Q1.

What dangers do each of these hazards present and how might a school head
safely handle each?

Asbestos
When maintenance work disturbs materials in the schools when infrastructure, or
they start to deteriorate over time, asbestos dust can enter the air and be inhaled.
Exposure to the dust puts teachers and students at increased risk for mesothelioma,
lung cancer and other serious lung conditions. Knowing how to spot asbestos-
containing materials can help teachers maintain a safe environment for students and
school employees, but unless a product is clearly labeled, there’s no way to tell if it
contains asbestos simply by looking at it. By law, schools must consult a qualified
expert to collect samples and have them tested in a lab to confirm the presence of
asbestos.
Dodson, R. and Hammar, S. (2011). Asbestos: Risk Assessment, Epidemiology, and Health
Effects. Boca Raton: Taylor & Francis.
Tapply, S. (2011, July 5). Risk assessment for asbestos in schools needed, say campaigners.
Message posted to 
Retrieved from: http://www.womensviewsonnews.org/2011/07/risk-assessment-for-asbestos-
in-schools-needed-say-campaigners/

Radon Gas

Exposure to Radon, a colorless, naturally occurring radioactive gas, is one of leading

causes of lung cancer, and may pose a significant long-term risk for school age
children. Radon exposure at schools may have a considerable public health impact. It
was estimated that approximately 14% of the 300,000 annual lung cancer cases in the
United States are attributable to radon. The risk of lung cancer in children resulting
from exposure to radon may be up to three- fold higher than that of adults exposed to
the same amount of radon due to the morphometric differences between the lungs of
children and the lungs of adults, as well as higher respiration rates of children
compared with adults. 

School buildings are more complex in their construction and operation than most
houses. Diagnostic measurements are necessary to develop and implement an
appropriate mitigation strategy. Two mitigation strategies are effective in school
buildings:

1. venting radon gas from beneath the building slab (active sub-slab
depressurization – ASD), and
 2. pressurizing and ventilating a school building with an HVAC system (HVAC
pressurization/ventilation). ASD has been a successfully used strategy in homes
and school buildings when initial radon levels are above 20 pCi/L. HVAC
pressurization and ventilation has been used successfully to reduce radon levels to
below EPA’s action level guideline of 4 pCi/L.

United States Environmental Protection Agency (USEPA) News Releases by State. Radon Action
Could Save Many Lives 01/07/2009. [(accessed on 2 July 2018)]; Available
online:https://archive.epa.gov/epapages/newsroom_archive/newsreleases/86ef1e837f6b5f8585
25753700654f9e.html.

National Council on Radiation Protection and Measurements (NCRP) Evaluation of Occupational

and Environmental Exposures to Radon and radon daughters in the United States. [(accessed
on 22 September 2018)];1984 NCRP Report No. 78. Available
online: https://ncrponline.org/shop/reports/report-no-078-evaluation-of-occupational-and-
environmental-exposures-to-radon-and-radon-daughters-in-the-united-states-1984/

Samet J.M. Radon and lung cancer. J. Natl. Cancer Inst. 1989;81:745–757. doi:
10.1093/jnci/81.10.745.[PubMed] [CrossRef]  [Google Scholar]

Lead in School

Lead is dangerous for children even in low levels and can permanently harm their
developing brains and nervous systems. It is persistent and bioaccumulates, so early
exposure is important to avoid.
Regardless of the long-term remediation method you choose, there are steps to take as
soon as you discover high lead levels:
Remove access to contaminated water and post signage. Shut off water supply or
physically disconnect unsafe fountains/sinks until lead levels are safe. Post signage at
each fixture to provide clarification and education about the issue.
Contact your local water system and state departments of health and water. 
Provide notice to parents and school community. Being transparent about lead levels
and school response plans gives credibility to schools and opens the door for beneficial
community involvement toward a solution. 
If necessary, provide water from an alternate source. If the main sources of drinking
water are impacted, schools may need to rely on bottled water until the problem is
resolved.
 Indoor Air Quality
Most people are aware that outdoor air pollution can impact their health, but indoor air
pollution can also have significant and harmful health effects.  The U.S. Environmental
Protection Agency (EPA) studies of human exposure to air pollutants indicate that
indoor levels of pollutants may be two to five times — and occasionally more than 100
times — higher than outdoor levels. These levels of indoor air pollutants are of
particular concern because most people spend about 90 percent of their time indoors.
For the purposes of this guidance, the definition of good indoor air quality (IAQ)
management include:

Control of airborne pollutants;

 Introduction and distribution of adequate outdoor air; and

 Maintenance of acceptable temperature and relative humidity.

Electromagnetic Fields in School

Technology is invading our lives at a rate faster than you can imagine. Every sector,
whether educational, industrial, or medical, have redefined their ways of working to
keep up with the technological advancements.
However, while moving toward a technically-strong world, we might have to weigh the
risks that the technology comes with. One such and highly talked about issue is the use
of wireless technology in schools.
We learned that kids are more susceptible to being affected by the radiation than an
average adult. While most of the health concerns might not be apparent in the near
future, some of the symptoms start showing early.
The immediate problems are reduced cognitive abilities, shorter attention spans,
headaches, side effects of certain drugs, etc. Also, children that have Epilepsy can
occasionally experience seizures in the wireless environment of the school.
Science has evidence to support as well as to rule out the connection of EMR and
cancers and other diseases, however, precaution is the best weapon we have.
Q2. What specific policies should a school head advocate in order to prevent school
violence?

An integral part of preventing school violence involves knowing students individually,

building relationships with them, and noticing subtle, gradual, or dramatic behavioral
changes, according to a school safety expert. And school counselors, whose roles and
responsibilities focus on understanding the students, their interests, worries, and
behavioral concerns, are essential contributors to an effective violence prevention plan.

School violence can be prevented. Research shows that prevention efforts – by

teachers, administrators, parents, community members, and even students – can
reduce violence and improve the overall school environment. No one factor in isolation
causes school violence, so stopping school violence involves using multiple prevention
strategies that address the many individual, relationship, community, and societal
factors that influence the likelihood of violence. Prevention efforts should ultimately
reduce risk factors and promote protective factors at these multiple levels of influence.

Discussions about school violence rarely include public health’s proven prevention
approaches. Public health approaches focus on preventing violence before it starts and
have been shown to effectively reduce school and youth violence. This known
effectiveness stands in contrast to commonly used prevention strategies, such as metal
detectors and other security measures, for which there is insufficient data to determine
their benefits and some evidence to suggest that they may negatively impact students’
perceptions of safety.1 Public health offers knowledge and experience in preventing
school violence that can significantly enhance approaches to end school violence.

1. Hankin A, Hertz M, Simon T. Impacts of metal detector use in schools: insights from 15
years of research. Journal of School Health 2011;81 100-106.
2. Centers for Disease Control and Prevention. The effectiveness of universal school-based
programs for the prevention of violent and aggressive behavior: a report on
recommendations of the Task Force on Community Preventive Services. MMWR
2007;56(RR-7):1-12.
 3. Matjasko JL, Vivolo-Kantor AM, Massetti GM, Holland KM, Holt MK, Cruz JD. A systematic
meta-review of evaluations of youth violence prevention programs: Common and
divergent findings from 25 years of meta-analyses and systematic reviews. Aggression
and Violent Behavior 2012; 17 540-552.

Q3. How could a school head implement this strategy considering the other financial
demands a school faces?

I am certain that when it comes in bringing up a nurturing environment, free of

violence and prejudice in the young minds of the youth it entails more of personal and
psychological efforts both from school administrators as well as responsible parenthood.
And these things do not require much of financial resources or burden. Because by
simply asking your children or the students how they are? What are their difficulties
facing? What things they do to cope in difficult situations in school? May really mean a
lot for the children and students. Young individuals like them are overly saturated with
the stresses and toxic culture of the education system, and through these times that
they need the better understanding and support of the people surrounding them that
should give them constructive advices for their own growth and development not only
as a learner, but as a growing individual who as they want to practice autonomy,
should never be neglected of proper guidance from us.

Q4. How could you best communicate the need to follow these steps to a resistant
staff?

It is part of a manager’s landscape that you cannot please everybody. More often the
not, it is inevitable that some staff of yours will not be that receptive to your goals or
strategies or will give you a hard time to get along with. These are usually natural
occurrences in business or in any workplaces but good thing there are a lot of ways
that excellent managers can do when confronted with difficult employees.

Most importantly is listening. Often, when an employee is difficult we stop paying

attention to what’s actually going on. We're irritated, it seems hopeless, and we’ve
already decided what we think about the employee - so we just turn our attention to
other things, out of a combination of avoidance and self-protection.  But the best
managers get very attentive when someone’s not doing well.  They know their best
shot at improving the situation lies in having the clearest possible understanding of the
situation – including knowing the tough employee’s point of view.

Also important is to be consistent. Usually employees look to see what you do more
than what you say. As a manager, one should need to consistent with their standards
cause that is a basic foundation of trust.
Q5. What specific strategies can a Dean and/or teacher use to improve teacher-student
relations?

Teachers are constantly trying to improve their relationship with their students. It is
difficult to create a relationship relaxed enough so the students feel comfortable
approaching their teacher while retaining a level of respect for them. Teachers who find
a balance between the two connect with students and still remain in control of the
classroom.
Set boundaries with the students. Know exactly how friendly is too friendly. Treat all the
students the same.
Require the same amount of respect from every student. Students learn from example,
so treat them with the same respect you expect to receive from them.
Be available for students to talk to you before school, during lunch or after class.
Students may need help with work or just need someone to listen. Try to remain
objective and never take sides with students.
Listen and try to understand the students. Students have problems just like everyone
else. Try not to be too strict with the students so they don't dread coming to your class.
Greet the students with a smile as they come into class. Talk with them and listen to
what's going on in their lives. This makes the students feel like you are interested in
them.
Support the school's extracurricular activities. Even if you are not involved, go to
sporting events, plays, concerts and other school events. When the students see you
supporting them, they appreciate you more.
Q6. Using these 10 criteria, evaluate the guidance and counseling program at your
school or one you have worked at in the past. How can these characteristics help you
plan for an effective program at your school?

The guidance counselling office in every institution is a safe haven for all
students and staff who seek to have a personal discussion especially in times of
distress. In my institution, the guidance office caters to all students’ emotional and
psychological needs from different courses. It also offers peer group mentoring in which
their co-students of the same age can be of help to them in understanding students’
situations. The office is in cooperation with several school offices and department to
bring about collective efforts in sustaining the welfare of the whole student body. And if
necessary, the office can also seek cooperation with outside the school offices. Any
student who wish to seek counselling or any related concerns can freely go to the office
where professional and licensed guidance counsellors will surely help them with their
utmost care on whatever the student needs. Every course, a single guidance counsellor
is assigned for all students under that program. He/she is in charge in taking the task of
running psychological tests and other related exams for the complete mental and
emotional well-being of the student who wish to seek professional help. The office also
ensure that they have the complete and adequate records of each student upon entry
to the university until the student is graduate.

The following said characteristics were really instrumental for any manager or
leader who wish to implement a school-wide program to ensure its effectiveness and
efficiency.

Q6. Why is it important that a School Head learn to serve as a leader of this community
and not just the school?

I think if one wishes to become a head of a school, a principal maybe, looking

the institution as a community of learners not just a school of grade-centered
individuals is weigh more better. With the kind of culture of education that we have, we
are usually predisposed in getting good grades and getting all things done but
sometimes we tend to forget the true essence and value of what learning should be in
the first place. Learning isn’t always about grades. Learning is beyond the numerical
marks that one receive in their report cards. Its more about how each become a mature
and well-honed member of the society and the community that they belong and how
can they be of benefit for their respective community. As a head of any academic
institution, we need to clear our lens on the idea of competitive learning, but rather,
focus more on how we can develop individuals who can rightfully serve their
communities more their countrymen.

Q7. How can a school head account for and deal with these difficulties?

Look closely at the syllabi. I strive to be as clear and transparent as possible

about my grading policies, and that begins with the document I hand out at the
beginning of the course. In particular, I’m going to revise the sections on the more
subjectively graded elements of my courses, like participation and homework. A
breakdown of what constitutes an A-level performance (or B-level, etc.) can be helpful
reference points down the line.

Be clear about your grading policies throughout the term. When you introduce
assignments, give students a breakdown of the grading criteria. Whether you use
rubrics or past student work as a guideline, try to communicate to students what’s
expected of them, which aspects you will grade, and what distinguishes the various
grade levels.

Make room for students to discuss grades appropriately. No matter how

seriously we take the task of fair grading, we need to acknowledge that students are
the ones directly affected. It’s normal that they will sometimes have questions or
concerns about their grades. Let students know some appropriate ways to bring up
such concerns.

Stand your ground but be patient. Although we shouldn’t feel pressured to change
what we think are legitimately earned grades, we don’t need to vilify students, either.
Recognize that some students are under a lot of pressure to earn good grades, that
their failures may not always be the product of apathy, and that we may not always be
as clear as we should be in explaining our grading. It doesn’t hurt to be civil, and as
much as it might make you feel better to tell such students where to go, it’s far wiser to
take the high road, explain politely that you only change grades when you’ve made an
error, and press send. If you’ve done your job well, the complaining students will
understand their grade, even if they don’t like it.
Q8. Give strategies to increase student enrollment.

Right now we are seeing a lot of changes in enrollment challenges. Student

demographics, financial circumstances, technological advances, and political pressures
are all bearing down hard on colleges and universities. These changes are too big and
sweeping to be avoided, and too powerful to be resisted. Simply put, enrollment
managers have to adapt. Some of the chosen strategies that may be beneficial in
surmounting enrolment challenges of every academe.

Set realistic enrollment goals—not projections.Think about the enrollment goals

at your own campus. Do you know what they are? Do other key personnel know them?
Does everyone support them? Every enrollment manager should answer yes to those
three questions, yet very many cannot.

Identify and secure sufficient resources to meet enrollment objectives. As

part of a realistic goal-setting process, you have to know what resources you will need
to reach your goals. At a minimum, you need to know what it costs to recruit and retain
a student at your institution, the cost to compete in your market, and the “price tag” of
your desired student body.

 Develop an annual marketing and recruitment plan as well as a three-to-

five-year strategic enrollment and revenue plan. Much like asking what your
goals are, do you know what’s in your annual enrollment plan? Is it visible from your
desk, or tucked away like a library book? Successful enrollment plans
are living enrollment plans. They are working action documents that should be referred
to regularly and routinely modified. They should also include daily tasks, monthly
objectives, and 90-day action plans.

Devote as much attention to student retention as you do to recruitment. Let’s

say you want to raise enrollment by 5 percent. You could increase incoming enrollment
by 5 percent. Or you could increase new students by 2 percent while increasing student
retention by 3 percent. The latter approach tends to be much more cost
effective.However, retention requires attention. Your campus has to be committed to
persistence and completion, and must develop a system for identifying which students
need and want assistance, so you can help more succeed and graduate.

Qualify and grade prospective students precisely. The “secret shopper”

phenomenon—prospective students who make first contact at the application stage—is
a growing and well-documented development.  This has made qualification even more
important, because contact at the application stage leaves campuses with so little time
and space to maneuver with a prospective student. It’s now more imperative than ever
to give students opportunities to raise their hands and make contact, especially on your
Web site, where many will go for their initial research. Turning a potential secret
shopper into an inquiry can buy you valuable time to connect with a prospective
student and nurture a relationship that can lead to enrollment.

https://www.ruffalonl.com/strategies-successful-enrollment-management-todays-
higher-education-environment/

Q9. Do you agree with the text’s definition(s) of an ethical school head ? What are
some of the obstacles that might prevent a school head from behaving ethically?

The term ethics is a fashionable term and it is possible to see it in almost every
profession. Ethics in education especially in school administration deals with
educational actions which take place in school. Schools are educational
organizations and school administrators have the vital role in managing schools.
The success of a school and the degree of reaching educational aims depends on the
principal and his/her effective governance. To be able create an effective school and
manage it fairly is possible with codes of ethics. The main purpose of this paper is to
draw a general picture about ethics in school administration.

Today, moral leadership is essential for every organization of all types and in all corners
of society. Administrators play a significant role in society as leaders and role models for
today’s students but future’s leaders. To create a morally virtuous community, those
who manage to-day’s schools and business departments must invest in a continuing
dialogue about their ethical duties to society and thoughtfully examine both their
roles and the benefits that can come from honoring the responsibilities of ethical
leadership.

Q10. How might you overcome those obstacles?

Educational administrators are supposed to manage not simply an organization but an
educational organization the ethics of educational administration is about
administrators establishing an ethical environment. Hence the administrator should
have moral responsibility and the desirable ethical standards. Having moral
responsibility and ethical standards are essential elements; how-ever without practice
they have no meaning. A code of ethics in itself, of course, cannot guarantee
ethical practice or to be cure-all for other problems in a profession. To have such
expectations is to mistake the main purpose of a code. A code of ethics speaks to
the very best that a profession is or strives to be. It is idealistic side of a profession, A
projection of the vision of the professional identity as it ought to be.