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Field Experience D: Identifying Safety Related Issues

Bridgett M. Bates

Grand Canyon University

EAD 505: Education Law

Scott Beckerman

August 3, 2022
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Areas of Concern

The number one area of concern in the safety assessment is the gate access near the high

school. This gate is sometimes propped open by people accessing the school for an activity. The

second concern is that students are not required to wear a school identification (ID) badge. This

is a concern because we offer Dual Enrollment and a Virtual school in addition to the regular K-

12 courses; this means that students can access the campus throughout the day and may not be

recognized by staff. The third area of concern noted is that staff can leave campus without any

accountability. This can cause an issue during a drill or live event on campus because each

person must be accounted for at those times. In addition, there would be no way to know if that

staff member made it back to campus safely or if they need assistance.

Ideas/Solutions

The gate issue could be solved by adding a security person to monitor it during school

hours. We cannot keep it unopenable during the day because it is part of our escape route, and

people need to be able to open it. The lack of student IDs can be solved by requiring them to be

word when on campus and assigning tiered consequences if a student does not comply. The staff

issue can be solved by requiring everyone to sign in/out when going off campus.

Concerns Related to School Vision & Mission

The school vision and mission state that “Scholars will perform at the highest level on all

academic measures,” (Our Vision) and that “Pinecrest Academy of Nevada unites the community

to prepare students for college and career” (Mission Statement). The gate and student ID issues

relate to the vision and mission because if students don’t feel safe, they may not be able to

perform at the high levels needed to be prepared for college and career. In addition, requiring

student ID badges could help to ensure that no students are able to participate in an ACT, SAT,
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etc. exam in place of another student, thus preserving the high level of academic expectations for

each student.

Mentor’s Perspective on Problems/Solutions

When discussing the top three areas of concern with Assistant Principal Rudden, he

explained that the gate situation has been a concern for the last two school years. He noted that

we rely on our security sweeps, cameras, and staff to keep it closed and monitored during school

hours. Mr. Rudden agreed that student ID requirements are a good idea, and that we would

discuss it with the principal and board soon. Lastly, he noted that the teachers leaving campus is

a nice perk, but that the campus has always struggled to have a procedure in place to make sure

they are all accounted for when leaving and returning during school hours. He also said that this

is something else that the administration team is looking to change in the future (Bates &

Rudden).

Reflection/Implications for Future Practice

Professional Standards for Educational Leaders (PSEL) Standard 5 says that “Effective

educational leaders cultivate an inclusive, craning, supportive school community that promotes

academic success and well-being of each student” (2015). I believe that student well-being needs

to come before anything else in the school community. By ensuring student safety first, I can

then bring in those high levels of academic expectations. Students can perform better daily if

they first feel safe and cared for in school. It will be part of my practice as an administrator to do

an annual, or bi-annual, safety inspection of the school. In addition, I would expect my staff to

report any potential issues they notice so that I can make sure that they are addressed in a timely

fashion.
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References

Bates, B. M., & Rudden, B. (n.d.). Principal Interview. personal.

CADENCE 21.22 PAN Parent Student Handbook. Pinecrest Academy Cadence. (2021, July).

Retrieved July 7, 2022, from

https://www.pinecrestcadence.org/ourpages/auto/2015/12/1/56666573/CADENCE

%2021.22%20PAN%20Parent%20Student%20Handbook...pdf

Mission Statement. Pinecrest Academy Cadence. (2016). Retrieved July 6, 2022, from

https://www.pinecrestcadence.org/apps/pages/index.jsp?uREC_ID=287361&type=d

Our Vision. Pinecrest Academy Cadence. (2016). Retrieved July 6, 2022, from

https://www.pinecrestcadence.org/apps/pages/index.jsp?uREC_ID=294580&type=d

Professional Standards for Educational Leaders. (2015). Retrieved August 3, 2022, from

http://www.npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-

Educational-Leaders_2015.pdf

Restorative Justice Plan- Pinecrest Academy of Nevada (Final). Pinecrest Academy Cadence.

(2021). Retrieved July 7, 2022, from

https://www.pinecrestcadence.org/ourpages/auto/2015/12/1/56666573/Restorative

%20Justice%20Plan-%20Pinecrest%20Academy%20of%20Nevada%20%28Final%29.pdf