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Teacher Education Candidate Conduct

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 licensure is provided under the auspices of the Educational Studies Department and the associated Teacher Education sub-committee which oversees licensure 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 licensure.

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 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 on the Educational Studies Departmental webpage or by request in the Educational Studies Department.

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