Theresa Savel

Bringing ethical principles to the decision-making process
Accepts responsibility for school operations
Applies laws and procedures fairly, wisely, and considerately

A section of the Copper River School District Student Handbook
addresses school dances and expected behaviors. Students do sign the handbook upon entrance into school, however the handbook is not typically revisited throughout the year. The students and their guests attending the Kenny Lake School dances have been well behaved and there have not been any serious infractions. The most notable concern was a recent dance in which eight students attempted to leave the dance in the front of a single pick-up truck. This event led staff and administration to consider the possibility of further implications, liability, etc.

I developed a document for all students to acknowledge reading and compliance upon entrance to all Kenny Lake School dances. This document reminds students of rights and responsibilities related to attending school functions. Specifically, it prompts proactive behaviors related to the health and safety of themselves and others.

Even when such a document exist, there will be infractions. Hopefully none of them will be serious or life-threatening. It does not allow one to lend a blind eye. It is simply a visual reminder to students and staff. The administrator bears a huge burden of responsibility for student and staff health and safety even when there may be individual disregard.

See Artifact #5a


*Classified Employment* Spring 2003

Indicators

Professional codes of ethics
The philosopy and history of education
The ideal of the common good
The right of every student to a free, quality education
Treaets people fairly, equitable, and with dignity and respect
Protects the rights and conficentiality of studetns and staff
Expects others in the school community will demonstrate integrity and exercise ethical behavior

We have an intensive needs student attending Kenny Lake School. His aide placed his resignation prior to Spring Break. The District has a canned set of interview questions. Due to the sensitivity and intensity level of this student, it was important the interview questions be revised to address specific needs and circumstances more relative to the position advertised. The special education teacher and I revised and wrote questions tailored to meet the unique circumstances of this position.

Prior to the interviews, all committee members met to go over each question. I qualified or justified some specific questions and
paraphrased a couple of follow-up questions if the candidate/candidates did not provide the information we were looking for.

Each interviewee was brought in, introduced, and questions were asked in a round-robin fashion. Candidates were reassured with positive comments. Following each candidate, there was a brief time to visit, tally scores, and write comments. After all candidates were interviewed, the committee discussed the respective qualities. Most credence was given to the special education teacher and the parent of the child as they were the most vested stake-holders. The committee was pleased with the decision, and the candidate was called and congratulated pending board approval.

Both candidates did an excellent job of interviewing, and it was a
difficult decision. Now that the individual has worked for us for a
month, we know we made a great choice. Hiring of staff is so very
important. A relaxed and comfortable approach is so necessary to bring out the best in potential candidates, yet it is important to hit hard and important issues. Ensuring the balance with comfort versus professionalism is invaluable.

*See Artifact # 5b.
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*Fall 2002/Spring 2003*
*Special education meetings.
*Student discipline and progress meetings
*Behavioral planning meeting regarding student/students with special circumstances.
*Supervision of school events/activities

*Spring 2003*
*Classified evaluations
*See Artifact #5c
*Certified evaluations
#See Artifact # 5d
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