On the way to Oxford, I contemplated the reasoning behind my next assignment. As a parent, safety is a top priority in my life. I keep my kids safe at home and want to be ensured their safety was being accounted for in their daily routines elsewhere. I knew what I was supposed to do, the only part of the assignment that was troubling was trying to figure out how this was going to be interpreted by various school districts.
The assignment was to check school accessibility and security measures.
Providing security regarding unwanted intruders intending to do harm to the students helplessly inside is a concern for every district.
I walked to the elementary side of the building. I saw a few doors obvious to the eye and went to them. I tried some doors and was satisfied they were securely locked. Walking to the high school side of the building, I felt relieved the first two doors were locked, because if I had gotten in, I would have to tell administrators I had just broken through their security measures. Now I was a little more confident. After checking three more high school doors, I went to the main entrance and was buzzed in. The principal directed me to the superintendent, where I explained the purpose of my visit. We sat and talked about how the district prepares for emergencies, intruders, regular visitors and protocols for various situations.
I felt comfortable talking to these administrators, but mostly I felt a sense of guilt. I did not want them to think I was there to say they were doing something wrong or to focus on their school alone. I was simply assuring the public Oxford Academy at the forefront is very secure.
Heading to Greene, I felt sure of myself now after going to Oxford and finding their school secure. As I pulled into the parking lot, a state trooper’s car was positioned there and I was glad to see it. As I looked at the trooper’s car, I said to myself, “Well that’s a good sign of security already.”
I waited for the trooper to drive away and having never been to Greene Schools before, I walked to a few doors and to the common observer probably did seem a little lost. All three doors I tried were locked securely. Again, I was not going to climb in a window or go to drastic measures to get into the school. I walked into the main door and was greeted by the person set up to direct incoming visitors. After giving my name and signing the visitor book, I clipped a badge to my coat and went to where she directed me to go in order to find the elementary principal.
As I started to walk down the hall, the only thing I could think of was by signing in, what good did it really do? Because I was willing to sign in, does this make me less likely to cause possible chaos? I passed down the hall, glancing side to side into various classrooms and almost at the end, a woman came out and asked if she could assist me. She happened to be the principal I was looking for, so in my head I told myself “all right, the jig’s up, just explain to her what I’m doing and get the conversation started.”
Again I was directed to the superintendent and had a very open discussion about the district and the security measures they take.
Both districts seem to have a grasp on how far to take security, stating it is like balancing act; on one hand the school needs to be secure and on the other hand the school needs to be inviting.
Driving back to Norwich, I was anxious to see the outcomes of the other surrounding districts, glad the assignment had been completed and happy to know the schools I had evaluated had been secure enough so anyone wanting to break in could not do so with ease.