Guidelines in Education for Teachers

The individual assignment provides links to the NYS laws and NYCDOE regulations that pertain to
course topics. (Reporting requirements are also noted). Familiarize yourself with the resources
available via the External Resources Tab on the NYU Brightspace Course Site and in the Course
Syllabus. In responding to the 6 text based questions- you can also comment/reflect on what you
learned during the Zoom Synchronous Meetings in your group conversations.

1. DASA (DIGNITY FOR ALL STUDENTS): As an educator what would be expected and required of you
   if you witnessed bullying, harassment and discrimination among students/clients? In your response
   please reference the DASA reporting requirements and the resources on digital citizenship.

Required Resources:
DASA resources available via the Assignment Resources Tab and the NYCDOE Respect for All resources:
 https://www.schools.nyc.gov/school-life/policies-for-all/respect-for-all
The NYCDOE resources on digital citizenship:
https://www.schools.nyc.gov/school-life/rules-for-students/digital-citizenship

Answer: As an educator, I would be expected to report the incident to the school’s Respect for All (RFA)
liaison(s) or administration. After reporting the incident, the following procedure would follow. First, the
RFA liaison or administration would issue an incident number, also known as the Online Occurrence
Reporting System (OORS) number. The incident number would help in following up the incident. Next,
the FRA liaison or the school administration would investigate the incident and report to the affected
student’s parent or guardian what they found. Next, if the investigation found that the student has been
bullying or harassing other children, the disciplinary procedure described in the Discipline Code would
follow. Also, if found that the child has emotional, psychological, or other problems leading them to
behave the way they do, they may be referred for counseling and other support services.
Related to the issue of bullying and harassment is the question of how students work online with others.
The issue of cyberbullying is particularly important. Therefore, one of my main responsibilities to my
students would be to teach them how to use the Internet responsibly and safely. I would need to teach
them about cyberbullying: what it is, how it is done, why it is bad, how to avoid it, and how to react should
they find themselves victims of cyberbullying. Meanwhile, in the general interest of promoting discipline, I
would also be expected to make my students understand that they risk losing their online rights should
they misbehave, this may include engaging in cyberbullying.

1. CHILD ABUSE:

A. Read the Mandated Reporter Guidelines posted on the Office of Children and Family
Services website and NYCDOE Chancellor’s Regulations on Child Abuse Prevention.

https://ocfs.ny.gov/publications/Pub1159/OCFS-Pub1159.pdf     
                      NYCDOE:  Child Abuse and Maltreatment Prevention
https://www.schools.nyc.gov/school-life/special-situations/child-abuse

 
In accordance with the New York State and New York City mandated reporter guidelines and the suggested
resources: 
      How does the state define child abuse and maltreatment?
      In your own words, what steps is a mandated reporter required to take if he/she suspects that a student
is being abused?
      (Please provide a detailed response)
Answer: The state defines child abuse as when a parent or other person who is legally responsible for the care
of a child inflicts serious physical injury on the child, exposes the child to a significant risk of serious physical injury,
or abuses the child sexually. Meanwhile, the state defines child maltreatment as when a child’s parent or guardian
fails to provide a minimum degree of care, thereby impairing the child’s physical, mental, or emotional well-being.
If he or she suspects that a student is being abused, a mandated reporter should take the following steps. First,
they should report their concerns, by telephone, to the New York Statewide Central Register of Child Abuse and
Maltreatment (SCR). Next, within 48 hours, they should follow their oral report with a written report to the Child
Protective Services (CPS) unit of the local department of social services. A local CPS caseworker will then start an
investigation within 24 hours.
 

B. View the video entitled Bettina Aptheker on Child Abuse, An Interview by Robert 
 Cohen and Fred Kaeser at  http://vimeo.com/29325515 THIS VIDEO IS PASSWORD
PROTECTED and the PASSWORD is: steinhardt22 
A version with closed caption is available at: 
https://www.youtube.com/watch?v=lrMup7avID8
Prof. Bettina Aptheker is a Professor at the University of California at Santa Cruz and the
Author of Intimate Politics.

What advice does Bettina Aptheker give educators?   How do they create a safe and supportive environment for
their students?

Answer: Bettina Aptheker gives educators several pieces of advice on how they can create a safe and supportive
environment for their students to open up about the abuses they may be experiencing. First, she advises teachers,
especially the female ones, to process their own abuses so they can be in a better position to emotionally support
their students. Secondly, teachers should take up training, including workshops and role play, to better equip
themselves with the skills they need. Third, teachers should understand that there is much professional help for
students, and their role is to link their students with the available help; no one is asking them to become
professional counselors, for instance, in addition to teaching.

1. VIOLENCE PREVENTION:
   Familiarize yourself with the NYCDOE Discipline Code available via: 
   https://www.schools.nyc.gov/school-life/rules-for-students/discipline-code
    

A. Based on the age of students that you will be working with, what are the guidance interventions
and the range of possible disciplinary responses for the following  infraction:
 A student threatens a classmate

Answer: For children in K-5, a student who threatens a classmate, several guidance interventions would be
applied, including referral to counseling services for harassment, intimidation, and bullying; restorative practices;
and short-term behavioral progress reports. The first two interventions would be used to address the inappropriate
behavior and promote positive interpersonal and intergroup relations. Meanwhile, the student’s teacher may send
periodic behavioral progress reports to the child’s parents or guardians until the teacher is satisfied that the
student’s behavior has improved.
In terms of disciplinary responses, that student would be removed from the classroom for up to one day (if in grades
K-2) or four school days (if in grades 3-5). If the misbehavior persists, the principal may suspend the student for up
to five days. If that intervention does not work, the school’s superintendent may suspend the student for a further six
to fifteen school days, with a welcome-back circle upon resumption of school.

‘

B. While speaking with one of your students, he tells you that a classmate has a knife in his
backpack.   At your school or field site – what procedures are you required to take if you suspect
that a student may have a weapon? List the specific steps that you are required to take in this
given situation.  (In responding to this question, you can consult current educators/administrators/
or one of our course instructors) You can also consult the following NYC Chancellor’s Regulation:
https://www.schools.nyc.gov/docs/default-source/default-document-library/a-412-security-in-the-schools-
english

Answer: As an educator, I am required to interrogate the reporting student further about the alleged possession
of a weapon. Then, I should report the incident to the school principal or designee. The principal or designee will
then notify the police department to come and take custody of the weapon. In addition, the school administration will
immediately notify the student’s parent(s) or guardian(s). I am not allowed to take matters into my hands and try to
confiscate the weapon in the interest of safety in the school. Meanwhile, I have a responsibility to educate my
students about the discipline code of the school and what happens if someone brings a weapon to school.

1. SUBSTANCE ABUSE
    View the Professional Panel Video (http://vimeo.com/35763865)     
    Review the infographics on substance abuse:
    https://www.drugabuse.gov/drug-topics/trends-statistics/infographics
    Familiarize yourself with the Substance Abuse Resources available via the NYU Classes “Assignment
   Resources” Tab.

  https://www.drugabuse.gov/publications/principles-substance-abuse-prevention-early-childhood/principles-substance-
abuse-prevention-early-childhood
Explain the steps you would take to refer a student who might be at risk for alcohol and drug abuse and indicate
the resources that are available to students. What advice did the professional panel offer educators?
Answer: As an educator, I would take the following steps to help and refer a student who might be at risk of drug or
alcohol abuse. First, I would speak with the student to understand what might be driving them to abuse or consider
abusing drugs or alcohol. Armed with this information, I would then seek to speak with the student’s parents to see if
they have the same understanding of the risk. Another aim of speaking with the parents would be to suggest to them
possible sources of help, in addition to the ones they might know already. This consultation with the parents would be
especially important if the student is a minor.
Some of the available resources I would recommend to the student’s parents are the various government-sponsored,
research-based drug abuse prevention programs targeted at students at different levels of education. These include
the Caring School Community Program (CSCP, previously Child Development Project) for elementary school,
Guiding Good Choices (GGC, previously Preparing for the Drug-Free Years) for Middle School, and various
programs for High School, including Life Skills Training (Booster Program), Lions-Quest Skills for Adolescence,
Project ALERT Plus, and the Strengthening Families Program.
Based on the professional panel video, the experts’ advice to educators is rather general. The experts do not advise
educators on exactly how they might help their students who are at risk of substance abuse. Instead, they advise
them to familiarize themselves with the issue of substance abuse, first within the school system and then within their
respective schools. The idea is that substance abuse among children and teenagers is a widespread problem, and
educators will do well to acquaint themselves with the issue.

5.  HIV/AIDS EDUCATION:
Familiarize yourself with the NYSED and New York City Department of Education (NYCDOE) Mandated Age
Appropriate HIV/ AIDS Curriculum 

http://www.p12.nysed.gov/sss/documents/hiv-aids-guidance.pdf
 Pages 28-41
https://www.schools.nyc.gov/school-life/learning/subjects/health-education/health-education-
requirements

Based on the age level of the students that you will be working with and a review of the NYCDOE
HIV/AIDS Curriculum and Assignment Resources- what is your role as a socially responsible
educator with regard to HIV/AIDS education?

Answer: As far as HIV/AIDS education is concerned, my role as a socially responsible educator is to impart age-
appropriate knowledge in a manner that is relevant to each learner’s abilities and needs. The delivery of age-
appropriate content is important because learners at different developmental stages have different levels of
understanding. It is for this reason that NYSED, for example, has an HIV/AIDS curriculum for elementary school that
specifies the lessons that should be taught at each grade. According to this curriculum, for learners in grades K-5 with
whom I will be working, the main aim of lessons will be to build learners’ basic knowledge of positive health choices
and behaviors, as well as an understanding of basic concepts like what it means to be healthy or sick.
Just as important as delivering age-appropriate knowledge is the need to deliver content in ways that meet each
learner’s unique needs. Every learner is different and comes to the classroom with unique experiences, abilities, and
needs. Learners also differ in terms of their readiness to learn, background knowledge, language proficiency, and
learning style. It is for these reasons that I will need to modify instruction so as to accommodate the different types of
learners. Some of the teaching strategies I will employ include group discussions, role-play, peer educators, guest
speakers, and computer-assisted instruction. In addition, I will use principles of the Universal Design for Learning
(UDL) approach to develop instructional materials, goals, and assessments. UDL emphasizes providing all learners
with equal chances to learn.

1. SAFETY EDUCATION:
   Referencing the Safety Education resources available via the following links: indicate what schools and
   educators are required to do in order to keep students safe. In your responses- reference the General
   Response Protocols, Fire Safety & Bus Safety, Child Abduction Prevention, and Awareness of  Mental Health
   Resources.
   General Response Protocol
   https://www.schools.nyc.gov/school-life/support/emergency-readiness
   Bus Safety Drills
   www.optnyc.org/schools/safetydrills.htm
   Prevention of Child Abduction
   https://codes.findlaw.com/ny/education-law/edn-sect-803-a.html
   http://codes.findlaw.com/ny/education-law/
   Mental Health Resources for Educators
   http://www.nysed.gov/curriculum-instruction/mental-health
   Centers for Disease Control and Prevention
   CDC Guidelines for School Health Programs to Prevent Unintentional Injuries and Violence are available at:
   www.nasponline.org/professional-development/prepare-training-curriculum
   Answer: With respect to the General Response Protocol, as schools and educators, we are required to train our
   students with the goal of getting them to understand what to do in the event of an emergency such as a lockdown, a
   shelter-in, or an evacuation. However, before we can expect them to know what to do in case of these events, they
   first must understand what each event is. In particular, we are expected to help them differentiate between a soft
   lockdown (when there is no imminent danger) and a hard lockdown (when there is imminent danger).
   With regard to bus and fire safety drills, working with school bus drivers and school safety agents, we are expected to
   help students understand why the drills are conducted. We are also expected to emphasize the importance of
   following instructors’ instructions during a drill and explain the disciplinary consequences of refusing to follow the
   instructions.
   With respect to the prevention of child abduction, as classroom teachers, we are required to provide instruction meant
   to prevent child abduction, although a school’s administration may decide to engage another agency, public or
   private, to provide the instruction. Meanwhile, schools, through the boards of education or trustees of their respective
   school districts, are required to recommend the content and delivery of such instruction with the technical assistance
   of the commissioner. Alternatively, a school district may opt to use a course of instruction developed by another
   school district or agency, private or public.
   Finally, concerning mental health, schools are required to use the vast educational resources to develop or adapt
   their curriculum of mental health education. The curriculum must be consistent with the New York State Learning
   Standards and tailored to local needs. On their part, educators are expected to deliver instruction on mental health. In
   so doing, the emphasis should be on empowering students to effectively recognize mental health symptoms and
   know where to look for help should they need it.