District Administration - November/December 2011 - (Page 37)

lack of parental familiarity with social networking dynamics and their understandably natural tendency to become emotional when their children are under attack have pushed bullying complaints to a new level for many administrators. School leaders have an obligation to address legitimate bullying concerns. ey must also recognize and address the emotional reactions of parents. Trying to explain facts and context is often difficult, if not impossible, when emotions are running high. Anti-Bullying Strategy As legislative and parental pressures continue to mount, principals and superintendents struggle with how to address legitimate bullying concerns without overreacting. Limited funding and time pressures on one hand counter parental and media pressures on the other hand. A number of schools have caved into the pressures by creating new anti-bullying programs, buying T-shirts and buttons, holding special assemblies with presenters and bringing in consultants to create visible evidence of their response to bullying concerns. But schools do not need new laws, unfunded mandates or an array of programs to meaningfully address bullying. Much of what they need is either already in place or readily available if they choose to use it. School leaders need to define their approach as a combination of existing best practices to address bullying and safe schools: • Supervision and security • School discipline and classroom management • Criminal and civil law (when appropriate) • School climate strategies • Mental health support for students • Effective communications plans Many of these practices are already in place in schools across the country, and except for the mental health component, most are readily available to school administrators. Many administrators are www.DistrictAdministration.com E ective and E cient Solution for RTI! Ace it! Reading and Math intervention programs are ideally suited for Tier II School-based, small group instruction built on the proven Sylvan model of over 30 years of research and results. PROVEN EFFECTIVE Ace it! has a proven track record of improving academic achievement for more than 60,000 students across 4 out of 5 of Ace it! students demonstrated meaningful all grade levels since 2005. academic growth after completing an Ace it! program. Visit www.AceItTutoring.com for more information addressing bullying, but often view these strategies individually rather than collectively as a broader, coordinated model for defining their school’s approach to an antibullying “program.” Supervision and Security Experienced principals and assistant principals know that bullying and other misconduct often occur in areas where there is less adult supervision and greater mobil- ity of students. ese include restrooms, hallways, stairwells, locker rooms, playgrounds, cafeterias and bus drop-off and pick-up areas. Bullying and other inappropriate behaviors can be reduced by enhancing supervision in these locations. Administrators should create formal, written supervision plans with adults assigned by name to areas at specific times and locations. School Resource Officers and security personnel also serve a preventative November/December 2011 37 http://www.AceItTutoring.com http://www.AceItTutoring.com http://www.DistrictAdministration.com

Table of Contents for the Digital Edition of District Administration - November/December 2011

District Administration - November/December 2011
Contents
From the Editor
News Update
Inside the Law
Administrator Profile
District Profile
CIO news
How to Update Your Network on a Budget
The Importance of IT Team Unity
Creating an Anti-Bullying Program With the Resources You Have
The Ultimate Empowerment Program for Parents
Taking the Helm in Cheating Scandals
Readers’ Choice: Top 100 Products
New Directions
Professional Opinion
Problem/Solution
Going Mobile

District Administration - November/December 2011

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