Committing to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices.

Respecting the rights of all learners as outlined in the UNCRC.

Critically examining the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and when appropriate, bring about transformative change in practice.

Demonstrating a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.


Teachers should continue to explore their own assumptions in the light of their own experiences in schools and classrooms, by considering the following types of question.

  • Why do some learners experience difficulties in learning and participation?
  • In what ways do teacher attitudes and school and classroom factors contribute to these difficulties?
  • How might some of these factors be understood in relation to wider social factors?
  • How might the interaction between self and world contribute to teacher and learner identities?
  • In what ways may the practices, structures and systems in schools and classrooms become barriers to learning?
  • How might teachers and school staff reduce barriers to learning and participation?
  • How might critical engagement in enquiry, research and evaluation enhance teaching and learning?
  • How might we ensure children’s rights in education by treating them with respect, dignity and listening to their views?