4. Policy & Law
a. Develop and implement policy to meet local, state, federal requirements/ constitutional provisions
b. Apply standards of care involving civil and criminal liability for negligence, harassment and torts c. Demonstrate understanding of state, federal and case law involving GENED, SPED and COMMED |
Schools are bound by a plethora of bureaucratic requirements from local, state and federal laws. Principals have the responsibility of understanding and abiding by all regulations related to their job duties. They do this through creating and following policies, submitting plans and data, facilitating audits, and making decisions in accordance with prescribed statutes.
A predominant issue that principals are likely to face is placement of students in special education programming or on 504 plans. This is an area that I have had a lot of experience with. I have been a member of the intervention team at the elementary, middle, and high school levels and have regularly examined the data and processes necessary for a student to be assessed and quality as a special education student. Qualification criteria varies greatly from early childhood developmental disabilities, to learning disabilities accompanied and not accompanied with other health impairments, and emotional behavioral qualifications needing to have evidence of issues across settings. In addition, 504 plan legalities that entail what is and what is not considered an accommodation. The intervention teams I have been on, have focused on evaluating student profiles to make decisions on where students will be best served, and at what point a student should be referred to SPED or a 504 plan or meeting should be initiated (Artifact 1). In addition, I have a daughter who has been on a 504 plan for much of her educational career, so I have done personal research in that area.
Another level of statute that principals will potentially be required to handle is reporting data and writing plans related to school funding. I am the Q Comp coordinator in my district and have been responsible for all submissions in accordance with MDE standards and the Q Comp statute. That has included approval of the initial plan and budget, annual plan updates, reporting of building site goals, and the program evaluation documentation (Artifact 2). All of these have specific reporting requirements and time lines. In addition, I have kept abreast of threats and changes to the Q Comp statute and reported back to teachers about issues related to the Q Comp Statute. I have not just worked within Q Comp programing; I was also an active leader in the creation of the Teacher Evaluation Statute Plan within our district (Artifact 3).
Periodically, principals might also be required to participate in state audits of their programs. Last year, I was involved in a state audit of our Title I program. I prepared materials for the auditor and participated in an interview related to our school’s program (Artifact 4). What I learned was that it is important to not only follow all statute provisions, but make sure to collect documentation of how and when all parts are accomplished.
Finally, the state of Minnesota has statute related to anti-bullying, therefore principals must be active in having policies and procedures in place to meet the statutory requirements. I have studied the requirements related to bullying in Minnesota. One helpful tool that is available from MDE is the Model Student Bullying Policy. As I have worked with statutory requirements, I always find it helpful if the state department has sample documents available. However, when statutory requirement trickled down to student requirements, it is always helpful to have our own working documents. In my field experience, I was able to work with our middle school principal in a bullying incident using a bullying problem solving process document that is very helpful in standardizing and documenting bullying reports.
Schools are public entities and are therefore governed by many statutory requirements. Principals must be aware of and follow all requirements in order to responsibly lead the school.
A predominant issue that principals are likely to face is placement of students in special education programming or on 504 plans. This is an area that I have had a lot of experience with. I have been a member of the intervention team at the elementary, middle, and high school levels and have regularly examined the data and processes necessary for a student to be assessed and quality as a special education student. Qualification criteria varies greatly from early childhood developmental disabilities, to learning disabilities accompanied and not accompanied with other health impairments, and emotional behavioral qualifications needing to have evidence of issues across settings. In addition, 504 plan legalities that entail what is and what is not considered an accommodation. The intervention teams I have been on, have focused on evaluating student profiles to make decisions on where students will be best served, and at what point a student should be referred to SPED or a 504 plan or meeting should be initiated (Artifact 1). In addition, I have a daughter who has been on a 504 plan for much of her educational career, so I have done personal research in that area.
Another level of statute that principals will potentially be required to handle is reporting data and writing plans related to school funding. I am the Q Comp coordinator in my district and have been responsible for all submissions in accordance with MDE standards and the Q Comp statute. That has included approval of the initial plan and budget, annual plan updates, reporting of building site goals, and the program evaluation documentation (Artifact 2). All of these have specific reporting requirements and time lines. In addition, I have kept abreast of threats and changes to the Q Comp statute and reported back to teachers about issues related to the Q Comp Statute. I have not just worked within Q Comp programing; I was also an active leader in the creation of the Teacher Evaluation Statute Plan within our district (Artifact 3).
Periodically, principals might also be required to participate in state audits of their programs. Last year, I was involved in a state audit of our Title I program. I prepared materials for the auditor and participated in an interview related to our school’s program (Artifact 4). What I learned was that it is important to not only follow all statute provisions, but make sure to collect documentation of how and when all parts are accomplished.
Finally, the state of Minnesota has statute related to anti-bullying, therefore principals must be active in having policies and procedures in place to meet the statutory requirements. I have studied the requirements related to bullying in Minnesota. One helpful tool that is available from MDE is the Model Student Bullying Policy. As I have worked with statutory requirements, I always find it helpful if the state department has sample documents available. However, when statutory requirement trickled down to student requirements, it is always helpful to have our own working documents. In my field experience, I was able to work with our middle school principal in a bullying incident using a bullying problem solving process document that is very helpful in standardizing and documenting bullying reports.
Schools are public entities and are therefore governed by many statutory requirements. Principals must be aware of and follow all requirements in order to responsibly lead the school.