EDAD 694 – Chris Atkinson

Project 3 – A Parental Guide to Social Networking
ISLCC Standard 6
Rrring! Rrring! Rrring! The phone rings at 4:30. The assistant
principal answers.
“Hello?”
“Yes, hello my name is Sally Parent and my daughter Jane has
been getting called names on Facebook by another student in your
school. I would like you to do something about this!”
This is a typical phone call that you can hear almost every
afternoon at Creekside Middle School. I was shocked by how much
time the assistant principals spend dealing with out of school social
media issues! As a result, I came up with the idea for my third project. I
questioned how I could provide parents with information on what social
media is and how to keep their students safe in today’s social media-
driven culture? How can I provide the administration with something
that they can give to parents when a situation comes up?
After pondering these questions I discussed with my supervisor the
idea of creating a brochure that could be kept online and given to parents
when dealing with a situation. We both agreed that this would be
helpful and a good idea.
I set out doing research on our own legal policies within the
district. Once I gathered information from our district I investigated
legal policies and cases involving student discipline and social media
outside of our district. Once I gathered information from these various
resources I began to create the brochure and web document.
I have not seen the fruits of this project and may not see them since
I am just finishing the project toward the end of my internship time, but I
am confident that that this project will have a successful outcome well
beyond this immediate school year.

1. How have your assumptions and beliefs been changed?

Over the course of this project, my assumptions and beliefs have
changed in a variety of ways. Going into this internship I thought that
the bulk of a middle school principal’s time was spent dealing with
ISLLC
EDAD 694 – Chris Atkinson
Project 3 – A Parental Guide to Social Networking
ISLCC Standard 6
discipline issues. This assumption changed quickly, as I began to see
that the two assistant principals were actually the ones to deal with
about 85% of all the discipline cases, only bringing in the school leader
when necessary. Seeing this reaffirmed the assumption that when you
have competent and proficient assistants you allow yourself (as the
school administrator) more time to focus on making instructional and
curricular differences.
I also assumed that many parents were uninformed when it came
to protecting students and their use of social media. This assumption
was, ultimately, proven true on several occasions, what changed
however was my surprise by the sheer volume of discipline issues that
were a direct result of social media sites. On many occasions, I
witnessed discipline cases where students were using cell phones
inappropriately; and other cases where a student used Facebook or
YouTube to slander another student. Though the acts on Facebook or
YouTube would take place outside of the school building the effects
would carry over into school and result in a fight or other discipline
issue.
My assumptions have changed through the course of this project,
but more importantly than my assumptions changing were the
performances and dispositions that I developed.

2. What ISLLC performances (skills) have YOU developed?

Over the course of this project some of the ISLCC performances,
associated with Standard six, that I developed were: ISLCC S6.P1 the
political, social, economic, legal, and cultural environment in which
schools operate is influenced on behalf of students, their families, and
staff. ISLCC S6.P2 communication occurs within the school community
concerning trends, issues, and potential changes in the environment in
which schools operate, and ISLCC S6.P4 the school community works
ISLLC
EDAD 694 – Chris Atkinson
Project 3 – A Parental Guide to Social Networking
ISLCC Standard 6
within the framework of policies, laws, and regulations enacted by
local, state, and federal authorities.
21
st
Century learners living in an ever-changing society require
school leaders who are knowledgeable to the benefits, pitfalls, and
dangers of the technologies their learners use on a daily basis. Our
students are using social networking media (i.e. Facebook, YouTube,
MySpace etc.) to communicate constantly and schools are finding that
their role, in terms of discipline, with what happens off school property
is a bit of a gray area. It is vital that the school leader has policies in
place for dealing with discipline that are related to social media
incidents, and that the leader understands the legal role the school can
or cannot take. I designed the brochure to help communicate this to
parents and administrators (ISLCC S6.P1 and P2).
One thing that I had to do was research the law and our districts
current policies as I developed the brochure. I wanted to make sure
that I was being accurate and I wanted to make sure that I understood
what the law said about the administrator’s role. The interesting thing
that I discovered, and assumed, is that this is still a gray area with the
amount of cases continually on the rise each year. It will be interesting
to see what the school’s legal role becomes as social media truly comes
to the forefront within the educational setting. A school leader must
stay current with the legal and cultural context that surrounds the lives
of his or her students and must be able to communicate the school’s
role clearly to staff and the community.

3. Which ISLLC dispositions (attitudes) have YOU developed?

During the course of my project I developed several ISLCC
dispositions (attitudes), some of which were: the administrator
believes in, values, and is committed to… ISLCCs6.D3 the importance of
a continuing dialogue with other decision makers affecting education,
ISLCC S6.D4, actively participating in the policy-making context in the
ISLLC
EDAD 694 – Chris Atkinson
Project 3 – A Parental Guide to Social Networking
ISLCC Standard 6
service of education, and ISLCC S6.D5 using legal systems to protect
student, staff, and parental rights.
I continued to develop the attitude of being a lifelong learner by
continually striving to stay current, including new and changing
educational laws. I believe that it is so important for school leaders to
understand current trends that are shaping our society, despite the fact
that current trends often lead to “gray areas” in the role of the school
and administrator (like that of social networking). I am confident that
through this project I continued to shape and develop my own attitudes
toward the cultural, social, political, and legal role(s) in which the
administrator must be attentive.

4. How will you deal with this differently next time?

Looking back on this project I feel like I did a lot of things right,
but there are some things that I would do differently next time. One
thing that I could have done was survey the staff or held a focus group
to gather more information about how informed the staff is about the
school’s role in discipline and online social networking. In turn, I would
have used this information to hold a short workshop and create and
ongoing weekly newsletter to help get the staff all on the same page.
I would have also worked more closely with the Carmel Police
officer who is on duty at the school. Due to time constraints between
my schedule and his it made it impossible, this left me doing the
research on my own.
Despite these changes, the project was a success in my eyes. Not
only was I able to develop a product that will be useful for parents and
administrators; but it was a learning experience for me and I developed
many performances and dispositions along the journey.


Artifacts Attached Below Rubric
ISLLC
EDAD 694 – Chris Atkinson
Project 3 – A Parental Guide to Social Networking
ISLCC Standard 6

RUBRIC FOR REFLECTIVE ESSAYS (Revised 6/07)

Name Chris Atkinson Date 4/7/09

Self-Assessment Score 99/100 Professor’s Score ________/100

Project Standard # (1-Vision, 2 – Culture/Instruction, etc.) : Standard 5
22 or 23 20 18 16 14 < 12

Excellent

Marginal

Poor
Evidence of
Leadership &
Administrative
Skills
(23 points possible)

23 pts.
The essay clearly demonstrates
current knowledge and practice
of effective leadership skills
such as collaboration,
communication, interaction with
key stakeholders, identifying and
resolving problems, organiza-
tional skills, & applying multiple
perspectives to problems.
Essay provides minimal
evidence that effective
leadership and
administrative skills have
been practiced. Conclusions
show some alignment with
effective leadership
practices. Minimal use of
multiple perspectives.
No evidence of leadership and
administrative skills being
practiced. Conclusions do not
support current knowledge on
effective leadership practices. No
references to employing multiple
perspectives.
Professional
Growth
Through
Analysis (23
points possible)
23 pts.
The essay clearly demonstrates
professional growth through the
analysis of experiences and
changing assumptions and
beliefs. There is evidence of
new learning (being stretched).
Thoughtful self-assessment
comments are included.
Some professional growth is
evident and some basic
assumptions and beliefs
have changed. Self-
assessment comments are
minimal.
Experiences are usually assessed
from only one perspective and
little or no change in assumptions
or beliefs are shown. Self-
assessment comments not found.
Application of
Standards,
Skills &
Dispositions
(22 points possible)
22 pts.
The entire essay demonstrates a
clear, appropriate application
of the ISLLC standard &
the skills & dispositions to be
addressed for that standard.
Responses to questions 2 and 3
cite HOW Performances and
Dispositions have been developed.
Most of the essay demonstrates
an appropriate application
of the ISLLC standard & the
skills & dispositions
to be addressed for that
standard.
None or little of the essay
demonstrates an
authentic application of
the ISLLC standard &
the skills & dispositions to be
addressed for that standard.
Artifact
(22 points possible)

22 pts.
The artifact clearly substantiates
completion of the project and
will be a valuable addition to the
intern’s portfolio.

The artifact minimally
documents the completion of
the project and is acceptable for
inclusion in the portfolio.
No artifact is provided or the
artifact does not authentically
document completion of the
project and should not be
included in the portfolio.
Meaning/
Focus/
Grammar
(10 pts. possible)
9 pts.
10 8

All writing is easily understood,
remains on topic, & has 0-1
grammar errors.
6 4

Most of the writing is easily
understood, remains on
topic, & has 2-3 grammar
errors.
2 0
Some of the writing is
understood, does not remain on
topic and has 4 or more grammar
errors.


ISLLC
EDAD 694 – Chris Atkinson
Project 3 – A Parental Guide to Social Networking
ISLCC Standard 6

RUBRIC FOR REFLECTIVE ESSAYS (Revised 6/07)

Name Chris Atkinson Date 4/7/09

Self-Assessment Score 99/100 Professor’s Score ________/100

Project Standard # (1-Vision, 2 – Culture/Instruction, etc.) : Standard 5
22 or 23 20 18 16 14 < 12

Excellent

Marginal

Poor
Evidence of
Leadership &
Administrative
Skills
(23 points possible)

23 pts.
The essay clearly demonstrates
current knowledge and practice
of effective leadership skills
such as collaboration,
communication, interaction with
key stakeholders, identifying and
resolving problems, organiza-
tional skills, & applying multiple
perspectives to problems.
Essay provides minimal
evidence that effective
leadership and
administrative skills have
been practiced. Conclusions
show some alignment with
effective leadership
practices. Minimal use of
multiple perspectives.
No evidence of leadership and
administrative skills being
practiced. Conclusions do not
support current knowledge on
effective leadership practices. No
references to employing multiple
perspectives.
Professional
Growth
Through
Analysis (23
points possible)
23 pts.
The essay clearly demonstrates
professional growth through the
analysis of experiences and
changing assumptions and
beliefs. There is evidence of
new learning (being stretched).
Thoughtful self-assessment
comments are included.
Some professional growth is
evident and some basic
assumptions and beliefs
have changed. Self-
assessment comments are
minimal.
Experiences are usually assessed
from only one perspective and
little or no change in assumptions
or beliefs are shown. Self-
assessment comments not found.
Application of
Standards,
Skills &
Dispositions
(22 points possible)
22 pts.
The entire essay demonstrates a
clear, appropriate application
of the ISLLC standard &
the skills & dispositions to be
addressed for that standard.
Responses to questions 2 and 3
cite HOW Performances and
Dispositions have been developed.
Most of the essay demonstrates
an appropriate application
of the ISLLC standard & the
skills & dispositions
to be addressed for that
standard.
None or little of the essay
demonstrates an
authentic application of
the ISLLC standard &
the skills & dispositions to be
addressed for that standard.
Artifact
(22 points possible)

22 pts.
The artifact clearly substantiates
completion of the project and
will be a valuable addition to the
intern’s portfolio.

The artifact minimally
documents the completion of
the project and is acceptable for
inclusion in the portfolio.
No artifact is provided or the
artifact does not authentically
document completion of the
project and should not be
included in the portfolio.
Meaning/
Focus/
Grammar
(10 pts. possible)
9 pts.
10 8

All writing is easily understood,
remains on topic, & has 0-1
grammar errors.
6 4

Most of the writing is easily
understood, remains on
topic, & has 2-3 grammar
errors.
2 0
Some of the writing is
understood, does not remain on
topic and has 4 or more grammar
errors.


ISLLC















 CCS Acceptable Use Policy http://tinyurl.com/d9wa4d

CRttK5|0t N|00Lt SCH00L
A practical guide
For Parents
Carmel Police:
3 civic square
Carmel, Indiana 46032
317-571-2500
What is Social Networking?




http://tinyurl.com/c7f88v
“A broad class of web sites and services that allow
you to connect with friends, family, and colleagues
online, as well as meet people with similar inter-
ests or hobbies. Popular examples include
MySpace, Facebook, Linked In. Even photo sharing
websites like Flickr have become places for social
networking through shared interests.”

“Social networking sites have morphed into a main-
stream medium for teens and adults. These sites en-
courage and enable people to exchange information
about themselves, share pictures and videos, and use
blogs and private messaging to communicate with
friends, others who share interests, and sometimes
even the world-at-large. And that’s why it’s important
to be aware of the possible pitfalls that come with
networking online.”
-From http://www.messageinabox.tacticaltech.org/internetglossary
-From http://tinyurl.com/ceh95g






 http://tinyurl.com/cgnorb
 http://tinyurl.com/cyhncg
 http://tinyurl.com/cgkyjd














What Role Would The
School Play In An Online Incident?
Helpful Videos
Students are using social media online and it is important
that parents take the appropriate steps to keep their students
safe as they browse and share over the internet. Below are
website that offer tips that can guide you:
 Internet Safety Resources—http://tinyurl.com/cof3tu
 http://www.microsoft.com/protect/family/age/stages.mspx
 http://www.bewebaware.ca/english/default.aspx
 http://kids.getnetwise.org/safetyguide/
 http://filteringfacts.org/filter-reviews/
 http://www.wiredkids.org/parents/index.html



 http://www.us-cert.gov/cas/tips/ST04-011.html
 http://www.kinsa.net/
 http://www.onguardonline.gov/default.aspx
 http://www.playitcybersafe.com/resources/index.cfm
 http://www.nsbf.org/safe-smart/index.html
 http://www.nsteens.org/
Keeping Your Student
Safe At Home
At the beginning of the year students sign an acceptable use
policy, agreeing to follow certain guidelines for using the
internet and other technologies while at school. This policy
does not have legal ramifications outside of Carmel Clay
School property.



If there is a problem outside of school you may contact us,
we will listen and analyze the situation, then, in turn, our
administration can direct you in the proper direction. The
gravity of each situation will help us determine if we can be
involved or if we may need to contact the proper authorities.
-From the Acceptable Use Policy
-From the Carmel Clay Website—http://tinyurl.com/c6866b















 CCS Acceptable Use Policy http://tinyurl.com/d9wa4d

CRttK5|0t N|00Lt SCH00L
A practical guide
For Parents
Carmel Police:
3 civic square
Carmel, Indiana 46032
317-571-2500
What is Social Networking?




http://tinyurl.com/c7f88v
“A broad class of web sites and services that allow
you to connect with friends, family, and colleagues
online, as well as meet people with similar inter-
ests or hobbies. Popular examples include
MySpace, Facebook, Linked In. Even photo sharing
websites like Flickr have become places for social
networking through shared interests.”

“Social networking sites have morphed into a main-
stream medium for teens and adults. These sites en-
courage and enable people to exchange information
about themselves, share pictures and videos, and use
blogs and private messaging to communicate with
friends, others who share interests, and sometimes
even the world-at-large. And that’s why it’s important
to be aware of the possible pitfalls that come with
networking online.”
-From http://www.messageinabox.tacticaltech.org/internetglossary
-From http://tinyurl.com/ceh95g























What Role Would The
School Play In An Online Incident?
Helpful Videos
Students are using social media online and it is important
that parents take the appropriate steps to keep their students
safe as they browse and share over the internet. Below are
website that offer tips that can guide you:
 Internet Safety Resources—http://tinyurl.com/cof3tu
 http://www.microsoft.com/protect/family/age/stages.mspx
 http://www.bewebaware.ca/english/default.aspx
 http://kids.getnetwise.org/safetyguide/
 http://filteringfacts.org/filter-reviews/
 http://www.wiredkids.org/parents/index.html



 http://www.us-cert.gov/cas/tips/ST04-011.html
 http://www.kinsa.net/
 http://www.onguardonline.gov/default.aspx
 http://www.playitcybersafe.com/resources/index.cfm
 http://www.nsbf.org/safe-smart/index.html
 http://www.nsteens.org/
Keeping Your Student
Safe At Home
At the beginning of the year students sign an acceptable use
policy, agreeing to follow certain guidelines for using the
internet and other technologies while at school. This policy
does not have legal ramifications outside of Carmel Clay
School property.



If there is a problem outside of school you may contact us,
we will listen and analyze the situation, then, in turn, our
administration can direct you in the proper direction. The
gravity of each situation will help us determine if we can be
involved or if we may need to contact the proper authorities.
-From the Acceptable Use Policy
-From the Carmel Clay Website—http://tinyurl.com/c6866b

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