leadership in high schools

This past school year I worked alongside Linda Finn an educational administrative intern through SUNY Fredonia.  This summer Sandy Olson will be attached to the Hewes Center Summer School Program as she works on completing her administrative internship through SUNY Fredonia as well. 

Administrative Interns give Principals and Supervisors working in schools a unique opportunity to stop and take stock of process and procedures in the day to day running of an educational venture.  Most of the time veteran school administrators work on automatic pilot knowing or seeming to do exactly what needs to be done at the given moment.  Time to process information and challenge decisions does not come until the end of the day when school is over, by this time, students may have left school with hurt feelings, teachers may have left feeling ignored or paraprofessionals have left for the day without informing the office of some nagging problem.  In my mind even when the school is quiet, the principal may not devote time to valuable reassessment of the day because calls have to made to parents regarding disciplinary actions, email has to be answered, paperwork has to be completed and turned around so as to reach higher office and the demands continue into the night. 

Having an administrative intern for me is the greatest joy because I get to explain what is happening in real time, share my thoughts in real time, ask for in-put from another adult in real time, check for understanding of the issues with another school official and get another perspective from people who ordinarily work in school settings in other capacities - Linda Finn is comprehensive health educator throughout Erie 2 CC BOCES, while Sandy is a school psychologist at Panama Central School in Western New York. 

It is a privilege to be associated with an administrative intern program.  The goals of this program are to give an individual interested in pursuing educational administration the most succinct immersion in the working life of a principal/supervisor.  Examples of internship duties and exposure are as follows - hiring, staffing, participating in CSE meetings, writing memos, planning faculty and staff meetings, developing short school based programs, contact with parents, discipline of students, working with outside agencies, developing a administrative portfolio, interacting with teachers and staff, problem solving, assisting in writing grants, researching school based programs and assisting in the evaluation of teachers among other worthwhile opportunities that can be provided by the internship experience.   

I would like to take this opportunity to thank the interns that have been assigned to my office in the past, now and in the future.  You challenge my thinking and my practise and for this I am grateful because together we both learn.  To the teachers and staff of the Hewes Center thank you for your patience and understanding as you partake in the development of school leaders. 

The recommendation of the hearing officer received due consideration by the Superintendent following a plea of guilty by the mother of “Nimo”, the student.  Whereas the student was present at the hearing, it was clear to all who did not know her there, that based on disability and all other mental, psychological and neurological symptoms as testified to by the School Psychologist of the School District, she was in no rational state (nor ever will be) to enter her own plea.  “Nimo”  will receive a 45 day suspension from school inclusive of the days she has already spent in Out of School Suspension (OSS).  Her mother has been  provided with a home tutor whom she can access for her daughter, but due to the nature of the severe disability the mother has chosen not to avail herself of this option pending a return of her daughter to the BOCES program. 

Interpretation of the VERDICT:  Following a 6 day suspension from BOCES, not including the succeeding 5 day Spring Break of April 14-18, Nimo will return to half day AM programming at the Hewes Center,with an assigned half-time 1:1 paraprofessional.  This will constitute a 45 day suspencion from regular school program and will end on June 15, 2008.  It is hoped that during this time the medications issues will be addressed to curve the tendency to become violent and that the 1:1 para will be able to remove/re-direct Nimo before any violent acts are committed on other students or staff.  Therefore whereas  Nimo lashed out at her teacher and injured her because she did not want to go into the classroom, the paraprofessional will be able to supervise and monitor “Nimo”, if she is unable/unwilling to enter into a safe mode be it in the classroom or other instructional area. 

The above scenario meets the needs of the mother and the classroom teacher both of whom, best understand this female student.  A representative of the student representing, The Resource Center, and the transition service team outside of school, did say that outside of school instructional resources are non-existent for students this age who are deemed violent an inappropriate for school settings. 

Nimo has an experienced, thoughtful and caring teacher who understands the limitations of our local community, restrictions of social services in terms of programming for students like Nimo outside of school.  Amy Jo S. understands this student population and without any coercion from parent, school district or employer, has chosen to provide Nimo with a school program that will meet and benefit her needs.  Teachers like Amy Jo understand the intricate connection between school, family and community;  these teachers taking risks with life and limb,  intrinsically understand the mission of all schools which is to improve and better the life of individuals through training and opportunity.  In teaching Nimo, her family is empowered to work with others to improve her quality of life now and in the future. 

Kasey is a 9th grader.  He has chewed tobacco since the age of 6 or so he has always claimed to me.  Prior to this year, Kasey was a mouthy, raunchy, mean spirited 13 year old.  He is a big boy for his age and in his home school was know to get violent with authority figures hence his placement in a BOCES program.  Many social assets are missing in his home life.  I have known him for 2 years now.  He is enrolled in a Marine Biology elective class taught by a high school special ed. teacher.  This class is scheduled to go on a field trip to a local fishery tomorrow.  Kasey is a very hardworking student who deserves to go and his teacher is adamant that he should.  However, Kasey also attends classes in Alternative Ed. which is his point of registration and entry.  In Alt. ed. Kasey is on the ineligible list.  He is failing his Living Environments class where he accomplishes very little and is way behind.  In English his grades are far from stellar and motivation seems to be a problem.  Social Studies and Math are not spectacular subjects for Kasey but he is producing as expected for these teachers.  Oh, Kasey does have an IEP. 

It is clear that Kasey is very motivated and has been recognized for his interest in the Marine Biology class because for this teacher, he does good work.  The debate occurred because there were two points of view - one from the vantage point of the Special Ed. teacher that the student should be allowed to go on the trip because he has earned it and one from the Alt. ed teachers pointing to the fact that this field trip will interfere  and reward Kasey when he is on the ineligible list due to missing school work and assignments.  The point well made by the Special ed. teacher is that the eligibility of students who are enrolled in his class is of no importance to him other than the fact that Kasey is a registered Alt. Ed. student.  The teacher bought no stock in the program, cannot subscribe to it because he runs his program in a different building and does not tie his grading or student expectations to anything in the alt. ed. program. 

I know ( as some teachers pointed out) as the Principal, the decision of  whether or not Kasey goes on the field trip is ultimately mine but it is important for us as a faculty to examine all points of view.  We are all advocates of our students.  The special ed. teacher has advocated effectively and eloquently and Kasey gets to go on his field trip. 

This debate has all given us fodder to digest as we begin to plan for next academic year when more students will cross over departmental course offerings.  I believe that by not forcing my opinion, the teachers worked this out themselves, advocated for Kasey both ways and his instructional needs ultimately won over the need to deny and deprive him of an opportunity to learn more about something he really enjoys. 

Points for discussion: 

1.  What is Kasey’s response during the field trip, what is his level of interest and interaction with staff at the Fishery?

2.  Since the field trip has the level of Kasey’s engagement with the Marine Biology class been affected? 

3.  How has Kasey’s benefited in the short term from the field trip?

Kasey will be going to a CSE meeting on 4/25/08 on the table for discussion will be questions about his academic progress in Alt. Ed. and how his current IEP is meeting his needs within the Alternative Education setting. 

“Nimo” is the pseudonym for a 17 year old mentally retarded female student.  She refers to Nimo who remains a fictitious character in her imagination.  Nimo flies around.  He may come to school and fetch her, so that she does not have to deal with school.  He may be good sometimes.  Other times folks are asked if they have seen him. 

Today “Nimo”  attacked the teacher.  This after a simple request ‘please come to class”.  I had to describe the attack today to a CSE chair and parent - Nimo grabbed  the teacher’s neck began squeezing and choking.  Large welts, bruising and torn skin remain on the side of the teacher’s neck. Bloody and red.  The injuries do not require emergency room treatment but none the less,  I am devastated. 

This is a follow up to other types of violence brought about by this student.  A couple of weeks ago she slammed an aide with her open fist.  Both incidents were a result of no provocation.  I suspended her both times.  In the former 5 days OSS the latter 3 days OSS.  In the intervening time between the first attack on the aide in school,  and this latest attack on the teacher, the student assaulted a bus aide.  This incident involved a 2 day bus suspension.  In this case I went on board the bus and asked that the school nurse treat the bus aide and provide documentation.  The school nurse reported that in this incident the bus aide may have had a perforated ear drum. 

Today is Thursday.  Next Tuesday, a manifestation determination and Superintendents hearing will be conducted to determine the next steps in this student’s future.  Present at this hearing will be the student’s Special Education teacher, a general education high school teacher, the student’s counselor/social worker, agency representatives from The Resource Center or Aspire, the supervisor of the special education program, the CSE chair and the hearing officer

Points of consideration.

1.  Is this behavior caused by changes in medication, classroom routines etc.

2.  Is this a 1:8:1 program the appropriate placement for this student if students and staff are in danger of this kind of episodic violence.

3.  Is there a behavior intervention plan in place.

4.  Are outside agencies involved in the care of this student and providing support for the family.

5.  What is the longer range transition plan for this student. 

As of this point, no charges have been placed against the student by the teacher or by all the other adults injured by this student.  Yes, mental competency would be a matter of issue however this would lead the way to other conversations about the students welfare and current educational placement.  The parent did come in and take the student home after receiving a call from the Principal.  The parent was advised of the upcoming superintendent’s hearing as well as parental rights in cases of this sort.  The parent and the teacher commisserated with each other.  The parent apologized and hugged the teacher.  Empathy goes both ways in this case. 

Stay posted. 

Due to transgressions committed in school, courts sometimes mandate community service hours to be completed by students.  These opportunities are not as easy to come by particularly in small rural communities.   A local pastor might need help cleaning out a garage or need small yard work.  A soup kitchen may need volunteers for a period of time.  However, on a limited time basis ie. 25 hours with no further follow-up there are fewer takers for this kind of “mandatory volunteerism.”  Furthermore there is the issue of trust, insurance liability and supervision.  There are few takers at the end of the day for this kind of student help.  Ideally, community service should be served in the community after school but  this is easier said then done.  This is where schools come in.

Principals and teachers get calls from students and families for help.  Courts sometimes send letters to the school indicating how many community service hours need to be fulfilled before the next court appointment.  If this hours are not met, students can have there probation violated  and thus see jail time. 

Ideally Students have been known to come in desperately to school requesting community service hours.  This work may take the form of washing OT/PT mats, cleaning windows, doors, dusting, cleaning classroom sinks and boards, watering plants etc.  This work is accomplished during study hall hours if the student is not behind in any academic subjects. 

To those who argue that this is not the function of schools I pose this.  Is this not the avenue through which by state and federal laws, counselling, social work, nursing, occupational therapy and physical therapy came to exist in schools?  Was there not  perceived needs not being addressed in the community, which then were imposed on education and schools?  How is there a difference between counselling, social work, reaching out to students/families and community service mandates?  Both are mandated!

 Yes, this is how schools continue to evolve and reflect the communities around them.