McCray_Legal Entanglement Project Part 1.docx

TOPIC SELECTION AND ETHICAL ANALYSIS 1 Legal Entanglement Project: Part 1 – Topic Selection and Ethical Analysis Jessica L. McCray School of Education, Liberty University

TOPIC SELECTION AND ETHICAL ANALYSIS 2 Legal Entanglement Project: Part 1 – Topic Selection and Ethical Analysis A. Topic Selection and Evaluation Existing Policy RELIGION IN THE SCHOOLS The Danville School Board is neutral in matters of religion. This means that the Danville schools  assume no role or responsibility for the religious training of any student and  do not become involved in the religious belief, disbelief, or doubt of any student. This neutrality does not preclude or hinder the Danville school division in fulfilling its responsibility to educate students to be tolerant and respectful of religious diversity. The division recognizes that one of its educational responsibilities is to advance the students' knowledge and appreciation of the role that religion has played in the social, cultural, and historical development of civilization. Therefore, the division approaches religion from an objective, curriculum-related perspective, encouraging all students and staff members to be aware of the diversity of beliefs and respectful of each other's religious and/or non-religious views. In that spirit of respect, students and staff members may be excused from participating in activities that are contrary to their religious beliefs. The School Board may authorize, as an elective in grades nine through 12 with appropriate credits toward graduation, a comparative religion class that focuses on the basic tenets, history, and religious observances and rites of world religions.

TOPIC SELECTION AND ETHICAL ANALYSIS 3 Narrative Describing the Process Used in Selecting the Topic and in Evaluating the Ethical and/or Legal Dimensions of the Issue When looking through all of the policies within my current school district, it was a bit difficult to locate one that may have legal or ethical implications. After reviewing all of the policies, I decided to choose one regarding religion. I chose this policy because I believe it does not provide enough information regarding the religious expression of teachers and students. While the policy discusses respecting the religious/non-religious views of others, it does not specifically address whether religious expression can occur within the schools. The policy emphasizes the importance of the school district having an objective and neutral position on religion and only providing education on a diversity of beliefs. However, it does not ascertain whether faculty, staff, and students can engage in religious activities individually or in student- led groups. For example, the policy does not discuss whether students are allowed to form after-school organizations that are focused around a particular religion. Additionally, it does not address whether teachers and students may engage in certain religious rituals or exercises privately throughout the school day. Since there are likely a plethora students and school personnel with varying religious beliefs and customs, it is also likely these individuals would want to engage in some form of religious expression throughout the day. If people are not fully aware of what is and is not allowed in regards to religion, it could lead to difficult situations that the policies within the school system do not necessarily cover. Therefore, I think more specifics are needed when giving policies regarding religions within the schools. B. Ethical Analysis Relevant MCEE Principles used in Analysis [MCEE Principle #I.A.2] A. The professional educator demonstrates responsibility to oneself and the profession by: 2. Knowing and upholding the procedures, policies and laws relevant to professional practice regardless of personal views; While it is important for educators to uphold the policies and procedures related to professional practice, it is also important to ensure the personal views of educators are not being discriminated against. Policies should ensure they address the specifics of religious practices within the schools, as long as educators are not acting in their official capacity and using that to influence others. [MCEE Principle # III.A.1] A. The professional educator respects the rights and dignity of all students by: 1. Respecting students by taking into account their individual characteristics, including but not limited to age, gender, culture, setting, ability and socioeconomic context Respecting the rights and dignity of students includes respecting their

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TOPIC SELECTION AND ETHICAL ANALYSIS 4 religious or non-religious beliefs. This means it is imperative that students are allowed to express their beliefs, engage in religious rituals when appropriate, and do not experience any pressure from school personnel to believe a certain way. [MCEE Principle #III.B.2] B. The professional educator demonstrates an ethic of care through: 2. Respecting the dignity, worth and uniqueness of each individual student including, but not limited to, actual and perceived gender, gender expression, gender identity, sexual orientation, civil status, family status, religion, age, disability, race, ethnicity, socioeconomic context and culture; and This principle is similar to the previous one, as it discusses respecting the dignity of the student. I believe this specific principle is also important because it touches on gender and sexual orientation, which may go against certain religious beliefs. Therefore, it is important that school policies emphasize the importance of respecting these differences in students and not allowing religious beliefs to affect the instruction provided to students.

TOPIC SELECTION AND ETHICAL ANALYSIS 5 References Danville Public Schools. (2023). Policies. Retrieved from https://go.boarddocs.com/vsba/dps/Board.nsf/Public# National Association of State Directors of Teacher Education and Certification. (2023). Model Code of Ethics for Educators . 2 nd Edition. Retrieved from https://www.nasdtec.net/page/MCEE_Doc#Principle%20I%20title