Ethical Leadership for Inclusive Classrooms

I selected Case Study 2. The rationale for my choice is that it is essential to be aware of potential areas of concern as a supervisor to provide feedback and support to all staff. In this case study, there were multiple instances where Mrs. Cady appeared to lose her patience with some students. It could lead to disciplinary action, which would not benefit the students. As a supervisor, it would be essential to support Mrs. Cady in managing her classroom effectively and beneficially for all students.

The Role of a Supervisor

As the school leader, I provide support and guidance to staff to foster a climate of respect and understanding for all students (Boyd, 2018). In addition, I am responsible for ensuring that our school’s mission is upheld in all areas, including curriculum and instruction. I will continue to provide staff with professional development opportunities that focus on anti-bias education and creating a safe and welcoming environment for all students. Additionally, as this school’s supervisor, I ensure that all community members are treated equitably and respectfully.

Handling Delicate Ethical Situations

I will handle the delicate nature of this topic by providing support to the teacher. I will express my concerns and expectations regarding behavior respectfully and in a supportive way. I understand that personal beliefs may influence a person’s conduct, but we must always uphold our school’s leadership values. I hope that by supporting the teacher, they will reflect on their actions and impact on their students. In addition, I will continue to monitor the situation and provide feedback as needed.

Incorporating the Principles of The NAEYC Code of Ethical Conduct

The NAEYC Code of Ethical Conduct provides leaders a framework for discussing ethical dilemmas with staff. I will start by respectfully expressing my concerns and expectations regarding behavior. We will read the guidelines together as I interpret each. I will explain how the NAEYC Code of Ethical Conduct principles can be applied. I will then ask Mrs. Cady to give her perspective after reading the guidelines and share any thoughts or concerns that she may have. We will then create a respectful and beneficial action plan for all students involved. Finally, we will brainstorm solutions that align with our school’s values. Subsequently, I will let her participate in the decision-making process as much as possible so that she feels ownership over the solution. I will provide guidance and support, but ultimately, Mrs. Cady’s responsibility is to implement the plan.

Integrating Current Research

The research details that children learn best in safe, welcoming, and respectful environments of all cultures and backgrounds (Tourangeau et al., 2018). Teachers exhibiting bias or discriminatory behavior create a hostile learning environment for all students. The adjustments needed in Mrs. Cady’s classroom are essential to creating a positive learning environment for all students. The research also shows that children thrive in respected and valued environments. Therefore, we should ensure that all students succeed by making these changes. For instance, when Trevor is put into time out, he feels embarrassed and ashamed in front of his classmates and misses valuable instruction time. These types of punishments negatively impact children’s social and emotional development. In addition, they are not effective in changing behavior long-term.

By adjusting to how Mrs. Cady handles discipline in her classroom, learners feel safe and comfortable, allowing optimal growth and development. For example, Amare is reprimanded by Mrs. Cady in front of his peers for talking out of turn (Campbell-Barr, 2018). If this behavior continues, Amare will likely feel embarrassed and less inclined to participate in class. Adjustments rectify the situation and message all students that they are valued and respected classroom community members.

The Proposed Evidenced-Based Strategies for Promoting Anti-Bias Teaching

The best strategy for promoting anti-bias teaching is creating a classroom community that values diversity and respects all individuals. It can be accomplished through intentional teacher practices, such as using inclusive language, connecting with diverse families, and modeling respect for others (Campbell-Barr, 2018). In addition, it is essential to provide students with opportunities to engage in meaningful conversations about bias and discrimination. We can create a more just and equitable world by allowing students to identify and challenge bias. All girls and boys can benefit from the classroom community strategy by feeling valued, respected, and safe. When students feel comfortable in their environment, they are more likely to take risks and learn. Therefore, teachers need to create a classroom culture that is supportive and respectful of all individuals.

The Generated Goal for the Implementation of Proposed Strategies

The goal for the teacher is to create a classroom community that values diversity and respects all individuals (Tourangeau et al., 2018). This goal should be implemented within the next school year, with continued support from the ethical leadership team. I will support the teacher by providing resources, modeling inclusive behavior, and assisting in problem-solving activities.

References

Boyd, D. (2018). Early childhood education for sustainability and the legacies of two pioneering giants. Early Years, 38(2), 227-239.

Campbell-Barr, V. (2018). The silencing of the knowledge base in early childhood education and care professionalism. International Journal of Early Years Education, 26(1), 75-89.

Samuel, S. R., Acharya, S., & Rao, J. C. (2020). School Interventions–based Prevention of Early‐Childhood Caries among 3–5‐year‐old children from deficient socioeconomic status: Two‐year randomized trial. Journal of Public Health Dentistry, 80(1), 51-60.

Tourangeau, K., Nord, C., Lê, T., Wallner-Allen, K., Vaden-Kiernan, N., Blaker, L., & Najarian, M. (2018). Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K: 2011): User’s Manual for the ECLS-K: 2011 Kindergarten-Fourth Grade Data File and Electronic Codebook, Public Version. NCES 2018-032. National Center for Education Statistics.

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Question

As a school supervisor, you observe your staff thrice a year. In preparation for your upcoming observation of Mrs. Cady, you review your notes on her previous observations. In your review, you observe several notes regarding Mrs. Cady’s impatience with several boys in her class and numerous notes on how well Mrs. Cady handles all other classroom members.

Ethical Leadership for Inclusive Classrooms

During the current observation of Mrs. Cady, you begin to note again that Mrs. Cady appears impatient with the boys in her class. You observe how children are paired for their stations, with two girls and one boy in a group. As one group is working at their station, an argument breaks out between Trevor and Alia. Mrs. Cady walks across the room, places Trevor in the time-out corner, and reminds Alia to continue her project. After having Stella take his glue to another station, Dominic (raising his hand for some time) yells for Mrs. Cady. She reprimands him for talking so loudly and requires him to return to his table and put his head down. Amare is so excited that he was able to build the belles tower in the block station that he begins to jump up and down, knocking over Kira’s tower. Mrs. Cady reprimands Amare for being” “me” to Kira and sends him to his table, where he is instructed to put his head down.

As this is her third and final year’s observation, you begin to see a trend with Mrs. Cady and the need to address this issue.

For this assignment, you will propose an ethical solution to one of the chosen case studies. Your assignment must include the following:

State which case study you chose and your rationale for choosing it. (0.5 points)
Summarize your role as this school’s leader in fostering your staff’s knowledge and skills. (1 point)
Explain how you will handle the delicate nature of this topic. How will you stand firm in your expectations while respecting and caring for the teacher? (1 point)
Explain, from a leader’s perspective, how you will incorporate the NAEYC Code of Ethical Conduct principles into your discussion with this teacher. (1.5 points)
Integrate current research as support for why adjustments must be made in this classroom and the impact those changes will have on children’s growth and development. You must include at least two scholarly peer-reviewed resources to defend your stance on why adjustments must be made. (1 point)
Propose specific, evidenced-based strategies that can be used in the classroom to promote an anti-bias or gender-neutral approach to teaching. (2 points)
Generate a goal for the teacher to implement these strategies and adjustments. Include the time frames for the teacher’s implementation of the strategies and how you will support the teacher in making these changes. (1 point)