Educators Need to Show More Faithfulness to Students, Families, and the Education System

                   
[Image Description: There is a blurry image of a classroom with desks, chairs, a white board with an American flag hanging from it, a door, and a white ceiling. "Educators Need to Show More Faithfulness to Students, Families, and the Education System" is in center-aligned black text inside of a white text box overlapping the classroom. There is a cloudy light blue background in the background of the classroom. My First Former Buddy Club President logo is in the bottom left corner of the image with "FIRST FORMER BUDDY CLUB PRESIDENT" in center-aligned black Marker Felt font overlapping an enlarged light blue heart with several small red hearts and a light blue background in the background of the enlarged heart.]




CONTENT WARNING #1: I would like to mention that I am not a Special Education lawyer or education system regulator, and I am sharing this content for educational purposes only. If you suspect that your disabled child/child with a disability/disabilities' legal rights are being violated at school, it is okay to get help, and I highly recommend seeking help from a Special Education lawyer and/or education system regulator who is qualified to do so.


CONTENT WARNING #2: The religious/spiritual opinions on this blog post are mine based on my own experiences and do not reflect the opinions and experiences of everyone. Commentaries published on my First Former Buddy Club President influencer page represent diverse viewpoints. If you would like to submit a commentary, please contact me for more information. All perspectives and experiences are welcome here.



    Educators have numerous job responsibilities as well as many stakeholders involved in the education field, such as students, families, teachers, administrators, and policymakers. There are also many complex issues around the roles and expectations of educators along with their many different philosophies and teaching styles that can be debatable. One of the main expectations of educators is that they show faithfulness to their students, the students' families, and anyone else in the education system who they are partnered with. While each professional may have different views about what faithfulness means in an educational context. In simple terms, however, it means showing honesty. Educators must have a balance between all students', families', and higher ups' different needs and wants and their own philosophies. Systemic factors can impact educator effectiveness and job satisfaction when issues arise; however, teachers must follow their country's and state's Code of Professional Practice and Conduct for Educators at all times in and outside of school to avoid legal and ethical consequences and maintain trust, professionalism, and positive connections with all necessary stakeholders. Read along about the issues that can arise when educators do not show faithfulness to their students, families, and the education system and how they should be showing faithfulness to maintain professionalism.



    The story of Moses is one of the most well-respected tales in the Bible. In the story of Moses, God puts the Ten Commandments in writing on two tablets of stone. This is followed by God giving tablets to Moses on Mount Sinai. The meaning of the Ten Commandments was that they were written expectations of moral behaviors for the Israelites to follow. The Ten Commandments required the Israelites to be respectful and faithful to God. The sixth commandment states the following: "You shall not commit adultery" (Exodus 20:14). Besides in romantic relationships, it is important for educators to be honest towards their students, families, and the education system. According to the Pennsylvania Code of Professional Practice and Conduct for Educators, some of these ethics include "knowledge, trust, and reliability" (pg. 147, Silverman & Silverman 2018).


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    Throughout my whole education, I have been exposed to many diverse populations of fellow students. This includes peers with many different abilities, strengths, challenges, races, ethnicities, nationalities, cultures, heritages, genders, identities, etc. In all of my classes before and during college, some of my peers were in the disability community. In Pennsylvania, all students between the ages of three to twenty-two years old in the disability community have the legal right to an Individualized Education Plan (IEP) or 504 Plan. Infants and toddlers from birth to three years old with disabilities or developmental delays also have the legal right to Individualized Family Service Plans (IFSP). According to the Individuals with Disabilities Education Act (IDEA), all teachers in the United States are required to follow IEPs, 504 Plans, or IFSPs. Unfortunately, it is a common issue for many IEP, 504 Plan, and IFSP team members to not follow these legal documents for students in the disability community. During my lifetime as a disability advocate, I have seen many educators who are willing to accommodate students with IEPs, 504 Plans, and IFSPs along with many other educators who have been inflexible.


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    Teachers and administrators exhibiting an imbalance of power when working with paraprofessionals and students is a common issue in the education field. This is especially true when it comes to Special Education paraprofessionals and students with Special Educational needs. All students with Special Educational needs in the United States must be exposed to participation in general education (GE) classes as least restrictive environments (LRE). When students with Special Educational needs are in GE classes, it is common for a Special Education teacher to be present in those classrooms to provide push-in support for these students. Paraprofessionals are qualified to provide push-in support in GE classes for students with Special Educational needs as well. Sometimes the Special Education teacher and a paraprofessional will be present in the GE classes at the same time. When Special Education teachers and paraprofessionals collaborate with each other and teach students, it is important for them to maintain positive verbal and nonverbal communication with each other at all times. They should also provide as much necessary guidance as possible to students during lessons and when they are filling out study guides. It is important for all teachers, paraprofessionals, administrators, and students' families to advocate for students' rights.


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    In addition, students with Special Educational needs should be taught how to self-advocate for their needs when their IEPs are not being followed as well as when it comes to any of their other needs and wants. As part of teaching self-advocacy skills, parents/guardians and educators should also teach students that it is valid to stand up to authority figures as long as they remain calm and respectful. For example, the IEP of a student with ADHD and ASD may state that taking tests and quizzes in a quiet room is one of their academic accommodations. If this part of their IEP is not being followed, the student can calmly explain to the teacher something like this, "My IEP says that I am required to take all of my tests and quizzes in a separate room and IEPs must be followed by law. Taking my tests and quizzes in separate rooms helps me concentrate because it is quiet. Besides reduced auditory and visual distractions, I can also read aloud to process written information more easily in separate rooms."


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    In case educators retaliate students about following their IEPs, parents/guardians, educators, and service providers should train students to report this concern to their parents/guardians and/or administrators since this is a legal issue. The parents/guardians should report this concern to the administration at their child's school as well to provide additional support for their child as part of their responsibility as IEP team members. All parents/guardians' and students' feelings about IEP team members' wrongdoings should be validated because they are valid. Education law regulators, parents/guardians, and students expect educators to be always following students' IEPs. When educators do not follow IEPs behind their students' families' backs, they are being dishonest to their students' families. Just like Joseph in the Bible stated, "How can I do this great wickedness and sin against God?", I have always wondered how anyone could so carelessly disobey any laws (Genesis 39:7-9). They should especially keep this in mind since certain disabilities cause individuals to struggle with social-emotional skills. As a result of their struggles in this developmental area, they might struggle with communicating that they are experiencing this legal issue to their parents/guardians, administrators, and/or other necessary parties. To elaborate, some students may have the communication skills to explain a problem like this to their family while also struggling to find the words to explain it. They may also become so upset by it that they shut down and internalize it resulting in them not telling their families about it ever or one year or more later.


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    Typically, students and their families are capable of moving forward from experiences like these in the aftermath if they seek out effective interventions and supports; however, it is important to also keep in mind that when professional team members treat students unfairly, what they did will always stay with the students and families who they did this to. All parents/guardians should have the initial expectation that they should be able to trust their children's educators in their absence. When educators do not exhibit this moral, they are being unfaithful to students' families and the education system, showing a lack of professionalism. Educators can even face legal consequences depending on the nature of their actions. When someone sees something bad happening that is impacting their educational and social-emotional well-being, they should say something as well though. Connecting with other people who have experienced the same issues can also help to realize that they are not alone. Ever since I knew that I wanted to become a teacher, I promised myself that I would adapt to any of my students' needs and teach them how to self-advocate for their rights, needs, and wants. I continue to fulfill this philosophy of mine as a current educator.


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    There are many values that everyone strives to practice; however, it can be difficult to do so consistently. This is because sometimes we falter in our abilities to do that. Sometimes we encounter other people who do not share the same values as us, which can make it hard to practice our values. This can especially be true when there is an imbalance of power; however, it is important to be assertive and try to control our reactions about other people's actions to be faithful to ourselves and others. It is important to focus less on the negative relationships that make us doubt ourselves or deviate from the path of putting our values into practice. Instead, focus on your relationships that facilitate positive spiritual growth.

    Make sure that you do not cause any harm to yourself and others as a result of destructive interference from those in authority or self-doubt. Everyone also needs to work on avoiding letting their fear of telling the important people in their lives where they faltered causing them to run away from taking ownership for their actions. It is not always true that people are afraid of how other people will view them when they make mistakes or deviate from their example or values. Instead of being afraid of what they will think of them, sometimes not all but many people fear what other people's reactions might demand of them or the consequences that it brings about. It is not necessarily about if they are penalized since there are some people who are so understanding and forgiving as part of their spiritual mindsets. Not all but many people fear the retaliation that they may experience in the aftermath of their loved ones stepping in and responding to the situation. Not all but many people also fear the destructive influence of the additional individuals involved.

    While it is important to stand up for oneself, it is also important to practice self-care and choose your battles. This could even mean being selective about when you act. It is okay to make mistakes as long as no one was hurt in the process. Everyone needs to take accountability for their actions along with seeking advice from people.





To find out more about the PA Code of Professional Practice and Conduct for Educators, the PA Professional Standards and Practices Commission, and self-advocacy, click on the following below links:


To learn more about how to self-advocate if you are a student in the disability community and how to advocate for your children/students in the disability community to provide additional support, I highly recommend the following books below:
  • Navigating College: A Handbook on Self Advocacy written for Autistic students, by Autistic adults brought to you by the Autistic Self Advocacy Network (ASAN), and Foreword by ASAN President Ari Ne'eman
  • The Parents' Guide to College for Students on the Autism Spectrum written by Jane Thierfeld Brown Ed.D., Lorraine E. Wolf Ph.D., Lisa King M.Ed., and G. Ruth Kukiela Bork M.Ed.
  • Laughing Allegra: The Inspiring Story of a Mother's Struggle and Triumph Raising a Daughter with Learning Disabilities
  • Late, Lost, and Unprepared: A Parents' Guide to Helping Children with Executive Functioning written by Joyce Cooper-Kahn, Ph.D. & Laurie Dietzel, Ph.D.
  • Helping a Child with Nonverbal Learning Disorder or Asperger's Disorder: Second Edition written by Kathryn Stewart, Ph.D.
  • Swinging From the Chandlier: Finding Joy in the Journey Through Autism written by Sandy Hartranft
  • The Defiant Child: A Parent's Guide to Oppositional Defiant Disorder written by Dr. Douglas A. Riley





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                                                                       Citations

1. Autistic Self Advocacy Network (ASAN). (2024). https://autisticadvocacy.org/

2. Commonwealth of Pennsylvania Code. (30 Mar. 2024). Chapter 3270. CHILD CARE CENTERS. (30 Mar. 2024). https://www.pacodeandbulletin.gov/Display/pacode?file=/secure/pacode/data/055/chapter3270/chap3270toc.html&d=

3. Geronimo, V. (2014). FERPA ‘Do’s and Don’ts’ Guide for Teachers. Technology and Privacy Law, Fordham University School of Law. https://dl.icdst.org/pdfs/files3/1e2b32276dcc81f4e70f7281d825ff7e.pdf

4. National Education Association (NEA). (14 Sept. 2020). Code of Ethics for Educators. https://www.nea.org/resource-library/code-ethics-educators

5. Pennsylvania Professional Standards and Practices Commission (PSPC). (2024). Disciplinary System Overview. https://www.pspc.education.pa.gov/Educator-Discipline-System-and-Reporting/Overview-Discipline-System/Pages/default.aspx

6. Pennsylvania Professional Standards and Practices Commission (PSPC). (2022). Educator Ethics and Conduct Toolkit. https://www.pspc.education.pa.gov/Promoting-Ethical-Practices-Resources/Ethics-Toolkit/Pages/default.aspx

7. Pennsylvania Professional Standards and Practices Commission (PSPC). (2021). Pennsylvania's Code of Professional Practice and Conduct for Educators. https://www.pacodeandbulletin.gov/Display/pacode?file=%2Fsecure%2Fpacode%2Fdata%2F022%2Fchapter235%2Fchap235toc.html&d=&fbclid=IwAR1GG77Rxn3XXavuvkyVAO1Iz24uH6YF1pANqBbmYiL-K8u0-1PiRsE9JQw

8. Silverman, R. & Silverman, S. Rise Above It: Spiritual Development for College Students. (2018).

9. United States Department of Education (USDE). (2024). Family Educational Rights and Privacy Act (FERPA). https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

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