Understand the Code
The Code of Professional Responsibility modules explore your commitments within Ngā Tikanga Matatika | Code of Professional Responsibility.
Who is this for?
These modules are for all teachers and professional leaders across early learning services, kura and schools. They can be used for individual professional learning or as a starting point for discussion and reflection with colleagues.
Rather than introducing something new, the four modules help you recognise how the Code is already reflected in your everyday practice. Through practical examples, reflection and real-world scenarios, you'll refresh your understanding of the Code and strengthen your confidence in applying it across a range of professional contexts.
Code of Professional Responsibility Modules
Commitment to the Teaching Profession
Commitment to Learners
Commitment to Families and Whānau
Commitment to Society
Our co-authors
These modules were developed by a team of experienced educators and education specialists who are passionate about supporting teachers to navigate professional relationships with confidence, integrity, and care.
The authors bring different experiences and perspectives, grounded in professional practice, ethical decision making, and a deep commitment to the wellbeing and rights of tamariki and ākonga.
Professor of Educational Psychology, Director of the Institute of Education.
Dr, Roseanna Bourke is a Professor of Learning and Assessment at Massey University. She is a registered psychologist (Education Scope of Practice) and the Academic director of the educational psychology training programme at Massey University. Throughout her career, she has worked alongside children, teachers, school leaders, and whānau to explore children’s learning, and to strengthen inclusive educational practice and improve outcomes for all learners.
Roseanna’s research and teaching focus on inclusion, learner agency, learning and assessment, applied professional ethics, and the ways educational systems can better support equity and belonging. She has led national and international research projects and has contributed extensively to policy, practice, and professional learning within education.
A strong advocate for children’s voice and rights in education, Roseanna supports educators and psychologists to navigate complex decisions, build positive relationships, and incorporate inclusive assessment practices in education. Her work continues to explore how children learn in and outside of school, and the dimensions of learning: culture, relationships, identity, strategies, purpose, affect/emotion (CRISPA).
Senior Professional Clinician, Educational Psychologist.
Ros trained as a teacher and then a psychologist and has worked in education for 30 years with a special focus on learning support, inclusion, and ākonga and kaiako well-being. She has worked across the three sectors of education with whānau, kaiako, principals, and Boards of Trustees.
Ros has expertise in professional practice, professional decision making, ethics, and children’s rights in education and has been involved in national and international training workshops and research in these areas.
Ros currently works as a Senior Professional Clinician in The Institute of Education at Massey University. She leads the final year of training for educational psychologists in their Internship year. This work has led to a growing interest in ways to understand, teach and explore the complexity of ethical and professional decision making in education settings and in research with children.
Senior Lecturer, Teacher Education.
Timu-o-te-rangi Niwa is a Senior Lecturer in the Institute of Education at Massey University. He has more than 20 years of experience in education, having worked as a primary school teacher, principal, and teacher educator. He currently teaches in initial teacher education and postgraduate programmes, with a particular focus on educational leadership, te reo Māori, and Māori education.
Timu’s research interests include Māori education, education policy, leadership, and the ways teachers enact policy in practice. His work explores how educational settings can better support Māori learners through the meaningful inclusion of culture, language, and identity.
Drawing on his experience as an educator, leader, and researcher, Timu is passionate about supporting teachers to navigate the complex responsibilities of professional practice while building culturally responsive and equitable learning environments for all learners.
