Due Process

After reading the assigned textbook chapters listed in the required studies, use an online infographic generator such as Canva, Venngage, Piktochart, easelly, Visme, Infogram, BeFunky, Snappa, Animaker, or other similar tool (If you need assistance with these new tools, most of them provide quality help pages or have how-to videos on YouTube.) to create a unique infographic that:

• Describes due process, how it differs for students based on the infraction, and the ethical rationale for the differences in the due process
• Compare and contrast zero-tolerance policy with due process. Consider the policy of zero tolerance as presented in the case in chapter 2, “Bang! Zero Tolerance” of The Ethics of Teaching (Strike & Soltis, 2009/2015).
• Consider these policies from an ethical perspective and who is harmed and who is protected as a result of the policies.

Insert or link to your infographic in your discussion board post.

Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.

Reference

Strike, K. A., & Soltis, J. F. (2009/2015). The ethics of teaching (5th ed.). New York, NY: Teachers College.

Punishment and Due Process

Due process governs not only criminal investigations, but also the treatment of students in schools. In fact, the Supreme Court has typically ruled that protections guaranteed to citizens in the Constitution are also applicable in schools when investigating misbehavior and administering punishment. This week you will explore the laws governing due process in schools, particularly regarding student searches and disciplining or sanctioning students who misbehave. You may notice that consequentialist and non-consequentialist perspectives may have competing purposes in punishment. While you engage in your studies this week, spend some time reflecting on the purpose of punishment and the relationship of disciplinary policy to the law.

A particularly significant topic of concern these days is bullying. Bullying is not only unkind and hurtful to others; it often goes undetected in schools. Threats may occur away from direct classroom settings, such as in the halls or cafeteria, or even down the street from the bus stop on the way home from school. Cyberbullying, intimidation, or harassment of others through electronic media is also problematic.

What bullying is and the Massachusetts law banning it in schools (Massachusetts School of Law at Andover, 2013) [Closed captioned]

In considering the challenge of bullying, you will explore how ethics, law, and policy interact. Laws alone may not significantly deter bullying that occurs outside of the classroom. But you will see suggestions of how teachers can help create educational climates which undermine bullying.

Reference

Massachusetts School of Law at Andover. (2013, August 17). What bullying is and the Massachusetts law banning it in schools [Video file]. Retrieved from

Weekly Objectives

Through participation in the following activities, the candidate will:

• Review and discuss the levels of acting ethically: as individuals, within organizations and governments, and throughout the society. (9f, 9i, 9m, 10q)
  • Dealing with Bullying
• Study and analyze the latest research and professional literature related to law and ethics in educational practice. (9f, 9m, 9o)
  • Due Process
• Analyze current legal standards and their association with contemporary ethical practice. (9f, 9m, 9o)
  • Due Process
  • Student Punishment

• American Psychological Association. (2015, May 14). Bullying: What we know based on 40 years of research. Retrieved from https://www.apa.org/news/press/releases/2015/05/bu…