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DB6.docxDerrice Randle
Case Study - The New Principal
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I can identify with this case study more than any other one because I lived it to some degree just two years ago. Much like the principal in this study I had to choose what I wanted to tackle as I stepped into the position and which things I wanted to sit back and observe for the time being. The new principal's decision to create quality teams, in my opinion, was brilliant considering the situation. The principal was dealing with a very influential teacher leader that had campus leverage, was driven enough to earn a doctorate degree, and savvy enough to be the president of the local teachers union. Giving the teachers more of a voice played into the role of a teachers' union which is to speak for teachers and maintain a balance of power. The principal achieved that and I'd say he dared Dr. Neuman to fight a decision that teachers would likely be in favor of and one that as the union president, he should have been advocating. Razik and Swanson (2010) point out that change should be viewed as a psychological process as well as an intellectual one. They also point out that people will resist change if they feel like their perceived power or influence will be reduced or that they could be seen as obsolete. In this case, the principal seems to have approached the situation not from a heavy-handed path but from calculated, psychological one. He also understood that Dr. Neuman would likely feel threatened with the arrival of a new principal especially considering the lack of effectiveness of the previous one. Dr. Neuman's influence had likely grown in the last days or weeks of the former principal, partly because upper-level leadership lacked.
I believe that the change agent is both the principal and Dr. Neuman. The principal has the authority by title but Dr. Neuman as the authority by social status. The new principal communicated to the staff that they have a voice and that they should be heard. It also told them that though they were not lead well before that they are the classroom experts and that they should play a part in doing what needs to be done to take care of their students. The supports in this change are the teachers that will be on the quality teams and the superintendent. The teachers have a vested interest because they are serving on the team and having a say in what happens next. The superintendent is the one that chose the principal and the one that has been advising him. The potential dissenters are Dr. Neuman and anyone that has been loyal to his leadership or his way of thinking.
I support the move that was made by the principal. I would go a step further and meet with Dr. Neuman to get his thoughts and to better understand his point of view. His uncomfortable as it could be I would draw him in as closely as I could. Speaking with him wouldn't be in an advisory role but as information gathering. I would want to know what elements of his position mean the most to him and understand what the campus means to him. Proverbs 16:7 (ESV) offers good reasoning for doing what is right in the face of potential adversity when it says, "when a man's ways please the Lord, He makes even his enemies be at peace with him. Engaging someone that could potentially have ill intentions is not easy but it provides a place to collaborate and show love.
I feel like the principal used the social interaction model to begin the change. He understood the position that Dr. Neuman held but he obviously wanted to leverage the greater power possessed by the other teachers. This model lends itself to a collaborative way of thinking. Though much of the thought process has to do with Dr. Neuman the real concentration needs to be on those that are eager to see greater things happen at the school. My approach to the quality teams would be to seek to understand them first. They will likely want to know what my vision is and how I operate but asking the right questions will be key to helping them see my heart for students and show them how much I value their individual and corporate leadership. Quality management would predominantly focus on developing, setting, managing, and meeting markers. Those that meet the standards would be celebrated often and those that were not in support would be spoken with individually about their ideas and reasons for resistance for a coaching standpoint at first. After that, the conversation would turn towards helping them find a place that they would happier serving students.
Razik, T. A. and Swanson, A. D. (2010). Fundamental concepts of educational leadership and management.
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Chevina Phillips
Chevina Phillips case study chpt 13
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What do you think about the "pot-stirring" approach that the new principal decided on? What are its advantages? What are its disadvantages?
The term pot-stirring has a negative connotation. I don’t consider his proposed changes to be negative. The system needs to change for personal and professional reasons. Knowing that the previous principal stepped down due to a vote of no confidence (Razik & Swanson, 2010, p. 268), the new principal had to make some changes as a power move. The power move would ensure those poised against him would have to work to get him a voted out if that is there intention. The advantages of the power move would be to establish authority, by showing his staff that he cares for their well-being by giving them power by creating quality teams these teams would allow them to have more input into the daily operations of the school and also provide space for them to collaborate. The disadvantage of this would be if the staff are quite comfortable in the system they currently operate. The principal would a well thought out plan that is specific to his current school and its personnel. The plan would also need to include this-then-that scenarios built into the plan. The plan would also include bench marks to ensure the plan is making the desired changes.
Identify the following in the case: the change agent, potential supporters, and potential dissenters.
Dr. Jack Prince the new principal is the change agent. He was initially told that there would be a personnel issue before he started his position as the new principal but waited and observed to formulation his own opinion. Soon after observing the issues first hand the made way to react to the issue sooner than later.
The teachers and staff members outside of and within the business school department are potential supporters of the proposed changes. Dr. Neuman, from reading the case study can be characterized as a bully in my opinion. Some of his seemingly supporters might be ready for a change. If not ready for the changes proposed by Dr. Prince, they might be ready to change to do what is best for their students. The superintendent Dr. Amy Kim would surely be a supporter of Dr. Prince’s initiative, especially as it would take some power from Dr. Neuman and raise the level of teaching and curriculum of the business department.
Dr. Neuman and some members of the business school staff are potential dissenters. I feel as though Dr. Neuman would pose the most dissention. His loss of power of his business department when it is placed in the hands of the quality teams, might cause him to act out. I could also see that the general staff members quite comfortable in the way the system currently runs might dissent outwardly or in quiet protest by not actively participating in the proposed changes. The superintendent might also be a dissenter. In their first meeting the superintendent told Dr. Prince that the educators were effective, liked by the student body, and considered highly competent (Razik & Swanson, 2010, p. 368). If any of these things change by the proposed changes, the superintendent could lose faith in the new principal.
What would you have done in this situation? Why? Explain your proposal in terms of the material discussed in this chapter.
If I were in the new role as principal and observed the same things that Dr. Prince observed I also would have devised a plan to make some changes. I more than likely would concentrate my initial changes to the business department. Especially if the observations of the superintendent were the same things I observed. If the business school was operating on dated curriculum, students avoided their classes, and the business school staff members were complacent (Razik & Swanson, 2010, p. 368), the changes in this department would be the most impactful on all other departments. If Dr. Neuman and his department were brought up to current standards that would speak volumes to the other departments. It is surprising that the business department has not had a negative effect on the rest of the school, especially if it is a known issue. If the superintendent knows I am sure those internal to the school know.
Identify a task that you, as a new principal, might want to accomplish with your faculty. How would you go about this? What part might quality management play? How would you deal with potential supporters? Potential dissenters?
As a principal I would want to establish open lines of communication. I would want to get their opinions on what changes are desired. I would devise a long-range plan with the staff member desires of what the changes would entail. I would give them a time-line of when the proposed changes would take effect. I would set a time-line to allow time to make a well thought out plan, that require staff member input and planning committees. These planning committees would allow me as principal to spend more time making immediate changes in the business department. The potential supporters would be staff and faculty members in all departments, especially those staff member that actively participate in the change management processes. Supporters of the potential change especially those most involved in the planning processes would probably be recognized as team leaders and be tasked with briefing others on the proposed changes. I would then find ways to reward those financially if the budget permits, or provide professional project management training if funding were available. Because Dr. Neuman is the president of the local teacher’s union I would consult with the legal department and human resources to ensure all documentation was proper and in order just in case his dissention to change became a legal issue.
References
Razik, T. A., & Swanson, A. D. (2010). Fundamental concepts of educational leadership and management.
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