Ead 536 Fieldwork D Darden

CAMPUS SAFETY
Clinical Field Experience D
Protecting the Welfare and Safety of Students and Staff
Mia Darden
Department of Education, Grand Canyon University
EAD 536
Dr. Anderson
July 14, 2021

CAMPUS SAFETY
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Emergency Plan
I interviewed an administrator on a continuation school campus. There are a few
factors that impact the emergency plan at the school, including the student population
size, retention rate, the grade level, and the size of the facility. This plan is different than
a traditional school setting because there are only twelve teachers on campus and one
hundred-fifty students, which is less than the local elementary schools. As a high school,
the only legal requirement is to provide two fire and earthquake drills per year. The
school combines these into one inclusive drill each semester, in order to minimize
distractions from the classroom. Additionally, there hasn’t been policy formed by the
district, but the school is encouraged to complete at least one type of lockdown drill every
or every other year. By this age, all students have experienced all the typical safety drills,
so the safety plan is utilized simply to remind students of procedures they’ve followed
their entire lives. The goal of the drills is to provide them on a rotating system so they
occur on different days and different times of day each time. Sometimes, the drill will
occur at break. Sometimes, it will occur right before school begins. Additionally, the
principal works with local authorities whenever possible to have community support for
lockdown drills. Officers will sometimes come on campus to check class compliance
with lockdown procedures.
Safety Procedures
Besides the typical drills that take place, the campus has a greater threat of
emotional or physical violence. This plays a large role in campus safety procedures.
Because it is a continuation school, the students who are in the local gangs and have
CAMPUS SAFETY
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gotten out of incarceration attend the school. Because gang members combine on
campus and students with a history of violence are present, there is a greater risk of
fighting and emotional harm done to other students, which is a greater threat than an
earthquake or fire. For example, last week the principal was part of handling a gang
attack that took place on campus. A new gang member from a neighborhood challenged
an opposing gang member to a fight in the bathroom. Three supporting friends held the
bathroom door closed during the fight so administration couldn’t physically enter the
bathroom to break up the fight. One of the students sustained a head injury. The
procedure for dealing with this was to kick both students out of the school, because both
volunteered to fight. Additionally, the three assisting boys were suspended for the rest of
the summer session. The principal filled out an incident report and reached out to both
sets of parents. She also had a medical professional check on the student with the head
injury. There are procedures in place to limit these events, but with an entire campus of
conflicting students, fights arise occasionally. One procedure to limit fighting is the use
of video cameras and campus supervisors. Also, the students aren’t allowed to shut the
bathroom door and only one student is allowed in the restroom at a time. This was how
the fight was indicated to staff. The principal noted that she is working with the district
and the local police department to be assigned a School Resource Officer full time to
assist with physical safety of students. She believes this will limit instances in the future.
PSEL Standard 5 and 8
This fieldwork relates to PSEL Standard 5. A, which states that effective leaders,
“Build and maintain a safe, caring, and healthy school environment that meets that the
CAMPUS SAFETY
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academic, social, emotional, and physical needs of each student,” (NPBEA, 2015).
School safety doesn’t simply apply to physical well-being, which should undoubtedly be
a priority for an administrator. Additionally, the principal at this site takes the time to
know each student on her campus by name, their backgrounds, and any threats to or from
them. This allows her to assess dangers to students on campus from parents, community
members and other students.
This fieldwork also relates to PSEL Standard 8. J, which states that effective
leaders, “Advocate publicly for the needs and priorities of students, families, and the
community,” (NPBEA, 2015). This relates to the principal’s work to employ a campus
resource officer to the school. She has been advocating for the position to be contracted
through the district in collaboration with the local police department because she has
evaluated the dangers to the campus and on campus and determined that additional
supervision and support is the appropriate way to maintain safety. The principal will
continue to advocate for this need as students continue to notice that with the current
student population makeup, there isn’t an officer, but there is one at the local high-
income school that has fewer safety concerns.

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Reference
National Policy Board for Educational Administration (2015). Professional
Standards for Educational Leaders 2015. Reston, VA: Author.

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CAMPUS SAFETY

Clinical Field Experience D

Protecting the Welfare and Safety of Students and Staff

Department of Education, Grand Canyon University

July 14, 2021

I interviewed an administrator on a continuation school campus. There are a few

with lockdown procedures.

PSEL Standard 5 and 8

members and other students.

income school that has fewer safety concerns.

National Policy Board for Educational Administration (2015). Professional

Standards for Educational Leaders 2015. Reston, VA: Author.

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