Dr. Jessica Garrett-Staib and James Johnson, International Journal of Education, 2(1) 2014.
Recently, attention has been focused on analyzing the ethical framework used by educational leaders. The purpose of this study was to analyze some specific ethical dilemmas faced by a school district and one of its teachers. Several ethical questions are posed stemming from an allegation of inappropriate music videos found on Mr. Jones’ personal computer hard drive. Ethical principles such as equal respect, benefit maximization, the ethic of care, the ethic of justice, and consequentialist and nonconsequentialist viewpoints are used to justify opposing answers to these questions. Mr. Jones’ case illustrates the value of establishing a clear ethical framework to guide personal and professional decisions that may arise from technology-related issues.
El documento describe el proyecto Tecnoaulas de la Biblioteca Central de la Universidad de La Serena en Chile. El proyecto buscó transformar el espacio físico de la biblioteca mediante la integración de tecnologías de la información y comunicación (TIC) como televisores inteligentes, tabletas, notebooks y una pizarra interactiva. El objetivo era adaptar la biblioteca a diferentes estilos de aprendizaje y contribuir al modelo educativo de la universidad enfocado en el autoaprendizaje. Los resultados mostraron un aumento significativo en el uso
This article discusses the dangers of the synthetic drug K2, also known as synthetic marijuana. K2 was created in the 1990s by chemist John Huffman as part of pharmaceutical research but has since been abused as a legal alternative to marijuana. While K2 mimics the effects of THC, the main psychoactive ingredient in marijuana, it is potentially more dangerous due to unknown toxins and a longer lasting high. The study assessed 246 college students' knowledge of and experiences with K2. Most students were unaware of K2 or its dangers, though a few reported trying it due to peer pressure. The authors recommend further research on the effectiveness of drug education programs and monitoring trends in K2 use over time as its legal status
Curriculum Issues & Law PPT. - William Allan Kritsonis, PhDWilliam Kritsonis
This document summarizes key laws and policies related to curriculum and student assessment in Texas public schools. It discusses requirements for core vs. enrichment curriculum, student assessment policies including consequences for failing state tests, accountability measures for schools and districts, required subjects like health education and programs for at-risk students, and legal issues around topics like removing books, homeschooling, and reporting child abuse. The document is intended to provide an overview of the legal framework that governs curriculum and testing in Texas public education.
This article discusses the problem of gang violence in communities and schools. It provides background on how gangs operate and recruit members, often targeting at-risk youth lacking parental support. The cycle of violence is examined, with gang activity leading to abandoned areas that further increases crime. The authors argue that the community must come together across groups to address the root causes, such as poverty and lack of opportunities for youth. Community programs, parental involvement, and connections between groups are presented as ways to curb gang membership and violence.
LinkedIn for teams is designed to help small teams use LinkedIn more effectively. See polariscentre.com.au for more information about these workshops in Adelaide.
Este documento describe la experiencia de la Universidad de Chile en implementar datos enlazados abiertos (Linked Open Data). Explica conceptos clave como triplas RDF, URIs y SPARQL y describe el proceso de mapeo de datos bibliográficos existentes a RDF usando vocabularios como FOAF, DC y DBPedia. También detalla la tecnología utilizada como Virtuoso y Elasticsearch y proyecciones como enlazar más datos y mejorar la calidad y visualización de la información. El objetivo final es publicar y vincular datos estructurados de
El documento describe el proyecto Tecnoaulas de la Biblioteca Central de la Universidad de La Serena en Chile. El proyecto buscó transformar el espacio físico de la biblioteca mediante la integración de tecnologías de la información y comunicación (TIC) como televisores inteligentes, tabletas, notebooks y una pizarra interactiva. El objetivo era adaptar la biblioteca a diferentes estilos de aprendizaje y contribuir al modelo educativo de la universidad enfocado en el autoaprendizaje. Los resultados mostraron un aumento significativo en el uso
This article discusses the dangers of the synthetic drug K2, also known as synthetic marijuana. K2 was created in the 1990s by chemist John Huffman as part of pharmaceutical research but has since been abused as a legal alternative to marijuana. While K2 mimics the effects of THC, the main psychoactive ingredient in marijuana, it is potentially more dangerous due to unknown toxins and a longer lasting high. The study assessed 246 college students' knowledge of and experiences with K2. Most students were unaware of K2 or its dangers, though a few reported trying it due to peer pressure. The authors recommend further research on the effectiveness of drug education programs and monitoring trends in K2 use over time as its legal status
Curriculum Issues & Law PPT. - William Allan Kritsonis, PhDWilliam Kritsonis
This document summarizes key laws and policies related to curriculum and student assessment in Texas public schools. It discusses requirements for core vs. enrichment curriculum, student assessment policies including consequences for failing state tests, accountability measures for schools and districts, required subjects like health education and programs for at-risk students, and legal issues around topics like removing books, homeschooling, and reporting child abuse. The document is intended to provide an overview of the legal framework that governs curriculum and testing in Texas public education.
This article discusses the problem of gang violence in communities and schools. It provides background on how gangs operate and recruit members, often targeting at-risk youth lacking parental support. The cycle of violence is examined, with gang activity leading to abandoned areas that further increases crime. The authors argue that the community must come together across groups to address the root causes, such as poverty and lack of opportunities for youth. Community programs, parental involvement, and connections between groups are presented as ways to curb gang membership and violence.
LinkedIn for teams is designed to help small teams use LinkedIn more effectively. See polariscentre.com.au for more information about these workshops in Adelaide.
Este documento describe la experiencia de la Universidad de Chile en implementar datos enlazados abiertos (Linked Open Data). Explica conceptos clave como triplas RDF, URIs y SPARQL y describe el proceso de mapeo de datos bibliográficos existentes a RDF usando vocabularios como FOAF, DC y DBPedia. También detalla la tecnología utilizada como Virtuoso y Elasticsearch y proyecciones como enlazar más datos y mejorar la calidad y visualización de la información. El objetivo final es publicar y vincular datos estructurados de
This document provides information about New Zealand, including its largest city, capital, and some other towns. It mentions that Auckland is New Zealand's biggest city and home to Rainbow's End theme park. Wellington is the capital city. Hamilton has about 130,000 people and is known for its river and five bridges, as well as hosting events like the Hamilton 400. The school discussed has 12 classes and 300 students.
Durst, hope holley building life long readers nftej v21 n1 2010William Kritsonis
This document summarizes research on strategies for developing lifelong readers. It suggests that teachers should explicitly teach reading strategies to make reading less laborious. They should also incorporate critical reading to build student emotion and motivation. Finally, teachers should provide authentic texts that match students' interests to engage them. The strategies discussed include visualization, web quests, literature circles and using trade books over textbooks. Overall, the research emphasizes improving reading skills, fostering critical thinking and choosing texts that appeal to students.
Neurological differences between attention deficit hyperactivity disorder and...William Kritsonis
Dr. Kritsonis is Tenured Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired and graduated the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Since then, Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
This article examines how a superintendent can effectively respond to and shape school culture. It uses the example of John Stanford, the late superintendent of Seattle Public Schools. When he took over, morale was low but he was able to turn the district around by becoming actively involved in schools and communicating effectively with students, staff, and the community. He empowered teachers and established clear academic goals and accountability. By developing trust and cooperation, the superintendent was able to create and sustain a positive culture that improved student outcomes.
This study investigated the effects of individual counseling using Rational Emotive Therapy (RET) and Client-Centered Approach (CCA) on the social adjustment of registered widows in Rivers State, Nigeria. 60 widows were assigned to 3 experimental groups that received either RET, CCA, or a combination of RET/CCA counseling, and 1 control group. Counseling lasted 12 weeks. Results found that the experimental groups showed significantly improved social adjustment compared to the control group based on pre-test and post-test scores. RET counseling was the most effective approach at enhancing social adjustment among the widows. The study concluded that individual counseling can effectively help remedy social adjustment issues for widows.
Presentación en Congreso de Bibliotecas Universitarias y Especilizadas 27 y 28 de mayo de 2014, organizado por SISIB U. de Chile.
http://bibliotecas.uchile.cl/congreso/programa/index.html
The Waikato River is the longest river in New Zealand, running 425 km from Lake Taupo to empty into the Tasman Sea. It has significant cultural importance to the Tainui iwi and is a source of their mana. The river provides hydroelectric power, generating 13% of New Zealand's electricity, and was an important transportation route. However, studies have shown that 75% of bacterial contamination in the river comes from dairy farm runoff, with many farms allowing livestock direct access to streams. While the city of Hamilton also impacts water quality, dairying has been identified as the primary contributor to unacceptable pollution levels in the Waikato River.
VINISUD 2014: How to comunicate wine in the web 2.0Elisabetta Tosi
What are the most important challenges of our time'
What are the questions we have to ask ourselves before starting a communication strategy on the web?
In this presentation at VINISUD 2014, some thoughts and tips
The document summarizes observations from visiting various retail stores. Some key findings include:
1) Discount stores like Marshall's had dirty floors and broken fixtures while specialty stores were clean and well-maintained.
2) Most customers at clothing stores shopped with someone else for opinions.
3) Some surprises were that Semolina Bread sold deli food, not bread, and Francesca's salespeople ignored customers.
4) Small details like open doors, lighting, and cleanliness impacted the shopping experience more than the merchandise.
K2: Synthetic Marijuana - A NEW Dangerous Druge by Dr. LaVelle Hendricks and ...William Kritsonis
K2: Synthetic Marijuana - A NEW Dangerous Druge by Dr. LaVelle Hendricks and Dr. Quynh Dang - Published in the NATIONAL FORUM JOURNAL OF COUNSELING AND ADDICTION - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
This document outlines a service learning project pairing leadership students with a special education classroom. The project aims to create meaningful relationships between students, expose leadership students to careers in teaching, and provide new learning opportunities for both classes. Leadership students will volunteer one-on-one as tutors and assist with art projects, cooking, and classroom tasks over a 12 week period in the fall semester. The goals are to increase interaction, time on task, number of tasks completed, and response time for the special education students.
Blackbourn,two unique organizational communication systems blackbourn-done focusWilliam Kritsonis
Two unique organizational communication systems are described that were designed to facilitate feedback and continuous improvement. The "Who has the Dean's Ear?" suggestion box at a university's School of Education received an average of 60 submissions per month over four years. The "Express to the Top" program at a local business encouraged employee feedback and suggestions to improve communication and performance. Both systems provided a simple, novel way for internal and external stakeholders to give input and received a personal response, which helped generate ongoing participation. The article recommends such feedback systems as models for enhancing organizational communication and service.
LinkedIn has been tailor made for recruitment and employee attraction and is now better than ever with the premium talent tools.
This presentation is about making your personal and professional profile work then your page and finally your LinkedIn Premium Talent Solutions.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Studies found male students and dark-skinned students of both genders received disproportionate treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to create a fairer system and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Studies found male students and dark-skinned students of both genders received disproportionate treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to create a fairer system and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and improve outcomes for all students.
This document provides information about New Zealand, including its largest city, capital, and some other towns. It mentions that Auckland is New Zealand's biggest city and home to Rainbow's End theme park. Wellington is the capital city. Hamilton has about 130,000 people and is known for its river and five bridges, as well as hosting events like the Hamilton 400. The school discussed has 12 classes and 300 students.
Durst, hope holley building life long readers nftej v21 n1 2010William Kritsonis
This document summarizes research on strategies for developing lifelong readers. It suggests that teachers should explicitly teach reading strategies to make reading less laborious. They should also incorporate critical reading to build student emotion and motivation. Finally, teachers should provide authentic texts that match students' interests to engage them. The strategies discussed include visualization, web quests, literature circles and using trade books over textbooks. Overall, the research emphasizes improving reading skills, fostering critical thinking and choosing texts that appeal to students.
Neurological differences between attention deficit hyperactivity disorder and...William Kritsonis
Dr. Kritsonis is Tenured Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired and graduated the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Since then, Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
This article examines how a superintendent can effectively respond to and shape school culture. It uses the example of John Stanford, the late superintendent of Seattle Public Schools. When he took over, morale was low but he was able to turn the district around by becoming actively involved in schools and communicating effectively with students, staff, and the community. He empowered teachers and established clear academic goals and accountability. By developing trust and cooperation, the superintendent was able to create and sustain a positive culture that improved student outcomes.
This study investigated the effects of individual counseling using Rational Emotive Therapy (RET) and Client-Centered Approach (CCA) on the social adjustment of registered widows in Rivers State, Nigeria. 60 widows were assigned to 3 experimental groups that received either RET, CCA, or a combination of RET/CCA counseling, and 1 control group. Counseling lasted 12 weeks. Results found that the experimental groups showed significantly improved social adjustment compared to the control group based on pre-test and post-test scores. RET counseling was the most effective approach at enhancing social adjustment among the widows. The study concluded that individual counseling can effectively help remedy social adjustment issues for widows.
Presentación en Congreso de Bibliotecas Universitarias y Especilizadas 27 y 28 de mayo de 2014, organizado por SISIB U. de Chile.
http://bibliotecas.uchile.cl/congreso/programa/index.html
The Waikato River is the longest river in New Zealand, running 425 km from Lake Taupo to empty into the Tasman Sea. It has significant cultural importance to the Tainui iwi and is a source of their mana. The river provides hydroelectric power, generating 13% of New Zealand's electricity, and was an important transportation route. However, studies have shown that 75% of bacterial contamination in the river comes from dairy farm runoff, with many farms allowing livestock direct access to streams. While the city of Hamilton also impacts water quality, dairying has been identified as the primary contributor to unacceptable pollution levels in the Waikato River.
VINISUD 2014: How to comunicate wine in the web 2.0Elisabetta Tosi
What are the most important challenges of our time'
What are the questions we have to ask ourselves before starting a communication strategy on the web?
In this presentation at VINISUD 2014, some thoughts and tips
The document summarizes observations from visiting various retail stores. Some key findings include:
1) Discount stores like Marshall's had dirty floors and broken fixtures while specialty stores were clean and well-maintained.
2) Most customers at clothing stores shopped with someone else for opinions.
3) Some surprises were that Semolina Bread sold deli food, not bread, and Francesca's salespeople ignored customers.
4) Small details like open doors, lighting, and cleanliness impacted the shopping experience more than the merchandise.
K2: Synthetic Marijuana - A NEW Dangerous Druge by Dr. LaVelle Hendricks and ...William Kritsonis
K2: Synthetic Marijuana - A NEW Dangerous Druge by Dr. LaVelle Hendricks and Dr. Quynh Dang - Published in the NATIONAL FORUM JOURNAL OF COUNSELING AND ADDICTION - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
This document outlines a service learning project pairing leadership students with a special education classroom. The project aims to create meaningful relationships between students, expose leadership students to careers in teaching, and provide new learning opportunities for both classes. Leadership students will volunteer one-on-one as tutors and assist with art projects, cooking, and classroom tasks over a 12 week period in the fall semester. The goals are to increase interaction, time on task, number of tasks completed, and response time for the special education students.
Blackbourn,two unique organizational communication systems blackbourn-done focusWilliam Kritsonis
Two unique organizational communication systems are described that were designed to facilitate feedback and continuous improvement. The "Who has the Dean's Ear?" suggestion box at a university's School of Education received an average of 60 submissions per month over four years. The "Express to the Top" program at a local business encouraged employee feedback and suggestions to improve communication and performance. Both systems provided a simple, novel way for internal and external stakeholders to give input and received a personal response, which helped generate ongoing participation. The article recommends such feedback systems as models for enhancing organizational communication and service.
LinkedIn has been tailor made for recruitment and employee attraction and is now better than ever with the premium talent tools.
This presentation is about making your personal and professional profile work then your page and finally your LinkedIn Premium Talent Solutions.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Studies found male students and dark-skinned students of both genders received disproportionate treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to create a fairer system and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Studies found male students and dark-skinned students of both genders received disproportionate treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to create a fairer system and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and curb prejudices that hinder student achievement.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and curb prejudices that hinder student achievement.
Chapter 9 Children with Disabilities (IDEIA)IntroductionTh.docxspoonerneddy
Chapter 9 Children with Disabilities (IDEIA)
Introduction
The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA, P.L. 108–446, 2004) is premised on the assumption that “disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society” [IDEIA 2004 § 601 (c) (1)]. According to Congressional findings before the enactment of special education law in 1975, more than half of disabled children were not receiving an appropriate education, and more than 1 million children with disabilities were excluded entirely from public schools across the nation [§ 601(B) (C)]. Special education law is a laudable attempt to rectify the inequalities suffered by children with disabilities. Unfortunately, disputes between parents and school districts concerning special education make it one of the most litigated educational law issues school leaders face. However, school leaders are mandated by federal and state law and the ISLLC Standards to understand and equitably apply the legal rights of disabled children and their parents. This chapter is an attempt to communicate a basic understanding of IDEIA 04.
Focus Questions
1. Under what circumstances is it “fair” to treat similar students differently?
2. When may it be justifiable for some students to receive benefits denied to other students?
3. What are the major principles of IDEIA?
4. How is the balance maintained between the need for orderly schools and the rights of children with disabilities?
Key Terms
1. Behavioral intervention plan (BIP)
2. Child find
3. Free and appropriate public education (FAPE)
4. Functional behavioral assessment (FBA)
5. IEP team
6. Individualized Education Program (IEP)
7. Least restrictive environment (LRE)
8. Manifestation determination
9. Mediation
10. Positive behavioral support (PBS)
11. Procedural safeguards
12. Supplemental (related) services
13. Zero reject
Case Study When Good Parents Go Bad
Justin Jones sat quietly in the chair, a smug look on his face. Justin was an eighth-grade student at Montclair Middle School (MMS). As MMS principal, Marina Marshall had assumed the lead role in the Justin Jones case for several reasons. First, it was only October, and Justin had proven himself to be a real challenge. Second, Justin’s parents had become more confrontational over the past year. Last, but not least, Justin was an IEP student.
Justin had apparently pushed Mr. Slaton, the industrial arts teacher, to the breaking point again on Friday. Marina’s assistant principal, Johnny Sambothe, had suspended Justin for the remainder of Friday. When Marina heard the news, she had immediately called Justin’s parents to schedule this meeting.
As Marina looked at Justin and his parents, she tried to recall all that she had learned about Justin over the past 2 years. Justin had started school at a district elementary school and, by all accounts, had done quite well. In fact, there was little ques.
Chapter 9 Children with Disabilities (IDEIA)IntroductionTh.docxbissacr
The document discusses the Individuals with Disabilities Education Improvement Act (IDEIA) and its principles for educating students with disabilities. IDEIA aims to provide students with disabilities equal access to education through principles like zero reject, which prohibits excluding students due to disabilities. It also guarantees these students a free and appropriate public education in the least restrictive environment. The case study describes a situation where a school principal must balance a student's IDEIA rights with teacher concerns about safety. The document analyzes the ethical and legal issues around balancing students' rights with school order and safety.
ELEMENTARY ETHICS DILEMMAS SCENARIO 1 Andrea Miles is theEvonCanales257
ELEMENTARY ETHICS DILEMMAS
SCENARIO 1: Andrea Miles is the GT teacher at Meridian Elementary school. As part of her duties, she is to screen,
identify, and assess students who exhibit characteristics of gifted and talented students. The GT program in her school
district is well known for being rigorous and enriching for students, and many times families will move into the district in
hopes of getting their child identified for the program. Ms. Meridian recently found out that her close friend’s niece,
Stefanie, has enrolled at her school. Stefanie was identified as GT in her previous district, but - because GT identification
has different criteria for each school district in the state - being GT in one school district does not always mean a student
will be GT in a new school district.
Meridian ISD has very rigorous criteria for the GT program, and oftentimes students who were GT in a previous district
will no longer qualify for the GT program once they move to Meridian. Unfortunately, this was the case for Stefanie. Her
test scores, at the 95th percentile, were just shy of the qualifying 97th percentile score, set by district policy. Admission
into the GT program requires a committee of at least 3 GT certified teachers as per the state plan. The committee has
the authority to qualify students whose scores, like Stefanie’s, are close to qualifying on the basis of a “preponderance
of evidence.” The last couple of students with almost qualifying scores that were brought to the committee, in hopes of
a “yes” decision based on the “preponderance of evidence,” were not admitted into the program. Because Stefanie was
related to her good friend, and because she truly felt that she was a great candidate for the program, Ms. Miles did not
want risk her not being admitted. In preparing the paperwork for the committee admission meeting, Ms. Miles changed
Stefanie’s score from a 95th to a 97th percentile. With the information Ms. Miles provided, the committee admitted
Stefanie into the program as it appeared she met the Meridian school district requirements.
Questions:
1. Identify the behaviors that you believe violate standards in the Educator Code of Ethics.
2. Which standards do you think were violated? Explain your reasoning.
3. What different choices or actions could Ms. Miles have made in order to act in accordance with the code of
ethics?
SCENARIO 2: Mr. Armstrong is a 3rd grade Language Arts teacher at Cold Creek Elementary. He shares students with his
teaching partner, Mrs. Long, who teaches Math, Science and Social Studies. These two teachers have been teaching
partners for several years, and have shared personal information with each other as it pertains to their work and home
life. Recently, Mrs. Long confided in Mr. Armstrong about difficulties she is having with medication she takes for anxiety,
and she let him know that she would be missing school to go to a doctor’s appoint ...
This document provides an overview of student discipline for the Omak School District for the 2021-22 school year. It discusses the history of discipline policies in Washington state, recent changes to state laws, and current discipline challenges being faced both in Omak and more broadly due to the pandemic. These challenges include increased misbehavior, mental health issues, staff shortages, and changes to the role of law enforcement. The document then outlines the proactive solutions and supports each school in the district has implemented to address discipline, such as social-emotional learning programs, counseling services, increased supervision, and staff training. It concludes with informing the school board that there will be a question and answer period.
Response GuidelinesRespond to one peer, reflecting on the response.docxinfantkimber
Response Guidelines
Respond to one peer, reflecting on the responses and summary that the learner provided. Provide at least one additional point of view for each peer to consider.
When working within the human services field in client care professional will work with a variety of disciplines within a team setting. The complex process can often present challenges working with different staff professionals sharing their level of expertise related to client care. Each professional presents their background information from their professional and how their role in the client’s overall care. In this discussion the case of Joseph is assessed during a treatment team meeting with Joseph's teacher, the principal, psychologist , and case manager. The purpose of the meeting is to discuss Joseph's suspension from school as a result of stating to several students that he was going to bring a gun to school. The treatment team is gathering to discuss if Joseph can return to school to finish the school year at Samuel Elementary. The treatment team meeting is facilitated by the case manager.
School Teacher
Joseph's school teacher reports she has not had any behavioral issues with him this school year. She reports he does well academically and very nice and pleasant in the school. Mrs. Porter reports that Joseph has friends and students like to involve him in social play but he prefers to be by himself. Mrs. Porter shares that it was in her class that Joseph made the threats and several students heard it. Mrs. Porter denies hearing the statement but took precaution. Mrs. Porter's concerns are safety for herself and the students of Samuel Elementary. Mrs. Porter believes that Joseph would do much better in different educational setting.
Dr. Manning-Psychologist
Dr. Manning is assigned as Joseph's psychologist and a strong advocate for Joseph. Mr. Manning's viewpoint is addressing the psychological concerns and developmental concerns. Dr. Manning believes based on Joseph's background and history of serious neglect and inability at his level of development to effectively communicate that he was only acting out for attention. Dr. Manning reports the client does not have a history of violent behaviors and does not have access to a gun . Dr. Manning believes with supports in place and interventions which are consistent with working with him regulary that Joseph could successfully finish his school year at Samuel Elementary.
Principal Walker
Mr. Walker reports never having a behavioral issue with Joseph in fact this was the first time Joseph had ever been sent to his office. Mr. Walker reports when he asked Joseph about the incident he was honest that he said it but stated he just want to be with his mother. Mr. Walker feels concern for the student base upon all that he has endured but feels that there is no guarantee that he can ensure the children's and teachers safety with Joseph in the school. Mr. Walker suggest Joseph finishes the school year in a differ ...
Chapter 13 Law, Ethics, and Educational Leadership Making the Con.docxtiffanyd4
Chapter 13 Law, Ethics, and Educational Leadership: Making the Connection
Introduction
This chapter presents examples from the ISLLC standards of the relationship between law and ethics. The chapter also provides examples of how knowledge of law and the application of ethical principles to decision making helps guide school leaders through the sometimes treacherous waters of educational leadership.
Focus Questions
1. How may ethical considerations and legal knowledge guide school leader decision making?
2. Why is it important to consider a balance between these two sometimes competing concepts?
Case Study So Many Detentions, So Little Time
Jefferson Middle School (JMS) was the most racially and culturally diverse of the three middle schools in Riverboat School District, a relatively affluent bedroom community within commuter distance of Capital City. Unfortunately, the culture of Jefferson Middle School was not going well. Over the past 5 years, assistant superintendent Sharon Grey had seen JMS become a school divided by an underlying animosity along racial and socioeconomic lines. This animosity was characterized by numerous clashes between student groups, between teachers and students, between campus administrators and teachers, and between teachers and parents. Sharon finally concluded that JMS was a “mess.”
After much thought and a few sleepless nights, Sharon as part of her job description made the recommendation to the Riverboat school board to not reemploy Jeremy Smith as principal of JMS. Immediately after the board decision, Sharon organized a search committee of teachers, parents, and campus administrators and began the process of finding the right principal for JMS. The committee finally agreed on Charleston Jones. Charleston was a relatively inexperienced campus administrator but had impressed the committee with his instructional leadership knowledge, intelligence, and youthful energy. However, the job of stabilizing JMS was proving to be more of a challenge than anyone had anticipated.
Charleston had instituted a schoolwide discipline plan and had insisted that teachers and school administrators not deviate from the plan. However, he could sense that things were still not right. Animosity among student and parent groups remained just below the surface, ready to erupt at the slightest provocation. Clashes between teachers and students were still relatively frequent. Teachers still blamed one another, school administrators, and the school resource officer for a lack of order in the school. Change was not coming quickly to RMS, and Charleston understood that although school management had improved, several aspects of school culture were less than desirable. Student suspension rates remained high, and parental support was waning. As one of the assistant principals remarked after the umpteenth student referral, “So many detentions, so little time!”
Charleston felt the need to talk. He reached for the phone and made an appointment with.
This document discusses the debate around single-sex education versus coeducational schools. It provides background on the history of gender separation in education and notes that while most schools are now coeducational, some remain single-sex. Pros of single-sex education discussed include that boys and girls learn differently and are less distracted without the opposite sex present, though critics argue this does not reflect diversity or prepare students for real life. The document also explores gender biases and inequities that can occur in coeducational classrooms.
This document discusses the debate around single-sex education versus coeducational schools. It provides background on the history of gender separation in education and notes that while most schools are now coeducational, some remain single-sex. Pros of single-sex education discussed include that boys and girls learn differently and are less distracted without the opposite sex present, though critics argue this does not reflect diversity or prepare students for real life. The document also explores gender biases and inequities that can occur in coeducational classrooms.
[8 13]indiscipline among the female secondary school students in selected rur...Alexander Decker
This document summarizes a study that examined the causes and effects of indiscipline on the academic performance of female secondary school students in rural communities in Rivers State, Nigeria. The study found that peer group influence, poor school administrative policies, and lack of parental control significantly contributed to indiscipline among the students. Specifically, the results showed that peer groups, school policies, and parental influence all had a significant effect on levels of indiscipline. The document recommends that parents be more involved in their children's upbringing, teachers be committed to their duties as role models, and that schools properly reward and punish students and teachers to improve discipline.
‘‘You’re Trying to Know Me’’ Studentsfrom Nondominant Group.docxodiliagilby
‘‘You’re Trying to Know Me’’: Students
from Nondominant Groups Respond to Teacher
Personalism
Kate Phillippo
Published online: 5 January 2012
� Springer Science+Business Media, LLC 2012
Abstract Urban school districts have increasingly enacted policies of personal-
ism, such as converting large schools into smaller schools. Such policies ask
teachers to develop supportive, individual relationships with students as a presumed
lever for student achievement. Research on student–teacher relationships generally
supports policies of personalism. Much of this literature also considers these rela-
tionships’ sociocultural dimensions, and so leads to questions about how low-
income youth and youth of color might respond to teacher efforts to develop closer
relationships with them. This qualitative study, conducted over 1 year with 34 youth
at 3 small, urban high schools, explores how youth from nondominant groups
responded to teacher personalism. Data show that teacher practices consistent with
culturally-responsive pedagogy and relational trust literature do promote student–
teacher relationships. However, tensions arose when participants perceived that
teacher personalism threatened their privacy or agency. Sociocultural and institu-
tional contexts contributed to these tensions, as participants navigated personalism
amidst experiences that constrained their trust in schools. A staged model of stu-
dent–teacher relationships integrates these findings and extends current thinking
about culturally-responsive personalism. These findings inform implications for
teacher practice and policies of personalism.
Keywords Urban education � Student–teacher relationships �
Teacher personalism � Relational trust � Culturally-responsive pedagogy �
Small schools
K. Phillippo (&)
Department of Cultural and Educational Policy Studies, School of Education, Loyola University
Chicago, 820 North Michigan Avenue, Suite 1100, Chicago, IL 60611, USA
e-mail: [email protected]
123
Urban Rev (2012) 44:441–467
DOI 10.1007/s11256-011-0195-9
You’re here for science, for math, and you’re trying to know me.
(Lupe, age 17)
Lupe expressed uncertainty about teacher personalism, defined as teachers’
efforts to provide students with personal support via individual, interpersonal
relationships (Bryk et al. 2010).
1
By contrast, Malik (age 16) affirmed his teacher’s
efforts to address his poor attendance at school. ‘‘She started getting on me. She was
worried about me and she didn’t want me roaming the streets. She wasn’t acting like
my mom, she just told me how she feels.’’ Together, Malik and Lupe’s statements
illustrate this study’s primary finding, that teacher personalism has the potential to
both deliver support and bring about tension. This finding expands and complicates
our understanding of research that shows the positive impact of student–teacher
relationships, particularly for students from nondominant groups.
2
I conducted this
study ...
This paper details faculty-student interaction and sometimes how these interactions get out of control resulting in private relationships including sexual relationships. An outline of such issues along with court recommendations is examined. The influence of the resulting precedents to the educational institution is then discussed in the paper.
Similar to Dr. Jessica Garrett-Staib and James Johnson, International Journal of Education, 2(1) 2014 (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Liberal Approach to the Study of Indian Politics.pdf
Dr. Jessica Garrett-Staib and James Johnson, International Journal of Education, 2(1) 2014
1. INTERNATIONAL JOURNAL OF EDUCATION
VOLUME 2, NUMBER 1, 2014
Digital Dilemma: Defining Privacy in the Information Age
James Johnson, MA
Doctoral Candidate
University of Texas of San Antonio
San Antonio, TX
Teacher
East Austin College Prep Academy
Austin, TX
Jessica Garrett-Staib, EdD
Assistant Professor
College of Education
Chair of the Department of Educational Leadership, Foundations and Counseling
University of Texas of the Permian Basin
Odessa, Texas
Abstract
Recently, attention has been focused on analyzing the ethical framework used by educational
leaders. The purpose of this study was to analyze some specific ethical dilemmas faced by a
school district and one of its teachers. Several ethical questions are posed stemming from an
allegation of inappropriate music videos found on Mr. Jones’ personal computer hard drive.
Ethical principles such as equal respect, benefit maximization, the ethic of care, the ethic of
justice, and consequentialist and nonconsequentialist viewpoints are used to justify opposing
answers to these questions. Mr. Jones’ case illustrates the value of establishing a clear ethical
framework to guide personal and professional decisions that may arise from technologyrelated issues.
Keywords: privacy, computers, ethics
Background
Imagine a passionate, innovative teacher with a promising future. Several years of
success in the classroom made him a leader and rising star in the district. He was frequently
called upon to lead professional development workshops to share his ideas. Visitors flocked to
his classroom to observe him in action. He had received local and national recognition for his
effort and innovation. He was even called to speak to thousands of employees at the district’s
opening convocation ceremonies. His name is Mr. Jones, and it seemed there was no limit to the
difference he would make in the education of his community.
2. INTERNATIONAL JOURNAL OF EDUCATION
2____________________________________________________________________________________________
At the start of the school year, new administration took over Mr. Jones’ campus,
Companion Elementary School. Mrs. Saldivar, the new principal, assigned Mr. Jones to teach
fifth grade and chose to place her own fifth-grade daughter, Ashley, in his classroom.
Companion Elementary School had seen its share of new leaders. As a matter of fact, at
least one of the two campus administrators had been replaced every year Mr. Jones had worked
there. With any new administration, there are adjustments to which the school must become
accustomed. However, the changes this year seemed drastically different than in years past.
Mandatory after-school meetings were numerous, and teacher planning periods were reduced to
two per week. Paperwork seemed to have quadrupled, and many teachers were at their wits’ end.
Additionally, the principal’s intention to revoke everyone’s Professional Development and
Appraisal System (PDAS) waiver in order to fairly evaluate the entire faculty was perceived as
threatening.
This wasn’t much of a concern for Mr. Jones. He knew as long as the principal’s daughter
was happy, then the principal was happy. Most veteran teachers know to concentrate on their
students and do what is best for them, ignoring the forest and focusing on the trees. Nonetheless,
many teachers were frustrated with the new regime.
Mr. Jones was one of those teachers to whom others turned for support in difficult times.
It hurt him to see so many of his colleagues frustrated. One group even dubbed Mr. Jones “The
Chosen One” and urged him to take a stand against the new administration. Since the new
principal “liked him,” who better to represent the concerns of the teachers? Mr. Jones declined,
knowing that any favor he might have in the eyes of the boss was based merely on convenience
rather than trust and mutual respect. Mr. Jones assured his coworkers that teachers always outlast
administrators, especially at Companion.
Things were going smoothly for Mr. Jones’ class. Ashley was a great student. She was
use to adjusting to new schools each time her mom changed job assignments, and the Companion
students welcomed her in. She was also doing well academically, showing marked improvement
in reading and math. All year long she had consistently shown great behavior and good
responsibility. All great students make mistakes. Mr. Jones firmly believed that teachers must not
play favorites and should consistently follow through with consequences. So when Ashley chose
not to complete her homework assignments one day, he felt it was fair to assign her detention
just as he would for any other student in the same situation. The principal, however, did not
agree with that decision.
Things escalated from that point. Mrs. Saldivar and her husband (an administrator from
another campus in town) called a meeting with Mr. Jones and blamed the incomplete homework
on the lesson being too difficult considering Ashley’s 504 modifications. A 504 plan is a legal
document falling under the provisions of the Rehabilitation Act of 1973. These modifications
were designed to plan a program of instructional services to assist Ashley in the regular
education setting. The special needs were not related to learning disabilities. Some of these
accommodations were additional time to complete assignments and teachers notes from lectures.
From then on, Mr. Jones’ lesson plans were subjected to heightened scrutiny. Mr. Jones found
himself spending all his time defending his teaching methods and providing extra documentation
that was not required of other teachers. Tensions continued to rise to the point that Mr. Jones felt
unable to do his job effectively.
He tried repeatedly to work things out with the principal, but the meetings and emails
only seemed to make things worse. In one meeting, Mr. Jones received five separate write-ups
3. JAMES JOHNSON AND JESSICA GARRETT-STAIB
____________________________________________________________________________________________3
for incidents that occurred many months before the dispute began. Examples of the allegations
were having an unapproved awards ceremony, singing a song about the presidents at a Parent
Teacher Association program (at the music teacher’s request) that the other classes in the grade
level had not learned, and sending a text message to parents even though the principal herself
instructed him to do so. Mr. Jones provided a rebuttal to each allegation. While he felt confident
in his thorough documentation, he couldn’t reconcile spending so much time writing rebuttals
instead of planning great lessons.
In another meeting, Mr. Jones was notified that he was going to be considered a “Teacher
in Need of Assistance” and would have to attend special training over the summer. The training
was mandatory and was scheduled the same week he was supposed to receive a national
education award from a major computer company out of state.
Mr. Jones decided the time had come to involve higher administration. While his
colleagues suggested going straight to the superintendent, Mr. Jones felt it best to follow policy
and file a formal grievance to contest the write-ups. Unfortunately, his grievance was first heard
by the principal herself, who after careful consideration, decided she had done nothing wrong.
Another meeting was held and Mr. Jones confronted Mrs. Saldivar with several parts of
the Texas Education Code she had broken, including Preparation and Planning Time (TEC
21.404) and the Teacher Paperwork Reduction Act (TEC 11.164). Mr. Jones presented these
laws in his (and other teachers’) defense, but Mrs. Saldivar took offense and was infuriated by
the accusations.
This was the last straw for Mrs. Saldivar, and she quickly devised a plan for revenge. On
his way back from recess the next day, Mr. Jones was intercepted and detained in the principal’s
office while swarms of workers arrived unannounced. Electricians began to inspect electrical
connections and wiring in the ceiling, structural engineers tested the ceiling integrity, the
Instructional Technology (IT) department tested the network settings, and auditors counted
equipment for inventory. Lieutenant Raymond of the district’s police department demanded that
Mr. Jones hand over his laptop for inspection. He refused, but when the officer reached for Mr.
Jones’ laptop, he released it to avoid conflict with a uniformed official. Mrs. Saldivar placed Mr.
Jones on administrative leave until the investigation was complete.
Little did Mr. Jones know there was a new provision, deep in the fine print of the
district’s IT policy, that allowed its personnel to confiscate and inspect any computer brought
onto school grounds, regardless of who owned it. Mr. Jones’ password was cracked, and the IT
department proceeded to troll through his computer files searching for a violation. About a week
later, they hit pay dirt! Of the over 500 music videos in his personal collection, five were
determined to be inappropriate for students.
The district’s attorney informed Mr. Jones that this violation was severe enough to result
in the non-renewal of his contract. He was offered a short-term consulting contract and a
favorable job reference in exchange for his resignation. Mr. Jones didn’t want to stop working
for the district. He felt his privacy was violated, and he needed vindication so that his students
and co-workers would know he did nothing wrong. He declined the offer.
Sample clips of the rap music videos were shown to the conservative school board. This
was enough for the board members to vote in favor of non-renewal of Mr. Jones’ contract for the
following school year. Mr. Jones had a good lawyer that was prepared to argue the legal issues
raised in the case. By the time it was his turn to speak, the board members had already seen
enough and were literally falling asleep.
4. INTERNATIONAL JOURNAL OF EDUCATION
4____________________________________________________________________________________________
The case was unsuccessfully appealed to the Texas Commissioner of Education. At this
point, Mr. Jones could have appealed the decision to the district courts. There was also the
possibility of filing a civil lawsuit. However, these proceedings were very costly, timeconsuming, and could impact the likelihood of finding future employment.
A few months earlier, it had seemed the sky was the limit for Mr. Jones. Now things were
looking pretty grim.
Minor Ethical Dilemmas
There are a few minor ethical dilemmas presented in the early development of Mr. Jones’
story that can be examined independently of the story’s climax. There is the issue of teacher
requests. Mr. Jones was hand-picked for Ashley based on his reputation and performance. This
scenario is also ripe with issues involving favoritism. Teachers should not feel pressured to treat
children of co-workers any different than other students in the class. Another issue is that of who
has the authority to decide that personal material is obscene in nature. When videos are played
on cable channels across the globe, at all hours of the day and night, can they really be deemed
“obscene?” Of course, the most identifiable dilemma in this case is when is private property not
really private?
Teacher Placement
In some schools, parents are given the option to request which teacher they prefer to
teach their child. In other schools, it is an administrative decision with no influence from the
parents’ personal preferences. But what if the administrator is also a parent? The authority to
assign teachers to certain grade levels and then select the teacher whose class their child will
attend is one that can easily be abused.
Should administrators be allowed to select the school their child attends while other
parents are limited to their neighborhood boundaries? The principle of equal respect (Strike,
Haller, & Soltis, 2005) is pertinent to issues that involve equal educational opportunity. It seems
unfair that one parent has the ability to select the best teacher for her child while another is not
granted that same opportunity.
Favoritism
It is hard for teachers to not have favorite (and least favorite) students. As educators, it is
important to not let that impartiality be expressed, as it can quickly create conflict with other
students. Students are quick to detect even the slightest unfairness, and the ridicule of being
labeled “teacher’s pet” may actually cause harm to a student’s self-esteem more than a “slap on
the wrist” would.
There can be more pressure to favor the children of co-workers, and even more pressure
to favor the children of one’s immediate supervisor. Most districts have policies of nepotism that
cover subordinates and superiors. Fewer districts have policies that protect conflicts of interest
involving the children of educators or school board members.
5. JAMES JOHNSON AND JESSICA GARRETT-STAIB
____________________________________________________________________________________________5
Teachers, principals, and other administrators are often parents too. Their children
sometimes attend the same schools at which they work. Districts and school leaders should use a
firm ethical framework to guide policies and practices that aim to avoid situations where there
may be unnecessary pressure to act impartially.
This ethical dilemma raises the following questions. Does a student who forgets her
homework just once deserve a lighter consequence than the one who forgets it on a weekly
basis? Does a student who is sweet and always tries hard deserve different consequences than
one who is arrogant, disrespectful, or lazy? Is it worth upsetting a coworker or boss to enforce a
consequence fairly with all students? Those with opposite answers to these questions may find
themselves taking opposite stances with regard to Enomoto’s (1997) ethic of care and ethic of
justice stance.
Artistic or Obscene
Throughout history, art has repeatedly been the subject of controversy. Another ethical
dilemma raised by Mr. Jones’ case was the question of whether music videos are artistic or
obscene. District policy defined inappropriate material as “lacking artistic value.” What is the
difference in a topless dancer in a music video and a topless sculpture such as Venus de Milo?
Clearly these two types of art would appeal to different audiences, but who is to judge whether
music has artistic value or is simply obscene?
Ultimately, the answer in Mr. Jones’ case is that the school board makes that judgment.
The school board members, from Companion Elementary School, belonged to a conservative
community and were a generation or two behind Mr. Jones and his students. To them, the word
“Gaga” sounded like baby talk, whereas to others, “Gaga” is the recording artist and performer
of Mr. Jones’ most appalling music video. One must keep in mind that this was not a question of
what is appropriate for students—admittedly, that would require a more conservative
standpoint—rather; this was a question of what was appropriate for teachers to watch and listen
to on their own time. According to Strike et al. (2005), school leaders may raise concerns with
the moral integrity of their staff, even if it does not affect their teaching ability. Spencer and
Hoffman (2001, p. 218) also speak to this:
Societal expectations of conduct for teachers have been far more restrictive than for the
conduct of the population in general. The typical view has been that the teacher is an
exemplar of appropriate behavior for students and therefore must meet the highest
standards in personal conduct. Upon entering the teaching profession, individuals
typically surrender a measure of freedom. A teacher may be legally free to be immoral
but not legally free to teach while engaging in immoral conduct.
Major Ethical Dilemmas: Digital Privacy
Computer forensics can reveal almost every detail of our lives. Information that in years
past would have been stored in several locations in varied forms of media is now all stored on
pocket-sized devices. Yet in the Information Age, the value of privacy has just as much (if not
more) relevance than in the past. Legal issues, surrounding the use of computers, require careful
6. INTERNATIONAL JOURNAL OF EDUCATION
6____________________________________________________________________________________________
interpretation of the Fourth Amendment and other common law and common sense privacy
rights.
Most issues of privacy involve a balancing of interests (Poteet, 1996). In a case like Mr.
Jones, the school district had an obligation to keep inappropriate materials away from children
while employees had a right to keep their personal matters private from employers. According to
Strike et al. (2005), a distinction should be made between the private and public sides of an
educator’s life. Hooker (1995) suggests the school boards’ right to demand superior conduct of
teachers and the teachers’ right to privacy has created tension for some time. Hooker continues
by pointing out that there appears to be a trend of leniency towards teachers, asserting that only
crimes and student-teacher sexual relationships constitute immorality in the courts. In Mr. Jones’
case, one had to determine the likelihood of students actually accessing the inappropriate
material. According to his class rules, Mr. Jones’ students were prohibited from touching
anything on his desk, including his computer. Furthermore, no student knew Mr. Jones’
password, nor possessed the technical expertise and equipment to override it. The ethical
question posed here is, does the mere presence of a digital file in a classroom mean that students
“have access” to it? A more tangible example would be a teacher who keeps cigarettes in her
purse or locked in her desk. Clearly this violates school policy, but are the students in danger of
being exposed to tobacco?
The ability to confiscate and search personal property without consent raises several legal
and ethical issues as well. Where should the line be drawn? If an entire computer can be
searched, is an iPad also fair game? What about a cell phone? What if the device is kept in a
brief case or in the employee’s car? The Supreme Court has made it clear that closed computer
files and hard drives are granted the same protection as a person’s closed containers and closed
personal effects (United States v. Barth, 1997). Thus, every click of the mouse is analogous to
opening up an entirely separate container. Cracking a password is like using bolt-cutters to snip a
padlock. Yet, Strike et al. (2005) point out that “administrators sometimes argue that it is okay to
cut corners on matters such as a teacher’s due process rights if the purpose is to benefit the
school” (p. 88).
This leads to a fact in Mr. Jones’ case with both ethical and practical significance:
whether the location where a digital file is stored matters. It is undisputed that Mr. Jones neither
acquired nor viewed the music videos while at work; they were simply stored on his computer.
The same rap music videos contained on Mr. Jones’ hard drive were readily accessible on any
teacher’s computer through YouTube. Is it not equally or more feasible that a student would use
a school computer to find rap music videos on YouTube, rather than bypass his teacher’s
password-protected personal laptop and wander through his files?
A similar digital privacy concern involves the trend of cloud computing, in which
computer files are stored on a remote server instead of on the device itself. If files are stored
elsewhere but accessible via the internet, are they considered to be present on school grounds?
Would an inappropriate video in a teacher’s Dropbox account be a violation? What about an
inappropriate picture or comment on her Facebook page?
The district may have taken a moral rather than a legal or technical standpoint. If a
teacher enjoys watching rap music videos with scantily clad women dancing provocatively, how
can he be trusted to educate children? The citizens of Companion’s school district would
generally view this behavior as immoral. On the other hand, Strike et al. (2005) offer a
contention based on the ethical premise that “People can [be held] accountable by others only for
7. JAMES JOHNSON AND JESSICA GARRETT-STAIB
____________________________________________________________________________________________7
those actions that harm others. They cannot be denied the freedom to perform those actions that
affect only their own welfare” (p. 34). This principle emerged when analyzing a case of a teacher
who had a second job as an exotic dancer.
There are also ethical questions raised about the employer’s positive job reference in
exchange for Mr. Jones’ resignation. If the district feels it can no longer employ a teacher, can it
(with a clean conscience) provide a positive recommendation that another district do so? Should
an employer’s job reference be contingent upon an employee’s willingness to depart amicably?
Or should an objective answer be given regardless or the employee’s separation? According to
the principles presented by Strike et al. (2005), nonconsequentialists might accept a lapse in
honesty that serves the district’s best interest, while consequentialists would have a harder time
reconciling it.
Lastly, Mr. Jones faced his own personal ethical decisions. Should he have accepted the
offer and resigned, or tried to clear his name? Likewise, should he have sued the school district,
knowing that it would only take resources away from the students he cared about? If he won his
case, would it open the door for others to keep more sinister secrets private, potentially posing a
threat to other students’ well being? Mr. Jones considered these dilemmas in light of his personal
ethical beliefs when deciding the best resolution.
Personal Response
Mr. Jones decided not to continue to appeal his case, nor sue the school district. There
were several practical and ethical reasons for his decision.
A large factor in this decision was simply financial. Mr. Jones’ lawyer needed $30,000.00
more to continue the case. Ultimately Mr. Jones decided pursuing the issue further wasn’t worth
cashing out his retirement or selling his house. Some people would consider such actions
throwing good money after bad, even though Mr. Jones had a strong desire to do so. It is
unfortunate that people sometimes give up on causes they believe in simply because they lack
the means to defend them.
The main ethical factor that caused Mr. Jones to relinquish his appeal is he feared what
precedents might result from a favorable outcome in his privacy case. In many respects, the
lawsuit had the potential and merit to end up being a landmark case for future decisions. A
finding in Mr. Jones’ favor could subsequently result in greater privacy for teachers. However,
Mr. Jones couldn’t bear to think that such a decision might eventually afford protection to child
predators or other criminals in the classroom. He used the principle of benefit maximization
(Strike et al., 2005), knowing that the greater good (for children at least) would be served at the
expense of the liberty of adults.
The ultimate factor in his decision to stop pursuing the matter is that the school year came
to an end. Even if he were reinstated for the next year, there was no way to go back and undo the
damage that was done. Mr. Jones decided it didn’t matter if he was employed by the school
district or not; he would always be “their teacher.” Frankl (1998) insightfully teaches that “forces
beyond your control can take away everything you possess except one thing, your freedom to
choose how you will respond to the situation” (p. x). Mr. Jones decided that while losing his job
was beyond his control, his response would be to continue being the best leader he could be for
his students, learn from his experiences, and move on to bigger and better things.
8. INTERNATIONAL JOURNAL OF EDUCATION
8____________________________________________________________________________________________
Mr. Jones continues to be an active role model in his students’ lives, providing after
school tutoring, attending sporting events and musical recitals, and advising for educational
planning. Mr. Jones moved to an urban school district and found employment in a more
supportive environment. He has, however, severed all ties with the Saldivar family. Incidentally,
Mrs. Saldivar was demoted. She resigned, moved away, and decided to follow her dream of
owning a coffee shop.
Conclusion
Issues of digital privacy are likely to continue as technology evolves. Mr. Jones’ story
raised a myriad of ethical questions, and it is likely that it is not the last of its kind. Districts and
school administrators need to be proactive in developing technology plans that balance the
privacy of their employees with the welfare of its students. The Texas Association of School
Boards (2010) caution that a district’s ability to regulate employee technology is not unlimited,
as some restrictions could violate employee’s constitutional rights. Specifically, “A district has
little reason to regulate an employee’s personal use of electronic media if that use is strictly
private, does not violate state or federal law, and does not interfere with the employee’s ability to
effectively perform his or her job” (p. 1).
Thanks to advances in technology, school districts have almost limitless capabilities in
monitoring teachers’ digital activities. Rather than be preoccupied solely with whether or not
they can track an employee’s every move, they should be concerned with whether or not they
should.
References
Enomoto, E. (1997). Negotiating the ethics of care and justice. Educational Administration
Quarterly, 33(3), 351-370.
Frankl, V. E. (1998). Man’s search for meaning. New York, NY: Washington Square Press.
Hooker, C.P. (1995). Terminating teachers and revoking their licensure for conduct beyond the
schoolhouse gate. West’s Education Law Reporter, 96, 1-15.
Poteet, D. (1996). Employee privacy in the public sector. Retrieved from:
http://www.akingump.com/docs/publication/279.html
Spencer, R.C., & Hoffman, D.H. (2001). Protecting teachers’ privacy rights. Educational Forum,
65(3), 214-220.
Strike, K. A., Haller, E. J., & Soltis, J. F. (2005, 3rd ed.). The ethics of school administration.
New York, NY: Teacher College Press.
Texas Association of School Boards. (2010). School district employees and electronic media.
Retrieved from:
http://www.tasb.org/services/legal/esource/personnel/documents/emp_elec_media.pdf
United States v. Barth, 26 F. Supp. 2d 929, 936-37 (WD Texas 1998).