Case Study 5

• ISLLC Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

   

  Case Study: School Uniforms: Equity at School

   

  Key Knowledge:

  . the values of the diverse school community

  Key Dispositions :

  . the ideal of the common good

  . the principles in the Bill of Rights

  . the right of every student to a free, quality education

  . using the influence of one's office constructively and productively in the service of all students and their families

  . development of a caring school community

  Key Performances :

  . considers the impact of one's administrative practices on others

  . uses the influence of the office to enhance the educational program rather than for personal gain

  . treats people fairly, equitably, and with dignity and respect

  . protects the rights and confidentiality of students and staff

  . demonstrates appreciation for and sensitivity to the diversity in the school community

   

  Questions:

  •  How can the school leadership use its influence to create more equitable learning conditions for all students?

  •  How do you incorporate parent, student, teacher, and community opinions to create policies that serve all students?

   

  Introduction:

  Due to the school's significant disparity in socio-economic background (55% reduced-free lunch). The school leadership and parents discussed the option of introducing school uniforms as a way to equalize students in the eyes of their peers and teachers. Low-income students were often treated differently by their peers and some teachers. A uniform policy has the possible impact of blurring the lines between the socio-economic groups at the school.

  In order to obtain buy in from parents, several parent meetings were held, large group and small group, to discuss possible options. In addition, teachers were consulted as to their support of a uniform policy. Finally, students were encouraged to give their opinions and voted on the color for their uniforms.

  The parents, teachers and students decided that uniforms would be good for the school community. The uniforms were decided upon through consensus, and the vendor will visit the school several times between now and the next school year to allow parents to purchase uniforms. Any student with financial need will have his/her uniform sponsored by various community groups.

   

  Analysis:

  Since uniforms cannot be made mandatory in our school, it was crucial that the principal constructed support for the uniform policy. At this point all involved parties have bought in to the concept. This should make participation in the program higher. The basic purpose of the uniform policy is to remove some forms of distraction and inequity from the school environment. Our students dress in a wide range of styles and price points. We have many students that wear clothing and shoes that cost hundreds of dollars per item. Uniforms should help students who do not have the financial resources to buy trendy or expensive attire to feel better about their appearance at school. It should also help to place the focus back more squarely on learning.

   

  Evaluation:

  The principal's interest in promoting an equitable environment shows her commitment to preserving the dignity and respect of all students. Her method for introducing and building support for the policy shows her appreciation for the issues with in our community. The leader is functioning at the proficient level in this case. The principal and her team took specific and reasonable actions to address the apparent needs of students and parents. The leader demonstrated her belief that families are partners in education and that they have the best interest of their children in mind. The leader also showed her understanding of the dynamics of the school community and used community resources to help solve a problem in the school.