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The School and Community

MELS 601 Ch. 15. The School and Community. Hot-Button Issues. Religious Beliefs Can you have a Bible Club? May you allow the distribution of religious tracts on school property? Is evolution demonstrable fact? How do you address holidays? Halloween, Christmas, Easter…. Hot-Button Issues.

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The School and Community

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  1. MELS 601 Ch. 15 The School and Community

  2. Hot-Button Issues • Religious Beliefs • Can you have a Bible Club? • May you allow the distribution of religious tracts on school property? • Is evolution demonstrable fact? • How do you address holidays? • Halloween, Christmas, Easter…

  3. Hot-Button Issues • Books and Educational Materials • See Figure 15.1 p. 293 • If one or more of these books were challenged in your school, how would the challenge be addressed? • Does your school have any policies for managing protest to educational materials used? • G:\A-MELS 601--Church--2012-Fall\Module IV\Resources IV\Reexamination of Instructional Materials.pdf

  4. Hot-Button Issues • School Closings and New Buildings • What are possible concerns that arise when a district discusses closing or constructing new school buildings? • What strategies can be utilized by leadership to facilitate the process?

  5. Hot-Button Issues • Curriculum Strategies and Courses of Instruction • How do you, as a principal, address concerns when curriculum changes? • Teach spelling in context, no more spelling books • Common Core • How do you address issues such as sex education, evolution vs. creationism, etc.?

  6. Hot-Button Issues • Violence in Schools • What is a Persistently Dangerous School? • What is an example of a reportable offense? • Where can a parent find information if their child’s school is recognized as a Persistently Dangerous School? • Resources IV\Schools At-Risk of Being Labeled Persistently Dangerous.pdf

  7. Community Forces • What are some formal community forces in your current school? • How does your principal address these groups? • What are examples of informal community forces in your current school? • How does your principal address these groups? • How do you identify and negotiate effectively with the various pressure groups?

  8. Getting the Message Out • Identify appropriate ways to get your message out to your community. • How do you, as a principal, insure the message you want to be sent out is actually the same message you intended? • How do you address/relate to the media? • See Figure 15.4 p. 307

  9. Case Study • Read and Discuss Case Study 6-4. The Dumpster Incident: Internal and External Public Relations p. 379-380. • What would you do? • What is the process that you would take to handle this situation? • What are some of the issues at stake in this scenario?

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