Read this case and answer the following question: The case Orchard Street Elementary school was a new school opened by Mrs. Cindy Grable. The school faculty involved two teachers per grade, kindergarten through six, a special needs teacher, and an aide. Rightfully so, Mrs. Cindy was nervous about composing a new school; however, she was excited to have more freedom in decision making. In the beginning stages of development , Mrs. Cindy and her team went through growing pains as she and her team composed policies and a curriculum for their school culture. The faculty and Mrs. Cindy spent hours constructing ways to improve teaching strategies and meet the needs of the community. Overall, the efforts of Mrs. Cindy and the faculty paid off as student enrollment increased by 50%. The pattern of Orchard’s student increase continued to grow as the school’s reputation drew parents to enroll as new homes were built. Although student enrollment is a positive change, Orchard Street also experienced negative results that led to complex dilemmas regarding effective teaching. Classrooms became overcrowded, cafeteria time was challenging, and student punishment increased. Indeed, Mrs. Cindy noticed the overcrowded classes and the increased number in student punishment, and she wondered if the disciplinary plan needed revision. On one occasion, Mr. and Mrs. Newcomb's1q came to Mrs. Cindy about their daughter Tonya who was wrongfully sentenced to detention. The issue with Tonya being placed in detention was not due to her outstanding grades and leadership positions, but the reality that Tonya did not know why she was being placed in dentition. Upon hearing the concerns of the Newcomb family, Mrs. Cindy went to visit Tonya’s teacher, Mrs.Fitzsimmons, to understand why Tonya was given dentition. According to Mrs. Fitzsimmons, Tonya was given detention because she was falling behind in her school work and did not turn in an assignment. Mrs. Fitzsimmons further expressed that the students lose motivation during the school year which calls for the teachers to “get tough on the students” so they can continue to produce the level of academic achievement required of them. To solve this dilemma Mrs. Fitzsimmons and the other fourth grade teachers held a meeting to formulate a disciplinary system to redevelop their plan for student accountability. Although Mrs. Fitzsimmons blamed the student’s lackadaisical behavior on sports and bad parenting, she and the other teachers used check marks to hold kids accountable for assignments and other forms of behavior. After hearing the sentiments of Mrs. Fitzsimmons, Mrs. Cindy proceeded to inform Mrs. Fitzsimmons that the team would meet to discuss the teachers’ new disciplinary system. The Question In brief, how the following standards related to the case: Stander 1 – Provide moral direction for the school and promote ethical and professional behavior among faculty and staff. - Orchard Street Elementary School had a problem with the students' behavior, so this stander 2F is closely related to the school problem. Review the school’s assertive discipline plan and its disciplinary procedures that done by the school is a type of providing moral direction which a school leader tried providing it to create climates that encourage teachers and students ethical behavior. Stander 2 – Develop student policies and address student misconduct in a positive, fair, and unbiased manner. - We urgently need to activate this standard with Case 9, because we believe that the actions taken by the fourth grade team to address student misconduct are not positive and unfair. Moreover, principal Cindy noticed an increase in student misbehavior and this is a sufficient reason for the need to develop student policies and address student misconduct in a positive manner. Stander 3 – Create and sustain a school environment in which each student is known, accepted and valued, trusted and respected, cared for, and encouraged to be an active and responsible member of the school community. - One of the main goals that each school must support is to provide a school environment in which each student is supported to be a producer in his or her community. This goal should be part of any regulatory program Orchard Street Elementary School wants to implement. Stander 4 – Deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation to support the development of teachers’ and staff members’ knowledge, skills, and practice. - When the fourth grade team met and decided to get tough with the kids to be more responsible. This decision leads us that The teachers of Orchard Street Elementary School need professional development training that aims at their educating on the implementation of discipline programs and other topics such as motivation, violence prevention, conflict resolution, and how to Get Parents on their side. Stander 5 - Establish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement. - The fourth grade team used the assertive discipline program unfairly with lack of confidence and open communication, which led to the transformation of good students to students misbehave, as happened with Tonya. Stander 6 - Engage in regular and open two-way communication with families and the community about the school, students, needs, problems, and accomplishments. - In case 9, some teachers have neglected the aspect of communication with the parents and this often leads to the failure of any discipline program because the request for assistance from parents is necessary in many cases for dealing with the behavior of students. In addition, Tony's parents were surprised because Tonya earned detention hall and they couldn’t find out why. This is obvious evidence of a lack of communication with families which may exacerbate the problem.
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