Code Of Ethics

Ranges Academy of Performing Arts (RAPA) Inc.

Code of Ethics & Governance

“Educating the mind without educating the heart is no education at all.”
― Aristotle

Working with young people inevitably involves being confronted with, and resolving, ethical dilemmas.

This document reflects the core values of RAPA, and sets out to guide professionals and parents alike.

Definition

In this Code of Ethics, for the purposes of this document, the term ‘children’ or ‘child’ is given to mean people between

the ages of birth and eighteen years. In other words children and teenagers - students (young people).

CONTENTS:

1. RAPA Ethical Governance

1.1 Complaints procedure

1.2 Age appropriate

2. RAPA Code of Ethics

2.1 Children

2.2 Families

2.3 Colleagues

2.4 Communities

2.5 Students

2.6 Rapa Colleagues

1. RAPA Ethical Governance

This Code of Ethics provides a framework for reflection about the ethical responsibilities of all people associated with

RAPA and beyond. It is intended as a mandatory document to be read by teachers, facilitators, staff, volunteers and parents of children with RAPA.

All parents must be provided easy access to this document, and all people either working with - or on behalf of - RAPA - in any capacity, must sign

a form stating they have read and understood the RAPA Code of Ethics.

Fundamental to RAPA’s code of ethics are the rights of the child.

RAPA will, in the course of developing it’s profile and governance, appoint Mentors that will be available for students, teachers and facilitators

to assist in the understanding of this code, and to help facilitate an independent and informed appraisal of any ethical problems that might

arise from RAPA’s activities.

1.1 Complaints procedure

RAPA has been founded by people with a philosophy of kindness, goodwill, and a genuine wish to support and encourage children’s unique

creative spirit. In the day to day machinations of the RAPA environment this should not be forgotten.

It is with that spirit of kindness and goodwill that people in the RAPA community should also exercise self-

respect and a desire to respect others, with the dignity associated with tolerating different points of view.

However, when differing points of view create conflict, then thoughtful, intelligent and informed resolution is required,

and it would be expected that all people involved in finding such resolution will at all times act in a respectful and mindful way.

At no time will a child be disadvantaged, or made to feel isolated or unwelcome following any complaint lodged

on the child’s behalf. At no time should a parent fear their child will be disadvantaged, or refused participation in

RAPA by making a complaint.

Where a parent feels a need to address a problem within a class then the first approach should be to the class teacher, this is a matter of respect.

If the parent feels this is not available to them, or the matter cannot be sorted out between the Teacher and the Parent, then the matter is to be taken to

RAPA’s executive board, or a person appointed by the RAPA board to handle complaints.

For teachers/facilitators and people working within the RAPA environment, all complaints should be directed to the Executive Director, or a person

appointed by the RAPA board to handle complaints.

RAPA executives have an ethical responsibility to take action in the face of injustice and to act when unethical practice occurs.

RAPA executives will not withhold or delay, under any circumstances, the notification to law enforcement authorities of any event or abuse that

RAPA is required by law, to report.

1.2 Age appropriate material

This term itself is sometimes open to interpretation, and in itself, has a generational relationship;

however in the course of developing performing arts practice the term ‘age appropriate’ refers to

the creative output that would be natural to the sociocultural age of the child, and therefore material should

never be ‘placed on’ a child that can be deemed beyond their natural developmental age.

RAPA acknowledges that children learn within their family and community groups, bringing rich knowledge,

a diversity of experiences and identities to their learning. Critical reflection and discussion of these values should

always be a part of the RAPA environment.

RAPA’s creative spaces must be safe spaces for a child’s individual creative expression, a space they can trust will carry no judgment.

If during the development of an independent creative piece a child/or group expresses interest in creating a work that would fall

outside the child’s natural sociocultural age, then discussion with parents, teachers/facilitators and the board is needed, and approval

from all concerned obtained.

RAPA’s point of view will be that where possible a lateral creative process should be applied that

honors the child’s/groups creative intent, whilst necessarily finding compromises for any content that

is deemed to be potentially outside age appropriate boundaries.

Central to RAPA, is the intent to build connections and relationships that sustain and advance children’s individual and collective wellbeing; and the

child’s unique creative voice and confidence.

2. CODE OF ETHICS

In this Code of Ethics the protection and well-being of children is paramount and therefore speaking out or taking action in the

presence of unethical practice is an essential professional responsibility.

This Code is not intended to, and could not possibly provide easy answers, formulae, or prescriptive

solutions for the complex issues childhood professionals face in their work.

2.1 In relation to children RAPA will:

Act in the best interests of all children.
Respect the rights of children as enshrined in the United Nations Convention on the Rights of the Child (1991) and advocate for these rights.
Recognise children as active citizens participating in different communities such as family, children’s services and schools.
Help children understand that they are global citizens with shared responsibilities to the environment and humanity.
Respect the special relationship between children and their families and incorporate this perspective in all interactions with children.
Create and maintain safe, healthy environments, spaces and places, which enhance children’s learning, development, engagement, initiative, self-worth, dignity and show respect for their contributions.
Work to ensure children and families with additional needs can exercise their rights.
Acknowledge the uniqueness and potential of all children, in recognition that enjoying their childhood without undue pressure is important.
Acknowledge the holistic nature of children’s learning and the significance of children’s cultural and linguistic identities.
Work to ensure children are not discriminated against on the basis of gender, age, ability, economic status, family structure, lifestyle, ethnicity, religion, language, culture, or national origin.
Acknowledge children as competent learners, and build active communities of engagement and inquiry.
Honour children’s right to play, as both a process and context for learning.

2.2 In relation to families, RAPA will

Listen to and learn from families, acknowledging and building upon their strengths and competencies, and support them in their role of nurturing children.
Assist each family to develop a sense of belonging and inclusion.
Develop positive relationships based on mutual trust and open communication.
Develop partnerships with families and engage in shared decision making where appropriate.
Acknowledge the rights of families to make decisions about their children.
Respect the uniqueness of each family and strive to learn about their culture, structure, lifestyle, customs, language, beliefs and kinship systems.
Develop shared planning, monitoring and assessment practices for children’s learning and communicate this in ways that families understand.
Acknowledge that each family is affected by the community contexts in which they engage.
Be sensitive to the vulnerabilities of children and families and respond in ways that empower and maintain their dignity.
Maintain confidentiality and respect the right of the family to privacy.

2.3 In relation to colleagues RAPA will

Encourage all colleagues to adopt and act in accordance with this Code, and take action in the presence of unethical behaviors.
Build collaborative relationships based on trust, respect and honesty.
Acknowledge and support the personal strengths, professional experience and diversity which all colleagues bring to RAPA.
Make every effort to use constructive methods to manage differences of opinion in the spirit of collegiality.

2.4 In relation to communities RAPA will

Connect with people, services and agencies within the communities that support children and families.
Promote shared aspirations among communities in order to enhance children’s creative opportunities, health and wellbeing.
Advocate for the development and implementation of laws and policies that promote child-friendly communities.
Work to change laws and policies that work against child and family wellbeing.

2.5 In relation to students RAPA will

Maintain confidentiality in relation to students.
Afford professional opportunities and resources for students that openly encourages their creative competencies.
Acknowledge and support the personal strengths, knowledge, diversity and experience which students bring to the learning environment.
Model high-quality professional practices.
Know the requirements of the students individual institutions and communicate openly with that institution when necessary.
Provide ongoing constructive feedback and assessment that is fair and equitable.
Implement strategies that will empower students to make positive creative contributions.
Ensure that images of children and other data are only collected with informed consent and are stored and utilised according to legislative and policy requirements.

2.6 In relation to RAPA, it's colleagues will

Support workplace policies, standards and practices that are fair, non-discriminatory and are in the best interest of children and families.
Promote and support ongoing professional development within RAPA..
Adhere to lawful policies and procedures and when there is conflict, attempt to effect change through constructive action within the organisation or seek change through appropriate procedures.
Always be prepared to undertake reflection, critical self-study, continuing professional development and engage in contemporary theory and practice.
Acknowledge the interdependency of all people in the RAPA environment and therefore seek and build collaborative professional relationships
Acknowledge the power dimensions within professional relationships.
Act in ways that advance RAPA’s interests and standing in the community.
Be prepared to advocate for the student in relation to issues that impact on their creative desires.
Mentor other RAPA professionals and students.

This RAPA Code of Ethics prepared by Executive Director and founder P. Rainsford Towner 2/5/2016

Acknowledgment:

Parts of this code have been inspired by:

The Early Childhood Australia Code of Ethics (2006).

http://www.earlychildhoodaustralia.org.au