusted position in society and recognise the influence we have on learners, their understanding of the world and the future wellbeing of our society.
The CodeMulticulturalism is not forgotten but it has a subservient place to preferential treatment based on race:
New Zealand is an increasingly multicultural nation, and Te Tiriti o Waitangi is inclusive of today’s new settlers. As with earlier immigrants, their ‘place to stand’ comes with an expectation that they will live here in a way that respects the commitments of Te Tiriti o Waitangi and the position of Māori as tangata whenua. (Page 4)
In other words all people who settle in this multicultural land of New Zealand must acknowledge that Maori have a special position in our society.
Teachers have special Treaty obligations:
As teachers, we are committed to honouring Te Tiriti o Waitangi and we understand this has implications in all of our practice. (Page 4)
Quite simply, the role of teachers is to honour the Treaty by ensuring that separate treatment is entrenched in our schools.
The authors are completely oblivious to the fact that the guidance that they are providing contains racial indoctrination based on misconceived political slogans that have nothing to do with the broader apolitical meaning of education.
The Code contains statements of universal principles of education (page 8) but because of the political nature of some of the requirements it has ominous overtones. No one can quibble about adhering to professional standards but when those standards are linked to political ideology they become very dangerous. Ethical behaviour is defined as complying with the Code, including the political dictates. In respect of discipline, the Code sets out the consequences of “unethical’ conduct”:
In complaint investigations into a teacher's conduct, the Code may be referred to as a benchmark that confirms the expected standards of conduct for members of the profession.
In other words: “Honour the Treaty, or else”.
That summation is not going too far. On page 10 the 5 important Commitments to the Teaching Profession are listed. The first three are sensible requirements relating to quality teaching, professional and respectful relations with colleagues, and a high standard of behaviour and personal integrity. Then we have:
4. demonstrating a commitment to tangata whenuatanga (not explained) and Te Tiriti o Waitangi partnership in the learning environment.
5. contributing to a professional culture that supports and upholds this Code.
Number 4 is purely political, and number 5 requires compliance with number 4.
On the same page the Commitments to Learners are listed. Most of them appropriately require equal treatment of learners. However, item 4 is a blatant political requirement:
4. affirming Māori learners as tangata whenua and supporting their educational aspirations.
Page 12 has a list of the Commitments to Society. Item 2 is a political requirement:
2. demonstrating a commitment to a Tiriti o Waitangi based Aotearoa New Zealand.
This political requirement has nothing to do with teaching standards. Teachers are free, one would hope, to have their own religious and political views and not have them mandated by their employer.
Item 1 in the same list affirms equal rights:1. promoting and protecting the principles of human rights, sustainability and social justice.
It would be a brave teacher – hauled before the disciplinary panel for not giving preferential treatment to tangata whenua children, and failing to endorse the Treaty – who might argue that the equal treatment for children irrespective of race was mandated by New Zealand statute law, the rule of law, and by various United Nations’ declarations.
The Standards
The Standards for the Teaching profession are even more political. They are listed on page 18. There are 6 standards with each making up 1/6 of a wheel. Many of the standards are beyond criticism. However…. Standard Number 1 at the top of the wheel states:
Te Tiriti o Waitangi partnership: Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.Elaboration of standard:
• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.
• Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.
• Practise and develop the use of te reo and tikanga Māori.
Standard 5 Design for learning on page 20 states:
• Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.
Standard 6 mandates special treatment for Maori learners:
• Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.
Who is responsible for the OUR CODE/OUR STANDARDS?
The Leadership Team can be seen here: https://teachingcouncil.nz/about-us/meet-the-governing-council/
More about that in a future post: Teachers and Treaty Indoctrination. Part 2: Legislative indoctrination.
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In the meantime take a look at the following posts that show the same strategy to embed the Treaty and preferential treatment for Maori in our institutions:
https://thetreatyfacts.blogspot.com/p/ministry-of-health.html
https://thetreatyfacts.blogspot.com/p/massey-university-academic-activism.html
https://thetreatyfacts.blogspot.com/p/new-zealand-law-society-and-treaty.html
https://thetreatyfacts.blogspot.com/p/local-government-new-zealand-abandons.html
