Order 2248417: Case Study (plus 3 unpaid Case Studies), 750-word Rationale, 500-word Agenda essay
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Benchmark – Building Trust in a Diverse Community Case Analysis and Rationale |
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A principal will undoubtedly encounter issues concerning employees’ legal rights. Several of those issues could include sexual harassment, collective bargaining, contracts, freedom of expression, social media, incompetence, and termination. While dealing with those issues and the law, the principal must also safeguard the values of democracy, equity, and diversity within the school. It is imperative that the principal build a cooperative school culture within the framework of these dynamics.
For this benchmark assignment, you will evaluate the potential moral and legal consequences of decision‐making in a school.
Use the “Benchmark – Building Trust in a Diverse Community Case Analysis and Rationale Template,” to address each step of the decision‐making model to render a decision for Case 16, provide a rationale for the solution, an outline for a community meeting agenda, and the rationale for the agenda.
CASE 16:
Rose Place is a middle-class community that has been engaged in the development of a new low-income housing project. During the past 50 years, it has been the home of influential white supremacists. This group frequently protests changes in the community and has recently voiced dissatisfaction with the low-income housing project. They have expressed concern about the potential problems they believe newcomers will bring to the area. Smith-Jackson is a 40-year-old elementary school located just north of the center of town. It has an enrollment of 600 students, 20 of whom are special-needs students who require classrooms with special access to accommodate their physical handicaps. The community is proud of this program, and many of the parents in the area volunteer to help the physically handicapped students. In addition to these students who are bused to the school, the district has adopted a voluntary busing program that encourages underrepresented students to enroll in the school. This is the district’s attempt to integrate Smith-Jackson in response the state’s mandate that all schools be integrated by the end of the decade. In spite of the community’s acceptance of the busing program that brings special education students to Rose Place, there is a strong and vocal group of parents who object to the busing of students to the school who are ethnically different from the majority of the population in the community. According to some individuals, “If they aren’t white, they aren’t right.” This same group of parents is quick to point out to the school board that a number of students who participate in the voluntary busing program are experiencing problems at school and do not seem to be keeping up with the other students academically. The principal of Rose Place was hired recently and is the first minority administrator in the school district. Previously, he had a successful career as an administrator in inner-city schools, and he had a reputation for working well with the school superintendents. The principal was referred to the school board by the mayor of the city, who new the principal. The mayor mentioned to the president of the school board that it would be politically advantageous if Rose Place hired a principal that the mayor recommended. The staff at Smith-Jackson Elementary is 100% Caucasian, which represents another problem for the students who use the voluntary busing program. A few of the students have expressed their opinion to the principal that they wished more of the teachers had the same background as they do. For this case, assume that you are the newly hired principal and that your ethnicity matches that of many of the students who are in the voluntary busing program.
A number of children who ride the bus and participate in the voluntary busing program have academic and disciplinary problems at school. Some of the teachers have expressed to you how pleased they are to have someone of your ethnicity at the school so that you can relate to the newcomers. Parents of the students who are bused see you as an advocate not only for their children, but also for themselves. During one of the school meetings community members were invited to attend, a parent raised the issue of losing funding for the next school year because of a decline in the projected number of students who planned to attend Smith-Jackson. She reported that a recent parent survey indicated that 75% of the students currently enrolled in the voluntary busing program did not plan to attend Smith-Jackson the following year. One of the parents who had lived in Rose Place for many years and was the son of the former white supremacy group’s president, responded to the issue by stating that he thought the school was better off without the voluntary busing program. He added that many of the students that came to Smith-Jackson from the outside of the community caused trouble at school and did not do well academically. He also said that he thought things were much better before the government stepped in and tried to change Rose Place by integrating Smith-Jackson. Several days later, you met this same parent outside the classroom where he served as a parent volunteer. After you greeted him, he stated, “I don’t have to talk to you, you know. This is a free country, and I wish you and your kind would just go back where you came from. Why don’t you leave and take the students who look like you with you.”
Benchmark – Building Trust in a Diverse Community Case Analysis and Rationale Template
Part 1: Case Analysis
1. Brief summary of the case:
2. Identify the issues to be resolved:
3. Stakeholders involved in the issue:
4. One or two existing laws or court rulings that relate to the issues:
5. District policies that relate to the issues:
6. Possible solutions to the issues:
7. The solution you chose to resolve the issues:
8. Action steps (2-5) for implementing your solution, including a timeline for each step:
9. Potential moral and legal consequences of solution:
Part 2: Case Study Solution Rationale
Support your decision citing the case where appropriate and a total of 5 scholarly articles.
Part 3: Agenda and Agenda Rationale
Outline an agenda for a meeting focused on community relations to build and sustain positive school relationships with families and caregivers. Include:
· A purpose statement for the community meeting.
· A minimum of two meeting goals and objectives.
· At least two suggested speakers from community organizations.
· A detailed timeframe for speakers and activities.
Compose a 500-word rationale for your decisions regarding the agenda’s goals and objectives, suggested speakers, and activities. Describe how this meeting will build and sustain positive school relationships with families and caregivers.
Support your decisions citing the case where appropriate and a total of 5 scholarly articles.
1. School Law and the Public Schools: A Practical Guide for Educational Leaders 6th Edition by Nathan L. Essex, Published by Pearson.
2. "Disrupting the Pickering Balance: First Amendment Protections for Teachers in the Digital Age," by McNee, from Minnesota Law Review (2013).
URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=87754833&site=ehost-live&scope=site
3. "Educational Leadership Program Recognition Standards: Building Level (2011)," located on the National Policy Board for Educational Administration website.
URL:http://npbea.org/wp-content/uploads/2018/01/ELCC-Building-Level-Standards-2011.pdf
4. "Professional Standards for Educational Leaders," located on the National Policy Board for Educational Administration website.
URL:http://npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf
5. EDUCATIONAL LEADERSHIP PROGRAM Recognition Standards: Building Level For institutions undergoing NCATE Accreditation and ELCC Program Review.
November 2011. National Policy Board for Educational Administration (NPBEA)
6. Civil Rights Title VII:
McDonnell Douglas Corp. v. Green and Furnco Construction Corp. v. Waters
School Districts will not be supported by the courts when there is evidence that districts discriminated against employees on the basis of race, color, religion, gender, or national origon.
APA style format is required for the body of this assignment, and in‐text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
RUBRIC
Maximum Points: 300.0 (1/3 of your grade)
Case Analysis 1-3 (5)
Analysis skillfully and convincingly summarizes the case, identifies the issues to be resolved, and identifies the stakeholders involved in the issues.
Case Analysis 4-5 (5)
Identifies compelling existing laws or court rulings and district policies directly related to the issues.
Case Analysis 6-8 (5)
Identifies exceptional possible solutions to the issue and insightfully selects the ideal solution. Action steps and timeline are thoughtful and realistic.
Case Analysis 9 ELCC 5.4; PSEL 2a, 2f; MC 2, 3, 4 (10)
Moral and legal consequences of proposed solution are insightful and proficiently explained.
Rationale: Safeguard the Values COE 5.3 ELCC 5.3; PSEL 2d; GCU MC 3, 4, 5 (15)
Rationale compellingly explains how the selected solution supports the school’s vision and mission while safeguarding the values of democracy, equity, and diversity within the school.
Rationale: Integrity, Fairness and Accountability COE 5.1 ELCC 5.1; PSEL 2c; GCU MC 3, 4 (15)
Skillfully explains how the selected solution demonstrates integrity and fairness and ensures a school system of accountability for every student’s academic and social success.
Agenda (5)
Agenda includes a meaningful purpose statement. Includes a minimum of two significant meeting goals/objectives and incorporates a minimum of two speakers from relevant community organizations. Timeline is detailed and realistic.
Agenda Rationale: Planning Details (5)
Rationale insightfully explains decisions made regarding goals, objectives, speakers, and activities.
Agenda Rationale: Positive Relationships COE 4.3 ELCC 4.3; PSEL 8b; MC1, MC3, MC4, MC5 (15)
Rationale convincingly explains how the meeting will build and sustain positive school relationships with families and caregivers.
Research (15)
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
Organization & Mechanics (5)
College of Education (COE) program competencies and national standards assessed in the benchmark assignment:
Respond to community interests and needs by building and sustaining positive school relationships with families and caregivers. [ELCC 4.3; PSEL 8b; Mission Critical 1, 3, 4, 5]
Describe a course of action that would demonstrate integrity and fairness to ensure a
school system of accountability for every student’s academic and social success. [ELCC 5.1; PSEL 2c; Mission Critical 3, 4, 5]
Safeguard the values of democracy, equity, and diversity within the school. [ELCC5.3; PSEL 2d; MC3, MC4, MC5]
Evaluate the potential moral and legal consequences of decision‐making in the
ELCC:
ELCC Standard Element 4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers.
Content Knowledge (Mostly likely to be met in Assessments #1, #2)
Programs provide evidence of candidate knowledge of
♦the needs of students, parents or caregivers;
♦school organizational culture that promotes open communication with families and caregivers;
♦school strategies for effective oral and written communication with families and caregivers;
♦approaches to collaboration with families and caregivers.
Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6)
Programs provide evidence that candidates demonstrate skills required to
♦ conduct needs assessments of families and caregivers;
♦ develop collaboration strategies for effective relationships with families and caregivers;
♦ involve families and caregivers in the decision-making processes at the school.
ELCC STANDARD ELEMENTS: ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success.
Acceptable Candidate Performance for ELCC Building Level Leadership Standard 5.0 ELCC Standard Element
Content Knowledge (Mostly likely to be met in Assessments #1, #2)
Programs provide evidence of candidate knowledge of
♦ practices demonstrating principles of integrity and fairness;
♦ federal, state, and local legal and policy guidelines that creates operational definitions of accountability, equity, and social justice.
Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6)
Programs provide evidence that candidates demonstrate skills required to
♦ act with integrity and fairness in supporting school policies and staff practices that ensure every students’ academic and social success;
♦ create an infrastructure that helps to monitor and ensure equitable practices.
ELCC Standard Element 5.3: Candidates understand and can safeguard the values of democracy, equity, and diversity.
Content Knowledge (Mostly likely to be met in Assessments #1, #2)
Programs provide evidence of candidate knowledge of
♦democratic values, equity, and diversity.
Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6)
Programs provide evidence that candidates demonstrate skills required to
♦ develop, implement, and evaluate school policies and procedures that support democratic values, equity, and diversity issues;
♦ develop appropriate communication skills to advocate for democracy, equity, and diversity.
ELCC Standard Element 5.4: Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school.
Content Knowledge (Mostly likely to be met in Assessments #1, #2)
Programs provide evidence of candidate knowledge of
♦ moral and legal consequences of decision making in schools;
♦ strategies to prevent difficulties related to moral and legal issues.
Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6)
Programs provide evidence that candidates demonstrate skills required to
♦ formulate sound school strategies to educational dilemmas;
♦ evaluate school strategies to prevent difficulties related to moral and legal issues.
PSEL:
Standard 2: Ethics and Professional Norms:
Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being. Effective leaders:
a) Act ethically and professionally in personal conduct, relationships with others, decision-making, stewardship of the school’s resources, and all aspects of school leadership.
b) Act according to and promote the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement.
c) Place children at the center of education and accept responsibility for each student’s academic success and well-being.
d) Safeguard and promote the values of democracy, individual freedom and responsibility, equity, social justice, community, and diversity.
e) Lead with interpersonal and communication skill, social-emotional insight, and understanding of all students’ and staff members’ backgrounds and cultures.
f) Provide moral direction for the school and promote ethical and professional behavior among faculty and staff.
Standard 8: Meaningful Engagement of Families and Community
Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being. Effective leaders:
a) Are approachable, accessible, and welcoming to families and members of the community.
b) Create and sustain positive, collaborative, and productive relationships with families and the community for the benefit of students.
MISSION CRITICAL:
