1.5 School of Education Statements

Professional educators must be able to reflect on their practice and the effect of their choices on the classroom community, the professional community and the extended communities within which they serve. Therefore, to succeed within the University of Northwestern Teacher Education Program and the profession, teacher education students will

In regard to personal responsibility:

1) Take responsibility for their personal choices, action and communication

2) Seek help when needed

3) Demonstrate an openness and willingness to implement suggestions

4) Demonstrate quality, completeness and timeliness in work

5) Demonstrate personal and academic integrity

6) Maintain a healthy and balanced lifestyle

7) Arrive on time prepared for responsibilities

8) Manage time well

9) Use resources and materials appropriately

10) Dress and groom in a professional manner

11) Maintain sufficient level of energy for professional involvement

In regard to relationships:

1) Demonstrate respect for others

2) Contribute productively to group work

3) Demonstrate sensitivity and responsiveness to the needs of others

4) Establish and maintain appropriate relationships in field placements

5) Maintain an appropriate balance between professional distance and personal rapport with students

6) Maintain confidentiality that respects the privacy rights of others

7) Exercise judgment that respects differences within diverse social settings

8) Take responsibility for the safety and welfare of students

This statement provides a definition of professionalism to be used within courses, field experiences and intervention systems within the teacher education program.  It is based on the Minnesota Standards of Effective Practice and Northwestern’s Teacher Education mission statement and curriculum model.

The School of Education seeks to develop teachers who are compassionate, collaborative, ethical, purpose-driven, persistent and reflective as they carry out their calling in learning, teaching and serving diverse communities.

Professional educators must be able to demonstrate the knowledge and skills necessary to effectively practice within the classroom community, professional community and extended communities within which they serve. Therefore, to succeed within the University of Northwestern Teacher Education Program and the profession, teacher education students must be able to demonstrate knowledge and skills defined through the Standards of Effective Practice. Progress through a teacher education program is a process of continually building a base of knowledge and skills in the following areas:

Subject Matter

Student Learning

Diverse Learners

Instructional Strategies

Learning Environment

Communication

Planning Instruction

Assessment

Reflection and Professional Development

Collaboration, Ethics and Relationships

This statement is based on the Minnesota Standards of Effective Practice and Northwestern’s Teacher Education mission statement and Conceptual Framework.

We appreciate and honor the unique individuality represented by the University of Northwestern students in the School of Education. Northwestern students are given many opportunities to be guests in educational settings off campus for extended periods of time. As guests, Northwestern students must understand and abide by the expectations of cooperating buildings, schools, districts, and those in authority concerning the professionalism of educators working with their students.  

In an effort to promote professionalism as it relates to grooming and attire, the University of Northwestern School of Education faculty and supervisors will proactively guide Northwestern students in their decision making.  Guidance will be provided formally in orientation settings.  When intervention is needed, guidance will be offered individually on a case-by-case basis.

The Code of Ethics for Minnesota Teachers is a state document Rule 8710.2100 that defines professional conduct for all teachers licensed by the Professional Educator Licensing and Standards Board (PELSB). Students enrolled in teacher education programs at the University of Northwestern must also abide by these standards for professional conduct Rule 8710.2000 as they interact with P-12 school settings and personnel.

Teacher licensure candidates are required to develop a professional Program Portfolio documenting their attainment of standards within the teacher education program.  This Program Portfolio is begun in the courses EDU3301 Instructional Technology I and EDU3302 Instructional Technology II and expanded as the student progresses through the program.  The program Portfolio is used as a key assessment at the transition point of admission to student teaching. The professional program portfolio is one of several assessment tools used in documenting that a student has attained program goals and outcomes, met the Minnesota Standards of Effective Practice and demonstrated professional behavior. Candidates must follow School of Education standards for program portfolio development as defined in the Program Portfolio Handbook, available on the Confluence Site. Candidates are required to create and submit their teacher education program portfolios.