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Section 1: Realizing the challenges of school safety
Course Resources
The Resources area for this course contains a variety of reference materials that will help you to complete the course activities. It is suggested that you become familiar with these resources before you begin the activities.
Textbooks will usually not be appropriate for doctoral-level courses, but rather an increasing emphasis on primary sources is expected. In every doctoral-level course, Learners should find, read, and comment on peer-reviewed articles and synthesize their readings with their own ideas.
Library
References used for research need to be peer reviewed/scholarly journals, which can be found by searching the University Library databases. These journals typically have the following characteristics:
• Articles are reviewed by a panel of experts before they are accepted for publication.
• Articles are written by a scholar or specialist in the field.
• Articles report on original research or experimentation.
• Articles are often published by professional associations.
• Articles utilize terminology associated with the discipline.
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Safe school environments are created by the enforcement of policies which mandate behavior promoting the welfare of students and faculty. In safe schools, rules are consistently enforced and there are consequences for unsafe behavior. Safety is maintained by vigilance among students and teachers to ensure that weapons are not carried, disaster plans are in place, emergency routines are practiced, and violence of any kind is not tolerated.
Watch the following video about Safe School Environments.
Required Reading:
Please refer to each activity, within Activity Resources, for the required readings.
Assignment 2 Defining Safety and Achievement
There is a direct link between safe schools, school climate and culture, and student achievement. When a culture is established in a school, the focus can become about the positive and about instruction and not about managing classrooms and keeping control but rather encouragement and support. You will find during this activity and during your research that the most successful schools enjoy a positive culture and a climate designed for high achievement and professionalism.
Read the following article about School Safety and Academic Achievement.
Clarke, T. J., & Russell, S. T. (2009). School Safety and Academic Achievement. (California Safe Schools Coalition Research Brief No. 7). San Francisco, CA: California Safe Schools Coalition.
Keep the following questions in mind while reading:
• What are the two major findings?
• What are some recommendations noted for teachers and administrators?
Activity Resources
• Article: Upton, P., Woolley, M.E., & Jun Sung, H. (2012). Exposure to violence, student fear, and low academic achievement: African American males in the critical transition to high school.
• Video interview: Leading School Culture to help you frame your idea of the importance of the role of a school leader and the climate and culture of the school in facilitating student achievement.
• Brunner, J. M., & Lewis, D. K. (2009)., Chapter 1
o Planning
Strategy 1: Starting the School Year: A Checklist for Safety and Security
Strategy 2: The Principal’s Homework: What Does Your Teacher Handbook Say About Safety and Security?
Strategy 3: Strategic Supervision: The Foundation for School Safety
Strategy 4: A Safety Game Plan for Cocurricular Events
Strategy 5: On the Road Again: Discipline Investigations Away From School
Strategy 6: Visitor Check-In and Screening Procedures: It’s More Than Just Signing the Visitor Log
Strategy 7: Ensuring the Safe Evacuation of Students With Physical Disabilities During an Emergency
Strategy 8: Invest in a Safety Committee: Creating Strategies You Can Bank On
Strategy 9: Speaking of School Safety: Creating a Conversation Within the School Community
Strategy 10: Closing Out the School Year
Pre-Activity
1. Revisit the Strategies in Brunner, J. M., & Lewis, D. K. (2009)., Chapter 1.
2. Read the article, Patton, D. U., Woolley, M.E., & Jun Sung, H. (2012). Exposure to violence, student fear, and low academic achievement: African American males in the critical transition to high school.
3. Watch the video of the interview with Louise Bywaters: Leading School Culture to help you frame your idea of the importance of the role of a school leader and the climate and culture of the school in facilitating student achievement.
Main Task: Demonstrate the connection between Safety and an Effective Learning Environment
For this next Activity, you have revisited Planning Strategies in Chapter 1, read the article, Exposure to violence, student fear, and low academic achievement: African American males in the critical transition to high school, and watched an interview with Louise Bywaters on the importance of creating a positive school climate. Imagine yourself as a new school administrator who is armed with this new information. In this role, you have been charged with helping your staff understand the connection between safety and a successful learning environment. To do this you will create an engaging PowerPoint presentation that will be presented to your staff at the next staff meeting. Please include the following in your presentation:
• Introduction
• Objective of Presentation
• Why this is important
• Describe and discuss the positive connection between safety and a successful learning environment (use your resources here!)
• Provide suggestions to your staff on communicating the connection to parents.
• Include a strategy found in your Chapter 1 reading.
• Summary
• References
Incorporate appropriate animations, transitions, and graphics as well as �speaker notes� for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.
Length: 12-15 slides (with a separate reference slide)
Notes Length: 150-200 words for each slide
Be sure to include citations for quotations and paraphrases with references in APA format and style. Save the file as PPT with the correct course code information.
Upload the completed assignment in the Activities area of the course.
