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Clinical Field Experience C: Comprehensive Discipline Management Plan Investigation

Erin Druce

Grand Canyon University

EAD 513

Dr. Peter Koza

June 15, 2022

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Clinical Field Experience C: Comprehensive Discipline Management Plan Investigation

Summary of Evaluations, Interview Sessions, and Additional Artifacts

Discipline management plan should be based on certain factors. Some people may call

them non negotiables. For example, something like physically harming someone else requires a

response. These non-negotiables are set up like a foundation for the teachers and students to

have.

Kids are diverse and their homes are diverse. These students have different life

experiences and culture. Situations with students should be handled on a case-by-case basis. We

have seen an obvious shift in family life and a change in our culture, both in American education

and in our community. Years prior, there it was more parent driven help to support the teacher at

home and helping the student learn better behaviors. Currently, we see more of a parents’

questioning schools in a manner such as, “What happened to make my child do that?” Regardless

of the changes whether good or bad, a discipline plan must be proactive and preventive. Positive

reinforcement helps prevent negative or inappropriate behaviors.

Setting up the culture and school discipline needs to have the bulk of faculty, to drive it

all day long. That is really what the adults in the school have to provide for the students to help

them buy in and drive the culture. A lot of times what we try to do in education fails, because

staff act as independent contractors. Teachers needs to view the school as an extension of their

classroom. If we all decide to get on board, reinforce, clarify, and give examples we will be

successful in all of our goals, whether that be discipline management or our vision/mission. All

of it correlates and impacts the other. We must exercise faith and buy into what is really wanted

for the school.

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Positive, Fair, and Unbiased

In reviewing our policies, it is evident that great care went into it, to be fair and unbiased.

Our school has many different cultures and the plan is respectful of that. We use many different

positive reinforcement models and techniques as part of the plan for the whole school and

hopefully it filters down into the individual classrooms. For example, with our SOAR

implementation it really focuses on ways teachers can identify students who are meeting our

expectations and reward them for that.

Congruence and Alignment with the School Mission and Vision Statements

The discipline management at our school is congruent with our foundationary

statements given to us by the district and our handbook. Our districts mission is “Educating all

students to inspire learning and to protect our freedoms.” Our vision is to “ensure all students

acquire essential knowledge, skills and dispositions.” (Alpine School District, n.d.) What we

have set up provides a way for our students to be able to reach these mission and vision

statements and gives opportunities to individualize it for each student.

PSEL Standard 3 and Implications for Future Practice

In reflecting about this topic and how it applies to me in my future practice, I have gained

new insight. Our school/district does not have a set “discipline management plan” that you can

go and read. The district set a foundation with its mission, vision and board policies and then

each school is to decide what is best for them. This is especially beneficial for the varying

cultures and backgrounds found within our district boundaries. This is important to note as I

come into leadership roles, that I use the Professional Standards of Educational Leaders and help
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my school, “[d]evelop student policies and address student misconduct in a positive, fair, and

unbiased manner.” (National Policy Board for Educational Administration, 2015, section 3)

Also, my mentor mentioned making sure as a leader you are making decisions without emotion.

That may need taking a break from a heated situation or using strategies to make sure decisions

are being made with a clear head. This helps me prepare to, “[a]ct with cultural competence and

responsiveness in their interactions, decision making, and practice.” Overall, this was very eye

opening for me to recognize the value of letting teachers have a voice, setting up a foundation

and dealing with student behaviors on a student-to-student basis.

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References

Alpine School District. (n.d.). Mission, vision, values and goals. Retrieved March 7, 2022, from

https://alpineschools.org/mvvg/

National Policy Board for Educational Administration. (2015). Professional Standards for

Educational Leaders. https://www.npbea.org/wp-content/uploads/2017/06/Professional-

Standards-for-Educational-Leaders_2015.pdf