The policy and the principal: Caring Places to Learn /Safe School Environment and the role of effective administrative leadership in creating safe intermediate school environments in the Eastern School District of Prince Edward Island
Bibliographic record
Abstract
In 1999, a new violence reduction policy called Caring Places to Learn/Safe School Environment was introduced to every school within the Eastern School District of Prince Edward Island. This study evaluated the methods by which the principals of the district's five largest intermediate schools have promoted this policy through awareness, implementation, and enforcement. Areas of review include an examination of effective policy characteristics such as communication, fairness, consistency, and meaningful consequence. This is complemented with a discussion of important principal strategies such as maintaining visibility, providing teacher support, communicating with stakeholders, and responding to students fairly and consistently. Information was collected through in-depth interviews, and the findings indicate a heightened awareness of policy objectives among administrators, an increased communication between principals, staff, students, and parents, and a practical interpretation of policy procedures in accordance with the factors surrounding each violent incident that occurs. The efficacy of the policy is questioned, the possibilities for future research are presented, and the educational implications of combining good policy and effective administrative strategies are discussed in detail.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".