Religious Expression Case Analysis and Rationale Template

Part 1: Case Analysis

1. Brief summary of the case:

Ms. Avery is the principal of Laurel Palm Middle School in Dayton. Parents and teachers
get together to develop curricula for students in their academic success. So far it has been
a success. Two teachers of the school, Ms. Beckel and Ms. Kassidy, want to add a
religious studies course in their curriculum. It was approved by the principal and a
presentation was formed to inform school board officials of the idea. A local, supporting
community member is opposed to the idea and decides to protest at the school board
meeting.

2. Identify the issues to be resolved:

The issue that needs to be resolved is to decide if the bible is a valuable source in the new
religious studies course or if the religious studies course should be added to the school
curriculum.

3. Stakeholders involved in the issues:

The stakeholders in this issue are the
 committee members which consist of parents, teachers, and the principal.
 Ms. Wright, a supportive community member who opposes the idea
 & school board members.

4. One or two existing laws or court rulings that relate to the issues:
 School Dist. of Abington Tp. v. Schempp, 374 U.S. 203 (1963)
◦Public schools cannot sponsor Bible readings and recitations of the Lord’s Prayer
under the First Amendment’s Establishment Clause.
 “Schools cannot endorse or advance a particular religion, but they also cannot
inhibit the expression of religious belief. As a general rule, students may pray on
school grounds as long as the prayer is entirely initiated and led by students and
does not use school resources” (FindLaw, n.d.)

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 5. District policies that relate to the issues:
 “The board has the responsibility and the authority of the school district's
curriculum within the limits specified by the state and that support the goals
developed for the Caddo Parish School System. In discharging this responsibility,
the board will approve and adopt basic instructional materials for that curriculum
as recommended by the superintendent” (Caddo Parish School System, 2020).
 Supplemental instructional materials and classroom activities must not promote
any religious doctrine or promote discrimination for or against religion or non-
religion (Caddo Parish School System, 2020).
 “To provide materials which reflect the ideas and beliefs of religious, social,
political, historical and ethnic groups and their contribution to the American and
world heritage and culture thereby enabling students to develop an intellectual
integrity in forming judgments” (Caddo Parish School System, 2020).

6. Possible solutions to the issues:

 The principal can choose to go ahead and make the presentation to the school
board committee.
 Go back and review district policies regarding religious text materials and
postpone the meeting review until a later date.
 Meet with Ms. Wright and ask their point of view of the usage of materials to be
used for the new class.

7. The solution you choose to resolve the issues:

 I would select the option of going back and review district policies regarding
religious text materials and postpone the meeting review until a later date.

8. Action steps (2-5) for implementing your solution, including a timeline for each step:
1) The first thing I would do is to inform the school board that we are going
to postpone the proposal in order to further discuss the matter. As the
principal I would inform my team of this before the meeting starts and go
inside of the building the same night to inform the board of our decision to
reschedule.
2) I would then ask Ms. Wright to come meet with me the next morning to
hear her concerns as she is one of our local support persons for the school.
3) After meeting with her, I would talk to Ms. Beckel to see why wasn’t I or
the committee informed of these concerns before presenting it to the
school board.
4) My team and I will sit down at the next leadership team meeting to review
district policy regarding religion in schools and the use of supplemental
materials.

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 5) After the review of the policies, we will make the decision to continue in
the process of presenting the presentation to the school board for the next
meeting. Ms. Wright will be informed of our decision and provided with
an in-depth explanation by the end of the next week.

9. Potential moral and legal consequences of the solution:

There should be no legal consequences toward the solution choice due to it being under
review by the committee. Our school curriculum may be under close observation as well.
However, public opinions will be given.

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Part 2: Rationale

“The mission of Caddo Parish Public Schools is dedicated to preparing students for the
future, developing the whole child academically and socially in collaboration with families and
the community” (Caddo Parish Schools, 2021). My solution supports this decision because I
decided to postpone the meeting in order to meet with Ms. Wright who is a community member.
Hearing and addressing her concerns is important to the success of our children as she supports
their education. The vision states that “all students in Caddo Parish Public Schools will become
lifelong learners equipped with the skills, knowledge, and attitudes to succeed as productive and
responsible citizens in a local, national, and global society” (Caddo Parish Schools, 2021). We
serve diverse learners on daily because each student is diverse. As the leader as I sit down with
the team and ensure that all curricula aligns with and is supported by district policy I am
ensuring the safeguard of democracy, equity, and diversity for all students to learn in a safe, yet
equitable environment.

Social justice is promoted in my solution by ensuring that each child’s need is met. As
school leaders and teachers our job is to implement reform and change but ensure the education
equality of the students. “Teaching social justice does not mean informing future educators,
administrators, and policy leaders about social justice; it means training you in a reflective model
of leadership that encourages openness, collaboration, and information sharing” (Mills School of
Education, 2020). As the type of servant leader that I plan to be this is important in my solution.
By showing that I am willing to collaborate with community members, share and review
information with my team, and be open to change in education for the success of students shows
social justice.

As the leader of the school, I chose to be a servant leader. One thing a servant leader does
is listen to those who follow. Making the plan and reviewing the plan together serves as a form
of collaboration in the decision-making process. The teachers were allowed the opportunity to
gather ideas to promote the equity of our school. The learning process is effective for everyone
involved in the situation. As the leader, I could learn to invite all parties and close review all
district policies. If I were presenting this idea to the Caddo school board, it would most likely be
denied as the district policy clearly states, “Supplemental instructional materials and classroom
activities must not promote any religious doctrine” (Caddo Parish School System, 2021).
Teachers on the committee should learn that communication is key when discussing changes that
affect our children and those who support their education. As an effective leader I would follow
PSEL Standard 8. Meaningful Engagement of Families and Community, to create and sustain
positive, collaborative, and productive relationships with families and the community for the
benefit of students (National Policy Board for Educational Administration, 2015). By doing this I
am promoting practices that support family and community involvement which will build trust
and provide learning for all those who take interest in the success of our children.

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 The solution I chose fits that of a servant leader in ensuring the success of all involved. It
may be hard to ensure that everyone is happy after this event but I must do what is vital which is
follow all laws and policies that support learning of my students.

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 References

Caddo Parish School System. (2021). CADDO PARISH SCHOOL BOARD DISTRICT

POLICY MANUAL. Retrieved from https://www.caddoschools.org/wp-

content/uploads/2021/05/Policy-Manual-05182021lf.pdf

Mills School of Education. (2020). Social Justice in Education: The Role Educational Leaders

Play. Retrieved from https://online.mills.edu/blog/social-justice-in-education

National Policy Board of Educational Administration, Professional Standards for Educational

Leaders . (2015). Retrieved from https://www.npbea.org/wp-

content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

https://www.findlaw.com/education/student-rights/religion-at-school.html

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