Academic and Professional Conduct

The Faculty of Education's policies related to student conduct are governed by the general policies of Wilfrid Laurier University and by those of the Ontario College of Teachers. Students are bound by the Student Code of Conduct and Discipline found in the Undergraduate Academic Calendar/University Undergraduate Regulations/Academic Privileges and Responsibilities. Further information regarding academic integrity is found at Both academic and non-academic discipline and conduct are governed through the Student Code of Conduct and Discipline. This policy sets out penalties for either form of misconduct and procedures for Investigation and Discipline in cases of allegations of such misconduct.

The professional and ethical conduct expectations of students in the Faculty of Education are also described in legislation and policy of the Ontario College of Teachers (OCT). According to the Teaching Profession Act (R.S.O. 1990 Chapter T.2 Section 4 (2)), "Every student in a teachers' college or in a college of education in Ontario is an associate member of the federation." As such, it is expected that students in the WLU Bachelor of Education program conform to the responsibilities and duties of a teaching professional. These
responsibilities and duties are outlined in the Ethical Standards for the Teaching Profession and Standards of Practice for the Teaching Profession (see‐CA).

9.1 The Ethical Standards for the Teaching Profession are as follows:

The ethical standard of Care includes compassion, acceptance, interest and insight for developing students' potential. Members express their commitment to students' well‐being and learning through positive influence, professional judgment and empathy in practice.

The ethical standard of Trust embodies fairness, openness and honesty. Members' professional relationships with students, colleagues, parents, guardians and the public are based on trust.

Intrinsic to the ethical standard of Respect are trust and fair‐mindedness. Members honour  human dignity, emotional wellness and cognitive development. In their professional practice, they model respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy and the environment.

Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual reflection assists members in exercising integrity in their professional commitments and responsibilities.

9.2 The Professional Standards for the Teaching Profession are as follows:

Commitment to Students and Student Learning
Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society.

Professional Knowledge
Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice.

Leadership in Learning Communities
Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities.

Professional Practice
Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection. Ongoing Professional Learning Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self‐directed learning are informed by experience, research, collaboration and knowledge.