Competency 6

Provide safe environments.

Educational leaders must have the ability to:

• Plan for safety in all operational areas.
• Manage risk and develop a safe and effective environment.
• Communicate effectively to promote safety.
• Plan for the treatment of bullying, harassment, and personal safety of learners.

"Educational leaders strongly believe that it is incumbent upon an educational institution to create safe, secure, positive, and effective school environments that allow staff members and students to focus on teaching and learning" (Jacobsen & Polin, 2006). Creating a safe environment involves appropriate supervision, a culture that fosters positive interaction among the learners and staff, school buildings that are in good repair, and a crisis management plan. These elements intertwine to provide safe environments in educational institutions.

According to Brunner and Lewis (2006), "supervision is one of the basic building blocks of a safe and orderly school environment. The value of supervision cannot be overemphasized" (p. 61). Staff members must be properly trained in being present and alert in areas where learners congregate. They must also learn how to engage learners in conversation when problems do occur in order to de-escalate the situation. Educational institutions should have a strategic supervision plan that is written and communicated to all employees (Brunner & Lewis).

In addition to a sound supervision plan, the organization must also support staff members in creating positive, proactive, and productive environments. The institution must be "committed to providing a safe and civil environment that reflects a culture of caring and promotes quality learning for all" (Jacobsen & Polin, 2006, p. 36). All employees and volunteers should be involved in ongoing training to foster a positive interaction among all learners and employees in the institution.

When thinking of safety and security, it is also imperative to make certain that the building and grounds are well-maintained. This may mean the strategic placement of surveillance cameras, doors that may be locked for all or portions of the day, and other security measures. Staff members may also be assigned to routinely check doors and grounds throughout the day (Brunner & Lewis, 2007).

Security measures are becoming increasingly more prevalent in today's schools. According to Kowalski (2008), experts who have examined crime-related crises have concluded that many educational institutions remain especially vulnerable to violence for the following reasons:

• Leaders are often unprepared to deal with violence, either because they have not been sufficiently educated or because they lack experiences in these situations.
• Crisis plans are often perfunctory documents that receive little or no attention. Administrators may fear that such plans will be interpreted by the community and other taxpayers as an admission that serious security problems already exist (Moriarity, Maeyama, & Fitzgerald, 1993).
• Chaos often occurs during a crisis situation because implementation of the safety plan has not been coordinated with community agencies. (p. 29)

"The school's plans must be fully integrated with community emergency response plans-including public safety, fire and rescue efforts, and community health and mental health services as well as be clearly communicated to staff members, parents, and community leaders" (Reeves, Brock, & Cowan, 2008, p. 10). Crisis plans should involve four integrated phases: prevention and mitigation, preparedness, response, and recovery. Crisis team members should represent the school and community and be properly trained to develop a comprehensive crisis management plan (Reeves, Brock, and Cowan).

Providing a safe learning environment in schools is far more complex today than in years past. Leaders must work collaboratively with many stakeholders to provide appropriate supervision, a positive culture that promotes appropriate interaction among the students and staff, a comprehensive crisis management plan, and safe and secure buildings and grounds. A safe learning environment provides a firm foundation for all of the work of the educational institution. Nothing is more important. 

References

Brunner, J. & Lewis, D. (2006). Strategic supervision: The foundation of school safety.
Principal Leadership (Middle level ed.), 7(4), 61.

Jacobsen, M., & Polin, M. (2006). A district's role in building a safe and civil school.
Principal Leadership (Middle level ed.), 7(4), 36.

Kowalski, T. (2008). Case studies on educational administration (5th ed.). Boston:
Pearson Education, Inc.

Moriarity A., Maeyama, R., & Fitzgerald, P. (1993). A clear plan for school crisis
management. NASSP Bulletin, 77(552), 17-22.

Reeves, M., Brock, S., & Cowan, K. (2008). Managing school crises: More than just response. Principal Leadership. (Middle level ed.), 8(9), 10.