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Teacher Education Candidate Conduct Policy and Procedures
2009 - 2010
Vision and Values
The Monmouth College Educational Studies
Department and the Teacher Education Program are committed to
creating and providing teachers who improve the quality of education
in Illinois and other states by establishing high standards for
preparation, certification, practice and ethical conduct in the
teaching profession.
Introduction
Professional conduct defines interactions between
the individual candidate in the program and students, participating
schools, and all professional staff. The responsibility for
professional conduct rests with the individual teaching candidate.
A code of professional conduct for candidates seeking
certification is provided under the auspices of the Educational
Studies Department and the associated Teacher Education
sub-committee which oversees certification policies and candidate
progress throughout the program. Any violation of specified sections
of the Code may constitute a basis for censure. Violations of the
Code may also be used as supporting evidence in the denial of
entrance into the Teacher Education Program or the student teaching
clinical experience. Violations of the Code may also be used to
support the decision to withdraw a candidate from the required
practicum experiences and the student teaching clinical experience.
The following sections make explicit the values
and behavioral expectations of the education profession. When
individuals enter into the teacher education program, they make a
moral commitment to uphold these values.
Purpose
It is expected that candidates in the program
understand that the quality of their actions and services directly
influence the schools and their students. Further, candidates are to
recognize their obligation to conduct themselves in a manner which
places the highest esteem on human rights and dignity.
Candidates are to seek to ensure that every student receives
the highest quality of teaching. The Teacher Education program
expects that every candidate maintain a high level of competence
from entry into the program through certification.
The primary responsibility of a candidate is to
the student and the development of the student's potential. Central
to student development is the professional educator's valuing: the
worth and dignity of every person, student and colleague alike; the
pursuit of excellence; the acquisition of knowledge; and the
integration of empowering and democratic principles. To those ends,
the aspiring educator will engage in continuing professional
development and keep current with research and practice. Candidates
are to encourage and support the use of resources that best serve
the interests and needs of students and peers. Within the context of
professional excellence, the candidate will explore and support the
dignity of the human experience.
Professional Conduct Code
Professional conduct includes behaviors and
attitudes that are based on a set of values that the professional
education community believes, accepts, and models. These values are
evidenced by professional conduct toward students and colleagues,
and the educator's employer and community. When a teacher candidate
enters the program he/she is expected to conduct him/herself in a
professional manner.
Teacher candidates are expected to:
· Exhibit
consistent and equitable treatment of students, fellow educators and
parents.
·
Respect the
civil rights of all and not discriminate on the basis of race,
national or ethnic origin, culture, religion, gender, sexual
orientation, marital status, age, political beliefs, socioeconomic
status, disabling condition or vocational interest. This list of
bases for discrimination is not all-inclusive.
·
Accept the value
of diversity in educational practice. Diversity requires educators
to have a range of methodologies and to request the necessary tools
for effective teaching and learning.
·
Impart to their
students principles of good citizenship and societal responsibility.
·
Exhibit
acceptable and professional language and communication skills. Their
verbal and written communications with parents, students and staff
shall reflect sensitivity to the fundamental human rights of
dignity, privacy and respect.
·
Be open-minded,
knowledgeable and use appropriate judgment and communication skills
when responding to an issue within the educational environment.
·
Keep in
confidence information obtained in confidence in the course of
professional service unless required to be disclosed by law or by
clear and compelling professional necessity as determined by the
professional educator.
·
Exert reasonable
effort to protect the student from conditions which interfere with
learning or are harmful to the student's health and safety.
·
Not engage in
misconduct.
Destroy property
Commit violence against others
Sexually, or otherwise, harass others or engage
in inappropriate sexual relationships
Threaten, coerce or discriminate against others
Commit acts of academic dishonesty
Demonstrate a continual pattern of problematic
behaviors such as public or underage intoxication, theft, drug use,
etc.
This list is not intended to be exhaustive.
Professional Conduct Review
The professional conduct of a teacher candidate
reflects upon the practices, values, integrity and reputation of the
teaching profession. A candidate who behaves or acts in a manner
that calls into question his or her ability to act responsibly or
work productively in schools can be reprimanded by the Teacher
Education sub-committee. The Teacher Education sub-committee can
impose reprimands up to and including withdrawal from the Teacher
Education program.
The Director will review summaries of disciplinary
and academic dishonesty files held in the offices of Student Affairs
and Academic Affairs as well as any other incidents of professional
misconduct of those students who are teacher candidates.
If a teacher candidate has violated the disciplinary code
and/or the academic honesty code or not met other professional
conduct expectations, a recommendation for reprimand as it relates
to the student’s teacher education candidacy can be made to the
Teacher Education sub-committee by the Director.
The Teacher Education sub-committee will review the
recommendation and the findings to determine if a reprimand is
warranted and the student will be informed in writing of the
decision.
Appeal Procedure
If the
Teacher Education sub-committee determines that a reprimand is
warranted the candidate will be given written notice of the decision
and an opportunity to appeal any decision. The Illinois State Board
of Education recognizes and supports both the obligations of the
College to sanction candidates and the right of candidates to a fair
and reasonable opportunity to respond to, and appeal, sanctions.
The candidate appeal procedures can be found under the named
link on the Educational Studies Departmental webpage (http://department.monm.edu/education/pdfs/candidate-appeal-process.pdf)
or by request in the Educational Studies Department.
Last Updated:
August 05, 2009 |
