Barrett Weaver

EDU 6304
The School & Multicultural American Society

Case Study
Decision-Making Scaffold

10/12/13

DECISION-MAKING SCAFFOLD
CASE STUDY: SAM MEYERS

Individuals Involved in the Case Study

THE SCHOOL - Howe Elementary

Majority of families are from the lower socioeconomic level

Located in a suburban area of a popular vacation destination

Most of families are Conservative Christian

Majority of parents worked second or third shift in tourism industry

Many parents didnt have formal education past 12th grade as jobs were available

in tourism industry upon high school graduation

SAM MEYERS

Middle aged male

Spent most of his career as a hospital clerk

Legally blind (degenerative eye disease) & wears glasses

First year teacher

Elementary teacher

Special Education teacher

Will work with Autistic students

New to district

Homosexual who openly discusses his relationship & partner

HANNAH

Sams mentor teacher at Howe Elementary

In her ninth year of teaching

First year in elementary special education

Enrolled in Doctoral special education program at local university

Sam is her first mentee

JULIA

Sams classroom assistant

Conservative Christian

Considered a straight arrow by the staff

Conversations with co-workers revolve around church activities and Christian

faith

Devoted to family and mother of four

Been an assistant in the classroom for two years

MILEY

Sams classroom assistant

Married mother of two daughters

Member of Conservative Christian church

More liberal than Julia

Drank, used profanity, had tattoos

Been in the classroom as an assistant for a year

MRS. MOREHEAD

Principal of Howe Elementary

Second year principal (both years at Howe)

Parents are skeptical of her because she is much different than the previous

principal

Received several good reports from the first-grade teacher Sam did his student-

teaching with

JOEYS MOM -Nancy

Mother of Joey, a student in Sams special education class for students with

autism

Concerned parent who questioned if a gay man could teach and how it would

affect her son

Discusses her concerns with her husband who has the same concerns and decides

to inform the principal

Reassured by the principal that Sam is a good teacher and everything is fine

Sequence of Events & Problems Within

-

Howe Elementary is currently in staff development & teacher work day sessions

for beginning of the year preparation.

Sam, Julia, and Miley spend their lunch hour together and they all share family

stories. Julia and Miley discover Sam is an openly gay man.

Julia gossips to community members and to Joeys Mom about Sams sexual

orientation. She questions whether her faith allows her to work with a gay man. She
doesnt know if she is allowed in the room with a gay man. Julia questions whether Sam
would molest the children or whether they would catch homosexuality from him. She
doesnt think Sam believes in God and is concerned of how this year will work.
-

Sam received a call from Nancy and the first day hasnt even begun. Nancy

informs him that under no circumstance was he allowed in the bathroom alone with her
son. Sam is completely shocked to already have issues with his sexual orientation before
classes start, and wonders who told someone in the community. The next day, Sam goes
to Hannah for advice.
- Hannah reassures Sam that everything will be alright. Although she couldnt believe it
either, her advice is to talk to Mrs. Morehead and tell her about the conversation, maybe
she can help.
- Sam is afraid to contact Mrs. Morehead. It is his first teaching job and he doesnt want
to mess it up.

Key Questions

What are the issues regarding sexual orientation that Sam, the other teachers,

the families, and school must address?

What are the beliefs about sexual orientation held by the major stakeholders in

the case?

What legal precedents and established standards of practice can be used as

guidelines for those involved?

What resources and supports are available for Sam, the family involved, and the

school district?

What short-term and long-term goals can be set that will assist all parties to deal

with similar situations in the future?

Addressing the Issues

PLAN OF ACTION

GOAL #1
Address the Problem: Internally/Externally
TIMELINE: IMMEDIATELY TO YEARLY

Mrs. Morehead will need to meet with Sam, Hannah, Miley, and Julia privately

and inform them of everyones rights and responsibilities individually, and the rights and
responsibilities of the school.
-

Mrs. Morehead will need to assure Sam that discrimination will not be tolerated

on her campus by faculty, staff, or parents.

-

A team approach with parents and other faculty will need to be adopted by the

teachers within this ONE classroom in order to keep order.

Mrs. Morehead will need to set up a meeting with the parents of Joey and address

their concerns one on one, and inform them of the schools legal responsibility and the
district policy on the issue.

GOAL #2
Educate the Campus & Community
TIMELINE: WITHIN THE FIRST TWO WEEKS EACH YEAR

As an administrator, Mrs. Morehead should provide informative seminars for the

faculty and staff educating them on the law and reminding them of constitutional rights
within.
-

Stakeholders of Howe Elementary and community members should be given

informative seminars to help educate every associated party.

-

Offer the seminars every year and have lead teachers and PTA heavily involved.

GOAL #3
Plan for the Future
TIMELINE: WITHIN THE FIRST TWO WEEKS OF SCHOOL & YEARLY

Mrs. Morehead will need to have Sam, Miley, and Julia take initiative throughout

the year to build relationships with parents and use them the next year to share their
testimonies.

Have the Special Education Department adopt meet the classroom night before

meet the teacher night in an effort for parents and students to share their experiences
and positive words

Additional Recommendations
Mrs. Morehead should contact other principals and her superintendant to receive

some insight and input from others who may have experienced the same issues from an
administrative viewpoint.
Sam and Mrs. Morehead should do their homework to find previous legal cases

against school districts to help educate them of their rights and the rights of
parents/students.
Mrs. Morehead can contact the region or state site to find resources for educating

all stakeholders within her campus. These resources should be offered yearly and new
ones should be implemented every year.

Resources

Taylor, Lorraine S., and Catharine Whittaker. Bridging Multiple Worlds

Case Studies of Diverse Educational Communities. Massachusetts: Allyn &
Bacon, 2009.

Public Schools and Sexual Orientation;

A First Amendment framework for finding common ground.

http://www.firstamendmentcenter.org/madison/wpcontent/uploads/2011/03/sexual.orientation.guidelines.pdf