Integrity Leadership
1 Day

Integrity Leadership
2 Days

Ethics Instructor
Certification 5 Days

Conference Presentations

Public Schools Integrity Leadership Seminar Outline

Empirical & Practice Studies of Educator Sexual Misconduct

Prevalence in U.S.

Job of Offenders

Same-sex Offenders

Sex of Targets

Race/Ethnicity of Targets

Prevention of
Educator Sexual Misconduct

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This seminar is intended for school board administrators. A comprehensive overview of the state-of-the-art for preventing workplace misconduct is provided. Instruction focuses on the “root causes” of employee misconduct, the Continuum of Corruption and effective Solutions. Up to 30 participants permitted. A 100 page manual is provided. Can be presented on weekends.
Fee: $2,000

Developed for principals and vice principals, participants will learn an assortment of proactive leadership strategies and techniques that instill and maintain organizational integrity. Specific topics include employee recruitment, hiring, accountability, motivation, cultures, role-modeling and personal needs of employees. A 200 page manual and CD containing extensive leadership materials provided.
Fee: $4,800

Students who complete this seminar become certified as Ethics Instructors by the National Institute of Ethics. They learn not only how to best instruct fellow employees about maintaining integrity, but can also serve as “subject matter experts” to advise leaders on integrity-related matters. A 400 page manual and CD containing extensive leadership materials provided.
Fee: $7,900

Nationally recognized speakers are available to make conference presentations that are both very informative and riveting. Included in the fee are 100 CDs that contain hundreds of files on leadership that prevents misconduct. Lectures are highly energetic and can range from 30 minutes to all day for the same $2,000 fee.

*Please note: A travel fee is also required for any presentation or seminar.

Chapter 1 School System Misconduct: An Honest Assessment

• Sex Scandals
• Evolution of School Employee Civil Suits
• The Corruption Continuum: Four Phases for How Schools become Corrupt
• Administrative Indifference
• Ignoring Ethical Problems
• Hypocrisy & Fear
• Employee Survival & Hopelessness
• Employee Lust
• Employee Greed
• Employee Anger
• Employee Peer Pressure
• The Victims
• The Offenders

• What is a Needs Assessment and Why Do One
• Self-Assessment Checklists

• Commitment from the Top
• Mission Statements
• Develop Goals/Objectives from the Needs Assessment
• Establish and Maintain an Effective Recruitment Process
• Implement and Maintain a Quality Hiring Process
• Provide State-of-the-Art Integrity Training
• Satisfy the Emotional Needs of Employees
• Maintain an Organizational Culture that Promotes Integrity
• Employees Receive Consistent and Fair Discipline
• Attain Self-Accountability: The Ultimate Integrity Tool
• Acquire the Active Support of Employees
• Break the Code of Silence
• Ensure Whistle-bower Encouragement and Protection
• Ensure Constant Evaluation and Improvement
• When a Crisis Occurs

• State-of-the-Art On-Line Training
• Principle and Vice-Principle Certification
• All-Encompassing Proactive Approach
• Employee Intervention Systems
• Video Dilemma Simulation Training
• Hotlines
• PTA Leader Certification Program
• “Safety Diplomas” for Students

• Commandments of Leadership
• State of the Art Leadership
• The Key to Success: Chief Administrator
• Leadership Styles
• Leadership Roles and Responsibilities
• The Future of Leadership
• Ethics Assurance Council
• Self-Examination
• Exercise: Traits of a Great Leader
• Cultures: A Case Study in Leadership
• Counteracting the Negative Culture

• Professional Attitude
• Reasons People May Act Unethically
• Classic Approaches to Ethical Decision-Making
• Decision-Making Model
• Staying Positive in a Negative World
• When an Unexpected Ethical Crisis Happens

• Ethics Teams
• Basic Team Operations
• Team Interaction and Stages
• Dealing with Opposition
• Early Resistance to Change
• Foundations of Truths
• All Encompassing Elements
• Ethics Teams
• Code of Honor
• What Makes Ethics Perpetual

• Ethics Training Topics Selection Matrix
• The Ethics of Ethics Trainers
• Sample Remarks about Professionalism
• Reasons People Act Unethically
• Ethics Training Scripts and Outlines
• Employees Continuum of Compromise
• Employee cynicism
• Workplace Discrimination and Harassment

• Accepting Gifts or Favors
• Offering Gifts or Favors
• Involvement in Political Activities
• Using or Disclosing Confidential Information
• Conflict of Interest - Improper Influence
• Nepotism
• Secondary Employment
• Solicitation or Receiving Money for Advice or Assistance
• Economic Interest
• Contract Inducements
• Penalties for Violations

• Media
• Why Celebration is Important
• How to Celebrate

As a group, these studies present a wide range of estimates of the percentage of U.S. students subject to sexual misconduct by school staff and vary from 3.7 to 50.3 percent. Because of its carefully drawn sample and survey methodology, the AAUW report that nearly 9.6 percent of students are targets of educator sexual misconduct sometime during their school career presents the most accurate data available at this time.

Reflecting the reanalysis of the 2000 Hostile Hallways data (published in 2001), Table 7 documents the percent of students who have been targets of educator sexual misconduct by role of educator. Teachers are reported most often, followed by coaches. Gallagher (2000) reported that teachers accounted for 90 percent of the school institutional sexual abuse cases in his analysis. Teachers whose job description includes time with individual students, such as music teachers or coaches, are more likely to sexually abuse than other teachers. Jennings and Tharp found that 25 percent of the educators in Texas who were disciplined for sexual infractions involving students between 1995 and 2003 were coaches or music teachers. Willmsen and O’Hagan found Washington state teachers who coach were “three times more likely to be investigated by the state for sexual misconduct than noncoaching teachers.” The AAUW data do not identify the abuser by job position in a way that can be connected to type of misconduct.

Same-sex misconduct ranges from 18 to 28 percent of the reported cases, depending upon the study.
Same-sex sex is not the same as sexual identity. For instance, in Shakeshaft and Cohan (1994), of the 24 percent of males who targeted other males, all of the offenders described themselves as heterosexual, with most living in married or heterosexual relationships.

Researchers have failed to find a consistent connection between sexual identification or sexual orientation label and child sexual abuse. For instance, Jenny et al. (1994) reviewed 350 cases of child sexual abuse and found no patterns. In another study (Freund et al., 1984), researchers found that homosexual males responded no differently to pictures of male children than did heterosexual males to pictures of female children.

While the majority of students who are sexually targeted by educators are females, the proportions vary by type of study. As is illustrated in Table 11, the three studies that examine formal reports (Gallagher, 2000; Hendrie, 1998; Shakeshaft and Cohan, 1994) find a higher percent of female students as targets than do the studies that ask students directly. These findings suggest that abuse of females is more likely to be reported than abuse of males, but that the differences between the percentages of males and females who are abused may be much smaller than has been previously reported. The differences in reports of educator sexual misconduct by sex of target depending upon the data source need further examination, particularly in understanding reporting patterns by sex.

Using the Shakeshaft reanalysis of the 2000 AAUW data as a guide, students of color (African descent, American Indian, and Latina/o) are overrepresented as targets of educator sexual misconduct in comparison with their representation in the sample, while Caucasian and Asian students are underrepresented. Students of color account for 44 percent of the targets but 33.2 percent of the sample.

Educator sexual misconduct has not been systematically addressed in schools. While the advent of money damages to targets of sexual harassment, a result of Title IX legislation, and newspaper and other media coverage have prodded some school district officials to acknowledge educator sexual misconduct, educator sexual misconduct is still occurring. Some believe that the rights of adults are favored over the safety of children (Sesame, 2003; Shoop, 2003).

Because so little has been done to prevent educator sexual misconduct, it is not surprising that there are no studies of the effectiveness of prevention programs or legislation. However, although not empirically documented, there are practices that many believe are likely to reduce educator sexual misconduct. In New York City, under the leadership of the late Edward F. Stancik who was special commissioner for investigations, a commission assembled a list of 35 recommendations for reducing educator sexual misconduct (Final Report of the Joint Commission of the Chancellor and Special Commissioner, October 1994). Follow-up investigations indicate that these recommendations have not been implemented.

The following recommendations are based upon all of the literature reviewed for this report. These suggestions are ones most often included in the professional literature. While there are no studies that examine the effectiveness of these strategies, best practice advice identifies these practices as possibly creating a climate in which educator sexual misconduct is reduced or eliminated.

Develop District and School Level Policies
All school districts need written policies prohibiting educator sexual misconduct and inappropriate educator-student relationships to include consensual relationships between staff and students. The behaviors prohibited should be described in the policy so that there is no ambiguity about what types of actions are unacceptable. In addition to making clear the prohibitions against adult-to-student sex the group United Educators (2004) has suggested that policies should include reference to:

• Descriptions of educationally appropriate touching.
• Limitations on closed-door and after-hours activities with only one student.
• Investigatory rights without formal complaint.
• Required reporting by other teachers and employees.
• Required reports of any criminal investigation or conviction during period of employment.
• Required chaperones, at least one male and one female, for off-site trips.
• Deadlines for reporting allegations with the option for waiving the time limit.

Hiring Practices
A common form should be used for all applications which includes questions on work history, identification that will facilitate background checks, and all information on criminal history. The form should include a statement that incomplete or false information can result in termination. Interviewers should be trained to identify red flags in applicant backgrounds.

Screen Employees
Screening applicants requires multiple methods that include references, background checks, license information, and application information. Prior to making an employment offer, personnel information from the current employer should be reviewed.

Background checks with fingerprint screens should be completed for all current and new employees.
Where collective bargaining agreements prohibit screening of current employees, steps should be taken to change these restrictions. While screening will not identify the majority of educators who have or will sexually abuse, it signals seriousness on the part of the district. To make background screens more effective, those who hire should check for gaps in employment, inquire into reasons for movement between schools or districts, contact school personnel in previous sites reaching beyond those listed as references, ask direct questions, and search DWI offenses. The social security numbers of new hires need to be verified. Finally, all offers of employment should Include a probationary period.

Assign a Case Coordinator and Centralize Information
Appoint a case coordinator who handles all incidents of educator sexual misconduct. In the most effective structure, the case coordinator is outside of district control but with regulatory authority within the district.

One reason that educator sexual misconduct continues is that in most schools and school districts there is no one person to whom all rumors, allegations, or complaints are channeled. As a result, patterns of behavior are often not detected. Selecting one person to whom all school personnel must report any rumor, allegation, complaint, or suspicion is helpful in insuring that no student falls through the crack and patterns of misconduct are quickly and effectively identified. However, because the designated employee may engage in misconduct, a school district or school may want to assign more than one employee to handle allegations of educator sexual misconduct and have these employees coordinate their efforts to identify any patterns of behavior. Also, each school receiving Federal financial assistance must designate at least one employee to coordinate its Title IX obligations. Schools also are required by the Title IX regulations to publish a policy that prohibits sex discrimination and grievance procedures providing for prompt and equitable resolution of sex discrimination complaints.

Record all allegations and outcomes in employee personnel file. Do not agree to expunge molestation
findings.

Report All Allegation to Both Child Protection and Law Enforcement Agencies
The majority of allegations of educator sexual misconduct are not reported to the police by the school districts. District policy should require that the allegation be reported to both the police and child protection agencies. Consult police immediately and build relationships for shared investigation.

Develop Through Investigative Practices
Train regional investigators who can respond quickly to allegations. Ensure that investigations are completed within 48 hours and reports are presented to school authorities, students, and parents. Define the roles of all parties in the investigation including their notification responsibilities. Do not terminate investigation if employee resigns. Complete investigation and file report internally, with criminal justice authorities, and with state licensing entities.

Educate Employees
With rare exceptions, sexual abuse prevention training for educators and school staff—whether preprofessional or while on the job— does not include educator sexual misconduct. These programs focus on what to do when sexual or any other kind of abuse or maltreatment is suspected from a source outside the school. Therefore, additional training for educators and other staff about educator sexual misconduct is important. Training outlines the behaviors that are not acceptable so that everyone—both those who abuse and those who do not abuse—are working from the same set of expectations. By making expectations explicit and public, school decision makers are also helping educators understand their own responsibility in reporting behavior that does not conform to those expectations. Thus, the training will educate employees about unacceptable behavior and to remind them of their responsibility to report abuse.

Educate Students
Like staff, students need to understand the boundaries that educators should not cross. This is important both for students who might be targeted and for students who observe such behaviors. Both sets of students need to know that such behavior is prohibited and that there is a person to whom they can and should report such incidents. Materials and programs that have been developed to protect students from sexual abuse rarely include examples of predators who are educators. Students
need to know that educators might cross boundaries and what to do if this happens.

Be Aware of Signs of Educator Sexual Misconduct
To increase the possibilities for identification of educator sexual misconduct, educators, parents, and students need to know:

• Any employee, including volunteers, might molest.
• Educator sexual predators are often well liked and considered excellent teachers.
• Special education students or other vulnerable students are often targets of sexual predators.
• Adults who have access to students before or after school or in private situations are more likely to sexually abuse students than those who don’t (coaches, music teachers, etc.).
• Physical signs of sexual abuse include difficulty walking or sitting, torn clothing, stained or bloodied underwear, pain or itching in the genital area, venereal disease, pregnancy, and changes in weight.
• Behavior indicators in students might include age inappropriate sexual behavior, late arrivals to class, changes in personality, and increased time at school with one adult.
• Rumors are an important source of information on educator sexual misconduct.
• Behaviors of adults who molest include close personal relationships with students, time alone with students, time before or after school with students, time in private spaces with students, flirtatious behavior with students, and off-color remarks in class.

Change State Educator Certification Regulations
State certification requirements for educators need to include required training on educator sexual abuse. New entrants to the field need to understand the professional expectations and ethics in regard to student relationships.

Provide Adequate State Registry
In most cases where educators cross boundaries, the educator does not lose her or his license. Therefore, a national list of educators by state who sexually abuse, which is maintained by the state certification office, would be a place where future employers or parents can turn to check backgrounds.

Provide Adequate Federal Registry
Currently there is no electronic federal registry that can be accessed to search for educators who have had certification and licenses suspended. Nor is there central place that lists those who engage in sexual misconduct.

Enact and Standardize State Policies and Statutes
State laws which prohibit educators who abuse their positions of trust should be implemented to include any student, no matter what age, in an educational institution. Criminal background checks using FBI and state records along with fingerprinting should be required by all states and the information stored in a federal repository that can be accessed easily. State laws should require school officials to report any alleged sexual misconduct or the resignation or suspension of educators accused of sexual misconduct to state education officials. Laws protecting school officials from lawsuits for job references given should be in place in every state. The age of consent should be standardized across states as should the definition of what constitutes child sexual abuse.

Enact Laws Giving Immunity to Public Employees Who Provide References
State laws that protect employers who give good-faith references on former employees will help increase the information exchange across districts. Although state personnel laws already protect former employers in this process, additional laws will increase feelings of security.

Expand Title IX
Make the damage intent of Title IX clear, using Title VII parameters in deciding liability.

Source: U.S. Department of Education, Office of the Under Secretary, Educator Sexual Misconduct: A Synthesis of Existing Literature, Washington, D.C., 2004