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.
The College of Education at Minnesota State University, Mankato is committed to the policy that all persons shall have equal access to its programs, facilities and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, or sexual orientation.Read more Collapse
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
Individual programs have specific criteria; see For Further Information section below
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.
The College of Education at Minnesota State University, Mankato is committed to preparing educators who understand and adhere to Minnesota’s Professional Educator Licensing and Standards Board (PELSB) rules and regulations. The Code of Ethics for Minnesota teachers defines expected professional conduct.Read more Less
8710.2100 CODE OF ETHICS FOR MINNESOTA TEACHERS.
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:
- A teacher shall provide professional education services in a nondiscriminatory manner.
- A teacher shall make reasonable effort to protect the student from conditions harmful to health and safety.
- 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.
- A teacher shall take reasonable disciplinary action in exercising the authority to provide an atmosphere conducive to learning.
- A teacher shall not use professional relationships with students, parents, and colleagues to private advantage.
- A teacher shall delegate authority for teaching responsibilities only to licensed personnel.
- A teacher shall not deliberately suppress or distort subject matter.
- A teacher shall not knowingly falsify or misrepresent records or facts relating to that teacher's own qualifications or to other teachers' qualifications.
- A teacher shall not knowingly make false or malicious statements about students or colleagues.
- A teacher shall accept a contract for a teaching position that requires licensing only if properly or provisionally licensed for that position.
To ensure successful program completion, the College of Education has identified dispositions (attitudes) considered to be essential professional behavior. Professional Education candidate dispositions are assessed through documentation of behavior during admissions, throughout the program, and at program completion.Read more less
Professional Dispositions (adapted from Domain 4f of Daniels Framework for Teaching):
Component 4f: Showing Professionalism
Expert teachers demonstrate professionalism in service both to students and to the profession. Teaching at the highest levels of performance in this component is student focused, putting students first regardless of how this stance might challenge long-held assumptions, past practice, or simply the easier or more convenient procedure.
The adapted elements of component 4f for teacher preparation:
- Interacts with students, co-workers, parents, and community in a positive, professional manner.
- Perceives and respects the physical, emotional, and social boundaries of others.
- Perceives and respects diversity among groups of people and individuals based on age, ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.
- Listens and values others’ ideas.
Integrity and ethical conduct
- Adheres to the guidelines for ethical conduct by the state of MN Code of Ethics.
- Maintains confidentiality standards.
- Values and demonstrates honesty.
Responsibility and work ethic
- Arrives on time and completes assigned tasks on schedule.
- Accepts personal responsibility for one’s own actions.
- Arrives ready and able to support students’ intellectual, academic, social, and emotional growth.
Commitment to teaching and professionalism
- Engages in professional growth: reading, scholarly work, conferences, workshops and further coursework.
- Uses proper grammar and vocabulary in written and oral communication.
- Maintains personal hygiene and dresses appropriately.
- Believes that all students can learn.
- Engages and maintains the capacity to use technology.