7.1 · Meet professional ethics and responsibilities
Graduate descriptor: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Artefact 1 · VIT — Victorian Teaching Profession’s Code of Conduct
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Annotation: This artefact demonstrates my understanding of the ethical and professional conduct expected of teachers in Victoria. The Victorian Teaching Profession’s Code of Conduct establishes principles that guide teachers’ relationships with learners, parents/carers, colleagues and the wider community and supports teachers to make professional and ethical decisions. The Code reinforces the responsibility of teachers to maintain professional boundaries, act with integrity and prioritise the safety and wellbeing of learners. In my practice, I would use these principles when making decisions about communication, confidentiality, professional relationships and duty of care, and seek guidance from mentors or school leadership when ethical situations require further professional judgement.
Artefact 2 · VIT — Victorian Teaching Profession’s Code of Ethics
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Annotation: This artefact demonstrates my understanding of the ethical values that underpin professional teaching practice in Victoria. The Victorian Teaching Profession’s Code of Ethics identifies integrity, respect and responsibility as core values that guide teachers’ relationships with learners, parents/carers, colleagues and the wider community. These values require teachers to act in learners’ best interests, treat learners fairly and impartially, acknowledge families as partners and maintain and develop professional practice. In my practice, I would use these ethical principles when making decisions about fairness, communication, professional relationships and student wellbeing, ensuring my actions are consistent with both professional expectations and the trust placed in teachers by the community.
7.2 · Legislative, administrative & organisational requirements
Graduate descriptor: Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Artefact 1 · Victorian Government — Ministerial Order No. 1359
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Annotation: This artefact demonstrates my understanding of the legislative, administrative and organisational requirements that guide teachers and schools in Victoria. Ministerial Order 1359, made under the Education and Training Reform Act 2006, establishes mandatory requirements for implementing the Child Safe Standards in schools. It requires schools to maintain child-safe policies, governance arrangements, risk-management processes and procedures for responding to concerns. In my practice, I would follow school child-safety policies, document concerns accurately, use established reporting pathways and seek guidance from designated leaders when required. This demonstrates that professional teaching involves complying with both legislative requirements and the organisational processes that translate those obligations into everyday school practice.
Artefact 2 · Victorian Department of Education — Schools’ Privacy Policy
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Annotation: This artefact demonstrates my understanding of the legislative and organisational requirements governing the management of student and family information in Victorian schools. The Schools’ Privacy Policy requires teachers and other school staff to comply with Victorian privacy law when collecting, using, sharing, storing and accessing personal and health information. It is underpinned by legislation including the Privacy and Data Protection Act 2014 and Health Records Act 2001. In my practice, I would only access or share information where there is a legitimate professional need, store student records securely, follow school information-management processes and seek guidance when uncertain about disclosure. This supports confidentiality, accountability and professional responsibility.
7.3 · Engage with parents/carers
Graduate descriptor: Understand strategies for working effectively, sensitively and confidentially with parents/carers.
Artefact 1 · Australian Government — Family-School Partnerships Framework
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Annotation: This artefact demonstrates my understanding of strategies for working effectively and sensitively with parents and carers. The Family-School Partnerships Framework emphasises respectful, reciprocal relationships built on trust, shared responsibility and recognition of families’ knowledge of their children. It highlights the importance of communicating in ways that are inclusive, culturally responsive and appropriate to individual family circumstances. In my practice, I would use clear and respectful communication, listen actively to parent/carer perspectives, maintain professional boundaries and adapt communication methods to family needs. I would also ensure that discussions about student learning or wellbeing occur through appropriate school channels and protect confidential information at all times.
Artefact 2 · Victorian Department of Education — Schools’ Privacy Policy: Information for Parents
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Annotation: This artefact demonstrates my understanding of the importance of confidentiality when working with parents and carers. The Victorian Schools’ Privacy Policy explains that school staff must treat student personal and health information sensitively and respectfully and only share information with those who have a legitimate professional need to know. It also clarifies how information may be accessed, transferred or disclosed in accordance with Victorian privacy law. In my practice, I would communicate with parents/carers through approved school channels, verify who is entitled to receive information, avoid discussing students in inappropriate settings and seek leadership advice when disclosure is uncertain. These strategies support respectful relationships, trust and professional accountability.
7.4 · External professionals & community representatives
Graduate descriptor: Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Artefact 1 · Victorian Department of Education — Framework for Student Support Services
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Annotation: This artefact demonstrates my understanding of the role of external professionals in broadening teachers’ professional knowledge and practice. Student Support Services bring together professionals such as psychologists, speech pathologists, occupational therapists, behaviour analysts and social workers who provide specialist expertise to schools. Their role includes supporting assessment, recommending adjustments, building staff capability and helping teachers respond more effectively to barriers to learning and wellbeing. In my practice, I would collaborate with relevant professionals, consider their recommendations alongside classroom evidence and use their expertise to refine planning, differentiation and student support. This multidisciplinary approach strengthens professional judgement and supports more informed and inclusive teaching decisions.
Artefact 2 · Victorian Government — Marrung Aboriginal Education Plan 2016–2026
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Annotation: This artefact demonstrates my understanding of how community representatives can broaden teachers’ professional knowledge and practice. The Marrung Aboriginal Education Plan emphasises genuine partnership between schools, the Victorian Aboriginal Education Association Incorporated, Local Aboriginal Education Consultative Groups, Koorie communities and other stakeholders. These partnerships provide teachers with local cultural knowledge, community perspectives and guidance that cannot be developed through classroom experience alone. In my practice, I would seek advice from appropriate Koorie education and community representatives when planning culturally responsive learning, rather than making assumptions about Aboriginal perspectives. This would strengthen cultural safety, improve my professional knowledge and support more respectful, place-based approaches to teaching and student engagement.