Introduction

This document provides guidance to support the rational and consistent determination of fitness to teach in conduct cases. Guidance in relation to fitness to teach in competence cases can be found in the professional competence cases practice statement.

This guidance is not intended to be exhaustive or prescriptive as to the principles and factors that may need to be considered in the decision-making process. However, it is a useful starting point for panels to ensure a consistent approach. It is also intended to assist those involved in Fitness to Teach proceedings to understand how decisions will be made at this stage in the process, as part of our commitment to ensuring that our Fitness to Teach functions are carried out openly and transparently.

Our Fitness to Teach process does not operate under the principle that a decision made in one case then means that all similar subsequent cases must follow that decision. Each case is considered individually and a decision is ultimately made in light of the particular facts and circumstances of that case. This guidance does not prescribe decision-making outcomes but, instead, seeks to ensure that the decision-making process is rational by laying down frameworks and guidance that must be consulted when such decisions are being made. Where a panel departs from this guidance, an explanation around why should be included in the panel’s written decision.

As with all decision-making processes, panel members must be aware of any unconscious bias that they have and actively challenge their own thinking in this respect.