University of Central England Faculty of Education Equal Opportunities: Policies and Codes of Practice Information for trainee teachers, school mentors and university tutors In order to meet the Standards for the Award of QTS, trainee teachers need to demonstrate their understanding of equal opportunities issues. Standard 3.3.14 is the most direct statement of this. Those awarded QTS must demonstrate that: 3.3.14 They recognise and respond effectively to equal opportunities issues as they arise in the classroom, including by challenging stereotyped views, and by challenging bullying or harassment, following relevant policies and procedures. Many other Standards (e.g. 3.3.6) also require trainee teachers to demonstrate their understanding of equality of opportunity in various aspects of their teaching. The TTA Non-statutory Guidance, which is included in the QTS Standards Profile, contains useful information which will support trainee teachers and mentors, including details of relevant legislation. The purpose of this document is twofold: firstly to provide an institutional context for these requirements, and secondly to give trainees, mentors and tutors some guidance on how to deal with some situations they may encounter. Equal Opportunities Policy Schools will have their own equal opportunities policies and trainee teachers will be supplied with details of these as part of their general introduction to each of the schools in which they are placed. Trainees must ensure that all aspects of their work in school conform to the requirements of current legislation and to school policies and procedures. In addition, trainee teachers are students of the University of Central England and must conform to UCE s policies on equal opportunities. UCE s Equal Opportunities Policy is as follows: UCE promotes equality of opportunity in respect of every aspect of its provision. University policy and practice will seek to provide an environment that is free from discrimination against students, staff and others. The University will ensure that all students and staff, current or prospective, are treated solely on the basis of their merits, abilities and potential. The University will seek to prevent any form of unlawful or unfair discrimination, and will be concerned with the prevention of direct and indirect, overt and covert discrimination on grounds of race, colour, ethnic origin, nationality, religious belief, gender, sexual orientation, disability, age, marital status, family circumstances, citizenship, social and economic status, or any other irrelevant individual differences. 1/6
The University is committed to fairness in its practices and in meeting the needs of our diverse student and staff bodies. Where appropriate and within our means, the University will take positive action to meet these commitments. In order to achieve this aim, the University will seek to: promote good relations between individuals from different groups; recognise and develop the diversity of background, skills and talent within its current and potential student and staff body; foster a culture based on trust and mutual respect; collect and monitor data to assist in the identification and removal of barriers to the equality of opportunity; communicate to staff, students and others the promotion of equal opportunities and the University's procedures to sustain it; deal with breaches of policies and procedures in accordance with the student or staff disciplinary process. This Statement applies to all students and staff of the University and to all activities associated with the University, whether or not on University property. Race Equality Policy One very significant aspect of equal opportunities is race equality, and this is addressed in recent legislation. The Race Relations Act 1976 (as amended by the Race Relations (Amendment) Act 2000) requires all public authorities, including schools, to promote good race relations. The general duty has three parts: eliminating unlawful race discrimination promoting equality of opportunity promoting good relations between people from different racial groups The Act lays down specific duties for schools and for FE and HE institutions. Schools must: prepare and publish a race equality policy monitor and assess how their policies affect ethnic minority pupils, staff and parents; the emphasis here is on pupils' achievements Schools will therefore have their own policies, and trainee teachers must familiarise themselves with them and any associated codes of conduct. Higher and further education institutions must: prepare a race equality policy assess how their policies affect ethnic minority students and staff arrange to publish their policy, and the results of assessments and monitoring 2/6
The UCE website includes the following statement for prospective students: We are proud of our record in widening participation. As the largest provider of higher education in the West Midlands, situated in the heart of a multicultural conurbation with an international mission, we attract students from a wide variety of social and cultural backgrounds. Many of our students are mature and many are from ethnic minorities, including those from within the local community. Applications from disabled students are particularly welcomed. In conjunction with the University s Equal Opportunities Statement the aims of the Race Equality Policy are to: ensure that all students and staff are encouraged and supported to achieve their full potential; assist in the identification of possible barriers to equality of opportunity for students and staff and to ensure that these barriers are addressed where possible; increase the participation of black and minority ethnic people in higher education; achieve a workforce that reflects the ethnic diversity of the relevant wider population and of the communities we serve; prevent direct and indirect, overt and covert discrimination on grounds of race; provide an environment which respects and values diversity and shows consideration for the traditions, cultures and religious practices of people from different racial groups; reinforce the centrality of the Race Equality Policy to the University's processes for strategic planning and policy development and implementation; ensure that where necessary the University's regulations and procedures are used to challenge and deal appropriately with racial discrimination, racist behaviour, racist language or harassment; continue to develop systems and procedures for the collection and use of monitoring data about staff and students and to use this information to develop our services for students and staff; to identify the functions, and the activities which contribute to the delivery of those functions, which are most relevant to the achievement of our duties under the Act and to set out priorities for assessing and monitoring the delivery of these functions; review progress against the action plan together with the results of the monitoring and to report on the outcomes of this exercise annually; amend institutional policies and procedures where impact assessments, the outcomes of monitoring or other information identify a need for change to avoid racial discrimination or potentially discriminatory practice or adverse impact; develop additional guidance for governors, and training for staff and student representatives in order to support the implementation of the Race Equality Policy, to promote best practice and to ensure understanding of the University's legal obligations under the Act. 3/6
Further information on UCE s Equal Opportunities and Race Equality policies and procedures can be found on the UCE website at www.uce.ac.uk Faculty of Education The Faculty s commitment to preparing trainee teachers to work in a multi-ethnic context is stated in this extract from its website: The Faculty has a special interest in serving the needs of schools in an urban context. We are committed to increasing attention to the educational needs of all sections of the community, and we are fortunate in working in the multi-ethnic context which the West Midlands provides. All initial training students gain experience in ethnically plural schools and are well-prepared for entry into the most challenging and rewarding roles in the profession. PGCE Secondary Course The PGCE Secondary course addresses equal opportunities and race equality issues in a number of ways. These include: a taught session on equal opportunities during the spring term tasks in the Professional Development Folder which focus on aspects of equal opportunities. A number of these relate to equal opportunities issues and two have a specific focus on them. Trainees are asked to: o Discuss pupils achievement in School 1 in relation to the school s social, cultural, linguistic, religious and ethnic mix o Discuss a hypothetical example of harassment in the context of School 1 s policies When organising school placements, care is taken to ensure that, wherever possible, all trainees have an opportunity to train in schools in which different ethnic and religious groups are represented, in order to heighten their awareness of equal opportunities and race equality issues. Complaints regarding Equal Opportunities The secondary partnership agreement between the Faculty and schools includes an undertaking that the school will Ensure that trainees work in a context which provides examples of good practice in respect of equality of opportunity and the avoidance of discrimination However, despite the existence of policies in the University and in schools and the importance accorded to them, there may be occasions when staff and students feel that these policies are being contravened. The University has a formal Student Complaints Procedure, details of which are given in the Student Handbook that each trainee teacher receives. Schools may have their own procedures, and trainee teachers should ask for details of these. 4/6
Guidance on action If mentors are concerned about any aspect of a trainee teacher s work in relation to equal opportunities and race equality policies and procedures, they should in the first instance bring this to the attention of a university tutor or the Course Director so that a decision can be taken about how to proceed. In some instances it may be necessary to invoke the university s Fitness for Practice Policy and Procedures, details of which can be found in the Partners Handbook. Similarly, any concerns that a university tutor may have about a trainee teacher s work in school should be communicated to the school mentors, and appropriate action discussed. There may be occasions when a trainee teacher feels that s/he has encountered breaches of equal opportunities, either in the university or during placements, directly or by observation. Trainees may be uncertain how to respond since these are controversial and delicate areas and they may feel that action would affect their relationships in the university or the placement, and possibly the relationships between the placement institution and the university. However, there are statutory requirements and policies regarding equal opportunities and race relations that will support trainees. The partnership is committed to promoting equal opportunities. If any trainee feels that their choice of teaching strategies and materials are being restricted or criticised in a manner which contravenes the university s policies or that they are not being supported in action they take in response to such contravention, they should inform their tutor, their subject co-ordinator or the Course Director as soon as possible. Provided that they have acted professionally, in line with the above policies, the faculty will act on their behalf in the most appropriate manner. Breaches of Equal Opportunities by pupils Offensive actions, such as racist or sexist comments, by pupils to fellow pupils or to school staff, are a challenge to trainee teachers authority and to school and university equal opportunities policies. Trainees should intervene and clearly state their disapproval, in the context of these policies. The intention may not have been consciously racist or sexist, especially where comments are made by younger children - or the offender may have been looking for an over-reaction! However, offensive behaviour needs to be addressed professionally. Trainee teachers should always discuss with mentors the best way to proceed, and should ensure that mentors are made aware of any such incidents. Complaints about Equal Opportunities from pupils or parents Again, any such complaints should not be dealt with by a trainee teacher in isolation; they should always be discussed with mentors in the first instance so that appropriate action can be taken. Breaches of Equal Opportunities by school or university staff There may be instances where a trainee teacher believes that he or she has been the victim of discrimination and sometimes a trainee teacher may feel that he or she has observed instances of breaches of equal opportunities policies. Examples might include comments made by school or university staff to or about pupils, other trainees, or 5/6
school or university staff; instances of harassment; inappropriate use of language; or issues relating to the curriculum. There are a number of possible courses of action, and choosing which to take is likely to depend on the circumstances. If possible, the trainee teacher should discuss the incident with the person concerned in the first instance, and this may lead to a successful resolution. Other possible courses of action would be to seek the advice of the Course Director or a union representative. In some instances the trainee teacher may feel that they have no choice but to make a formal complaint. Equal opportunities policies cover a wide range of areas, and the purpose of this paper is not to attempt to cover them in any detail. Trainee teachers need to develop their understanding through reading, discussion, and reference to policies and codes of conduct. However, there is one area that may cause particular anxiety, and this is discussed below. Sexual orientation The faculty undertakes to support gay and lesbian trainee teachers and staff if they suffer discrimination in the faculty or in partnership schools. Their position may be particularly vulnerable as a result of prejudices and misconceptions. If a trainee teacher feels that they need additional advice or guidance before going in to schools, they should talk in confidence to a tutor or to the Course Director. Teachers and tutors have a duty to act for the welfare of their pupils by protecting them from bullying and victimisation from others who may taunt them because they are believed to be lesbian or gay. The aim of all equal opportunities and race equality policies in schools and other educational establishments is a relatively simple one, although effective implementation is far from straightforward. The purpose of this document is to assist the partnership in establishing an environment in which a positive approach to equal opportunities enhances teaching and learning. This aspiration is expressed succinctly in Learning to teach in the secondary school, a text which is required reading for our trainees: Equal Opportunities are about maximising the aspirations of all pupils The task of the school is to create a learning environment in which all pupils can thrive. (Capel, Leask and Turner, 2001: 201) 6/6