BEd Professional Guidelines

Although all students and professors in the university are bound by certain procedures and professional rules of conduct, students in professional programs are preparing to enter a profession and need to participate in the protocols that support professional practice.

Students in professional programs such as the Bachelor of Education are expected to demonstrate a growing interest in and concern for their own professionalism. “Professionalism” includes sets of attitudes and dispositions, which, while difficult to quantify, are nonetheless discernable and significant. Among the attitudes and dispositions expected of future teachers are a sense of engagement in and responsibility for one’s own learning, intellectual curiosity, and commitment to one’s professional development.

Students in the Bachelor of Education program are expected to follow certain protocols both in course work and in practicum experiences in the schools. These protocols are described to advance professional learning and for guidance during the period of their preparation for teaching. Teachers are bound by a set of clearly stated professional guidelines and a code of ethics, such as the Nova Scotia teachers’ Union Code of Ethics (excerpt included).

Students in the Bachelor of Education program offered by MSVU are governed by this document except as noted below.

Guidelines for the B. Ed. Program

At the most general level, all B.Ed. students are expected to become familiar with and to follow the regulations outlined at the beginning of the MSVU Calendar. These regulations cover such matters as academic integrity, discipline, plagiarism, harassment, and the proper use of university facilities.

Within the Bachelor of Education program the conduct of working relationships between students, faculty, university liaisons, cooperating teachers, and others involved with the program is guided by the following guidelines.

1. It is expected that students and professors treat each other with courtesy, honesty, and respect both inside and out of the classroom.
2. Punctuality and full class attendance is expected of all students. If students must miss a class for any valid reason (such as personal or family illness), they are expected to inform their professors directly of these circumstances, in advance if at all possible. It is the responsibility of students to take appropriate steps to ensure that they keep up with all class work and that they complete all related assignments.
3. In cases of disagreement or dispute between a student and a professor, it is expected that the student will, prior to speaking with any other member of the faculty, describe the nature of the problem to the professor. If further discussion is necessary, this should involve the student, the professor, the appropriate program coordinator, and the Director of Teacher Education, who will work toward a resolution of the matter.
4. Concerns about a student’s ability to continue in the program should be brought to the Director of Teacher Education, who, following consultation will make recommendations about the matter.
5. If resolution is not achieved through this process, then the matter may be brought to the Dean of the Faculty of Education for further consideration or referral to an appropriate departmental or university body.
6. In cases of dispute or appeal, it is expected that all parties treat the matter confidentially, and that they refrain from discussion of the matter with others who are not directly involved.
7. It is expected that students refrain from making defamatory remarks about others in the Faculty of Education or in the schools.

School-Based Experience

Good standing in all course work is normally a prerequisite to any field experience.

Students are responsible for making arrangements for transportation to the schools where they are assigned.

School experiences in which student-teachers work closely with cooperating teachers, university supervisors/liaisons, and other professionals, involve a complex set of relationships among the schools, the university, teachers, parents or guardians, and pupils. During the school experiences, student-teachers are expected to conduct themselves professionally and to demonstrate a development of professional competencies.

Review Process

If, for any reason, a student fails to complete a successful practicum, the Program Coordinator, the Practicum Coordinator, and the assigned supervisor/liaison reviews the student’s status in the program.

1. If another placement is not recommended, the student is asked to withdraw or is dismissed from the program.
2. If another placement is recommended, the student: 
       a) must be open to the suggestion of further school experience; and 
       b) may be asked to complete particular requirements or to demonstrate specific competencies before another placement is identified.

Professional Conduct

The following behaviours identify elements of conduct that are essential to the pursuit of a career in professional teaching. Student-teachers are expected to fulfill the following requirements throughout the entire period of their school-based experiences:

1. Full attendance at the associate school.
2. Appropriate appearance and dress.
3. Appropriate and professional relationships with pupils.
4. Honest accountability for absence.
5. In the event of unavoidable absence, immediate notification of the absence, together with its reasons, to the school administrator identified, the cooperating teacher, the university liaison and, if relevant, the university practicum coordinator.
6. Adherence to the professional code of ethics of the Nova Scotia teachers’ Union (see excerpt included).
7. Adherence to the Race Relations, Cross Cultural Understanding and Human Rights Policy of the school board in which the student is working.
8. Disclosure of all relevant background information in applications, pre-placement, placement documents and interviews.
9. Demonstration of a responsive attitude to constructive criticism and advice.
10. Exhibition of a collegial attitude.

The following are considered to be unacceptable:

1. Evidence of any severe personal emotional/behavioral problem which is incompatible with the profession of teaching.
2. Any incident relating to alcohol or other substance abuse leading to the student-teacher’s discredit while in an associate school
3. Acts of physical or sexual harassment directed to any person.
4. Any sexual relationship with a pupil in an associate school.
5. Any inappropriate public behaviour bringing disrepute to the student-teacher or to members of the associate school or to Mount Saint Vincent University or to another cooperating institution.

Professional Competencies

The following set of expectations recognizes the student-teacher’s status as a student of teaching rather than as a fully qualified professional. These criteria are designed to optimize the learning experience rather than to establish absolute rules for conduct. Failure to demonstrate growth in these areas will result in negative evaluations and could lead to a recommendation that the student leave or be dismissed from the program.

1. Thorough and effective planning and preparation for all classroom teaching assignments; maintenance of appropriate documentation relating to lesson plans, unit plans, reflection papers, and teaching evaluations.

2. Employment of appropriate classroom management and discipline techniques.

3. Appropriate teaching and presentation skills together with an ability to establish a positive learning environment.

4. Ability to establish professional, collegial working relationships with teachers in the school, faculty, and other educational personnel.

5. Involvement in the life of the school, including meetings, extra-curricular and professional development activities.

6. Adaptability in dealing with diverse student needs abilities, class and cultural backgrounds, and sexual orientations.

7. Adherence to established professional procedures, including consultation with others, in dealing with difficulties or matters of contention.

8. Evidence of self-reflection, self-monitoring, growth and learning from the practicum experience.