Service, Education, Latitude, and Flexibility – The Four Pillars of Modern Security

As the chair of the school of Criminal Justice, each new class presents some unique issues to be addressed. Yet, there are always common questions which recur for each class. One of these always concerns what the modern security professional needs to be aware of in this changing technological era. With each incoming class, and with each graduating class, I have always stressed four key principles that they must beware of if they are to be successful in their new profession. In this article we will take a look at those four parameters and how they impact not only individuals, but the system of security throughout this country as a whole. The need to provide service, to continue education, to remember the need for latitude, and to understand the growing flexibility of the new technological age are the four pillars that will make a successful professional, and a successful system for security.

Service:

In the instruction of college students, we sometimes take for granted that their understanding of the world at large is the same as the professors that provide the instruction. This is seldom the case. In Criminal Justice programs for almost a decade we saw increasing numbers of young high school graduates come into programs with the intent of becoming police officers, or what we have grown to identify as public security officials. Over the last two years this process has change radically. With the economic pressure on states, counties, and cities, we have seen a reduction in number of public security personnel in the face of rising cost. The cost of training and maintaining the average police officer has increased over 415% since the 1980s as indicated in the department of justice and labor statistics. It is this extreme escalation in cost that has forced society away from public security and toward private security professionals for economic reasons. Yet service, a key factor that any security professional or organization must provide, has very different meanings for each of these groups. Police departments are and were created to provide protection to the population at large. This is often a very different type of service, and will continue to be a very different type of service than that provided by the private security professional whose creation and existence is often driven by contract to protect private property. Private security does not have the same posture toward people.

The nature of service is changing dramatically as we make the transition from large public forces, to smaller contract driven private forces in our society. Helping students to understand this distinction can often be traumatic for those that come to the educational institution with only the concept of public service as their vision. The study of contract law and the intricacies involved focuses the student on these differences. The distinction between the two natures of service becomes clear, if not readily accepted. An example occurred recently in Seattle that made national headlines. The City of Seattle operates a public bus system in the city. At one facility where buses would engage in turnarounds, security was not provided by police, but by a private security company. One particular evening, a young lady found herself under attack by a group of young men in this facility. The private security officers responsible for this facility could be seen on camera not responding to the individual who was in distress. A Public outcry resulted from this lack of response and service. Once the investigation was undertaken it became apparent that the contract which allowed these private security forces into this facility restricted their ability to respond to individual attacks. Their responsibility was the protection of property, i.e. the buses, the property of that company to which they contracted. They were providing service in according with the terms of their contract, but not in terms of the social contract that society often expects from public security entities. It is this new change in understanding that the public must grow to understand as we make a shift from public security to private security in many of these areas. In time, we will balance these issues of service but at present it is an area that the security professional must be aware of and understand more fully.

Education:

Twenty years ago the average police officer needed little more than a high school education, and some well cultivated connections on a local police force before being accepted for training in a state sponsored academy. Likewise, a private security officer needed the same educational background to be accepted into a program that provided minimal training before being allowed to carry a firearm and to use lethal force. Those days are long gone. Today the modern security professional, weather in the public sector are the private sector, faces a growing pressure for increased levels of education. At the institution where I teach, we hire a number of adjuncts to teach classes each year. Many of these people come from police departments, and others from private security companies and the court systems in terms of prosecutors both Federal and state. The minimum requirement to teach a course at our institution, and many other institutions is a master’s degree as a minimum. We see the same trend in companies looking to hire new graduates.

In many segments of the security industry, especially those dealing with information systems, the Bachelor’s Degree is the minimum requirement to get in the door of the company. The American Society of Industrial Security, the largest organization in the country for security professionals, has been one of the leaders in establishing higher educational requirement for all private companies across the nation. Likewise, public security agencies such as sheriff’s departments and police departments who for years have used the associates degree as the minimum requirement for entry level positions, have slowly begun to back away from that position. An associate degree may get you an entry level job with a police department or a sheriff’s department, but you will not be promotable. Over the last decade, as evidenced by U.S. Department of Education, National Center for Education Statistics, which keeps educational statistics for all colleges across the country, Criminal Justice programs had moved significantly away from certificates programs and associate degrees toward full bachelor’s degree programs for their students. This is driven in part by the complexity of technology graduates must face. This will not change in the foreseeable future.

Latitude:

Latitude as a concept is very difficult to explain to students, and often just as difficult for professionals in the field to grasp. Latitude deals with political astuteness, and the ability to have room to maneuver in current societal situations. The security professional whether in the public sector or the private sector must deal with individuals that represent different strata’s of society. They may be discussing issues with the CEO of a large multinational conglomerate, a politician, or dealing with a highly sensitive issue for a single family. Each of these requires a certain degree of latitude, or political astuteness. The professional must be aware of the political realities of changing situations. They must be comfortable in a wide range of political situations and understand what room for maneuvering is available to them in order to address the problems they may face.

Flexibility:

In the world of today, and tomorrow, the security professional must be the ultimate utility person. They must be comfortable with a range of technological systems, and be comfortable with these systems. Whether they are dealing with psychological profiles to help them understand their community, or the personal data they will safeguard for that community, they must be capable of dealing with a bewildering array of technology. The security professional of today must have unparalleled flexibility to move seamlessly, and flawlessly between a large number of systems and to be proficient in their use.

Conclusion:

In understanding what will be required in the changing economic, political, social, and technological environment of the future, security professionals must understand and add here to these four fundamental pillars of success. To succeed, the successful security professional, irrespective of whether in the public or private sector must understand the important and changing nature of service in the future. They will likewise be aware of increasing educational goals with in their areas and adjust their educational goals according. Finally they must obtain a firm grasp of the need for latitude, and its political subtleties as well as flexibility which is being driven by technological need in a changing world. If they adhere to these four pillars, that will be successful and society will be the better for it.

Reinventing Educational Leadership

As the 21st century continues to unfold, the task of finding competent leaders to occupy positions of leadership in the educational arena continues to be a challenge not because of a lack of academically qualified leaders, but because of a lack of adaptive -competently qualified candidates. As such, many schools are under the leadership of leaders who lack the qualifications necessary to operate educational institutions in an era marked by rapid and constant change. If the educational scenery is to realize any meaningful change educational leadership should be reinvented. This paper identifies some of the challenges currently faced by the Education system. It looks at how these challenges may be addressed by reinventing educational leadership. The paper culminates with brief recommendations of how institutions of higher learning as well as stakeholders in the educational sector may reinvent the manner in which they prepare educational leaders -the end result not only academically-qualified, but also adaptive-competently qualified leaders who are able to perform in environments characterized by constant and rapid changes.

The educational environment in contemporary society is one in which change represents one of the very few constants. Cultural, social, political, technological and economical changes have resulted in a more diverse school populace since the genesis of education. With the advent of these changes, the educational sector is now faced with increased challenges. Challenges such as: low family literacy, increased poverty margins, a rise in dysfunctional families, and increased access to counter-productive information via internet. These challenges have seemingly created an uneven playing ground where students from all walks of life enter the education system being different, but by the time they exit, the barriers of differences should fade significantly, at least academically. Unfortunately, this does not always happen. An article by The National Association of Secondary School Principals “How do you reinvent a principal” highlights a number of effects these challenges have birthed: higher drop out rates, lower academic achievement and teacher attrition. The impact of the effects of these challenges on society is detrimental, as more students exit the educational system without the necessary qualifications to become positively contributing citizens to society.

As these changes and their impact are manifested in the educational environment, stakeholders are forced to raise their expectations from those in leadership positions within schools. Copeland in his article “The myth of a Super Principal” substantiates this point when he states that the expectations of leaders have increased significantly since the 1980’s (2001). The mandate of the No Child Left behind Act (NCLB) in 2001 solidified the prior statements as under the act leaders working in schools which were repeatedly classified as not meeting annual yearly progress (AYP) goals were relinquished of their positions. Incidentally, most of the leaders who were “relocated” were academically qualified for leadership positions, but lacked adaptive-competent qualification. Academically qualified leaders have successfully completed their years of training, by mastering the necessary dogma that was required. Adaptive-competent leaders are able to execute the theoretical skills practically and are able to assess new situations and appropriately modify their leadership style to suit the situation. As the educational scenery changes leadership should be reinvented if any measure of success is to be expected in erasing the effects of the challenges facing education.

The expectations of society have shaped and will continue to shape the roles of those in leadership positions. Educational leaders are now expected to be more than managers, creating rules and policies and maintaining the necessary paper work. They have to be more than disciplinarians, enforcing rules and policies and giving consequences in the event that rules and policies are broken. Leaders are expected to, amidst all the challenges they face, contribute to the increase in student achievement, cut drop out rates, and be a motivating force to their teachers. As the period of high stake testing takes root, no educational leader is exempt from these new demands. Institutions of higher learning as well as stakeholders within the educational arena must now ponder and quickly, how to prepare leaders to take on an educational system that must survive in these turbulent times, or face a future with yearly increase in the number of counter-productive students.

Educational leadership for this era demands a style of leadership that is fluid sufficiently to deal effectively with the challenges which will continue to bombard the academic world. This style of leadership should be entrenched in values, only then can an educational culture that is conducive to the invention of productive future citizens be realized. These values should encourage integrity in decision-making which will impact not only education, but stakeholders as well. A value-driven culture should produce leaders and followers who are willing to listen, and evaluate data before taking the steps to implement or act on the data. 21st century educational leadership should encourage collaborative team work within their organizations. This will permit staff members to feel a sense of self worth and subsequently self confidence as they work with their leaders to realize the necessary changes needed to counteract the challenges they face. Educational leaders should encourage staff-creativity, as they seek new ways to address new situations facing education. Far too often educators rely on the advice of those outside of the educational arena to provide techniques with which they may master the challenges they face. In order for staff members to maximize their creative potential leaders should create environments that facilitate and encourage employee creativity and innovative efforts. Encourage workshops sessions were brainstorm techniques as well as the random word technique or mind mapping is used to identify on going methods of providing a climate in which students are motivated to learn. The environment in question should prompt employees to enthusiastically participate decisions critical to the education process. This can be achieved if leaders create a culture that is conducive to open communication, where followers are able to participate by expressing their ideas without fear of ridicule.

Contemporary educational leaders should move away from a particular style, but should utilize different leadership styles as the situation warrants in order to effectively deal with the challenges they face. Any leadership style that lacks the flexibility to bend as the time changes will become an impediment to academic progress. Institutions of higher learning as well as stakeholders should prepare educational leaders to embrace new strategies of dealing with a new “generation” which will continue to metamorphosise as the time changes. As society grapple with the shortage of qualified educational leaders, institutions of higher learning need to provide adequate and on going professional development opportunities to qualify those seeking leadership positions in order to produce academically and adaptively-competently qualified leaders.

21st century educational leadership should be equipped to deal with the myriad changes bombarding society. As technology, culture, politics, economy, and social factors continue to modify the educational environment, academic-qualification, should no longer be the measuring stick by which leaders are prepared. The need to develop adaptive-competence becomes necessary. Only then can leadership be revolutionized to meet the demand of a changing school populace.

Educating Special Needs Children

Educating a child with special needs is an enormous topic — worthy of several books — but we’ll cover the basics here today.

The Most Important Part of Special Education

By far, without any question, is realizing there’s a problem and defining the problem. If a child makes it to kindergarten without anyone noticing anything dramatically wrong, it’s easy to assume the problem is something minor. (Sometimes, it actually is — we know of at least one child that was diagnosed with profound ADHD when his actual problem was nearsightedness; he wandered around the classroom not because he couldn’t focus, but because he was trying to get a better view of the activities.)

Further complicating the problem is the fact that many special-needs diagnoses are interrelated, or very similar in symptoms. For example, ADHD is strongly correlated with dyslexia, dyscalculia, and several similar diseases — but it’s not associated with the autism spectrum even though it shares far more symptoms in common with mild autism than it does with any of the dys- conditions. A child that doesn’t like to talk might be autistic, or they might have apraxia, or social anxiety disorder, or they might have a bad stutter… or they might be deaf and unable to hear you when you try to provoke a conversation. The point here is that special educators, no matter how skilled, cannot help a child if they’re using tools and techniques designed for the wrong disorder.

Special Needs is Not ‘Remedial.’

The next thing to remember is that there is a large difference between ‘special needs’ and ‘poor scholastic performance.’ Remedial education and special needs education have some overlap, but they are two different subjects — because ‘special needs’ can include scholastic affective disorders like dyslexia, but can just as easily include educating a brilliant but deaf student or a student with Asperger’s Syndrome that is an amazing mathematician and geographical wizard, but has trouble understanding the basics of social play and turn-taking. A good special needs program understands how to deal with gifted children — because being gifted is a special need — as well as those that need remedial assistance. Recognizing strengths has to be part and parcel of every special child’s education.

In fact, there is a special designation in special education — ‘2E’ — for those kids that are ‘twice exceptional,’ and require accommodation in both directions. A girl that is reading three grades above the rest of her classroom, but is also profoundly affected by ADHD and requires constant attention to stay on task — that’s 2E. A boy that is dyscalculic and cannot perform mental arithmetic, but is also a musical prodigy that masters new songs within days — that’s 2E. And these children are more common that most people understand.

The Same is True at Home

If it’s not obvious, these two overarching principles apply just as much to all of the lessons you teach your child at home as well. If you refuse to acknowledge that your child is different than the others, or if you assume that the problem is one thing without getting an expert diagnosis, you’re making a dire mistake. Similarly, learning that your child has dyslexia or ADHD doesn’t mean you have to treat them like they’re not as smart as a ‘normal’ kid — they are, they just have an issue they need your help overcoming.

Special Education Tools

Here are the biggest, broadest tools of special education, and how they relate to those principles:

The Individualized Education Plan (IEP)

The keystone of modern special education, IEPs serve as record-keeping, as a source of information for future educators, and as a tool for assessing the child’s progress. Each IEP contains information about the child’s diagnosis, known expressions thereof, and a record of every technique and tool used in the attempt to educate the child. Without an IEP, there is no individualization — and thus, there is no special education.

Your child’s doctor and/or the school’s specialists will tell you if they’ve been diagnosed with a condition that puts them in the ‘needs an IEP’ category. Not all children with a given diagnosis do — there are plenty of kids with ADHD who get by in mainstream school with no IEP, for example — but there are absolutely those who require special effort even if they receive and properly use a prescription such as Concerta or Adderall. Deciding whether a given child can cope with the school system ‘as-is’ or whether they require legitimate specialized education is part and parcel of the process.

The Special Education Crew and Room

Dealing with one special needs child at home can be quite difficult — imagine dealing with six, eight, or fifteen in a classroom setting! There’s simply no teacher, no matter how expert, who can predict how the kids will interact. When the ADHD kid jumps up partway through an assignment because he decided that spinning around in a circle is more fun than addition, and in his spinning he quite accidentally smacks the child with Oppositional Defiant Disorder in the back of the head, what will happen?

Will she scream at the top of her lungs and scare the autistic student into having a bathroom accident? Will she attack the ADHD boy and leave him wondering why he’s suddenly on the ground and bleeding from a scratch across the cheek? Or will she just upend her desk and get the entire room breaking down into a chaotic melee?

That’s why almost every special education classrooms features a ‘safe room,’ with padded walls and noise insulation a child can retreat to when they know they can’t cope. It’s also why every special educator comes with a squadron of assistants. Some of them are specialized therapists, like the speech pathologist or the occupational therapist; others are ‘simply’ other educators that are trained to deal with the occasional full-classroom breakdown and keep control.

Take-Home Lessons

As a parent, you can learn from these realities. Of course, you already individualize the attention you give your child — but do you keep a record of problems you encounter, solutions you attempt, and how well they succeed or fail? Can you see how that will be useful within a month or two? Do you have a ‘safe space’ the child is allowed to retreat to when overwhelmed? Ask your child’s teacher what tools they use that have worked for your child, and how you can implement similar strategies at home. Special education doesn’t have to — and shouldn’t — stop just because your child left the classroom.

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