19. Legal and Regulatory Applications
1. act in accordance with federal and state constitutional provisions, statutory law, and regulatory applications governing education;
2. work within local rules, procedures, and directives;
3. recognize standards of care involving civil and criminal liability for negligence, harassment, and intentional torts;
4. administer contracts and financial accounts;
5. understand:
1. state and federal laws governing special education,
2. alternative instructional designs;
3. curriculum and behavior modifications;
4. assessment accommodations;
5. parent involvement;
6. labor relations and collective bargaining.
All aspects of planning and running a building need to fall within legal and regulatory limits. Fortunately, within most buildings are the experts needed to assist a leader to meet the needs of the school while staying “in the box” when it comes to regulatory compliance. Probably the most obvious and monitored area of this competency are the laws regarding Special Education for students with special needs. It is important not only from a regulatory standpoint, but also from a moral and ethical standpoint to meet the letter and spirit of laws and regulations designed to protect these students. Individual Education Plans need to be met and student discipline needs to be viewed through the lens of the IEP where applicable. There is extensive training available for special education staff to enable them to incorporate the changing requirements into the practices of the school.
Other areas for consideration within the scope of this area are ensuring that teachers are teaching within their license area, protecting staff and student information that is not part of the public domain, meeting the guidelines of the teacher and other contracts when dealing with employees, meeting federal regulations for timing of breakfast and lunch, and regulations dealing with NCLB testing details.
During the time that I have been taking courses related to getting my administrator license, I have learned more about the dynamic nature and impact of legal regulations with respect to school operations. I have attended numerous Child Study and IEP/504 meetings with families to refine and/or institute measures to support the learner in addition to manifestation meetings dealing with whether a student’s disability was the underlying cause of a discipline issue.
I have also experienced legal requirements while doing scheduling. At my previous school, as I was attempting to implement a schedule that would allow for teaming with ELL teachers (a way to meet the required needs of these students) I learned that there was a mandated time between breakfast and lunch. Doing the schedule this year, I learned that one of our science teachers had been teaching on a waiver outside of her license area and needed to switch classes. Fortunately, in both of these cases, there were knowledgeable staff members within the building who were able to inform my decisions.
When running a building, I plan to use knowledgeable staff whenever possible to help me to meet the legal and regulatory requirements. There will, of course be on-going training for administrators to meet these requirements, but the staff members most affected by each area of educational law are the on-site experts. Tapping into their expertise not only sheds light on the most current and practical applications of the law, but also builds community and capacity; when teacher experts within the school are part of the implementation of legal regulations in the school they can often make the regulations more accessible to their co-workers. When this happens, the staff embraces the spirit as well as the letter of these laws.
1. act in accordance with federal and state constitutional provisions, statutory law, and regulatory applications governing education;
2. work within local rules, procedures, and directives;
3. recognize standards of care involving civil and criminal liability for negligence, harassment, and intentional torts;
4. administer contracts and financial accounts;
5. understand:
1. state and federal laws governing special education,
2. alternative instructional designs;
3. curriculum and behavior modifications;
4. assessment accommodations;
5. parent involvement;
6. labor relations and collective bargaining.
All aspects of planning and running a building need to fall within legal and regulatory limits. Fortunately, within most buildings are the experts needed to assist a leader to meet the needs of the school while staying “in the box” when it comes to regulatory compliance. Probably the most obvious and monitored area of this competency are the laws regarding Special Education for students with special needs. It is important not only from a regulatory standpoint, but also from a moral and ethical standpoint to meet the letter and spirit of laws and regulations designed to protect these students. Individual Education Plans need to be met and student discipline needs to be viewed through the lens of the IEP where applicable. There is extensive training available for special education staff to enable them to incorporate the changing requirements into the practices of the school.
Other areas for consideration within the scope of this area are ensuring that teachers are teaching within their license area, protecting staff and student information that is not part of the public domain, meeting the guidelines of the teacher and other contracts when dealing with employees, meeting federal regulations for timing of breakfast and lunch, and regulations dealing with NCLB testing details.
During the time that I have been taking courses related to getting my administrator license, I have learned more about the dynamic nature and impact of legal regulations with respect to school operations. I have attended numerous Child Study and IEP/504 meetings with families to refine and/or institute measures to support the learner in addition to manifestation meetings dealing with whether a student’s disability was the underlying cause of a discipline issue.
I have also experienced legal requirements while doing scheduling. At my previous school, as I was attempting to implement a schedule that would allow for teaming with ELL teachers (a way to meet the required needs of these students) I learned that there was a mandated time between breakfast and lunch. Doing the schedule this year, I learned that one of our science teachers had been teaching on a waiver outside of her license area and needed to switch classes. Fortunately, in both of these cases, there were knowledgeable staff members within the building who were able to inform my decisions.
When running a building, I plan to use knowledgeable staff whenever possible to help me to meet the legal and regulatory requirements. There will, of course be on-going training for administrators to meet these requirements, but the staff members most affected by each area of educational law are the on-site experts. Tapping into their expertise not only sheds light on the most current and practical applications of the law, but also builds community and capacity; when teacher experts within the school are part of the implementation of legal regulations in the school they can often make the regulations more accessible to their co-workers. When this happens, the staff embraces the spirit as well as the letter of these laws.
|
MTELL testing.txt Size : 0.001 Kb Type : txt |
|
|
Darnell IEP meeting.txt Size : 0.001 Kb Type : txt |
|
|
NaDizha ESR-IEP meeting.txt Size : 0.001 Kb Type : txt |
|
|
504 meeting.txt Size : 0.001 Kb Type : txt |
