Code of Ethics, Dispositions, and Standards for Administrators
return to Table of Contents
Code of Ethics and Standards
Professional Code of Ethics 3512.5200 CODE OF ETHICS FOR SCHOOL ADMINISTRATORS.
Subpart 1. Scope. This part applies to all persons licensed as school administrators as defined in part 3512.0100, subparts 5 to 7.
Subpart 2. Standards of professional conduct.
The standards of professional conduct for school administrators are as follows:
A. A school administrator shall provide professional educational services in a nondiscriminatory manner.
B. A school administrator shall take reasonable action to protect students and staff from conditions harmful to health and safety.
C. A school administrator shall take reasonable action to provide an atmosphere conducive to learning.
D. A school administrator shall not misuse professional relationships with students, parents and caregivers, staff, or colleagues to private advantage.
E. A school administrator shall disclose confidential information about individuals only when a compelling professional purpose is served in accordance with state and federal laws, and school district policies.
F. A school administrator shall not knowingly falsify or misrepresent records or facts relating to the administrator's qualifications, or to the qualifications of other staff or personnel.
G. A school administrator shall not knowingly make false or malicious statements about students, students' families, staff, or colleagues.
H. A school administrator shall not accept gratuities, gifts, or favors that impair professional judgment, nor offer any favor, service, or item of value to obtain special advantage.
I. A school administrator shall only accept a contract for a position when licensed for the position or when a school district is granted a variance or letter of approval by the board.
J. A school administrator, in filling positions requiring licensure, shall employ, recommend for employment, and assign only appropriately licensed personnel, or persons for whom the school district has been granted a variance by the appropriate state board or agency, unless, after making reasonable efforts to obtain a variance, an appropriately licensed person cannot be assigned and the position must be filled to meet a legitimate emergency educational need.
K. A school administrator shall not engage in conduct involving dishonesty, fraud, or misrepresentation in the performance of professional duties.
Subpart 3. Statutory enforcement of code, complaints, investigation, and hearing.
This part shall be enforced in accordance with Minnesota Statutes, section 214.10, subdivisions 1, 2, and 3.
Subpart 4. Complaints handled by board.
When oral complaints alleging violations of the code of ethics for school administrators are received, the board shall request the complaining party to submit a written complaint. Upon receipt of a written complaint, the administrator named in the complaint shall be notified in writing of the complaint. The administrator shall be entitled to be represented by the administrator's own counsel or representative at each stage of the investigation and hearing.
Subpart 5. Enforcement procedures.
The board may impose one or more of the following penalties when it has found a violation of a standard under subpart 2. These actions shall be taken only after previous efforts at remediation have been exhausted.
A. The board may enter into agreements with administrators accused of violating the code of ethics that would suspend or terminate proceedings against the administrator on conditions agreeable to both parties.
B. A letter of censure from the board may be sent to the person determined to be in violation of the standards of the code of ethics. The letter shall be kept on file for a period of time not to exceed one calendar year.
C. An administrator who has been found to have violated the code of ethics may be placed on probationary licensure status for a period of time to be determined by the board. The board may impose conditions on the administrator during the probationary period which are to be directed toward improving the administrator's performance in the area of the violation. During this period, the administrator's performance or conduct shall be subject to review by the board. The review shall be directed toward monitoring the administrator's activities or performance with regard to whatever conditions may be placed on the administrator during the probationary period. Before the end of the probationary period, the board shall decide to extend or terminate the probationary licensure status or to take further disciplinary actions as consistent with this rule.
D. The license to practice of the person determined to be in violation of the standards of the code of ethics may be suspended for a period of time determined by the board.
E. The license to practice of the person determined to be in violation of the standards of the code of ethics may be revoked by the board.
Minnesota Standards of Educational Administrators
Standard 1: Leadership
Administrators licensed in education collaboratively assess and improve culture and climate; provide purpose and direction for individuals and groups; model shared leadership and decision-making strategies; demonstrate an understanding of issues affecting education; formulate strategic plans and goals through a visioning process with staff and community; set priorities in the context of stakeholders needs; serve as spokespersons for the welfare of all learners in a multicultural context; understand how education is impacted by local, state, national, and international events; demonstrate the ability to facilitate and motivate others; and demonstrate the ability to implement change or educational reform.
Standard 2: Organizational Management
Administrators licensed in the field of education understand organizational systems; define and use processes for gathering, analyzing, managing and using data to plan and make decisions for program evaluation; plan and schedule personal and organizational work, establish procedures to regulate activities and projects, and delegate and empower others at appropriate levels; analyze needs and allocate personnel and material resources; develop and manage budgets and maintain accurate fiscal records; understand facilities development, planning and management; and understand and use technology as a management tool.
Standard 3: Diversity Leadership
Administrators licensed in the field of education demonstrate an understanding and recognition of the significance of diversity, and respond to the needs of diverse learners; create and monitor a positive learning environment for all students and a positive working environment for all staff; promote sensitivity of diversity throughout the school community; adapt educational programming to the needs of diverse constituencies.
Standard 4: Political Influence and Governance
Administrators licensed in the field of education understand school districts as political systems, including governance models; involve stakeholders in the development of educational policy; understand the role and coordination of social agencies and human services; align constituencies in support of priorities and build coalitions for programmatic and financial support.
Standard 5: Communication
Administrators licensed in the field of education formulate and carry out plans for internal and external communications; demonstrate facilitation skills; recognize and apply an understanding of individual and group behavior in normal and stressful situations; facilitate teamwork; understand conflict resolution and problem solving strategies; make presentations that are clear and easy to understand; respond, review and summarize information for groups; communicate appropriately speaking, listening, and writing for different audiences such as students, teachers, parents, community, and other stakeholders; understand and utilize appropriate communication technology.
Standard 6: Community Relations
Administrators licensed in the field of education articulate organizational purpose and priorities to the community and media; request and respond to community feedback; build community consensus; relate political initiatives to stakeholders, including parental involvement programs; identify and interact with internal and external publics; understand and respond to the news media; promote a positive image of schools and the school district; monitor and address perceptions about school-community issues; identify and articulate critical community issues that may impact local education.
Standard 7: Curriculum Planning
Administrators licensed in the area of education enhance teaching and learning through curriculum assessment and strategic planning for all learners, including pre-kindergarten, elementary, middle and junior high school, high school, special education, gifted and talented, and adult levels; provide planning and methods to anticipate trends and educational implications; develop, implement, and monitor procedures to align sequence, and articulate curriculum and validate curricular procedures; identify instructional objectives and use valid and reliable performance indicators and evaluative procedures to measure performance outcomes; appropriately use learning technologies; understand alternative instructional designs, curriculum, behavior management, and assessment accommodations and modifications; and understand the urgency of global competitiveness.
Standard 8: Instructional Management
Administrators licensed in the area of education understand research of learning and instructional strategies; describe and apply research and best practices on integrating curriculum and resources to help all learners achieve at high levels; utilize data for instructional decision making; design appropriate assessment strategies for measuring learner outcomes; implement alternative instructional designs, curriculum, behavior management, and assessment accommodations and modifications; and appropriately use technology to support instruction.
Standard 9: Human Resource Management
Administrators licensed in the area of education demonstrate knowledge of effective personnel recruitment, selection, and retention; understand staff development to improve the performance of all staff members; select and apply appropriate models for supervision and evaluation; select and apply appropriate models for supervision and evaluation; apply the legal requirements for personnel selection, development, retention, and dismissal; understand management responsibilities to act in accordance with federal and state constitutional provisions, statutory and case law, regulatory applications toward education, local rules, procedures, and directives governing human resource management; understand labor relations and collective bargaining; understand administration of employee contracts, benefits, and financial accounts.
Standard 10: Values and Ethics of Leadership
Administrators licensed in the area of education understand the role of education in a democratic society; understand and model democratic value systems, ethics, and moral leadership; balance complex community demands in the best interest of learners; help learners grow and develop as caring, informed citizens; understand and apply the Code of Ethics for Administrators under Part 3512.5200.
Standard 11: Judgment and Problem Analysis
Administrators licensed in the area of education identify the elements of a problem situation by analyzing relevant information, framing issues, identifying possible causes, and reframing possible solutions; demonstrate adaptability and conceptual flexibility; assist others in forming opinions about problems and issues; reach logical conclusions by making quality, timely decisions based on available information; identify and give priority to significant issues; understand and use appropriate technology in problem analysis; understand different leadership and decision-making strategies, including but not limited to collaborative models and model appropriately their implementation.
Standard 12: Safety and Security
Administrators licensed in the area of education develop and implement policies and procedures for safe and secure educational environments; formulate safety and security plans to implement security procedures including an articulated emergency chain of command, safety procedures required by law, law enforcement assistance, communication with the public and evacuation procedures; identify areas of vulnerability associated with school buses, buildings and grounds and formulate a plan to take corrective action; understand procedural predictabilities and plan variations where possible; develop plans that connect every student with a school adult, eliminate bullying and profiling and implement recommended threat assessment procedures.
Superintendent Standard 1: Policy and Law
Licensed superintendents know statutory regulations affecting School Board meetings, communications, procedures, and practices; understand the roles and responsibilities of the School Board.
Superintendent Standard 2: Political Influence and Governance
Licensed superintendents understand the role the political process plays in public education and the connection between them, understand how to interact with local and state government, understand the roles played by other community leaders in the school district.
Superintendent Standard 3: Communication
Licensed superintendents cultivate positive relationships between and with School Board members; understand the importance of communication leadership between school district and its community.
Superintendent Standard 4: Organizational Management
Licensed superintendents know factors that affect school finance, including sources of revenue, expenditure classifications, generally acceptable accounting principles; and local, state, and federal finance calculations.
Superintendent Standard 5: Judgment and Problem Analysis
Licensed superintendents balance varied and competing interests to ensure the mission and vision of the school district is carried forward.
Principal Standard 1: Instructional Leadership
Licensed principals understand and apply school-wide literacy and numeracy systems and understand and apply district wide literacy and numeracy systems.
Principal Standard 2: Monitor Student Learning
Licensed principals create a culture that fosters a community of learners; understand student guidance systems and auxiliary services; implement a positive and effective student management system; develop and implement effective student discipline plans, develop a master instructional schedule; and meet the enrichment, remediation, and special education needs of all students.
Principal Standard 3: K-12 Leadership
Licensed principals understand the articulation and alignment of curriculum from pre-school through grade 12; understand different organizational systems and structures at pre-K, elementary, middle or junior high, and high school levels; work with children of all ages; work with parents, teachers and other staff in all levels of schooling; understand the characteristics of effective transitions from one level of schooling to the next; and understand the developmental needs of children of all ages.
Administrators licensed in the field of education are proficient in the Minnesota Standards of Effective Practice for Teachers (a detailed description of each standard can be downloaded from the Minnesota Department of Education website at http://education.state.mn.us/mde/index.html), Minnesota Academic Standards (the two parts to the new statewide graduation requirements can be found at the website http://education.state.mn.us/mde/static/SSAlignmentToolIIv2.doc), and Minnesota Comprehensive Assessments (MCA’s).
Resources for Educators and Administrators
The state provides information about Graduation Standards at the Minnesota Department of Children, Families & Learning website (see below). Helpful resources related to the Profile of Learning are available online at the Minnesota Electronic Curriculum Repository (MECR, see below). This website has a searchable database featuring the learning areas, standards, and sample performance assessments, learning activities and learning resources. The state also offers numerous workshops and other kinds of professional development opportunities related to the standards. Many of these are listed at the Minnesota Staff Development Council website (see below). Expertise in a number of subject areas is also available through the Best Practice Networks and the Improvement Support Team specialists (651-581-8714). Further assistance for educational leaders can also be found from state principal organizations like Minnesota Elementary Schools Principals Association (MESPA at http://www.mespa.net/Professional_development2.html ) and Minnesota Association of Secondary School Principals (MASSP at http://www.massp.org/# ), as well as Minnesota Association for School Administrators (MASA at http://www.mnasa.org/ ) and Minnesota Principals’ Academy (http://www.mespa.net/Minnesota_Principals_Academy.html) For more information, contact Kent Pekel, Executive Director of the University of Minnesota’s Consortium for Post-Secondary Success, at 612-625-7002, or pekel@umn.edu, or Julie Sweitzer, at 612-625-5324, sweitzer@umn.edu.
Each region of the state has a Minnesota Educational Effectiveness Program (MEEP) coordinator who helps schools implement the graduation Standards. MEEP sponsors statewide leadership conferences as well as regional workshops and meetings. For information regarding how to contact the coordinator for your region, visit the MEEP website (see below) or call 651-582-8804. There is also a regional group of administrators that meet on a regular basis who may be contacted for further assistance using the MASSP, MESPA, and MASA web sites above.
At the local level, administrators can get information from their Graduation Standards technician. Each school district and college teacher preparation program in Minnesota has a person servicing in this role. The Graduations Standards technicians can refer you to additional resources such as the curriculum frameworks (available for Science, Math, Arts, People and Cultures, Health and Physical Education).
For full information on the graduation standards, check the Minnesota Department of Education, http://eduction.state.mn.us/mde/index.html
Minnesota Electronic Curriculum Respository (MECR) website: www.seek.state.mn.us/eelinks.cfm
Minnesota Staff Development Council website: www.mn-sds.org
Minnesota Education Effectiveness Program (MEEP) website: www.eric.edu.gov/
|
Department of Education Ed Ad Licensure Handbook 
University of Minnesota Campuses![[Skip Navigation]](/base/extras/spacer.gif)