Introduction: Where the Problems Start
One of the most notorious issues in the modern education, violating the school rules seems to have become quite a problem. It must be admitted that in some cases, the situation is getting out of the teacher’s control, which can lead to dramatic consequences. In such cases, the MN Pupil Fair Dismissal Act has been created to maintain the school safety and at the same time provide students with protection and clarifying them certain issues concerning the legal and the moral law.
One of the MN Pupil Fair Dismissal Act’s key purposes is to help resolve the situations where a teacher might feel quite uncertain. Unfortunately, such situations are quite widespread. In the case considered by Kowalski (2011), the latter claims that “Experts often disagree about the causes of substance abuse problems and how they should be handled” (133). This is a clear-cut example of where the suspension procedures were to be undertaken. However, for the suspension procedures to have the necessary effect on students, the suspension must be carried out properly.
Step One: Holding a Conference
According to the standards of the Minnesota Pupil Fair Dismissal Act, the procedure of dismissing a student must start wit organizing a conference for those who were considered the troublemakers. With help of a quiet conversation and a well-coordinated dispute, the key reasons for suspension can be outlined and explained to the students. Since the main goal of the entire procedure is not only providing safety for the given students and the entire school, but also explaining the reasons for morals that guide the teacher and make him/her resort to these preventive measures.
Therefore, the key goal of the suspension procedures according to the MN Pupil Fair Dismissal Act is to make the students aware of the probable danger of the situation. It must be admitted though that in case the peril reaches the critical level, this step can be omitted. Therefore, the MN Pupil Fair Dismissal Act also shapes the students’ idea of the correct social behavior, which is quite essential.
Step Two: Considering the Grounds of the Suspension
As soon as the students are aware of the grounds for their suspension, the time comes to undertake more serious measures. After the unofficial conference has been held, the teacher is supposed to conduct the official meeting where the “a school administrator shall notify the pupil of the grounds for the suspension, provide an explanation of the evidence the authorities have, and the pupil may present the pupil’s version of the facts” (Minnesota Department for Education 2005, p. 3).
Therefore this stage of the MN Pupil Fair Dismissal Act implementation allows the students to provide their version of what has happened, which often influences the length of their suspension and may even withdraw the claim.
Step Three: Considering the Grounds of the Suspension
The next stage of the suspension procedure is supposed to be the continuation of the previous one. In comparison to the conferences held before, this is already a more serious measure. Since the procedure involves the written reports o the conference result, at this stage the final sentence to the student is passed. Thus, it is clear that this decision cannot be argued and appealed to – the suspension verdict has been passed, which means that the student was considered guilty and is supposed to be put on suspension.
However, it must be admitted that in case a single detail concerning the case comes out into the open and have the most dramatic effect on the vision of the case, the results still can be reconsidered. Therefore, it is obvious that the suspension procedures are aimed at helping the students to deal with their personal problems in the most suitable environment.
Step Four: Executing a Judgement. No Appellation Allowed
Even though the trial ended and the verdict has been passed, there is still certain According to Minnesota Department of Education (2005),
Notwithstanding the provisions of subdivisions 1 and 3, the pupil may be suspended pending the school board’s decision in the expulsion or exclusion hearing; provided that alternative educational services are implemented to the extent that suspension exceeds five days (3),
which means that a student can influence the decision of the teacher in case it has been made unreasonably. Protecting the rights of a student, The Pupil Fair Dismissal Act offers an opportunity to prove his/her point of view concerning the case.
Conclusion: Has Everything Possible Been Done?
There is no doubt that The Pupil Fair Dismissal Act offers the most flexible system of suspension procedure steps, which allows students to prove their point of view and justify their actions in case they were given a false charge. It is evident that The Pupil Fair Dismissal Act serves as a specific system where the main principles of wise leadership are implemented. This is, according to Sergiovanni’s (1986) definition, the situation in which “a set of norms, beliefs and principles emerge to which organizational members give allegiance” (111). With help of flexible and fair Dismissal Act, the suspension procedure is bound to have an impressive effect on the students.
References
Kowalski, T. (2011) Case Studies on Educational Administration. New York, NY: Prentice Hall RTR.
Minnesota Department of Education (2005) The Pupil Fair Dismissal Act. St. Paul, MN: Minnesota Department of Education.
Sergiovanni, T. J. (1986) “Leadership as Cultural Expression.” Leadership and Organizational Culture: New Perspectives on Administrative Theory and Practice. Champaign, IL: University of Illinois Press.