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Upon completion of a Master of Education in Administration, I hope to become an Assistant Principal in either a middle or high school. Since I currently work as a Coordinator at the district administration office, I may one day potentially return to fulfill a Director's position within the Curriculum and Instruction Department, or go on to become a Principal at a secondary campus.

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Option 1: Top Five Things I Learned About Legal and Ethical Issues - Step 2

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Option 1: Top Five Things I Learned About Legal and Ethical Issues - Step 2

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I had the privilege of visiting with Mr. Todd Schiller, the Assistant Superintendent of Human Resources.

1. Investigating educator misconduct consumes a significant amount of time and district resources. With the implementation of Texas' Senate Bill 7, superintendents must report misconduct within a short amount of time. As such, districts must ensure timely, thorough, and accurate investigations.

2. In regards to Title IX, districts realize that teachers' jobs go beyond 8am-5pm. As such, what are the practical realities and implications of such a realization? Teachers need to be able to respond to students and parents outside of the school day, and social media provides a means to enhance the learning environment and improve communication. Rules must be established and updated to protect all parties.

3. Changes to FLSA and the Affordable Care Act impacts current employees, whether the employee realizes the effects or not. Human Resources must report and code monthly, which means the department must stay abreast of any and all revisions.

4. Changes to certifications have a significant impact on principals. If an employee is certified EC-6, the principal has more flexibility to arrange their teaching schedule as opposed to someone certified EC-4. As the State of Texas changes  certifications, districts must keep up with the changes.

5. Staying current with Title IX remains a top priority. Through training, publications, and conferences, Mr. Schiller ensures the district has the latest information to continuously update practices.

(T. Schiller, personal communication, June 7, 2018)

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Option 2: National Education Agency (NEA) - Step 2

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Option 2: National Education Agency (NEA) - Step 2

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One of the first topics I noticed upon studying the National Education Agency's (NEA) website included Human and Civil Rights. In particular, I read about Anna Jones, a parent who went on a hunger strike in hopes to convince district officials to reopen the high school in her local community. I also read about Dr. Lenworth Gunther's perspective on institutional racism. Districts have a responsibility to ensure that all students are treated equally as they receive an education, including LGBTQ students and students of color, just to name a few.

Another issue brought to light by the NEA involved school vouchers. The NEA takes a strong stance opposing private school vouchers. The organization lists the members of Congress who proposed these bills, and provided arguments to readers about the negative aspects of vouchers. The NEA fights to improve the education offered in public schools, as opposed to private schools, and continues to monitor the progress of such legislation.

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Option 2: National School Boards Association (NSBA) - Step 2

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Option 2: National School Boards Association (NSBA) - Step 2

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Due to the recent nationalized events of violence in schools and students protesting the need for better school safety, the NSBA provided a guidance report to give schools information about topics to think about in order to be pro-active when students want to walkout and protest during the school day. The document provided possible scenarios and ideas for principals and districts to consider when students want to exercise their rights. The document reminded schools about their legal rights and responsibilities in regard to ensuring the learning environment is not interrupted while students exercise their rights.

Of interest to many groups, including NSBA, is the federal funding of education. The organization believes Title I and IDEA grants represent important programs in need of funding.

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Working with and through our state associations, NSBA advocates for equity and excellence in public education through school board leadership. We believe education is a civil right necessary to the dignity and freedom of the American people, and all children should have equal access to an education that maximizes his or her individual potential.

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Why I Chose Human and Civil Rights as the Legal and Ethical Topic - Step 3

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Why I Chose Human and Civil Rights as the Legal and Ethical Topic - Step 3

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With the human and civil rights issues brought forth by professional athletes, and most notably, by football players kneeling for the national anthem, I know that human and civil rights issues still exist in our country, but I failed to acknowledge the extent of those issues within education. I consider myself privileged that all students in my community have an opportunity to receive a quality education, but after reading the article on the NEA website in regards to Anna Jones, I want to know more about human and civil rights issues that exist in an educational setting, especially within a school that I desire to serve as an Assistant Principal. I want to ensure my school is a safe place where all students can experience success.

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Academic Resource for Human and Civil Rights - Step 4

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Academic Resource for Human and Civil Rights - Step 4

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As I searched for peer-reviewed, scholarly articles on the topic of discrimination and racism using the Angelo State University library, I found an article that focused on conversations about race. Through intentional conversations about bias, privilege and racism, teachers experienced the opportunity to reflect. As such, teachers desired to change their classroom best practices to ensure students of color can have the same experience as White students. This article is of particular significance to me, as my district has done something similar by inviting organizations, such as the Anti-Defamation League (ADL) and Advancement Via Individual Determination (AVID), to facilitate teacher and principal discussion to help confront bias, discuss race, and foster change.

Link: http://web.a.ebscohost.com.easydb.angelo.edu/ehost/detail/detail?vid=5&sid=69bd656d-8836-4ce8-9740-565e71442dc0%40sessionmgr4008&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=125871160&db=20h

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Internet Search Regarding Human and Civil Rights - Step 4

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Internet Search Regarding Human and Civil Rights - Step 4

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After researching the academic resource for human and civil rights and discussing the trainings my district has prioritized, I decided to go to the Anti-Defamation League's website to learn more about this organization. As I read the article below, my mind raced ahead to envision what my school will be like when I am a Principal. I found myself thinking about how I can make my school safe and inclusive for all. Whether I agree with a student's beliefs is beside the point, as I am responsible for making all students feel safe and welcome.

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Tips to foster a safe, respectful and inclusive learning environment.

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A Discussion of My Learning About Human and Civil Rights - Step 5

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A Discussion of My Learning About Human and Civil Rights - Step 5

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Human and civil rights represent an issue that has plagued the American education system for decades. In a time when many actors, athletes, politicians, and high-profile individuals use their voice to advocate for the marginalized, educators face the challenge of ensuring that all students receive an education in a safe and equal environment. In an education system where White students find success, students of color continue to struggle to find similar success. Addressing the racial achievement gap means addressing institutional racism. Educators must confront bias in order to move beyond to impact student achievement. Through intentional, reflective conversations about race, educators have found ways to improve instruction for students of color (Palmer and Louis, 2017).

Human and civil rights encompass race, individuals identifying as LGBTQ, students with disabilities, immigrants, transgender students, and people of different sizes, just to name a few. Bias toward any group of students has negative effects for schools, including bullying and harassment (Anti-Defamation League, n.d.). Schools should represent an inclusive environment for all students to find their identity and experience academic success. Through intentional experiences, schools have a responsibility to respond to the changes in society and its impact on education.

As a future principal, I must prioritize the issue of human and civil rights. Learning and leadership first starts with the principal. I need to demonstrate the human component to care for all students, and I desire to show the staff the importance of ensuring an equitable campus for all. I value the opportunity to “model vulnerability, create [a] safe space, empower shared leadership, and persist” (Palmer & Louis, 2017, p. 603). I need to provide training and opportunities for my staff to talk about race and reflect upon its impact on achievement so that all groups of students feel respected and safe.

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References attached.