Interview a school principal, a teacher, and a paraprofessional to determine their understanding of their schools or districts definition of what constitutes negligence and procedures for responding to negligence. Compare and contrast their responses and determine if there are disparities among the three individual responses. Write a 750-to 1,050-word paper in which you summarize your findings.Please see the following information to aid you with your paper.A learning community is full of responsibility as well as liabilities. All activities and actions within a given learning community should be handled with the utmost care and diligence. Duty of Care is a legal phrase that is vital in understanding a practitioners obligation to attend to teaching and learning without causing physical or psychological harm to the recipients of the learning experience. I have had the opportunity to not only conduct inquiry from the said practitioners: the principal, the teacher and the practitioner, but to have actually assumed each of the roles of record. The lens of each practitioner is varied and different, as we respond to our world based on our lived experiences. It is my professional perspective as a school principal that the Principal will have the most advanced handle on a proper and appropriate definition of the term negligence as he or she more that likely would have assumed all of the professional roles indicated and as we move up in hierarchy we tend to become more global and comprehensive in our understanding. The principal had an understanding of how negligence impacts each of the roles, because he or she is responsible for supervising each of the roles, as articulated in the writing prompt. The teacher interviewee understands that negligence happens when duty of care is not executed with due diligence, however her understanding of negligence is central to the job of the classroom teacher as each of the examples cited had to due with teaching and learning related to the etymology of the classroom. It appears that the practitioners for the most part understand negligence from a worldview of staying out of trouble and within the scope of their individual job descriptions. The paraprofessionals understanding was very limited and it was more of a systematic plan of staying out of trouble and keeping her job. There were very clear disconnects and disparities in the practitioners understanding of the term negligence both in the spirit of denotation and connotation. In synthesizing the results, it was very clear that negligence can be denoted as not taking care or diligence in meeting the many and varied needs of the student learner and when learning does not happen within a learning community or is hindered, there is a high price to pay. It can also be noted that the layers of responsibility increase as job roles and responsibilities expand, and this is also a similarity that all practitioners at each professional level was in agreement with. The layers of negligence can be linked to teaching, learning, safety, health and so many other areas which impact teaching and learning. Finally, when there is a strong system of accountability at each level, negligence decreases in both probability and reality, however having a clear working knowledge is the first line of defense in decreasing negligence in a given learning community.
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