Educational Law Toolbox
Section 1 – The Six ISLLC Standards Resource List
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Table 1
The Six ISLLC Standards Resource List
| ISLLC Standard | Summary and theme or implication of the standard. | Early Childhood Professional Resource (title and link) | How can the resource help educate a colleague? |
| Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. | The first standard implies that an educational leader’s primary role is to support learners’ success by enabling their development, implementation, and articulation of a vision of learning supported by school shareholders. | The Educational Leader Resource – ACECQA (2019). https://www.acecqa.gov.au/sites/default/files/2019-03/TheEducationalLeaderResource.pdf.
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The resource gives vital leadership topics, strategies, and skills, which will educate colleagues to understand their leadership roles better and find new approaches to assist learners. |
| Standard 2: An education leader promotes the success of every student by
advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
|
The standard discusses two primary themes: advocating for nurturing and sustaining culture. Nurturing means caring for and protecting a child as they develop. In contrast, culture is the customs, social behavior, and ideas of a specific society, institution, or people.
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Essentials for Childhood Creating Safe, Stable, Nurturing Relationships and Environments for All Children. https://stacks.cdc.gov/view/cdc/117721. | This CDC website will help colleagues with great insight on advocating for children to nurturing and maintaining culture because it discusses the essentials for childhood, from nurturing and creating a safe and secure environment to culture.
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| Standard 3: An education leader promotes the success of every student by ensuring the management of the organization, operations, and resources for a safe, efficient, and effective learning environment. | The third standard implies that educational leaders should promote students’ success by encouraging proper management of the company’s resources and operations to provide a safe, effective, and efficient learning setting. | The Leadership Lens: Perspectives on Leadership from School District Personnel and University Faculty https://files.eric.ed.gov/fulltext/EJ1024109.pdf. | The resource offers guidance on responsibilities, functions of work, and traits
expected of the district and school administrators. |
| Standard 4: An education leader promotes the success of every student by
collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
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This standard emphasizes the need for educational leaders to embrace collaboration with community and faculty members reacting to various community needs and interests and mobilize community resources to ensure learners’ success. | Five Steps to Better School/Community Collaboration. https://www.edutopia.org/blog/school-community-collaboration-brendan-okeefe.
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The website offers five great steps that colleagues can use to encourage collaboration and better community/school collaboration to foster learners’ success (O’Keefe, 2011). |
| Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and an ethical manner. | The standard focuses on the need for education leaders to work while maintaining the utmost professionalism, fairness, and integrity.
The two major themes are acting with fairness and integrity. |
3 ways to maintain your professional integrity as a teacher. Retrieved from https://ukedchat.com/2019/03/15/integrity-teacher/ | This resource highlights three ways teachers and colleagues can use or implement to maintain ethical and professional integrity in their work. |
| Standard 6: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. | The sixth standard emphasizes that teachers should understand, respond to, and influence social, legal, cultural, and economic contexts to promote learners’ success. It implies that an educator must know the social, political, social, cultural, and legal context of learning to encourage learners’ success.
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Take online courses. Earn college credit. Research Schools, Degrees & Careers. Study.com | https://study.com/academy/lesson/public-schools-political-social-economic-cultural-contexts.html.
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This site offers online courses on the importance of understanding legal, social, political, and social contexts to promote student success. The site offers videos that can guide colleagues to understand all learning aspects better. |
Section 2 – General Law, Politics, and Ethics Resources
Table 2
General Law, Politics, and Ethics Resources
| Resource | Link (if applicable) | Summary of the resource. | How the resource can be used to draw from for more information about law, politics, and ethics as it pertains to educational issues. |
| Graham, A., Canosa, A., Boyle, T., Moore, T., Taylor, N., Anderson, D., & Robinson, S. (2022). Promoting students’ safety and wellbeing: Ethical practice in schools. The Australian Educational Researcher.
. |
https://doi.org/10.1007/s13384-022-00567-8.
|
The resources discuss various strategies to promote students’ well-being, safety, and ethical practice in schools. | The resource gives great insights into how to promote ethical practices, well-being, and safety in schools. This will help teachers gain more information on laws and ethics about educational problems. It also stresses different ethical practices schools can apply to achieve safety.
|
| Bon, S. C. (2012). Examining the crossroads of law, ethics, and education leadership. Journal of School
Leadership, 22(2), 285-308.
|
https://doi.org/10.1177/105268461202200203 | The article examines the crossroads of ethics, law, and educational leadership, which will offer educators an understanding of school laws and ethics. | Tutors can draw vital information about educational laws and ethics and implement them to ensure learners’ success or effective school leadership. |
| Kittie Butcher, M. S. U. E. (2021, March 17). Professionalism in early childhood care and education.
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https://www.canr.msu.edu/news/professionalism_in_early_childhood_care_and_education. | The resource explains how teachers can maintain professionalism in early childhood education. | From this resource, learners can learn strategies to maintain professionalism as they teach. |
| McCarthy, M. M., Eckes, S. E., & Decker, J. R. (2019). Legal rights of school leaders, teachers,
And students (8th ed.). Pearson. |
This resource discusses various legal rights of teachers, students, and school leaders, which will give the school stakeholders a better understanding of their legal rights and ensure they work within the stipulated laws and without violating the necessary rights. | Teachers, students, and school administrators can use this resource to draw vital information whenever they have legal court cases or to determine whether they violated certain rights. | |
| Mowen, T. J., & Freng, A. (2019). Is More Necessarily Better? School Security and Perceptions of Safety among
Students and Parents in the United States. American journal of criminal justice: AJCJ, 44(3), 376–394.
|
https://doi.org/10.1007/s12103-018-9461-7
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The article explains the role of school stakeholders in the essence of school security.
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Educators can use this resource to understand better the requirements and laws that apply to school security and implement them to ensure learners’ success. |
Section 3 – Religious Expression Resources, Guidelines, and Response
Plan Outline
It is often daunting, and there is fear of engaging in religious expressions among learners. However, Stader (2013) emphasizes that when it comes to religion, most teachers in good classes shut down real questions on religion for fear of addressing the hows and whys, thus denying learners the opportunity to learn from one another. Below is an outline of a plan for responding to potential religious expression dilemmas.
- Beginning with where the children or students are at
Learners raise religious questions for a reason. This means children experience or hear something that triggers their way of thinking, hence the question. At this stage, I will open the stage for the learner to give all the information about the question. Through it, I will get the information and design what is to be covered in my answer and whether it is a real learning opportunity in the question.
- Taking a moment
At this point, I will have to take a break or hold and think about the questions and the possible answers. This break will also encourage learners to think about the questions and possible answers.
- Encourage critical thinking
While preparing to answer the religious dilemma question, the primary aim is to encourage mutual understanding and inquiry, and all learners must be professional in every aspect of religion. However, this will enable the learners and me to explore and judge religious ideas. Stader (2013) insists that teachers often put off religious questions or topics due to fear of offending the cultural or religious groups’ hard lines as they are perceived as intolerant. Nonetheless, to create a fair society, the people must evaluate all life philosophies, including religion. However, Stader (2013) advises teachers to embrace critical respect and thinking while responding to religious questions in class. Critical thinking will enable me to give responses that are not offending but answer the question precisely.
- Create a safe space
Whether the response to the religious question is simple or challenging, it must be tackled immediately after planning or being asked. However, it is vital to create a safe environment for discussion. Usually, religious views are sometimes personal to some people’s hearts and can be seen as an attack on some people’s faith. Therefore, creating a safe environment or space where children can have a common language to engage in a respectful and sound discussion is appropriate. I will also ensure we have clear rules during the discussion about what is unacceptable and what is acceptable.
- Don’t feel that you must be neutral.
The final thing is never to feel obligated to be neutral. This will give me time to think about my viewpoint and whether I would like to share it with the learners. At this stage, I will be able to think about how you can answer the question in a manner that celebrates the diversity of our views and models how we students can remain respectful and inquisitive about religious issues.
Guidelines That Influence Decision-Making
Various guidelines would influence decision-making when responding to religious dilemmas during teachers’ practice. One guideline I will implement to influence my decision is pinpointing the ethical problem causing the dilemma and determining whether my judgment will involve choosing between good and bad choices. This rule will help me think critically about whether my decision or the situation might be detrimental to some group or someone or unevenly advantageous to people. Another guideline is to determine the problem or dilemma’s root source, plus different applicable actions. This guideline will compel me to assess my choices by either choosing to violate any rights, uphold justice, serve the majority, or produce the best of the persons affected by the dilemma. While doing this, I will also ensure I align the results and cause with my virtues and consider the relationships, feelings, and concerns of the people affected by the problem.
Section 4 – Resources for Cultural Competency and Undocumented Families
Table 3
Resources for Cultural Competency
| Resource | Summary of best practices |
| Souto-Manning, M., Falk, B., López, D., Barros Cruz, L., Bradt, N., Cardwell, N., &
Rollins, E. (2019). A transdisciplinary approach to equitable teaching in Early childhood education. Review of Research in Education, 43(1), 249-276. |
Transdisciplinary learning is the best practice emphasized by this resource. This practice encourages the exploration of relevant issues, problems, or concepts that incorporate the perspectives of several disciplines to connect deeper understanding and new knowledge to real-life experiences. |
| Lim, C. I., & Able-Boone, H. (2005). Diversity competencies within early childhood teacher preparation: Innovative practices and future directions. Journal of Early Childhood Teacher Education, 26(3), 225-238. | · The best practices are instilling elements of diversity into all field experiences and all teaching course
· Participating in community partnerships · Merging early childhood education (ECE) and early childhood special education program (ECSE). |
| Akhlagh, S. B. (2022). Promoting cultural competence in early childhood. The Spoke – Early Childhood Australia’s. Retrieved February 18, 2023, from https://thespoke.earlychildhoodaustralia.org.au/promoting-cultural-competence-early-childhood/ | · Involving families
· Professional learning for tutors · Promoting diversity in classrooms |
| Zimmerman, J. (2021). Why are the culture wars in schools worse than ever before? POLITICO. Retrieved January 13, 2023, from https://www.politico.com/news/magazine/2021/09/19/history-culture-wars-schools-america-divided-512614. | · Proper lesson planning
· Use universal teaching activities. |
| Lauren, C. (2016). Culturally responsive strategies to support young children with challenging behavior. NAEYC. Retrieved February 18, 2023, from https://www.naeyc.org/resources/pubs/yc/nov2016/culturally-responsive-strategies. | · Teachers to learn about students and their families
· Taking viewpoint · Developing and teaching sympathy · Using group sessions to discuss conflict issues |
Table 4
Resources for Undocumented Families
| Resource | Summary of best practices |
| Chomsky, A. (2018). Teachers as Allies: Transformative practices for teaching DREAMers and undocumented students. Teachers College Press. | · Use curriculum connections and resources to support undocumented students.
· Using practical strategies such as music etc., to involve learners in current issues in their lives |
| Parkhouse, H., Massaro, V. R., Cuba, M. J., & Waters, C. N. (2020). Teachers’ efforts to support undocumented students within ambiguous policy contexts. Harvard Educational Review, 90(4), 525-549. | · Using advocacy
· Teachers take action by enhancing students’ feeling of normalcy and security through emotional support, curricular decisions, and providing basic needs. |
| Informed Immigrant. (n.d.). How educators can help undocumented students and their families. Retrieved February 18, 2023, from https://www.informedimmigrant.com/resources/educators/educators/ | · Designing classroom activities and lesson plans to cultivate trusting relationships and empathy.
· Create a sense of belonging and reduce discriminatory actions and stereotypes. |
| Walsh, B. (2018). Supporting undocumented students and mixed-status families. Harvard Graduate School of Education. Retrieved February 18, 2023, from https://www.gse.harvard.edu/news/uk/18/05/supporting-undocumented-students-and-mixed-status-families | · Avoid using discriminatory language such as illegal or alien.
· Create welcoming environments to build trust between the teacher and the students. · Avoid pressuring students to unveil their identity. |
| U.S. Department of Education. (2015). Resources Guide: Supporting Undocumented Youth.
Retrieved from https://www2.ed.gov/about/overview/focus/supporting-undocumented-youth.pdf |
· Using training tools
· Policy and survey tools |
References
ACECQA. (2019). The Educational Leader Resource – Retrieved February 18, 2023, from https://www.acecqa.gov.au/sites/default/files/2019-03/TheEducationalLeaderResource.pdf.
Akhlagh, S. B. (2022). Promoting cultural competence in early childhood. The Spoke – Early Childhood Australia’s Blog. Retrieved February 18, 2023, from https://thespoke.earlychildhoodaustralia.org.au/promoting-cultural-competence-early-childhood/
Bon, S. C. (2012). Examining the crossroads of law, ethics, and education leadership. Journal of School Leadership, 22(2), 285-308.
Chomsky, A. (2018). Teachers as allies: Transformative practices for teaching DREAMers and undocumented students. Teachers College Press.
Clayton, J. K. (2014). The Leadership Lens: Perspectives on Leadership from School District Personnel and University Faculty. International Journal of Educational Leadership Preparation, 9(1). https://files.eric.ed.gov/fulltext/EJ1024109.pdf.
Graham, A., Canosa, A., Boyle, T., Moore, T., Taylor, N., Anderson, D., & Robinson, S. (2022). Promoting students’ safety and wellbeing: Ethical practice in schools. The Australian Educational Researcher. https://doi.org/10.1007/s13384-022-00567-8.
Informed Immigrant. (n.d.). How educators can help undocumented students and their families. Retrieved February 18, 2023, from https://www.informedimmigrant.com/resources/educators/educators/.
Kittie Butcher, M. S. U. E. (2021). Professionalism in early childhood care and education. MSU Extension. Retrieved February 18, 2023, from https://www.canr.msu.edu/news/professionalism_in_early_childhood_care_and_education.
Lauren, C. (2016).Culturally responsive strategies to support young children with challenging behavior. NAEYC. Retrieved February 18, 2023, from https://www.naeyc.org/resources/pubs/yc/nov2016/culturally-responsive-strategies.
Lim, C. I., & Able-Boone, H. (2005). Diversity competencies within early childhood teacher preparation: Innovative practices and future directions. Journal of Early Childhood Teacher Education, 26(3), 225-238.
McCarthy, M. M., Eckes, S. E., & Decker, J. R. (2019). Legal rights of school leaders, teachers, and students (8th ed.). Pearson.
Mowen, T. J., & Freng, A. (2019). Is More Necessarily Better? School Security and Perceptions of Safety among Students and Parents in the United States. American journal of criminal justice: AJCJ, 44(3), 376–394. https://doi.org/10.1007/s12103-018-9461-7.
O’Keefe, B. (2011). 5 steps to better school/community collaboration. Edutopia. Retrieved February 18, 2023, from https://www.edutopia.org/blog/school-community-collaboration-brendan-okeefe.
Parkhouse, H., Massaro, V. R., Cuba, M. J., & Waters, C. N. (2020). Teachers’ efforts to support undocumented students within ambiguous policy contexts. Harvard Educational Review, 90(4), 525-549.
Souto-Manning, M., Falk, B., López, D., Barros Cruz, L., Bradt, N., Cardwell, N., & Rollins, E. (2019). A transdisciplinary approach to equitable teaching in early childhood education. Review of Research in Education, 43(1), 249-276.
Stader, D. L. (2013). Law and ethics in educational leadership. Pearson.
Take online courses. Earn college credit. Research Schools, Degrees & Careers. Study.com | Take Online Courses. Earn College Credit. Research Schools, Degrees & Careers. (n.d.). Retrieved February 18, 2023, from https://study.com/academy/lesson/public-schools-political-social-economic-cultural-contexts.html.
U.S. Department of Education. (2015). Resources Guide: Supporting Undocumented Youth. Retrieved February 18, 2023, from https://www2.ed.gov/about/overview/focus/supporting-undocumented-youth.pdf.
UKEdChat. (2019). 3 ways to maintain your professional integrity as a teacher. UKEdChat. Retrieved February 20, 2023, from https://ukedchat.com/2019/03/15/integrity-teacher/.
Walsh, B. (2018). Supporting undocumented students and mixed-status families. Harvard Graduate School of Education. Retrieved February 18, 2023, from https://www.gse.harvard.edu/news/uk/18/05/supporting-undocumented-students-and-mixed-status-families.
Zimmerman, J. (2021). Why are the culture wars in schools worse than ever before? POLITICO. Retrieved January 13, 2023, from https://www.politico.com/news/magazine/2021/09/19/history-culture-wars-schools-america-divided-512614.
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Question 
For this portion of the final project, you will modify the following weekly assignments using the feedback you have received from the instructor and peers, as well as the increasing knowledge base acquired from your work in this course. Using the Educational Law Toolbox template Download the Educational Law Toolbox template and complete the following:
Educational Law Toolbox
Section 1: Week 1 Discussion 2: The Six ISLLC Standards Resource List
Create a chart that has separate columns for the standard, themes, and one early childhood professional resource that could help you educate colleagues about this standard. Do not duplicate resources in the chart; you must use a different resource for each ISLLC standard regardless of whether the resource could be used for more than one standard.
Section 2: General Law, Politics, and Ethics Resources
Describe at least five resources (e.g., documents, websites, centers, etc.) in a list that can be used to draw from for more information about law, politics, and ethics as they pertain to educational issues.
You can use resources from previous weeks and knowledge gained throughout the course to complete this new section.
Section 3: Week 2 Assignment: Religious Expression Paper
Outline your plan to respond to potential dilemmas surrounding religious expressions in your teacher practice.
Compose specific guidelines you will use to influence your decision-making that you have learned.
Section 4: Week 4 Discussion 1: Student Resources List
Compile two resource lists.
The first list will comprise the resources that include or describe best practices to support increasing the staff’s cultural competency.
The second list will comprise the resources that include or describe best practices when working with undocumented families.
Each list should have at least five sources and must be different than the resources used in Section 1 of this part of the final project.