“Keep student information private” (Education Minnesota, Classroom Essentials 2007-08) Much of the information you will deal with is private educational data on students and is protected by both state and federal privacy laws. Sharing information when there is no valid educational reason for doing so may subject you to discipline by the district and to civil liability. When discussing students with colleagues, ask yourself whether the discussion is really necessary to provide educational services to the student. Do not discuss individual students outside the school setting. Be extremely careful what you say about students in the Teacher’s Lounge as not everyone in the room has a right to know private data—this includes other teachers in the building. Be sure volunteers in your classroom know they must keep information on students private.

• Most student data is private and should not be released to anyone but the student, his or her parents, or staff with a legitimate educational interest.
• The statute covers all forms of data. If you can’t release something in written form, you can’t release it orally.
• Review your classroom practice to make sure you aren’t unnecessarily sharing information about students in class. Do not list the names of top scorers or students who need to turn in work. Be cautious about students grading each other’s work.
• Do not post students’ work on your class Web site unless you have their parents’ permission.
• Ask if your district allows you to display photos of students or send home videos of students. These items may be considered “directory information” that can be released unless parents request it be withheld, but check to be sure.
• If in doubt, when asked for information, withhold the requested information until you check with your principal to determine whether it can be released.
• If anyone questions you about a student, whether it be the media or a parent of another student, respond simply that the information is private student data and that you cannot discuss it.

Social Media can be a powerful tool in sharing information and connecting with your community. It is also important to recognize that schools and organizations have specific guidelines related to appropriate social media posting. 

Teacher candidates are often guests in the classroom, school, and district hosting their placement. Read the school handbook and be aware of social media guidelines and expectations. Candidates are expected to uphold the Minnesota Code of Ethics, the SCSU Student Code of Community Standards, and site-specific employee standards during their placement. 

Please review the tips and resources below related to social media practices:

Educators' Rights on Social Media: References from the National Education Association

Keeping Your Students (and Yourself) Safe of Social Media: A Checklist: Common Sense Education

St. Cloud State University Student Code of Community Standards

“Don’t let allegations of inappropriate touch ruin your career” (Education Minnesota, Classroom Essentials 2007-08)

Touch is one of the most basic of human needs, but if you deliberately come into physical contact with your students – even in the most innocent of contexts--you put yourself, and your career, at risk. It’s sad but true. Every year a dozen or more Minnesota teachers on average are accused of inappropriate touch. Even when the charges are proven false, the impact on you personally, your career and your colleagues can be devastating. Be aware of, and sensitive to, physical and emotional boundaries. Remember, you are not your students’ friend—you are their teacher. Let professional counselors and psychologists assist them with emotional issues. Here are some ways to reduce the risk of being accused: ·

• Avoid physical horseplay with students. Don’t let students sit on your lap.
• Do not meet with students alone in a closed setting. Music and physical education teachers, along with counselors, are especially vulnerable. If you’re giving an instrumental lesson, make sure you are within sight of the window. If your door does not have a window, leave the door open.
• If you are male, be especially careful. Regardless of gender, if you teach fifth grade or above, avoid touching any students unless absolutely necessary.
• Avoid personal notes to students unless they deal solely with educational matters. Be especially careful with e-mail, and instant Internet and text messages.
• Use extreme caution when meeting with students in non-school settings, especially when other adults are not present. You should always have parent and district approval.
• Never use physical force to punish a student. Although in some circumstances you may use reasonable force to restrain a student, use extreme caution in doing so.

 “Teachers must report suspected abuse” Teacher Candidates: Familiarize yourself with the district’s procedures/policies for reporting suspected abuse/neglect. Inform cooperating teacher and building administration. If you have concerns, contact your University Supervisor as soon as possible. (Education Minnesota, Classroom Essentials 2007-08)

If you know or have reason to believe that one of your students has been the victim of child abuse or neglect, Minnesota law requires that you report it to the local social service agency, police or sheriff’s department, or the Minnesota Department of Education (if the suspected abuse occurred at school). It is not sufficient to simply report it to the administration. For the child’s protection – and yours – report any suspicion you have right away, even if you are unsure. The law requires a report be made within 24 hours of the time you have reason to believe there is abuse or neglect. The law also provides you with immunity for reports made in good faith. Do not take it upon yourself to investigate whether abuse occurred. If you are unsure, you should err on the side of reporting and leave the investigation to the proper authorities. One sign or symptom may not necessarily indicate child abuse or neglect, but some clues might lead you to suspect it:

• A child who has a pattern of unexplained injuries or an inordinate number of “explained” ones.
• A child who comes to school inappropriately dressed for the season.
• A child who’s habitually late or often absent from school
• A child who arrives early and leaves late because he or she is reluctant to go home.
• A child who’s unusually fearful of adults or other children.
• A child who goes to the bathroom with difficulty or has trouble sitting.
• A child who is constantly tired or shows evidence of malnutrition

 “Bring balance to your classroom” (Education Minnesota, Classroom Essentials 2007-08)

Our students will live and work in an increasingly diverse society. Minority populations are increasing; immigration is bringing new languages and cultures; family structures are changing; and men and women continue to take on new roles in society. The challenge for educators is to meet students’ diverse educational needs while preparing all students to understand and appreciate differences in culture, learning style, interests and values. Here are some suggestions:

• Affirm and validate students’ ethnic experiences. Include experiences of different cultural groups in the classroom through bulletin board displays, projects and presentations.
• Recognize and understand cultural differences. Be award of such cultural elements as clothing, time, space, gestures, ethics, values, religion, holidays, sex roles, rights and duties. Make an effort to learn more about your students’ cultures by reading, taking classes and talking to people form the groups represented in your classroom.
• Look beyond group stereotypes and treat students as individuals. It’s important to assess the needs of students individually so each can develop his or her potential.
• Make sure your expectations are the same for boys and girls. Both genders can succeed in math and reading. Challenge all your students, and make sure you interact equally with boys and girls.
• Vary your teaching style. Students bring different experiences and learning styles to your classroom, so use a variety of approaches to be sure everyone is successful.
• Build on diversity in your everyday teaching. Students’ multicultural experiences are assets that can be used to help all students develop literary and critical thinking skills. Make connections through instructional themes relevant to many cultures.
• Familiarize yourself with your district’s harassment policies. Every district is required to have policies on racial and sexual harassment.

 “Help provide a safe learning environment” (Education Minnesota, Classroom Essentials 2007-08)

Statistically, public schools are one of the safest places for children. But it is still essential to be prepared for the possibility of violence or other life-threatening emergencies. Where do you start?

• Familiarize yourself with your district’s crisis management policy. Minnesota law requires all school districts to develop such a policy—in cooperation with staff, parents, law enforcement and others—to deal with a broad range of crises. The law spells out the minimum number of lock-down, fire and tornado drills to be included in the policy.
• Make sure you receive training in crisis procedures, including opportunities to practice the procedures with students present. Contact your union’s building representative or local president if your district does not offer this.
• Know your school building. Make sure you get a map and a complete tour of your school. Know where designated safe areas are and how to get there. Familiarize yourself with evacuation routes and alternate routes if the main route is blocked.
• Know the staff and other adults authorized to be in your school. If you see someone you don’t recognize, follow your school’s policy for reporting an unauthorized visitor.
• Pay attention to warning signs that a student could become violent. These include preoccupation with weapons and death, cruelty to animals and expressions of anger or violence in writings or drawings. Ask others at your school how to access resources for troubled youth.
• Help foster a safe and respectful environment in your classroom and school. Don’t tolerate bullying, harassment or physical violence. Teach students how to resolve conflicts and mange anger, and help them practice these skills in everyday life. Work with others at your school to implement school-wide anti-bullying and school safety programs.
• For additional assistance, you can access Education Minnesota’s Crisis Response Team through your building representative or local president. The team offers not only crisis assistance, but resources, training and preventative services.

IN THE EVENT OF A STRIKE IN PUBLIC SCHOOLS In an effort to provide as sound an educational program as possible for St. Cloud State University teacher candidates, and to do so in as sensitive a manner as possible with regard to circumstances in school districts, the following policies will be observed in the event that a strike occurs in a school district where SCSU students are placed:

1. Teacher candidates will be withdrawn from the school setting for the duration of the strike.
2. 2. University supervisors or the Director of Clinical Experiences maintain responsibility for the teacher candidates, and the teacher candidates continue to be accountable to their university supervisors.
3. 3. For the duration of the strike, teacher candidates are not to enter school buildings/facilities nor are they to participate in strike-related activities during normal school hours. University supervisors in collaboration with Program Chairs will provide alternative learning experiences for teacher candidates.
4. 4. During the strike the university will consider alternative courses of action to meet the educational needs of the teacher candidates. In the event that reassignments become necessary, they will not be made for at least five school days.
5. 5. Teacher candidates in all methods and practicum experience courses and in internship field experiences will be withdrawn from field assignments for the duration of a strike. Courses including such field assignments will meet on the SCSU campus under the direction of the course instructors.
6. In all cases, university supervisors, course instructors, and the Director of the Office of Clinical Experiences will be responsible for the learning activities of SCSU teacher candidates.