EOCS 7450                                                                                       Pamela
Barnett

Practicum in
Leadership                                                                  Case
Study #3

ISLLC Standard #3:

A
school administrator is an educational leader who promotes the success of all
students by ensuring management of the organization, operations, and resources
for a safe, efficient and effective learning environment.

Name of Case Study:

Say
what you mean and mean what you say.

Questions the Case
Study Answers:

1.
How does an
administrator ensure that the discipline plan helps ensure a safe and efficient
learning environment?

2.
How does an
administrator correct the improper and/or lack of enforcement of a discipline
plan?

The Situation:

Our
middle school (GMS) has had a Code of Discipline and a Progression of
Disciplinary Action (PDA).  The PDA
is used with the normal discipline problems and does not include serious
discipline problems listed in the Code of Discipline like fighting, weapons,
drugs, alcohol, tobacco, pagers, skipping school and gang activity.  A school handbook also provides
guidelines such as Dress Code, Student Conduct, Classroom Conduct and Student
Discipline.  Each student receives a
copy of the Code of Discipline, PDA and guidelines in the School Handbook at
the beginning of school.  The
homeroom teacher goes over this material with the students and both the student
and parent are required to sign a form certifying that they have read the GMS
Student Handbook and are aware of the content and understand its
implications.

During
the school year students will break the Code of Discipline rules but will not
be given the describe consequences related to the behavior.  For example, a student brought a lighter
to school and it was found on his person.
This behavior breaks Rule #15 of our Code of Discipline, which states
that students shall not bring, possess, or use matches or lighters.  The consequence is 3 days out-of-school
suspension (OSS) that is progressive depending on the student’s previous
discipline history.  Based on the
Code of Discipline the student should have been assigned at least 3 days of
OSS.  Our administrator decided to
give the student a warning based on the fact that the lighter did not work
properly when he tried it after taking it from the student.  The student was called in and warned
without any other consequences being assigned.  During my class change this student was
sharing that he didn’t get into trouble for having a lighter at
school.  Other students develop the
opinion that the Code of Discipline is not enforced and that they will not
‘get into trouble’ if they break the rules.  This type of occurrence leads students
to become involved in behavior that disrupts and threatens a safe learning
environment.  It makes the Code of
Discipline a hollow threat that can have the reverse of the intended effect on
students and their behavior.

Lack
of enforcing the consequences of our Code of Discipline and other school rules
have created other problems for our faculty and staff.  Violations of our dress code occur daily
and repeatedly by the same students.
Warnings are given and consequences are rarely assigned.  Students know that they can break the
rules and only receive verbal warnings.
This sends a loud and clear message that rules and codes of discipline
do not automatically bring about clear and identified consequences.  The students have an attitude that it
doesn’t matter what the handbook says and they think ‘I can do what
I want’.  This carries over
into the classroom environment and the rules related to classroom
behavior.  Valuable instructional
time is lost due to students’ behavior in the instructional setting.

Answers to Questions:

Question
#1: How does an administrator ensure that the discipline plan helps ensure a
safe and efficient learning environment?

Principal Brown creates a committee of faculty, staff, students,
parents and business partners to study the current Code of Discipline and the
GMS Handbook.  Suggestions for
improvement are recommended and presented to the faculty, parents and community
for input.  The discipline plan
emphasizes prevention and supports a warm school climate that is inviting and
safe for all students—no matter what their needs.  It requires commitment from the
administration, teachers, students and parents.  The appropriate identified changes are
made in the school handbook and are easily accessible and visible.   The plan is made available and explained
to all stakeholders.

Question #2:  How does an administrator correct the
misuse and/or lack of enforcement of a discipline plan?

Principal Brown reinforces the fact that discipline has a
direct impact on academic achievement.
His words and actions demonstrate his strong support of the current
discipline plan.  Principal Brown
supports teachers with necessary training to ensure that they have the skills
and resources to implement and utilize the discipline plan.  He provides resources for families to
assist them in helping students develop appropriate social and behavior
skills.  Mr. Brown evaluates the
staff’s utilization of the plan and provides re-direction and support
when necessary.  Lack of the correct
use of the discipline is not tolerated.
Mr. Brown reiterates the need for rules and a proactive discipline plan
related to teaching and learning.
He models the correct implementation of the discipline plan and publicly
supports and explains the plan.  He
refuses to discriminate due to pressure from parents or teachers, but is
determined to provide appropriate discipline for all students including at-risk
and special education students per the discipline plan and IEPs.  Exceptions to the rules and plan do not
occur due to changes of individuals’ moods or stress levels.  Consistency is modeled and
expected.   Changes to the plan
are based on student and/or organizational needs and involves all
stakeholders.  Mr. Brown continues
to evaluate the discipline plan and its implementation and refuses to become a
slave to it when the needs of the students and organization indicate a
revamping of the plan is necessary.
Mr. Brown believes the purpose of the discipline plan is to provide for
a safe, orderly and effective learning environment in which students can
develop their social skills and appropriate behaviors and does not use it to
wield his authority and power.