How Administrators Perceived The Part Of The Discipline Process

(a) With the growing amount of literature uncovering the racial disparities in school disciplinary practices, this study wanted to delve further and explore factors that contribute to the racial disparities of school suspensions specifically concerning Black students, and examined elementary age children and elementary teachers to perhaps determine a genesis of this discrepancy. The student’s overall level of behavior problems, characteristics of the classroom (i.e., overall level of disruption), and the teacher’s ethnicity were considered as potential factors that may contribute to the overrepresentation of Black students.

In this case, an assistant vice principal named Amber is dissatisfied with her job at Polk Middle School. She is working in an atmosphere that is permeated by a negative school culture where both the teachers and administrators have low expectations for their students. The “pervasive conflict that exists between the administrators and faculty members is also affecting her” (Kowalski, p. 124). Although Amber does not mind handling discipline issues and

We the students of Anaheim High School, find it inevitable to join together in order to create a better school environment, which would dissolve the ineffective ways of discipline and create a more comfortable learning environment for the students. The ineffective ways of correcting bad behavior being employed by the Anaheim Union High School District, and the administrative, teacher and staff bodies of this school. With all due respect, we would like to bring into light the issues with our discipline system and put forth our opinions on the matter.

The second aspect is an examination of the suspension practices on different demographic sub groups (Townsend, 2000; Skiba, Arredondo, Gray, & Rausch, 2016; Yusuf, Irvine, & Bell, 2016). This had led to the belief and practice that the students and their families alone were affected by the impact of out of school suspensions. Conversely the attitudes and perspectives of the personal impact of involvement in the discipline process and specifically on the suspension aspect of school discipline on administrators (Hannigan, & Hannigan, 2016).

The purpose of this paper is to describe how restorative justice can benefit school districts by helping them change the behavior of students who fail to comply with school rules and policies. Educational institutions that rely less on suspension or expulsion and more on methods that teach children how to understand their actions and how they impact others can have a positive difference in their lives as well as the people close to them. I believe that restorative justice can be used in a similarly to the way probation is offered to adults that are guilty of perpetrating a crime and are less likely to offend again.

There is a shift in schools happening from using punitive punishment to using restorative practices. This is because, “The criminalization of certain kinds of misconduct in schools has created what is referred to as the “school-to-prison pipeline” or “school to- jailhouse track.” Common adolescent misbehavior is often handled as criminal behavior by the police rather than by schools through traditional disciplinary procedures. Research has shown that police are summoned to schools for behavior that is not necessarily criminal” (Ashley and Burke). Skiba states a truth in discipline mentality, “The message of zero tolerance is intuitively appealing. When disruption and disorder threaten

The report “State Schools Chief Tom Torlakson Reports Significant Drops in Suspensions and Expulsions for Second Year in a Row” from the California Department of Education (2015) explains, “Willful defiance became identified with the problem of high rates of expulsions and suspensions after the CDE reported a high number of minority students were suspended for this cause. Those figures helped spur the passage of Assembly Bill 420, supported by the CDE and sponsored by former Assembly member Roger Dickinson. The bill, signed into law last year, limits suspensions and expulsions for disruptive behavior in certain grades.” As California schools work toward meeting the goals of AB 420, they are implementing systems such as positive behavior intervention supports (PBIS) and restorative justice practices. My district is using local control funding formula (LCFF) to decrease suspension rates. Goal One Action D of the San Diego County Office of Education LCFF aims to “Continue to provide and monitor initial implementation of professional learning for staff on PBIS, trauma informed care and Restorative Justice” (SDCOE). My site was an early adopter of PBIS and is currently working with a coach to integrate restorative justice practices into our interventions. Instead of simply following California law on student discipline, we focus on teaching our students how to behave. In order for this to succeed, teachers and students need to work together to learn how to create a positive learning community.

Introduction: Mr. Nichols thanked everyone for attending. He explained why the subcommittee was developed; the goal is to have a workable plan ready for the fall. Mrs. Everly thanked Mr. Nichols for his leadership on the Board, and by bringing this conversation to the table, we can only get better. At the administrator meeting last week with Mrs. Joseph, administrators talked about the communication issues within the discipline process that need to be worked out; there is a need to tighten up communication between the office and teacher. Mr. Nichols noted that central office administrators have already been working very hard on this subject, but he thinks it is important for administrators to receive input from teachers and parents.

With discipline consistency is key. In 2015, Cullman High School had 21 recorded discipline infractions that were reported to the state. While these numbers are well below average the most common infraction was defiance of authority. Students must know what behaviors are expected and that there will be consequences for failing to meet those behaviors. To be proactive requires clear communication with at prescribed intervals that convey rules and their rational to students. Phones and dress code will always be issues but can be minimized by clear and consistent enforcement. Cullman City School’s board policy must remain the final word on discipline and the law must always be followed. Dwight D. Eisenhower once said, “In preparing for battle I have always found that plans are useless, but planning in indispensable.” Strategic leadership with a mindfulness of the context of situations must always be considered. All situations are different and a degree of discernment must be used to make

Gonzalez (2012) investigated the impact of restorative justice as an alternative to punitive justice in American public schools. Restorative justice seeks to use interest-based negotiation strategies so that students, and teachers, are empowered to find positive solutions to school discipline problems. Results from schools throughout the United States indicate that restorative justice reduces punitive outcomes such as student suspensions and improves school attendance and timely arrival to classes. In addition, students and teachers surveys indicate the majority of participants in restorative justice mediation are satisfied with the outcomes. Based on these results schools throughout the United States are seeking to implement restorative

Does suspension help students? Why are suspensions still used today? Is there a better alternative to suspensions? Many parents and teachers believe that school suspensions are the best and most efficient punishment because of the cheapness and easiness of suspending a student. Although suspensions have some pros, the restorative system has more effective ways of resolving the problem, proven by many schools. Restorative Justice, or the Restorative system, is a better way of resolving a problem, it handles the problems by letting the offender know what he did wrong, repairing the damage done, and engaging in nonjudgmental discussion.

For many years schools have been punishing misbehaving students by suspending them. But does it actually help? During the 1960’s and 70’s schools found that there was an increase in fighting, possibly due to desegregation. And because of this suspensions increased dramatically. Even though suspensions have been used for a long time, Schools should not use suspensions because students who have been suspended have a greater chance of dropping out, children already want to go home, and there are better ways to punish a student.

When trying to establish a school 's values and ideals an administrator must reflect on what behaviors are valued within the school and what the school aspires to become. This observation will have to be truly honest, and not just based on what the staff think the principal wants to hear. The administrators should them look to the norms of the school. The norms are the schools, “the unwritten rules stating what people should and should not do” (Gorton 164). Norms cannot be forced on an organization as norms are developed within the staff as a whole. If an administrator hope to change the norms of the school she will need to win the support of the staff because until the new values are internalized, new norms cannot develop. The adaptation of new values and the development of new norms will result in long lasting change within an organization. The next area of focus for the administrator is the expectations. The expectations are how the mors of the organization are applied to specific situations. For an example in many schools the teacher expectations is that the administration should support the teachers right or wrong. The administrator should be aware of these unspoken expectations and evaluate the merits of the expectation when looking at specific circumstances. The expectations set by a school must also align

School leaders and teachers are at the end of the day accountable for the results of the moral and ethical nature of their decisions. The school principals have a key role in managing school because they are the main decision makers, they are the school leaders, and they have the more responsibilities than other staffs at school. Wrong or right decisions by these leaders will shape the school and district environment toward a “good school” or a “bad school” that is not easily changed unless there is a leadership

The research project we present here in (entitled GERLINDES, in Portuguese) is set out with the assumption that there is a link among the representations and the actions within the members of the interstitial groups of schools, the practices in action and social and disciplinary environment at schools. This research project is focused on eight case studies held in schools of different grades, located in the centre of Portugal. Both qualitative (interviews and ethnographic observation) and quantitative methodologies (pupils’ questionnaires) have been used.