The primary purpose of this study is to gather perceptions and opinions of veteran assistant principals and veteran counselors on the impact and changes in bullying with the recent surge of technology and technological devices. The assistant principals and counselors will all be gathered from public school districts in Connecticut. Veteran, as defined by having more than 15 years of experience in a school system, were chosen to better understand the changes technology has had on bullying. The veterans will be able to provide a comparison of traditional bullying and cyberbullying, where novices have started after the outpouring of new technology and technological devices. The researcher will use a case study design, from the answers provided
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One requirement of this responsibility is, “the professional teacher has an obligation to the student to recognize, respect, and uphold the dignity and worth of students (CSDE, n.da).” Similarly, as an aspiring administrator, there is a separate code of conduct called the Connecticut Code of Professional Responsibility for Administrators. It states, “The professional school administrator shall make the wellbeing of students the fundamental value in all decision making and actions (CSDE, n.db).” Furthermore, there are leadership expectations through the Connecticut School Leadership Standards. This includes, “ensuring a safe environment by addressing real and potential challenges to the physical and emotional safety and security of students, faculty, and staff (CSBE, 2012).” This means any professional educator, including the writer, believes in and is responsible for the physical and mental welfare and safety of all students. This not only includes dealing with the after effects of safety issues but staying ahead of current trends and determining ways to prevent them from
One requirement of this responsibility is, “the professional teacher has an obligation to the student to recognize, respect, and uphold the dignity and worth of students (CSDE, n.da).” Similarly, as an aspiring administrator, there is a separate code of conduct called the Connecticut Code of Professional Responsibility for Administrators. It states, “The professional school administrator shall make the wellbeing of students the fundamental value in all decision making and actions (CSDE, n.db).” Furthermore, there are leadership expectations through the Connecticut School Leadership Standards. This includes, “ensuring a safe environment by addressing real and potential challenges to the physical and emotional safety and security of students, faculty, and staff (CSBE, 2012).” This means any professional educator, including the writer, believes in and is responsible for the physical and mental welfare and safety of all students. This not only includes dealing with the after effects of safety issues but staying ahead of current trends and determining ways to prevent them from