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SCHOOL SAFETY ENDORSEMENT

(GRADES P-12)PROGRAM SUBMISSION

SEPTEMBER 2007Murray State University Graduate Bulletin 2006-2008

http://www.murraystate.edu/provost/catalogs/0608Gradbull.html16 KAR 2:010

III. Program ExperiencesThe Endorsement in Safety Education Program upholds the College of Education’s vision of educator as reflective decision-maker by compelling the graduate teacher to refine and extend his or her reflective, assessment, and instructive decision-making. The program emphasizes the teacher’s development in recognizing school safety and classroom management to meet the diverse needs of children and in designing and implementing instruction to meet those needs. Reflective decision-making is the process by which teachers assess and understand the nature of an educational problem, and then use their reflective skills and knowledge of theory and best practices to explore possible solutions. The teacher then acts upon the chosen solution, evaluates the impact of his/her actions on student achievement, and refines future actions based on further reflection. Throughout the twelve hour course requirement, teachers in the Endorsement in Safety Education engage in the process of reflection through written reflective assignments, and by reexamining and revising classroom management techniques and by evaluating crisis management procedures. Candidates collaborate in this process through verbal and written feedback regarding their assignments and presentations with their colleagues.

Continuous assessment includes evaluation of candidate progress in the program and program evaluation. Assessment of candidate progress is varied and continuous. Faculty members evaluate candidate performance as part of admission, midpoint in the program, and prior to completion of the endorsement. Written examinations, reflective papers, classroom management plans, and other formats provide faculty with an indication of the graduate candidates’ mastery of course content. In addition, the Kentucky Safety Educator Standards, Experienced Teacher Standards, New School Counselor Standards and the Interstate School Leader Licensure Consortium Standards for Administrators serve as performance checklists and are used to evaluate candidate progress at the end of each course and as students exit the program.

Faculty members recognize the importance of assessing candidate progress in the program. Assessment in the Endorsement in Safety Education Program is systematically planned and is continuous throughout the sequence. Faculty members monitor candidates’ progress through the program and provide candidates with ongoing evaluative information. Continuous assessment procedures document candidate progress and provide necessary information to ensure the graduate candidates’ successful completion of the endorsement. Course assessments include: portfolios, on-demand tasks, facility assessments, safety plan evaluations, abstracts, classroom management plans, at-risk student behavior situational decision-making exercises, data analysis of current school trends incorporated into annual school safety plan revisions, reflective assignments, written products, presentations, field experiences and exams.

The Kentucky Code of Ethics is addressed in the endorsement during course work when candidates are taught to use professional ethics and confidentially in various areas and situations. Candidates for the endorsement are aware of the research behind violence prevention curriculum and where that fits into school safety planning. One of the major areas of study is Crisis Management. Embedded in the process is planning and preparing for the event of a crisis at an educational setting, endorsement candidates are taught how to use the Incident Command System. Through table top exercises, online NIMS training modules, and group discussions classmates learn to use best practice and decision making during difficult situations. Through group learning and professional leadership mitigation of loss is achieved at the physical building level and the student injury level. After action review logs are used to debrief and evaluate the decisions made during the incident. The professionals analyze and prepare for the best plan of action when another incident occurs. Drills are administered throughout the year to practice procedures and professional leadership. Candidate are also prepared to deal with the media

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during a crisis, when students’ names are not to be mentioned in newscasts and students are not to be allowed to be interviewed on campus by the media. During evacuations, medical information for those who need special assistance must be available, but kept confidential. Teacher professionalism it woven throughout the coursework of school safety, but it is a hallmark theme in the area of crisis management.

Check PointsInitial checkpoint: Admission to graduate study requires a minimum undergraduate grade point average of 3.0 and must possess a valid elementary, middle or secondary teaching certificate.

Mid-program checkpoint: Approximately halfway through the endorsement program students will meet with the graduate advisor to discuss progress. The faculty advisor will use this opportunity to also discuss candidates’ strengths and needs.

Final checkpoint: Graduate faculty conduct a final review of the Kentucky Safe Educators Standards to ensure that candidates have successfully demonstrated their achievement of the standards and have met all program requirements.

The Endorsement in Safety Education program is evaluated continuously by faculty in the program and through the course evaluations, which students complete at the end of each course. Furthermore, the faculty members serve as pedagogical leaders and presenters for various educational agencies (Kentucky Center for School Safety and Kentucky Department of Education) and take advantage of the opportunity to continue their own development in the field of School Safety. The knowledge gained from these academic collaboration opportunities helps in the evaluation and revision of diverse components of the program. Student portfolio products, reflective statements, and coursework mastery provides significant information about the quality of course experiences and needed areas for improvement. An advisory council composed of higher education faculty members and area school safety practitioners meet annually to evaluate the program and analyze data gathered from a survey administered to students exiting the program and again after a year of field experience.

Students entering the program are certified teachers or administrators who seek the knowledge and skills to provide a safe, healthy, and nurturing school climate to promote student learning, also to assist in the prevention of crises and to appropriately implement crisis intervention and post-intervention plans under extremely stressful circumstances. The endorsement is meant to extend and complement the skills of the regular classroom teacher or school administrator.This endorsement program’s requirements integrate coursework from three departments at Murray State University’s College of Education. The three required courses are from the Department of Educational Studies, Leadership, and Counseling. The other departments contributing to this endorsement are the Department of Adolescent, Career and Special Education and the Department of Early Childhood and Elementary Education. The Endorsement in Safety Education Program coursework relates specifically to the Kentucky Safety Educator Standards, Experienced Teacher Standards, New School Counselor Standards, and the Interstate School Leader Licensure Consortium Standards for Administrators, which serve as organizers in the College’s Conceptual Framework. The relationship of the coursework in the program to the standards is illustrated in the standards matrix on pages 6 to 11. The learning focus varies, as students are required to acquire/integrate, extend/refine, apply and reflect knowledge, and

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demonstrate professionalism. Courses are specified in the Curriculum Contract/Guidesheet contained in this submission.

A schedule of four courses (12.0 hours) leads to this endorsement. One of the courses, ADM 675, is an on-line course offered by the Education Professional Standards Board through the Kentucky Virtual University. The remaining courses are delivered in the classroom and/or computer laboratory setting. Complete course syllabi are in Appendix A of this submission. The Endorsement in Safety Education Program, a graduate program in the Murray State University College of Education, is a four-course sequence (12 semester hours). Three courses are required and one is selected from four course offerings on classroom management. These courses meet the requirement for teachers to acquire skills in classroom management, at-risk student behavior management, crisis management, and safe school and discipline data analysis. The courses available include:

Required courses : ADM 677 Crisis Management in Educational Settings School safety is essential to an effective school as it promotes higher achievement for students and a more productive teaching and learning atmosphere. The content of this course provides educators with the skills and information to analyze safety data, plan for both school safety interventions and procedures and to manage crises in an educational setting. Students enrolled in the course must maintain a portfolio of course assignments.

ADM 675 Introduction to Alternative Education SettingsKentucky school districts are required to provide alternative education settings for students removed from the traditional school setting, yet many teachers and administrators have little, if any, experience in this area, complicating the development of effective programs and practice in alternative settings. This course, a state-wide, on-line curriculum delivered by the Education Professional Standards Board through the Kentucky Virtual University, serves as an overview to effective teaching and administrative practice in the alternative education settings. Students enrolled in the course must maintain a portfolio of course assignments and documentation of field experiences for evaluation for university credit.

GUI 687 Introduction to GuidanceThis course is planned to help individuals define counseling programs and prevention/intervention strategies for normal and at risk youth; to help them evaluate present services or programs; to introduce new services and programs where needed; and, to encourage cooperate efforts to better serve students and meet KERA goals. This course should be of value to teachers who wish to personalize teaching, to encourage improved human relations, and by individuals interested in entering the field of counseling.

Students choose one of the following courses:SED 540 Procedures for Classroom Management and DisciplineThe course is designed to provide current research-based methods of several behavior management techniques that will allow teachers to choose the method that works best for their classroom. The content of this course provides educators with the information and skills needed to increase their knowledge of advanced methods, models, and techniques of classroom management procedures. (graduate level requirements)

SED 651 Social Competence for Safe Environments

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This course is designed to inform education professionals of universal/targeted/intensive level instructional discipline strategies and techniques that can be used to deal with students with challenging behaviors. This course includes advanced instruction and research related to school safety issues. An emphasis will be placed on advanced instruction, therapeutic techniques and interventions, and research related to best practices.

EDU 625 Theories of Classroom Management and Control This course is an analysis of the theoretical and practical aspects of selected systems of classroom management and control. To include the study of several approaches that can assist teachers in establishing and maintaining a healthy and productive system of classroom operation. This course is designed to examine current theories of classroom management and control and explore the implication of each for motivation and classroom instruction.

The Endorsement in Safety Education is designed to prepare certified P-12 teachers and school administrators to design safe school strategies for their classrooms and schools and to assume positions of leadership in school safety in their schools and districts. Program participants learn how to develop more effective instruction for a diverse student population and maintain a healthy nurturing classroom/school climate to secure that all students will learn at higher levels. They develop the skills and dispositions of reflective decision-makers through an endorsement program that prepare them to create and maintain a learning environment where all students can perform to their highest potential.

The standards that guide the program content and serve as an instrument that provides for continuous assessment are the Kentucky Safety Educator Standards, Experienced Teacher Standards, New School Counselor Standards and the Interstate School Leader Licensure Consortium Standards for Administrators. Theory and practice merge to promote the graduate students’ attainment of these standards

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Kentucky Experienced Teacher Performance Standards for School Safety Endorsement Program

ETS 1

ETS 2

ETS3

ETS4

ETS5

ETS6

ETS7

ETS8

ETS9

ETS10

Core CoursesADM 675Intro to Alternative Education

A A E A

ADM 677Crisis Management

A A E A

GUI 687Intro to GuidanceSelect one elective from belowEDU 625Classroom Management

A A A A A

SED 540Classroom Management

A E E E E A E A A

SED 651Safe Environment

A A A A K K K A

K – Knowledge, A – Application, E – Evaluation

A. Content StandardsKSES – Kentucky Safety Educator Standards

KSES STANDARDS Courses/Activities/AssessmentsKSES ISafe School Climate

ADM 677-1)Hazard Hunt2) Research a Safety Initiative3) Guest Speaker, Facilities Risk Specialist, KASA

KSES 2Positive Individual Development

ADM 677- 1)Web Reviews – ProSocial Curriculum Review 2) Book Reviews over classroom management or student hot topics like bullying

KSES 3Safe School Data Assessment

ADM 677 – Powerpoint Presentation of School Safety Plan with data analysis of school that addresses specific needs

KSES 4Crisis Procedures and Communication

ADM 677-Presentation of a chapter from the KCSS Emergency Crisis Manual and NIMS Training

KSES 5Policies and Legal Issues

ADM 677-1) School Safety Legal Scenarios self-test and discuss the correct answers and court cases that bind the law 2) Review area Codes of Conduct, Student Handbooks, and Board Policies on School Safety

ISLLC – Interstate School Leaders Licensure Consortium Standards

ISLLC STANDARDS Courses/Activities/Assessments1. A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.2. A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, sustaining a school culture and instructional program conducive to student learning and staff professional growth.

ADM 677 – Review of Pro-Social Curriculum- Botvin Life Skills, Second Step, Steps to Respect, Woven Word, Be Cool Don’t Bully, I-Safe, Eddy Eagle, etc… promotes a nurturing culture through the skills of empathy and anger management which is conducive to learning and staff development.

3. A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

ADM 677 – Analysis and planning of a comprehensive Safety Plan for the school or district. This includes trainings, PDs, activities, safety initiatives, equipment, facilities, curriculum and staff. This encompasses a myriad of safety initiatives and includes the communication plan to all stakeholders, such as board members, parents, and other community members. This culminating activity is presented in a Powerpoint format.

4. A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.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.

SED 651- Analysis of classroom and school wide management systems to achieve and insecure fairness when dealing with all students throughout the school.

6. A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

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KSGC Kentucky Standards for Guidance Counselor Programs

Guidance Counselor Standards Courses/Activities/AssessmentsA. Foundations of School Counseling GUI 687, Introduction to Guidance &

Counseling

B. Contextual Dimensions of School Counseling

ADM 677, Crisis Management in Educational SettingsADM 675, Introductions to Alternative Education Settings

C. Knowledge and Skill Requirements

1. Program Development, Implementation and Evaluation

GUI 687, Introduction to Guidance & Counseling

2. Counseling and Guidance GUI 687, Introduction to Guidance & Counseling

3. Consultation GUI 687, Introduction to Guidance & Counseling

D. Clinical Instruction GUI 687, Introduction to Guidance & Counseling

Program Objectives and Curriculum Courses/Activities/Assessments

1. Professional Identity GUI 687, Introduction to Guidance & Counseling

2. Social and Cultural Diversity ADM 675, Introductions to Alternative Education Settings

3. Human Growth and Development GUI 687, Introduction to Guidance & Counseling

4. Career Development GUI 637, Effective Practice in School Counseling

5. Helping Relationships GUI 687, Introduction to Guidance & CounselingADM 677, Crisis Management in Educational Settings

6. Group Work GUI 687, Introduction to Guidance & Counseling

7. Assessment ADM 675, Introductions to Alternative Education Settings

8. Research and Program Development GUI 687, Introduction to Guidance & Counseling

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B. KERA InitiativesThe KERA Initiatives are integrated in the School Safety Education program in a variety of courses, assignments and assessments.

KERA Initiatives For School Safety Endorsement ProgramCore Content4.1 version

Program of Studies

Learner Goals & Academic Expectations

Core CoursesADM 675Intro to Alternative Education

A A

ADM 677Crisis Management

K

GUI 687Intro to Guidance

E E E

Choose one elective from belowEDU 625Classroom Management

A A A

SED 540Classroom ManagementSED 651Safe Environment K – Knowledge, A – Application, E – Evaluation

C. EPSB ThemesThe following matrix demonstrates the integration of the Education Professional Standards Board Themes throughout the School Safety Program Endorsement program.

EPSB Themes For School Safety Endorsement ProgramEPSB Themes Diversity Assessment Literacy/

ReadClosingGap

Core CoursesADM 675Intro to Alternative Education

A A A

ADM 677Crisis Management

A A

GUI 687Intro to Guidance

E E

Choose one elective from belowEDU 625Classroom Management

K K K K

SED 540Classroom Management

E E A

SED 651Safe Environment

A A A

K – Knowledge, A – Application, E – Evaluation

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D. Program Faculty

Name Highest Degree, Field, &

University

Assignment: Indicate the role(s) of the

faculty member (1)

Faculty Rank

(2)

Status(FT/PT to institution, unit, and program)

Rose, Jack

Holcomb, Tom

Lyons, Robert

Umstead, Eric

Ed.D. Secondary Education & School AdminIndiana University

Ed.D. Educational Psychology & Guidance University of TN, Knoxville

Ed.D. Leadership & Policy StudiesUniversity of Memphis

Ed.D. Education Administration & SupervisionTennessee State University

TeachSchool Administration courses

Chair of Department of Educational Leadership & Counseling, Teach Guidance courses

Teach Leadership courses

Residential College Head, Teach Special Education courses

Professor

Professor

Associate Professor

Associate Professor

Full-time to institution, Full-time to unit, Part-time to program

Full-time to institution, Full-time to unit, Part-time to program

Full-time to institution, Full-time to unit, Part-time to program

Full-time to institution, Part-time to unit, Part-time to program

(1) e.g., faculty, clinical supervisor, department chair, etc.(2) e.g., professor, associate professor, assistant professor, adjunct faculty, lecturer, administrator, etc.(3) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation.(4) Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission.(5) e.g. officer of a state or national association, article published in a specific journal, and an evaluation of a local school program.

*For contributions from fall 004 to spring 006

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E. Curriculum Contract/Guidesheets Revised 1/08Murray State University

School Safety Advising FormEndorsement for School Safety (P-12)

Advisor_____________________________________________ Date_______________

Student________________________________________________________________________Last Name First Name MI Social Security Number_________________________________________________________________ Address Phone Number

Program Prerequisites: 1. The possession of a valid elementary, middle or high school teaching certificate and/or a

valid school administration certificate. 2. Meet university general requirements for admission/retention including a 3.0 overall

GPA.

Program of Studies: The following program prepares certified educators to create classroom environments that will nurture the learning process; develop individualized academic plans for at-risk youth; and analyze current safe school data in order to revise curriculum, foster safe common areas in schools, and promote frequent practice of crisis procedures. Program participants will be safety leaders both in their school and district. They develop the skills and dispositions of reflective decision-makers through an endorsement program that prepares them to create and maintain a safe school learning environment. The endorsement shall be valid for Kentucky schools/districts. Participants are required to take the following 9 hours. Course Title Hours GradeADM 677 Crisis Management in Educational Settings 3 _____

ADM 675 Introductions to Alternative Education Settings 3 _____

GUI 687 Introduction to Guidance 3 _____

Participants choose one of the following 3 hour courses.SED 540 Procedures for Classroom Management and Discipline 3 _____

SED 651 Social Competence for Safe Environments 3 _____ EDU 625 Theory & Practice in Classroom Management 3 _____

Continuous assessment procedures are used to document and systemically monitor student progress through the education program in order to determine the degree to which students have internalized and can demonstrate proficiency with the Kentucky Safety Educator Standards and the Experienced Teacher Standards. Exit assessment: A GPA of 3.0 or higher is required for program exit, verification of program of studies.

Advisor’s Signature Date Student’s Signature Date

University Studies (US) BA Degree Requirements, Revised April 7, 2005

University Studies (US) BA Degree Requirements, Revised April 7, 2005

F. Syllabi

SEE LINKS FOR:http://coekate.murraystate.edu/ncate/manager/syllabi/

SCHOOL SAFETY COURSES ADM 675ADM 677GUI 687SED 651

University Studies (US) BA Degree Requirements, Revised April 7, 2005