CASE STUDY

Canadian Journal of Educational Administration and Policy, Issue #142, July 8, 2013.

© by CJEAP and the author(s).

NAVIGATING IN STORMY WATERS

Ann E. Lopez and Jacqueline Button, OISE, University of Toronto

This case study examines the tensions of social justice and culturally relevant

leadership. It also examines the challenges of school administration and

building cohesive teams. This case engages readers in theorizing about social

justice and culturally relevant school leadership as well as thinking about

practical ways to make the endeavour of school leadership and administration

more effective. We present the challenges faced by Arlene, a principal in her

second year at a large diverse secondary school and some of her challenges

building a cohesive team, dealing with the union, and within the construct of

social justice leadership.

Case Description

Arlene is in her second year as principal at Yellowridge Secondary School (Yellowridge

SS). Yellowridge is one of five secondary schools in Ridgecole, a growing city of over 250,000

people that is ethnically, racially, linguistically diverse. The city accurately represents the

growing diversity in most of Canada’s urban areas. Yellowridge SS, like the city, is very diverse.

The immediate area in which the school is located could be considered middle class, with

families representing many racial and ethnic groups. Most of the housing is single dwelling, with

a few rental apartment buildings. The school boundary also includes a low-income community

with subsidized housing. Students from the low-income community are bussed to Yellowridge

SS. Over the years the number of students bussed to the school has increased. The school is

traditionally known for its strong academic program and high graduation rates.

Arlene’s administrative team is diverse and consists of three vice principals. She is

white. Cassandra, a white female is in her third year as vice principal at Yellowridge SS. Michael

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is the longest serving member of the administrative team. He is a white male and has been a vice

principal at the school for six years. He is close to retirement and has no interest in becoming a

principal. Melinda, a black female was appointed to Yellowridge at the same time as Arlene. She

is very much interested in becoming a principal and sees Arlene as a mentor. Like most

secondary schools in the area, the teaching staff of 110 is predominantly white. Of the one 110

staff at the school there were two black teachers, two South Asians, and one Asian. The staff is

predominantly female. There has been very little staff turnover. A large percentage of the staff

has been at the school for over 10 years.

All teachers in secondary schools in the province are members of the provincial union,

a registered trade union that negotiates with the school board on issues of salaries and workload,

among other things. Each school board negotiates separately with the union and each school

elects a representative for the school. Yellowridge SS is known in the board as a school with a

strong union presence. Jeffery Briggs, a math teacher with over twenty-five years of teaching

experience has been the school’s union representative for the last six years. He is a white male,

in his early fifties. He has been teaching at Yellowridge SS for fifteen years, which coincided

with the removal of administrators from the teacher’s union. He became actively involved in the

union during a very politically tumultuous time in education. He assumed the role of the union

representative after the retirement of his predecessor by acclamation, as no one else expressed

interest. He takes his role very seriously and feels that it is his responsibility to promote and

safeguard the interests of teachers at the school. He has a reputation of being tough on

administrators and is not afraid to confront those who challenge. Jeffery sees himself as standing

up to administration for the rights of teachers. Given the number of years he has been at the

school, he has built strong relationships with some of the more senior teachers, particularly those

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who admire his “tough stance,” adversarial approach to the school administration, and focus on

sticking to the “rules.” Since the bussing to the school of students from neighbouring low-

income communities he has been complaining in staff meetings about the “declining discipline”

at the school. He feels that the administration, and in particular the principal, is not “tough

enough” and the “kids are getting away with way too much.”

While Jeffery has the support of the older staff and staff who have been at the school

for sometime, several of the newer staff members at the school do not like his overly aggressive

style, particularly towards Arlene, the principal, and towards many of the visible minority

students. Some of the staff complained to the principal that he unfairly singles out visible

minority students for minor infractions such as breaking the no hat policy and eating in the

hallway. On many occasions teachers have heard him yelling at students to remove their hats,

pushing students to the point of provocation for issues such as not looking at him while he is

speaking and disobeying the school rules. Some teachers feel that he is “pushing some students’

buttons” and then writing them up for “opposition to authority,” an offence that could lead to

suspension. While the staff like the fact that Jeffrey keeps them informed about union matters

and ensures that supervision and other work related issues follow the collective agreement, some

teachers find his constant aggression and approach towards the principal and visible minority

students troubling.

Arlene feels that it is important to create a safe, positive learning environment, not by

punishing the students for minor infractions, but working with them to change behaviour. She

spends time counselling students, communicating with parents, and finding alternative

approaches to address inappropriate behaviours, such as having students engage in a variety of

community service activities. Melinda and Cassandra, two of Arlene’s three vice principals,

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support Arlene’s approach to progressive discipline and work hard to present a united and

consistent approach to behaviour management.

Jeffery finds this approach to disciplining students completely inappropriate and has

even suggested that the learning environment has become “unsafe” for the teachers. He has gone

to the office on several occasions to complain to the principal about what he calls “unfair

disciplining” by Melinda. He feels that she is biased towards visible minority students and is too

lenient on them. He has indicated several instances where he felt that the discipline should have

been harsher. In one incident, he was heard yelling in the office at Cassandra who refused to

follow his instructions to suspend a student who had been late to school on a number of

occasions. Cassandra’s unwillingness to suspend the student has led Jeffery to suggest that this is

just another example of the administration’s unwillingness to support teachers.

Jeffery has found an ally on the administrative team in Michael, who agrees with him in

critiquing the leadership of Arlene and his two vice principal partners. During administrative

team meetings, Michael regularly criticizes Arlene’s approach to running the school. He often

makes reference to the way things were before she arrived and suggests that she is being soft on

discipline. Although Michael is only one member of a four person administrative team, he is the

most senior administrator in the school, is vocal and aggressive, and has the ability to undermine

the work of the rest of the administrative team. His long standing relationship with Jeffery and

other senior teachers has created a challenging and divisive climate at the school.

The situation at Yellowridge SS has become increasingly challenging for Arlene and

the administrative team. Jeffery has become progressively more adversarial with the

administration regarding teacher workload, scrutinizing supervision schedules and looking for

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opportunities to formally bring forward grievances against the administration. Arlene is

struggling to deal with Jeffrey and the tension within her administrative team.

Arlene and all the members of the administrative team were once teachers and support

the union. They believe the union plays an important role in protecting the teachers, but feel that

Jeffery’s approach is creating poor working relations between the administrative team and the

staff. In fact, a number of teachers visited the office to complain about Jeffery’s open criticism of

administration in the staff and lunch rooms. They feel that the working environment is becoming

toxic and suggest that Arlene has to do something about it.

At the regular weekly administrative meeting Arlene raises the issue of the working

relations between the administration and the union and the apparent division among the staff.

She asks members of the administrative team for their assessment of the situation and input.

Cassandra: “I support the union, I was a member of the union, but I feel there is a larger

issue here. My sense is that Jeffery stereotypes the students who are bussed in. I also feel that he

is sexist towards Melinda, Arlene and I. I say this because of his aggressive manner when he is

speaking to any one of us, and he is constantly challenging the way we discipline students.”

Melinda: “I agree with Cassandra. I do not like Jeffery’s tone, and students have

complained to me about his harshness in class as well when it comes to the students from

Merchant Lake. Students have told me that he says ‘discipline has gone down at Yellowridge SS,

since Mr. Bruce left.’ I do not encourage the students to speak about Mr. Briggs, but I think it is

not healthy when he speaks like this in his classroom. I feel sometimes a little scared to advocate

for the students because I do not want it to be seen as if I am taking up for black and other visible

minority students because I am black. I think we need to speak to Jeffery before the working

situation deteriorates further.”

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Michael responds to Cassandra and Melinda: “Before we talk to Jeffery, we need to

figure out what we are doing as an administrative team. Cassandra and Melinda, I think you are

too soft on the students and you are making me look like the bad guy all the time. I do not feel

that we are acting as a team here. Some of the teachers are complaining that students are going to

classes up to ten minutes late. When they suggest detention after school, they are asking to come

to the office to speak with their vice principal. This cannot continue, we have to be tough with

these kids.”

Arlene responds to Michael: “Being tough on the students, who are most at risk, does

not help them to succeed. I do not believe that Cassandra and Melinda are taking up for students.

I believe that they are practising a progressive discipline approach. They are looking at

mitigating factors and the circumstances of students, and this is in keeping with our equity and

diversity policies.”

Michael responds: “I have been at Yellowridge SS for a long time and it is the worst I

have seen it. I support Jeffery and those teachers who think we must be tougher with student

discipline, especially the kids from Merchant Lake. You all see how they behave.”

Cassandra: “Michael, I think there are many issues here to be discussed including

Jeffery’s aggressive approach towards the admin team. I do not like the way you are describing

the students from Merchant Lake. I also think that it might be useful as an administrative team to

review the board’s equity policies and have some professional development with the staff,

particularly around discipline.”

Arlene: “I agree with a workshop for the staff. I also agree that I need to speak with

Jeffery and raise the concerns of the administrative team. We also need to figure out how we are

going to work together as a team. Michael you are clearly not in agreement with some of the

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decisions I make as principal and there seems to be some fundamental differences with

Cassandra and Melinda as well. I am concerned about the impact on the students and staff, and

this stress is not good for any of us.”

Arlene’s entry plan at Yellowridge when she started two years ago was to get to know

the community and the students. She is well liked by the parents as she makes herself available

to them and requires her vice principals to do the same. In her first year, she made an effort to get

to know the staff and developed cordial working relations with Jeffery. She describes the first

year as “challenging,” as it is for most new principals, and felt very positive at the start of her

second year. When she arrived at Yellowridge SS Michael welcomed her and congratulated her

on her appointment. She recalls him saying, “I have seen many principals come and go, and I

will help you to understand Yellowridge SS.” Arlene believes in social justice and equity as the

guiding principles of her leadership, but feels challenged by the difficult situation that is

developing at Yellowridge Secondary School.

Teaching Notes

This case study and accompanying readings can be used as tools to investigate

educational leadership from practical and theoretical perspectives. The case study can be used as

a practical example of the complex nature of school administration while providing a framework

for theoretical discussions in educational leadership courses and principal qualification

programs. The realistic nature of the case study engages learners in strategising potential

practical solutions for use in real school leadership situations. Instructors and workshop

facilitators can use the case study to: a) explore issues of equity and social justice including

gender, race, and social class; b) examine various leadership styles and reflect on one’s own

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strengths and needs as a leader; c) explore the notion and potential implementation of social-

justice and culturally responsive leadership; d) explore the importance of working effectively in

teams; d) review regulations, policies, and practices of a school administrator; and e) support

administrators in examining their philosophies in dealing with students and colleagues.

Class Discussion

Class instructors can use the following questions to guide the discussion:

 What is your understanding of social-justice leadership?

 How do you as a leader understand culturally responsive leadership?

 What makes culturally responsive leadership and social-justice leadership different from other forms of leadership?

 What issues does this case study raise for you as an educational leader?

 How would you describe Arlene’s leadership style?

 What are some of the ways that Arlene can build cohesion on the administrative team?

 How would you suggest that Arlene deal with Jeffery’s aggression towards her and the female members of the admin team?

 How should Arlene deal with Jeffery’s approach to visible minority students?

 Do you think Jeffery’s approach is racist? Give reasons for your response.

 What suggestions do you have for Melinda? Is she justified in feeling that she might be seen as playing favourites with students of colour?

 Should Arlene ask for Michael’s transfer to another school or should she seek out ways to work with him to get him to better understand her leadership philosophy?

 What support might Arlene need in this difficult situation?

 Arlene has a good rapport with the community. Should she seek their input in addressing Jeffery’s concern?

 How might the diversity in your school and community influence your leadership style?

 There is no doubt that the demographics of schools are changing. In what ways might principals, schools, and the board respond to this changing reality? How might school

leaders and principals be supported to respond?

 Some argue that the teaching population in schools do not reflect the diversity in the student population. How might Arlene respond to this? Should Arlene seek to hire

qualified visible minority teachers at Yellowridge Secondary School?

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 Describe how you would promote or model relationship building as a tool for cultural responsiveness when dealing with teachers?

 Should different approaches be used when handling disciplinary problems related to different racial and ethnic groups? If so, how might this approach differ?

 What are some of the ways that leaders can build relationship with staff?

 How does relationship building promote cultural responsiveness in this school?

Case Study Response: Written Assignment

Instructors could ask students to write a case study response using the following

template. The following supplementary readings could be assigned to support their response.

Instructions. Read the assigned case study and complete your response using the

attached template.

Case Study Response Template

What are the broad issues raised

by the case study?

What are the issues of equity

and social justice raised by the

case study?

Choose three of the issues

raised and suggest how might

approach them. In your

response refer to at least two the

assigned readings.

Are there issues raised by the

case study that you are unsure

about? I am uncomfortable

with…

I need to learn more about to

assist me in my development as

a school leader…

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Assigned reading: Case study response and class discussion. The following resources

could be used to support class discussions and Case Study Response Template. Choose 2–3

readings from the list.

 Council of Directors of Education (CODE) (2012), Working Effectively with Federations and Unions.

 Nuri-Robins, Lindsey, Terrell, and Lindsey (2007), “Cultural Proficiency: Tools for Secondary school Administrators.”

 Ryan, (2010), “Promoting Social Justice in Schools: Principals' Political Strategies.”

 Ryan (2010), “Understanding Leadership and Educating Future Leaders.”

 Ryan and Rottmann (2009), “Struggling for Democracy: Administrative Communication in a Diverse School Context.”

Supplementary Resources

 Hare and Portelli (2007), Key Questions in Education.

 Normore and Blanco (2008), “Leadership for Social Justice and Morality.”

 Portelli and Campbell-Stephens (2009), Leading for Equity: The investing in Diversity Approach.

 Ryan (2011), “Administrative Approaches to Diversity: Imposing and Sharing Meaning.”

 Stralser (2004), “Leadership and Team Building.”

 Theoharis (2010), “Disrupting Injustice: Principals Narrate the Strategies They Use to Improve Their Schools and Advance Social Justice.”

 Young, Madsen, and Young (2010), “Implementing Diversity Plans: Principals' Perception of Their Ability to Address Diversity in Their Schools.”

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References

Council of Directors of Education (CODE). (2012). Working effectively with federations

and unions (Advisory No. 18). Oakville, ON: author.

Hare, W., & Portelli, J. (2007). Key questions in education. San Francisco: Caddo Gap

and Edphil.

Normore, A., & Blanco, R. (2008). Leadership for Social Justice and Morality. In A.

Normore (Ed.), Leadership for social justice: Promoting equity and excellence

through inquiry and relative practice (pp.215–240). Charlotte, NC: Information

Age.

Nuri-Robins, K., Lindsey, D. B., Terrell, R. D., & Lindsey, R. B. (2007). Cultural

proficiency: Tools for secondary school administrators. Principal Leadership, 8,

16–22. Retrieved from http://proquest.umi.com

Portelli, J., & Campbell-Stephens, R. (2009). Leading for equity: The investing in

diversity approach .Toronto: Edphil.

Ryan, J. (2010). Promoting social justice in schools: Principals' political strategies.

International Journal of Leadership in Education, 13, 357–376.

Ryan, J. (2010). Understanding leadership and educating future leaders. Scholar-

Practitioner Quarterly, 4, 346–348.

Ryan, J. (2011). Administrative approaches to diversity: Imposing and sharing meaning.

In J. MacBeath & T. Townsend (Eds.), International handbook on leadership

for learning (pp. 1125–1142). Dordrecht, Neth.: Springer.

Ryan, J., & Rottmann, C. (2009). Struggling for democracy: Administrative

communication in a diverse school context. Education Management,

Administration and Leadership, 37, 473–496

Stralser, S. (2004). Leadership and Team Building. In MBA in a Day: What you would

learn in top-tier business schools (if you only had the time!) (pp. 38–56).

Hoboken, NJ: Wiley. Retrieved from http://www.abahe.co.uk/business-

administration/Leadership-and-Team-Building.pdf

Theoharis, G. (2010). Disrupting injustice: Principals narrate the strategies they use to

improve their schools and advance social justice. Teachers College Record, 112,

331–373. Retrieved from http://www.tcrecord.org/

Young, B. L., Madsen, J., & Young, M. A. (2010) Implementing diversity plans:

Principals' perception of their ability to address diversity in their schools.

NASSP Bulletin, 94, 135–157.