Policies and Procedures for Professional Education

College of Education policies are positional statements on college matters.  They both reflect and support the mission and values of the college.  While developed primarily to guide college decisions or actions, they also may articulate the college's compliance with external mandates, encourage efficient use of resources or promote consistency by those acting for the college or departments within the college.

College of Education procedures are written statements of specific processes initiated to implement a college or department policy. Procedures are subject to regular changes to improve the manner in which a policy is administered. 

In adhering to this policy, Minnesota State University, Mankato abides by the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973, the Minnesota Human Rights Act and other applicable statutes and regulations relating to equality of opportunity. In this venue, the College of Education at Minnesota State University, Mankato encourages all individuals to apply for admission.

General Information

Applicants to Minnesota State University, Mankato's College of Education must possess skills and abilities that will allow them to successfully complete the course of study and receive the full benefit of education. Candidates must be able to meet the following technical standards with or without reasonable accommodation.

  • Physical Capabilities - Candidates should have sufficient motor function so they can execute movements reasonable required to provide necessary service to their clientele within an acceptable amount of time
  • Sensory/Observation Capabilities - Candidates must have the sensory ability to observe and monitor academic, behavioral, and non-verbal student activity in order to maintain a safe, responsive and productive environment.
  • Communication Capabilities - Candidates must be able to communicate issues and perspectives effectively and sensitively with the range of clientele and stakeholders associated with their anticipated work setting.
  • Cognitive Capabilities - Candidates must be able to measure, calculate, reason, analyze, predict, integrate, synthesize and evaluate. Problem solving as well as instructional or other types of planning and design are critical skills for educators and require all of these cognitive abilities. Candidates must be able to perform these responsibilities in a timely fashion for effective instruction and classroom management.
  • Behavioral Capabilities - Candidates must possess the emotional and physical health required for full use of their intellectual abilities, the exercise of good judgment, maintenance of confidentiality, the prompt completion of all responsibilities attendant to teaching and learning, and the development of mature, sensitive, and effective relationships with individual and groups of students (clientele), their parents or guardians, and the school community.


Subpart 1. Scope. Each teacher, upon entering the teaching profession, assumes a number of obligations, one of which is to adhere to a set of principles which defines professional conduct.

These principles are reflected in the following code of ethics, which sets forth to the education profession and the public it serves standards of professional conduct and procedures for implementation.

This code shall apply to all persons licensed according to rules established by the Professional Educator Licensing and Standards Board.

Subp. 2. Standards of professional conduct. The standards of professional conduct are as follows:

  1. A teacher shall provide professional education services in a nondiscriminatory manner.
  2. A teacher shall make reasonable effort to protect the student from conditions harmful to health and safety.
  3. In accordance with state and federal laws, a teacher shall disclose confidential information about individuals only when a compelling professional purpose is served or when required by law.
  4. A teacher shall take reasonable disciplinary action in exercising the authority to provide an atmosphere conducive to learning.
  5. A teacher shall not use professional relationships with students, parents, and colleagues to private advantage.
  6. A teacher shall delegate authority for teaching responsibilities only to licensed personnel.
  7. A teacher shall not deliberately suppress or distort subject matter.
  8. A teacher shall not knowingly falsify or misrepresent records or facts relating to that teacher's own qualifications or to other teachers' qualifications.
  9. A teacher shall not knowingly make false or malicious statements about students or colleagues.
  10. A teacher shall accept a contract for a teaching position that requires licensing only if properly or provisionally licensed for that position.

Read Ethical Standards

To ensure successful program completion, the College of Education has identified dispositions (behaviors and attitudes) considered to be essential professional behavior. Professional Education candidate dispositions are assessed through reflections and observations at admission, during the program, and at program completion.

Dispositional Area 1: Collaboration/Collegiality 
  • Candidates work collaboratively with colleagues and other professionals.  
  • Candidates assume responsibility for their learning process by engaging with stakeholders to ensure learner growth.  
Dispositional Area 2: Diversity 
  • Candidates seek to understand and explore individual differences and diverse cultures and communities.  
  • Candidates contribute to an environment that is inclusive of all stakeholders 
Dispositional Area 3: Demeanor in Professional Responsibilities Across Stakeholders 
  • Candidates demonstrate professional demeanor in interactions with all stakeholders.  
Dispositional Area 4: Ethical Practice 
  • Candidates adhere to standards of professional conduct. 
Dispositional Area 5: Intellectual Curiosity 
  • Candidates engage in critical thinking, creativity, and collaborative problem-solving.  
Dispositional Area 6: Reflection 
  • Candidates use relevant and varied sources of information for decision-making.