Building safe learning environments : an examination of New Jersey school leaders' understanding of the uniform memorandum of agreement, 2025

Item — Call Number: MU Thesis Kis

Identifier: b7932521

Scope and Contents

From the Collection:

The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

From the Collection:

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2025

Creator

Kissane, Patrick (1967- ) (Author, Person)
Aldarelli, Edward F. (1973- ) (Thesis advisor, Person)
George, William O., III (1963- ) (Thesis advisor, Person)
Mulvaney, Tracy, 1970- (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Full Extent

1 Items (print book) : 133 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Creating safe and supportive learning environments is a fundamental responsibility of school leaders. In New Jersey, the Uniform State Memorandum of Agreement Between Education and Law Enforcement Officials (MOA) serves as the central framework for collaboration between schools and law enforcement. Despite its importance, many administrators receive limited formal training on the MOA, leading to inconsistent implementation of reporting, confidentiality, and disciplinary procedures. This mixed-methods study examined New Jersey school administrators’ baseline knowledge, confidence, and operational readiness regarding the MOA and evaluated the impact of targeted professional development on their understanding and application of its provisions. School leaders from diverse school settings participated in a one-day professional learning workshop. Pre- and post-assessments measured perceived knowledge, content mastery, and procedural competence, while qualitative reflections captured participants’ insights, growth, and anticipated changes in practice. Results showed statistically significant improvement across all domains, with participants demonstrating greater clarity about reporting requirements, confidentiality protections, and law enforcement roles outlined in the MOA. Qualitative findings indicated heightened confidence and preparedness to apply MOA procedures consistently and equitably. These results suggest that structured, context-specific professional development can strengthen administrators’ procedural understanding, enhance interagency collaboration, and promote equitable, developmentally supportive approaches to school safety.

Keywords: school safety, law enforcement collaboration, school leadership, Memorandum of Agreement (MOA).

Partial Contents

Abstract -- Dedication & acknowledgements -- List of figures & tables -- 1. Introduction -- 2. Review of literature -- 3. Methodology -- 4. Findings -- 5. Discussion -- References -- Appendices.