Discover the Power of No Bullying On My Watch
Intervisitation
I would implement intervisitation by arranging for principals and assistant principals to visit other schools within the district to observe effective anti-bullying practices in action. During these visits, administrators would look for:
- Schoolwide expectations related to respect and inclusion
- How staff supervise high-risk areas
- How bullying incidents involving students with disabilities are prevented and addressed
After each visit, administrators would debrief and identify practices to replicate in their own schools. This promotes shared learning and reduces isolation in leadership.
Monthly Principal Support Groups
Monthly principal support groups would provide a structured forum for administrators to:
- Share challenges and successes related to bullying prevention
- Discuss difficult cases involving students with disabilities
- Collaboratively problem-solve and align practices across schools
These meetings would reinforce district expectations, promote consistency, and provide emotional and professional support for school leaders implementing change.
Principal Peer Coaching
Principal peer coaching would involve pairing principals to provide ongoing, reciprocal feedback. Coaches would:
- Observe implementation of anti-bullying initiatives
- Review incident data and response procedures
- Offer constructive feedback on leadership practices
This process encourages reflection, accountability, and continuous growth while maintaining a non-evaluative, supportive tone.
Supervisory Walk-Throughs
Supervisory walk-throughs would be conducted regularly by district leaders to monitor:
- Staff supervision in high-risk areas (e.g., hallways, playgrounds, cafeterias)
- Evidence of inclusive practices and positive school climate
- Student engagement and peer interactions
Feedback from walk-throughs would be immediate, specific, and focused on strengthening prevention rather than punishment, ensuring the initiative remains visible and prioritized.
District Institutes
District institutes would be used to provide large-scale professional development focused on:
- Bullying prevention and disability awareness
- Legal and ethical responsibilities of schools
- Evidence-based practices for creating inclusive school climates
These institutes would align district messaging, establish shared goals, and renew commitment to sustaining anti-bullying efforts over time.
Principals’ Study Groups
Principals’ study groups would meet regularly to examine research, policies, and data related to bullying—particularly literature addressing bullying of students with disabilities. Through guided discussion, principals would:
- Reflect on current practices
- Connect research to real-world application
- Develop action steps for school improvement
This promotes informed decision-making and leadership grounded in evidence.
Individualized Coaching
Individualized coaching would be provided for principals or administrators who need additional support. Coaching would focus on:
- Leadership skills related to school climate
- Responding to complex bullying cases
- Implementing consistent systems and practices
This targeted support ensures that all leaders, regardless of experience level, can effectively sustain the anti-bullying initiative.
Conclusion
By embedding these Chapter 7 administrative practices into daily leadership routines, the anti-bullying program becomes sustainable, consistent, and responsive. Together, these strategies create a unified leadership approach that prioritizes safety, inclusion, and long-term cultural change—especially for students with disabilities.