The intervention central organization (n.d.) declares that, “Punishment generally does not improve student behaviors over the long term and can have significant and lasting negative effects on school performance and motivation”. Standard 1 of the Florida Leadership Standards defines student success when describes, “Student learning results are evidenced by the student performance and growth on statewide assessments; district-determined assessments that are implemented by the district”. In this case study, the school and district administrators used behavior, disposition to follow instructions, and peer relations as their indicator for success. As established in the Part II. Policies and Procedures for Students with Disabilities, Section …show more content…
She had serious family problems that led her to misbehave. However, since she was in the ESE program, they could not expel her for any of the level 1 breaches to the student’s code of conduct. The team started organizing paperwork during the entire previous year to have enough evidence to get her into what they said was going to be “the best learning environment for her”. They were not thinking about her well-being and most definite they did not think about the long term consequences to her life. They were just trying to ease the tensions of a group of teachers who were not ready for changes. They were part of the “old school” type who just lecture and all the students must learn on their own. They did not take any responsibility on her learning goals or her life. I still regret that I was not able to defend her rights. However, I never agreed with the decision, I expressed my concerns, and did not sign the IEP meeting log. As a consequence, I was working in another school only three months after the meeting. As a leader, I would follow my ethical responsibility by never taking an easy path if it means the student’s …show more content…
School leaders must follow the procedures while evaluating case by case to make effective decisions. Students should not pay the price of adults’ laziness. Unlimited resources are available in the Internet to help educators and administrators to do their ethical, legal, and contractual job. We as leaders must coach others to understand the differences and need of our students. We must be proactive, emphatic, and culturally aware to help. We must remember that students are not just numbers on a roster, they are human beings who will have to live in a real world and we have the power to change their lives for good or
This decision makes it clear the most important thing for a school to do is to protect the students. It also states that the board of education, whose role is to oversee the schools, must make sure that the staff of the schools is protecting those children. This case highlights that long-term abuse can happen in schools if there are not clear policies or, if there are, that there is no one ensuring that those policies are
In the study of The Way Schools Work we learned to question the ideals of meritocracy and the American dream. However, Conflict Theories challenge the system of meritocracy, in which people are sorted and selected on the basis of talent and ability. On the contrary, “Conflict Theories, on the other hand, imply a system of inheritance in which people’s life chances are largely determined by their starting point within an existing structure of inequality” (McNamee and Miller Jr. 2014, 11). According to these theorists mentioned in The Way Schools Work (Boudin 1974; Bowles and Gintis 1976; Carnoy 1972; Carnoy and Levin 1985; Persell 1977), they speak about how schools reproduce status in several ways. First, they use formal language, and hold
As a leader candidate, I can understand the challenges and multiplicity of complications that administrators must face each day. However, I will not accept any remote possibility that the students must be affected by some flaws of the school organization. We all as leaders, must be strategic with people, time, and money to guide our students towards an academic success.
Leaders in the school have hard decisions to help make on a daily basis. They need to evaluate their decisions to make sure they are ethical and effective. Administrators need to listen to all sides of a situation and evaluate all options before they make a decision. This process is difficult because administrators need to make sure that all parties involved are satisfied with the decision that was formed.
DEVELOPMENT & IMPLEMENTATION OF A SHARED VISION: Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students, (1C) Implementing the Vision connection to my action plan. I collaborate with key stakeholders with the intention of fostering a shared vision, one that is proactive in nature. Proactive interventions, such as the development of a BIP will aid in a shared vision of learning and growth for all students regardless of ability levels. INSTRUCTIONAL LEADERSHIP: Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth (2C) Supporting Teachers to Improve Practice (2D) Feedback on Instruction, directly relates to my action plan as I will engage in open collaborative conversations with teachers, administrators, and essential staff members. I will conduct informal classroom observations with the intension of providing feedback, constructing classroom materials, dispersing information. EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices (6A) Understanding and Communicating Policy correlates with my action plan. I will inform all essential members of the current legal mandates established by federal law, as safeguarding student
Lane, Kenneth, Mary Jane Connelly, Julie Mead, Mark Gooden, and Suzanne Eckes, eds. The Principal’s Legal Handbook. 3rd ed. Dayton: Educational Law Association, 2005. 34-57.
Yell, M. L., & Peterson, R. L. (1995). Disciplining students with disabilities and those at risk for
There are a number of theories that influence the learning practices of children and young people. According to Cognitive theory of Piaget, children in their learning, go through different sequences and stages, are active learners. They use their prior experience and first hand experiences for learning, imitating and transforming their learning into symbolic behavior.
Then, in reading about the life-stage even further I came to conclude how much more it can be used, is applicable to my client, and this is by the following:
With a wealth of literature touting the benefits of CTE and some progressive schools and school districts already with successful programs with proven track records, it is not the knowledge that the rest of us lack but the will and the attitude. This paper seeks to make the case for the rapid expansion and implementation of CTE programs for students with disabilities in schools and school districts across Western Florida. As well, by exploring existing programs and courses of study, this research will outline best practices,...
National Dissemination Center For Children With Disabilities (2010). Applying Discipline Rules to Students with Disabilities. Retrieved from http://nichcy.org/SchoolsAndAdministrators/Pages/discipline.aspx
Alanaim goes on saying, “Some of these behaviors are because of many factors including the children not being taught appropriate behavior, poverty, trauma, safety concerns at home, hunger, and disability,” (3). While the Zero Tolerance Policy is to protect the students at school, it does not do much help to those who have problems and safety issues in their own homes. The students who tend to need the most help, those with disabilities, are being given a five day suspension. In some research Alanaim found, it said, “the total number of students with disabilities enrolled in public schools represented fifteen percent, but twenty-seven percent of them were suspended within the same year,”(3). He talks about how administrators and educators would rather suspended these students rather than help them. Alanaim explains that these actions are making the situations worse for the students with learning disabilities because they get behind in their school work and tend to get more frustrated and end up dropping out. He believes that the policy is unaccommodating and stops the schools from providing professional judgement to the students with
The Association for Middle Level Education (AMLE) (www.amle.org) is a professional education association focused on the advancement of education for all students ages 10 to 15. Founded in 1973 as the National Middle School Association, the organization changed its name in 2011 after a vote by the association’s members (Waidelich, 2011).
The article focuses on the importance of teacher-student relationships, especially for students with behavioral problems and learning disabilities. As the article mentions, the quality of interaction among teachers and students has a significant impact on student academic achievement at each grade level. Positive teacher-student relationship is one of the most critical components of effective classroom management. In fact, “When teacher-student relationships improve, concurrent improvements in classroom behavior such as reductions in aggression and increases in compliance with rules can be expected” (Alderman & Green, 2011, p. 39). The article centers on the social powers model, which entail the use of coercion, manipulation, expertness,
Shannon Carter’s parents appealed to Florence County School District Four to appropriately assist their learning disabled daughter for years. The Carters continued to watch their average intelligence daughter lag behind in the public school setting and decided to enroll her in a private school that specializes in teaching learning disabled students. The US Supreme Court ruled that the school district must compensate the Carters of the educational expenses they incurred because the district failed to provide appropriate services for the child.