Standards of Conduct


Section 33 of the Registered Teachers Act defines professional misconduct:


Professional misconduct is a question of fact, but any matter, conduct or thing, whether or not disgraceful or dishonourable, constitutes professional misconduct within the meaning of this Act if:

a.  it is harmful to the best interests of students or other members of the public;   
  b.  it tends to harm the standing of the profession;   
  c.  it is a breach of this Act or the bylaws; or   
           d.  it is a failure to comply with an order of the professional conduct committee, the discipline committee or the board of directors   

The SPTRB Regulatory Bylaws set forth both standards and examples related to conduct:


Schedule J

Registered teachers have a duty to uphold the professional standards and reputation of the teaching profession and to assist in the advancement of its goals, organizations and institutions.


Integrity is the fundamental quality of registered teachers. Integrity is the foundation of the commitment made by registered teachers to learners and to the reputation of the profession.


Public confidence in the teaching profession may be bolstered by professional conduct on the part of registered teachers. Accordingly, the conduct of registered teachers should reflect favorably on the profession, inspire the respect and trust of learners and the community.


Conduct on the part of a registered teacher in either public life or professional practice will reflect upon the integrity of the profession. Teacher conduct can directly impact public trust. Registered teachers ensure public trust is upheld by adhering to these standards. Registered teachers are also expected to adhere to all applicable policies and procedures set by their employing school division, the Ministry of Education, the STF, LEADS, or any other professional organization that relates to their work as a registered teacher.


These standards set out the conduct expected of registered teachers in Saskatchewan. Each standard outlines a principle for behaviour, which allows for context to be built upon. The included indicators are examples of how the standards may be demonstrated. The standards are intended to guide the decisions and judgements of registered teachers and to inform parents, guardians, learners, and the general public of the conduct they can expect from registered teachers.


           1.  Registered Teachers base their relationships with learners on mutual trust and respect. Registered teachers demonstrate this standard when they:   

                     a.  maintain healthy professional expectations that place learners’ interests first, both in school and in the community;  

ensure that all forms of communication with learners are thoughtful, honest and appropriate;


honour individual identity and circumstance without prejudice.



Registered Teachers have regard for the safety and academic, physical, emotional and spiritual well-being of learners. Registered teachers demonstrate this standard when they:


                     a.  take measures to provide and model a safe, inclusive, and respectful environment at school;  

implement appropriate, consistent, and clearly articulated rules and expectations;


provide effective supervision;

  d.  follow emergency procedures;    
  e.  act as prudent educators who place learners at the forefront of decisions;   
  f.  implement classroom management practices that encourage mutual respect and cooperation.    

           3.  Registered Teachers act with honesty and integrity. Registered teachers demonstrate this standard when they:  

                     a.  communicate openly, truthfully and respectfully with all relevant parties while maintaining necessary confidentiality;  

are responsible for their assessment, evaluation, record keeping, and classroom practices;


maintain an accepting classroom that promotes learning for all students.  


           4.  Registered Teachers take responsibility for maintaining the quality of their practice. Registered teachers demonstrate this standard when they:  


                     a.  participate in continual self-reflection and professional learning;  

seek, accept, and provide feedback to improve professional practice;


work in a collaborative manner with other members of the learner’s support network.


           5.  Registered Teachers uphold public trust and confidence in the education profession. Registered teachers demonstrate this standard when they:  

                     a.  are mindful of their responsibility as a role model in school, in the community, and online;  

maintain appropriate communication and professional relationships with learners, parents, guardians, colleagues, and other stakeholders;


act in a manner that reflects positively on the teaching profession.


2.01  (1)  The Saskatchewan Professional Teachers Regulatory Board adopts the Standards of Conduct set out in Schedule J.  

          (2)  Without restricting the generality of section 33 of the Act, the following conduct on the part of a registered teacher is misconduct:    


conduct which is harmful to the best interest of pupils or affects the ability of a registered teacher to teach;


any intentional act or omission designed to humiliate or cause distress or loss of dignity to any person in school or out of school which may include verbal or non-verbal behaviour;


physically abusive conduct which involves the application of physical force which is excessive or inappropriate in the circumstances to any person;


sexually abusive conduct that violates a person’s sexual integrity, whether consensual or not which includes sexual exploitation;  


an act or omission that, in the circumstances, would reasonably be regarded by the profession as disgraceful, dishonourable or unprofessional;  


being in violation of a law if the violation is relevant to the registered teacher’s suitability to hold a certificate of qualification or if the violation would reasonably be regarded as placing one or more pupils in danger;  


signing or issuing a document in the registered teacher’s professional capacity that the registered teacher knows or ought to know contains a false, improper or misleading statement;  

  h.  falsifying a record relating to the registered teacher’s professional responsibilities;    
  i.  providing false information or documents to the registrar or to any other person with respect to the registered teacher’s professional qualifications.