DOCUMENT RESUME SP 038 093 ED 422 301 Hanson, Karen L., Ed. AUTHOR Case Study Digest: Preparing Teachers for Education TITLE Administration. PUB DATE 1998-00-00 NOTE 57p. Reports - Descriptive (141) Non-Classroom (055) PUB TYPE Guides MF01/PC03 Plus Postage. EDRS PRICE Administrator Role; *Administrators; Case Studies; DESCRIPTORS Collegiality; Diversity (Student); *Educational Administration; Elementary Secondary Education; Instructional Leadership; Interpersonal Competence; Leadership Qualities; *Leadership Training; Parent School Relationship; *Principals; Problem Solving; School Nurses; School Personnel; School Policy; School Safety; Student Behavior; Teachers ABSTRACT This case study digest is intended for classroom teachers who wish to discuss a variety of challenges in school leadership. The publication targets classroom teachers who desire leadership training and aspire to become school administrators. The case studies represent actual incidents experienced by school leaders. The cases are formatted to include an overview of the community, the primary players, and the principal problem. As each case is presented, the reader assumes the role of the school administrator and actively participates in resolving the issues introduced in the case and highlighted in the questions immediately following. Each of the cases introduces a unique set of circumstances that require leadership skill "Is There a and expertise in resolving the situation. There are 17 cases: (1) "May the Best Clerk Win" (Deborah Nurse in the House?" (M.C.C.); (2) "Got Lunch?" "When Diplomacy Fails" (Mark Miller); (W. Lisa Huggins); (4) (3) "In the Wrong Place at the Wrong Time" (B. Balanay); Ryan); (6) (5) "Whose Problem Is It "Reclaiming Rose Place" (Rosalind Y. Jackson); (7) "When Students Take Matters into Their Own Anyway?" (Nancy J. Intermill); (8) "No Matter What, It Isn't Working" (Cynthia Hands" (M. Steinrichter); (9) "Lice Aren't Nice: Parents Can Be Worse" (Roberta Rose); Pebley); (11) (10) "A Slip on Candy, Not Too Dandy" "Mistake in Identity" (Allysa Stewart); (12) "The Custodian from Hell" (Tom Macdonald); (14) (Gloria U. McKearney); (13) "The Hip Club "To Be or Not To Be the Substitute" (Julia M. Burke); (15) "The Parent Who Ran Away with the Ain't Happening" (Timothy D. Glover); (16) Child" (Linda Rees); and (17) "Three's a Crowd" (Mel Schuler) . (SM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Case Study Digest: Preparing Teachers for Education Administration Edited by: Karen L. Hanson, Ed.D. U.& DEPARTMENT Of EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) 0 This document has been reproduced as K. received from the person or organization originating it. 0 Minor chanpes hive been made to improve reproduction Quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this docu- INFORMATION CENTER (ERIC) ment do not necessarily represent official OERI position or policy. '% 2 PREFACE There are a substantial number of school administrators who are vacating their positions as educational leaders and entering the world of retirement. Classroom teachers are preparing to take their place. In order to successfully assume the transition from classroom teacher to school administrator, it is imperative for teachers to receive training that accurately reflects issues and problems they will encounter in the real world of school administration. This case study digest is intended to serve as a springboard for classroom teachers who wish to dialogue, discuss, and debate the challenges presented in the case studies that represent actual incidences experienced by school leaders. The cases are formatted to include an overview of the community, the primary players, and the principle problem Although this document is worthwhile to individuals who are currently employed as school site administrators, it is primarily intended for classroom teachers who desire leadership training and aspire to enter the world of school administration. As each case is presented, the reader assumes the role of the school administrator and actively participates in resolving the issues introduced throughout the case and highlighted in the questions that follow each case study. Each one of the cases introduces a unique set of circumstances that require leadership skill and expertise in resolving the situation. In order to assist this process, discussions with colleagues and interactive dialogue is encouraged for the role play in particular to the sections entitled, "questions to consider" and "suggested activities". I firmly believe that the spirit of learning is enhanced by the opportunity to participate in dialogue that adds meaning to our lives. It is by engaging our minds and hearts with things that matter to us most that real learning occurs. Enjoy the journey! Karen L. Hanson, Ed.D. 3 Contents Preface ix 1. Is There A Nurse in the House? 1 M.C.C., Assistant Principal 2. May the Best Clerk Win 4 Deborah Huggins, Vice Principal 3. When Diplomacy Fails 7 Mark Miller, Director Got Lunch? 4. 11 W. Lisa Ryan, Vice Principal In the Wrong Place at the Wrong Time 5. 15 B. Balanay Reclaiming Rose Place 6. 18 Rosalind Y. Jackson Whose Problem Is It Anyway? 20 7. Nancy J. Intermill, Vice Principal When Students Take Matters Into Their Own Hands 22 8. M. Steinrichter, Vice Principal 9. No Matter What, It Isn't Working 27 Cynthia Pebley, Assistant Principal 10. Lice Aren't Nice: Parents Can Be Worse 30 Roberta Rose, Assistant Principal 11. Mistake in Identity 32 Allysa Stewart, Vice Principal 12. A Slip on Candy, Not Too Dandy 35 Gloria U. McKearney, Vice Principal 13. The Custodian From Hell 38 Tom Macdonald, Assistant Principal 14. To Be Or Not To Be the Substitute 41 Julie M. Burke, Principal 15. The Hip Club Ain't Happening 44 Timothy D. Glover 16. The Parent Who Ran Away With the Child 47 Linda Rees, Vice Principal 17. Three's A Crowd 50 Mel Schuler, Assistant Principal Chapter 1 - IS THERE A NURSE IN THE HOUSE? - The population of Summerset is growing at a very rapid pace, and new housing developments are continuously being built to target moderate-to-high income families. The community has become a close partner with the school district and participates in annual summit meetings where specific goals are established for the school district. Furthermore, community members have actively supported individual schools with funding initiatives and volunteer programs. Challenger School District is located in the heart of this community and serves approximately 50,000 students. Although 70% of the school district's population is Hispanic, Discovery High School is situated in the urban section of Summerset and reflects an ethnically balanced population. The school provides educational services to a population of 35% Hispanic, 30% Caucasian, 20% Filipino, 10% African-American, and 5% Asian students. With an enrollment of 1,900 students, the school provides programs to students in grades nine through twelve. Additionally, it provides support to students with special needs including those who qualify for programs such as Gifted and Talented, Limited English Proficient and Special Education. Discovery High School has a staff of 120 teachers, three assistant principals, five counselors, two part-time campus security stag an itinerant psychologist and the usual classified support staff. The school is well recognized in the community because of the faculty's commitment toward interdisciplinary teaching. Students have the opportunity to emphasize their studies in specific areas of interests such as fine arts, multi-media, technology, and engineering. School activities and events are widely featured in the two local newspapers as well as being highlighted on the county's television stations. School Board members visit the site frequently and at least three of them are currently running for City Council. The School Board members have been previously divided by many issues including hiring personnel, transferring employees, managing racial conflicts and funding programs. The superintendent is in his second year and has worked previously as the associate superintendent for the same district for a period of four years. Special interest goups have had strong impact in the selection of School Board members and superintendents. Some of these groups include: (1) the Latino Coalition, (2) Parent Advocacy Group (4) 504/Disability Act Committee, and (3) the Good Old Boys Monday Night Group. For this case, assume that you are one of the assistant principals at Discovery High School. THE PROBLEM The school principal and both of your colleagues, who are also assistant principals, have left the school for four days to attend a state conference. As he will be absent, the principal has asked you to help with a parent complaint issued by Mrs. Carlton. She has two sons enrolled at your school who have cerebral palsy and have been attending Discovery High School for the last two years. They are both excellent students enrolled in honors classes and mainstreamed into other regular education classes. Due to their health needs, both of Mrs. Carlton's sons have nurses assigned to them 24 hours a day. During school hours, registered nurses are provided and paid for by the school district. Mrs. Carlton has issued several verbal complaints to the principal and to the Special Education Program Specialist about one of the nurses, Mrs. Adams, who she says has problems relating to one of her sons, John. She has complained for example, that Mrs. Adams is constantly late in the morning. She has been assigned occasions, the bus has left with to accompany John on the school bus. On several John but without Mrs. Adams because she hadn't arrived on time. Mrs. Carlton is concerned because even though the other nurse is on the bus, there have been times when both boys needed to have special medical attention concurrently. In the past, been so severe that they have been described as medical some of the situations have emergencies. A few months ago, Mrs. Carlton issued a written complaint requesting the removal of the nurse, Mrs. Adams. The parents, Mrs. Adams and the principal met reached to transfer Mrs. Adams to discuss their differences, and an agreement was the meantime, Mrs. Cadton decided to to a different assignment in the district. In John. The keep John at home until the school district could fmd a new nurse for district informed Mrs. Carlton that at least an eight week period of time would be required to allow for fingerprinting and other protocols to take place for another place. nurse to take Mrs. Adam's 2 7 As the assistant principal, you locate a teacher who is willing to go to John's home to work with him in the afternoons. You suggest to the Special Education Specialist that she contact a temporary job agency that has nurses for placement who have already gone through the fmgerprinting process. She reports back to you that she has located three nurses from the agency who could take the job. She also informs you the district's Human Resources Department director has agreed to hire one of the three nurses. Mrs. Carlton is informed of this situation and she is delighted that her son will be able to start school shortly. On Wednesday of the same week, the Director of Classified Personnel contacts you by phone and informs you that he has thought about the situation and now refuses to accept for employment purposes, a nurse from the agency. When you request that he call the parent with his change of heart, he refuses and makes it clear that it is your job to contact the parents. You do so, and of course Mrs. Carlton is very upset. She proceeds to tell you that she intends to attend the School Board meeting on Thursday along with her two sons, a special education advocate, and a local TV news channel reporter. QUESTIONS TO CONSIDER What steps would you take immediately? I . 2. What do you foresee will happen in the board meeting? 3. When it comes down to placing the blame on someone, whom will it be? 4. What would you have done differently? 5. What is the best solution for John's well being? 6. Discuss the pros and cons of mainstreaming students like John and his brother. What specific legal information would you seek? 7. What could be the basis for the decision of the Director of Classified Personnel? 8. Whom is he looking after? 9. How would you safeguard your position? 10. Would your reputation be affected by this case? SUGGESTED ACTIVITY Refer to your local school district policy and describe how health-impaired students are served. Specify the procedures needed to employ nurses who care for these students. 8 3 Chapter 2 MAY THE BEST CLERK WIN The Community of George Washington Carver is in the center of a iarge metropolitan city. It is primarily composed of low income families who include immigrants from Africa, Cambodia, Vietnam, and Mexico. The staff of George Washington Carver School has a population of 70% Caucasian, 25% Latino 3% African-American students. The school building was built in 1949, and remodeled in 1970. Due to the influx of refugees from war torn countries, the school that was originally built for three hundred pupils, now houses with twenty portable more than 1,300 students. The district has provided the school bungalows for the population overflow. The school is in need of painting, but the district is not planning on painting it for at least three years. The upper field playground is not paved or grassed. The lower playing field was paved years ago and is in need of repaving. Last year, the district ordered class size reduction. This decision was not popular with all of the staff. Furthermore, this change would result in the school adding fourteen classrooms. After much debate between the community and staff, it would be housed at a nearby was decided that the fourth and fifth grade students junior high school. This change required the addition of an administrative office to accommodate the additional fourteen classroom units. Eleven teachers, two clerks and three support staff had to be moved to the new site. Some of the staff that were chosen went reluctantly. Others complained and began spreading rumors following the change. Furthermore,, a few grievances were filed against the administration. The superintendent hired you as the principal of the new school and one of the new site and bring a sense of your responsibilities was to coordinate the move to cohesiveness to the staff. The previous principal spent the last year ignoring possible problems, and consequently they have escalated. THE PROBLEM Rosa Hernandez has been a school clerk at George Washington Carver School for ten years. She has a lot of power in the school and is liked by most of the staff. She is a fluent Spanish speaker and the primary link between the Spanish speaking parents and the office staff. Rosa was chosen to make the move to the new 3 4 school site. Another bilingual clerk, Stella Lopez, was hired to work at the main site and replace Rosa. Stella arrived at her position before Rosa moved to the new site. As soon as Stella arrived at the school, Rosa resented her and began spreading negative rumors about Stella. This was brought to your attention and you called Stella and Rosa into your office to discuss the matter. Rosa denied spreading rumors and pointed out the fact that she was the one who was feeling "picked on." Two weeks after Stella arrived, the new facilities were ready. Rosa moved into the new office and began calling the main office with complaints about her assignment at the new site. She said that she was not satisfied and felt that she had been unfairly moved. Rosa continued to be resentful of Stella and initiated rumors about her. Rosa felt she was in competition with Stella and often bragged that she completed her work before Stella completed hers. In October, the district sent out Federal survey cards to all schools. The schools sent the cards home with the students and indicated that they were to be completed, signed by the parents, and returned to school within two weeks. It was the school clerk's duty to collect the cards and contact the parents by phone, who failed to return the cards to school. Rosa had dealt with this process numerous times before and felt that she was the expert. She tried to tell Stella how to perform the task and how to contact the parents. Stella refused Rosa's advice saying that she had also done this job before, and did not need her advice. Rose was feeling pressured to collect all of her cards before Stella collected hers. Out of frustration and a need to be first, Rosa forged the names and information on the cards for those students whose parents had not returned the survey cards. This of course, was without your knowledge. Rosa then turned her cards into your office and proclaimed that she had done a great job of communicating with the parents and students. She bragged about her success and pointed out the fact that she had collected her cards before Stella. On following day, a parent brought her survey card into the office and handed it directly to you. You decided to file the survey card yourself and discovered that a card had already been filed under the same name, but with a signature in a different handwriting. After reviewing all of the cards in the files, you located twenty-five additional cards that had all been signed by Rosa.