CRTL 5

This artifact outlines the importance of and details regarding school safety systems to manage crisis situations. Districts and schools must have procedures in place for various crisis situations. This project outlines recommended plans that should be in place such as mandated drills, evacuation plans, reference plans, soft lockdowns, and hard lockdowns. Timelines for drills and training are outlined. Communication is essential. It needs to be clear, well thought out, and use common language all stakeholders understand. Proactive communication is equally as important as communication during a crisis. Best practices include visibility, accessibility, training, and expectations. 

CRTL 5 states that culturally responsive teachers and leaders will support and create opportunities for student advocacy and representation in the content and classroom. This project specifically focuses on crisis management and the necessary system components that need to be in place to ensure student and staff safety. Safety plans need to include protocols that provide translation of languages for all students and families to understand communication. Plans should identify specific needs of subgroups to ensure all students and staff are safe in the school environment. 

As a growing leader, the responsibility of school, student, and staff safety is of the upmost importance. A principal must advocate for the building to be as secure as possible. Working closely with local agencies and district leaders is crucial to creating a thorough crisis system. In addition, leaders must be responsive to staff and student needs should a crisis arise. Leaders need to be trauma informed, arranging for appropriate resources to address social-emotional needs as well as physical and medical needs. 

This artifact is an analysis of a case study involving Free Speech and school discipline rights and procedures. The case highlights the importance of leaders following proper procedures to ensure student rights are honored throughout the discipline process. Students have the right to express themselves, however, that expression cannot cause a school disturbance. Once it does, then they are subject to disciplinary action. Likewise, leaders need to follow school procedures to ensure the students have been given the opportunity to explain their side of the story. They also need to understand why they are being disciplined. Finally, the discipline needs to be fair, not based on zero-tolerance policies. Appropriate discipline is required in order for students to be treated fairly. 

CRTL 5 states that culturally responsive teachers and leaders will support and create opportunities for student advocacy and representation in the content and classroom. This case study analysis supports this standard. It recognizes that leaders must apply fairness when analyzing any discipline situation. Students should be given an opportunity to share their point of view and understand why they are receiving the consequence that the leader is implementing. Students who exercise their First Amendment rights should be treated fairly. 

 The analysis of this case has lead me to reflect on the importance of reflecting on discipline data regularly. Careful consideration should be given to looking at marginalized populations to ensure policies and procedures are followed for these students as well. Data may show that a certain sub-group is receiving more discipline than others. It's the duty of a leader to look into this, reflect on it, and made changes to correct the issue. Likewise, leaders must apply moral and ethical principles to ensure student rights are honored, as long as it does not cause an inflammatory situation for the school. Leaders must interpret events carefully.