Week 5 Instructor Notes Notes from the Field Even as teachers, we have always understood the importance of confidentiality. Many problems have arisen because someone was too anxious to pass on information that should have been kept confidential. I well remember beginning my planning period one day when I was still teaching and the fifth grade teacher next door coming to my room and motioning me to come with her. I followed her to her classroom, and she quickly looked around and closed the door. At that point, she began to tell me how terrible the principal was, how unhappy she was, and what we needed to do to change things. I stopped her when she began telling me a story about the principal and told her that if she were that unhappy, she needed to find another school and another principal where she would be happy. I then went back to my room and my planning period. No one ever knew about that conversation. There was really no need for me to tell anyone else. This is just one example of the importance of keeping some types of information confidential. There was no need for me to spread this teacher’s feelings to anyone— especially the principal. In case you are wondering, she was still there several years after I left to go to higher education. It is critical that you avoid the temptation to pass on information that will do nothing to enrich the school climate or further collegiality in your school. If you have evidence of something that needs to be addressed, it is your responsibility to report it to someone (principal or others in administration) who can resolve the situation. Content Notes As you begin this very important part of your graduate program, probably one of the most important things to remember is the importance of confidentiality. You will be privy to a lot of information as an intern that you might not otherwise have. It will be important for you to have a candid conversation with your mentor/principal at the very beginning about where you will fit into situations that might be considered confidential. While that conversation can be a general conversation at best, and there is no way we can list ahead of time what should be open discussion vs. closed discussion, there may be times when you will have to excuse yourself when the occurrence cannot be reviewed by anyone except the building principal or assistant principal. There may also be times when the administrators will need to ask you to excuse yourself. There may be other times when you can be included in the conversations. As you work closely with your mentor, confidentiality must be considered in the initial planning. It also goes without saying that when you are privy to information that may only be for the eyes of the administration you must handle it very carefully. Areas of the school where confidentiality also reaches are the requirements in special education. This information may only be shared with individuals who need the information to provide services to the student or who have a legitimate education need for the information. We discussed FERPA in the law course. Now it is time for you to see the Federal Education Rights to Privacy Act in practice. Student information is to be held to the highest degree of confidentiality when working with special education students and their Individualized Education Plans. Another great idea might be to annually remind your staff of confidentiality policies and procedures through professional development. While the district Director of SpecialWeek 5 Discussion – Conference with Staff
After completing this week’s Readings and Resources, respond to the following questions.
Consider this scenario: The principal has scheduled a conference with one of the cafeteria staff and wants you to plan to sit in on the conference. He knows you take copious notes and wants you to be there for the purpose of taking notes about the conference. As all three of you sit down, the staff member looks at the principal and then over at you and says, “I don’t want her in here.” You and the principal are both taken aback for a moment.

Can the staff member actually demand that you leave?
Why would she not want you in there, since you have known her for a very long time?
What will you do at this point?
What should the principal do?
What are your suggestions?

Your initial responses are due by 11:55 p.m. Eastern Time on Wednesday and should be between 200-250 words. The initial posting should be a statement of your point of view on the question, supported by the required readings.