Case Study
Case Study #6
Gorlewski, J. A., Gorlewski, D. A., & Ramming, T. M. (2013). Theory into practice: Case stories for school leaders. Rotterdam, Netherlands: Sense Publishers, 66-68.
“Aiden! Got a second?”
John F. Kennedy High School principal Aiden Raul briefly considered tallying the number of times per day he heard this question, but decided the result would probably depress him. He pushed the thought away and smiled toward the doorway, waving the speaker, Doreen Esteves, into his office. With a gesture, Aiden invited Doreen to sit across from him at the conference table. Whenever possible, Aiden avoided establishing dialogues with his faculty members when he was seated behind his desk. It was just one concrete way that he embraced a participatory leadership philosophy. He knew that every action he took represented a decision, and sitting at a table, rather than across his impressive oak desk, was intended to minimize the power disparity inherent in his role as principal. Sensitive to the changes in communication that tend to emerge from various power dynamics, Aiden was vigilant about seeking a climate of mutual respect in every interaction with students, teachers, parents, community members, and other administrators.
“Thanks,” Doreen sighed as she sat down across from Aiden. “I really appreciate your time.” She reached for the large canvas bag that she had set on the floor beside her and removed a manila folder. “I hate to be the bearer of bad news, but I knew you’d want to hear directly from the committee.” Aiden glanced at the folder that Doreen had set on the table. The tab read “Professional Development.” Doreen had volunteered to chair the committee that planned the annual staff development day. In her tenth year at the high school, she had understood the importance of the work involved in this task, but she had been considering taking on additional leadership positions in the district and thought this venture might be a good way to sample the experience. A reliable, hard-working and talented teacher, Doreen had established positive relationships with teachers, support staff, and administrators at JFK High. In addition, she had a stellar reputation among students and parents – a reputation enhanced by her active participation in high-profile activities: she served as senior class advisor and as faculty representative for the Parent-Teacher Organization.
Doreen’s classroom expertise and her experience organizing numerous school functions had contributed to Aiden’s appreciation of her skills and dispositions. And Doreen was truly grateful for Aiden’s supportive, transparent, participatory leadership style. She knew that Aiden always put students first, and that he believed in seeking consensus through genuine dialogue – not handing down authoritarian decisions. Doreen appreciated Aiden’s approach, in part, because her first two years at JFK High had been very different; the principal had been a tyrannical, egomaniacal bully who had terrorized students and faculty alike. The culture of the school had been more like a prison than an educational institution. Everyone had been focused on avoiding the principal’s wrath – which erupted unpredictably – and even teachers had known it was best to hunker down and stay away from any action that might attract attention. Under the previous principal, teachers had learned to resist taking risks and leadership roles because these led to only two possible actions on the part of the principal. If the initiative was successful, he took credit; and if the initiative failed, he assigned blame.
Aiden had worked hard to change this toxic culture. He had struggled to build trust, to develop and reinforce a sense of collective responsibility, and to create a collaborative community dedicated to consensus-based decision-making. Over the course of the past eight years, and helped along by the retirements of a few particularly oppositional faculty members, Aiden’s efforts had succeeded. Communication was open. Teachers felt valued. And it seemed as though the whole school benefited from the shared decision-making model. “So,” Doreen opened the folder, “there have been some interesting responses to our staff development day plans. As you know, representatives on the planning committees went back to their departments at their meetings last Monday. Of course, it was supposed to a formality, since our plans are relatively complete, but the science department came up with a brilliant idea and, over the last few days, everyone’s been talking about it. In fact, I made an initial contact with the consultant who would lead the activities, and she is available – and she’s in very high demand, so we are really lucky.” “Hold on just a second, Doreen,” Aiden’s face was friendly, but his voice was tight. “Are you talking about the staff development day scheduled for next month – three weeks from now?” “Yes! I know that it’s short notice, but it’s definitely manageable...and exciting. I have never seen the entire faculty so energized about professional development. All four core subject departments are on board, and even art, music, and physical education teachers are enthusiastic. This is an amazing opportunity to bring the faculty together around a pedagogical initiative!”
Aiden tried to hide his reaction, which fell well short of enthusiasm. It was certainly true that such widespread support for a staff development endeavor was rare; however, plans for this year’s activity had been developed through committee consensus and finalized weeks ago. As a member of the committee, Aiden had witnessed and participated in numerous meetings and conversations about the professional development day, and had been instrumental in supporting the plans that had emerged. Moreover, at the last district administrative cabinet meeting, he had reported the details of his building’s plan to the superintendent, assistant superintendent, and other building administrators. Even if he endorsed this last minute change, he wasn’t sure how it would be perceived by his administrative colleagues – especially since the other buildings’ principals had mandated staff development activities based on analyses of standardized assessment results.
Stalling for time, Aiden glanced at the documents in Doreen’s folder. “What’s this?” he asked, pointing at a spreadsheet – a format that was conspicuous in the sheaf of papers. Doreen pulled it from the folder, smiling. “Well, I know how you feel about participatory leadership and the importance of encouraging democratic dialogue so, when this idea was suggested by members of the science department, I took it upon myself to organize a vote, so that everyone’s voice could be heard. Look!” Doreen continued, pointing at a highlighted cell on the bottom of the spreadsheet. “The results are unambiguous: 100% of our teachers agree with the new plan. I knew that you would appreciate this data.”
Aiden leaned back in his chair, hoping to conceal his reaction and buy some time to think. Just then, the homeroom bell sounded and Doreen rushed to gather her things. “Thanks so much, Doreen, for your leadership on this,” he said. “Let’s meet later today to discuss this further.”
Gorlewski, J. A., Gorlewski, D. A., & Ramming, T. M. (2013). Theory into practice: Case stories for school leaders. Rotterdam, Netherlands: Sense Publishers, 66-68.
“Aiden! Got a second?”
John F. Kennedy High School principal Aiden Raul briefly considered tallying the number of times per day he heard this question, but decided the result would probably depress him. He pushed the thought away and smiled toward the doorway, waving the speaker, Doreen Esteves, into his office. With a gesture, Aiden invited Doreen to sit across from him at the conference table. Whenever possible, Aiden avoided establishing dialogues with his faculty members when he was seated behind his desk. It was just one concrete way that he embraced a participatory leadership philosophy. He knew that every action he took represented a decision, and sitting at a table, rather than across his impressive oak desk, was intended to minimize the power disparity inherent in his role as principal. Sensitive to the changes in communication that tend to emerge from various power dynamics, Aiden was vigilant about seeking a climate of mutual respect in every interaction with students, teachers, parents, community members, and other administrators.
“Thanks,” Doreen sighed as she sat down across from Aiden. “I really appreciate your time.” She reached for the large canvas bag that she had set on the floor beside her and removed a manila folder. “I hate to be the bearer of bad news, but I knew you’d want to hear directly from the committee.” Aiden glanced at the folder that Doreen had set on the table. The tab read “Professional Development.” Doreen had volunteered to chair the committee that planned the annual staff development day. In her tenth year at the high school, she had understood the importance of the work involved in this task, but she had been considering taking on additional leadership positions in the district and thought this venture might be a good way to sample the experience. A reliable, hard-working and talented teacher, Doreen had established positive relationships with teachers, support staff, and administrators at JFK High. In addition, she had a stellar reputation among students and parents – a reputation enhanced by her active participation in high-profile activities: she served as senior class advisor and as faculty representative for the Parent-Teacher Organization.
Doreen’s classroom expertise and her experience organizing numerous school functions had contributed to Aiden’s appreciation of her skills and dispositions. And Doreen was truly grateful for Aiden’s supportive, transparent, participatory leadership style. She knew that Aiden always put students first, and that he believed in seeking consensus through genuine dialogue – not handing down authoritarian decisions. Doreen appreciated Aiden’s approach, in part, because her first two years at JFK High had been very different; the principal had been a tyrannical, egomaniacal bully who had terrorized students and faculty alike. The culture of the school had been more like a prison than an educational institution. Everyone had been focused on avoiding the principal’s wrath – which erupted unpredictably – and even teachers had known it was best to hunker down and stay away from any action that might attract attention. Under the previous principal, teachers had learned to resist taking risks and leadership roles because these led to only two possible actions on the part of the principal. If the initiative was successful, he took credit; and if the initiative failed, he assigned blame.
Aiden had worked hard to change this toxic culture. He had struggled to build trust, to develop and reinforce a sense of collective responsibility, and to create a collaborative community dedicated to consensus-based decision-making. Over the course of the past eight years, and helped along by the retirements of a few particularly oppositional faculty members, Aiden’s efforts had succeeded. Communication was open. Teachers felt valued. And it seemed as though the whole school benefited from the shared decision-making model. “So,” Doreen opened the folder, “there have been some interesting responses to our staff development day plans. As you know, representatives on the planning committees went back to their departments at their meetings last Monday. Of course, it was supposed to a formality, since our plans are relatively complete, but the science department came up with a brilliant idea and, over the last few days, everyone’s been talking about it. In fact, I made an initial contact with the consultant who would lead the activities, and she is available – and she’s in very high demand, so we are really lucky.” “Hold on just a second, Doreen,” Aiden’s face was friendly, but his voice was tight. “Are you talking about the staff development day scheduled for next month – three weeks from now?” “Yes! I know that it’s short notice, but it’s definitely manageable...and exciting. I have never seen the entire faculty so energized about professional development. All four core subject departments are on board, and even art, music, and physical education teachers are enthusiastic. This is an amazing opportunity to bring the faculty together around a pedagogical initiative!”
Aiden tried to hide his reaction, which fell well short of enthusiasm. It was certainly true that such widespread support for a staff development endeavor was rare; however, plans for this year’s activity had been developed through committee consensus and finalized weeks ago. As a member of the committee, Aiden had witnessed and participated in numerous meetings and conversations about the professional development day, and had been instrumental in supporting the plans that had emerged. Moreover, at the last district administrative cabinet meeting, he had reported the details of his building’s plan to the superintendent, assistant superintendent, and other building administrators. Even if he endorsed this last minute change, he wasn’t sure how it would be perceived by his administrative colleagues – especially since the other buildings’ principals had mandated staff development activities based on analyses of standardized assessment results.
Stalling for time, Aiden glanced at the documents in Doreen’s folder. “What’s this?” he asked, pointing at a spreadsheet – a format that was conspicuous in the sheaf of papers. Doreen pulled it from the folder, smiling. “Well, I know how you feel about participatory leadership and the importance of encouraging democratic dialogue so, when this idea was suggested by members of the science department, I took it upon myself to organize a vote, so that everyone’s voice could be heard. Look!” Doreen continued, pointing at a highlighted cell on the bottom of the spreadsheet. “The results are unambiguous: 100% of our teachers agree with the new plan. I knew that you would appreciate this data.”
Aiden leaned back in his chair, hoping to conceal his reaction and buy some time to think. Just then, the homeroom bell sounded and Doreen rushed to gather her things. “Thanks so much, Doreen, for your leadership on this,” he said. “Let’s meet later today to discuss this further.”
Problem of Practice:
- Aidan Raul has been Principal at John F. Kennedy High School for the past eight years
- He has embraced a participatory leadership philosophy: grounded in a climate of mutual respect and has worked hard to change the school climate for working and learning together
- An Admin Committee, including Aidan, had worked diligently to plan the PD for staff at a number of schools
- A new PD idea has surfaced at the school between the teachers, that was not part of the Admin Committee discussions
- Staff support for the new PD idea is high but the way it came about was not in the manner/style/philosophy of participatory leadership and it may not align with the Admin Committee plans
- Aidan is concerned with the perception of his Admin colleagues and the Committee if he changes course on the PD offered to his staff at his school
Observations:
- Leadership style that Principal Raul has adopted at John F. Keenency High School is Participatory Leadership
- Climate for working and learning together has changed 180 degrees from the previous Admin leader
- Doreen, a teacher at the school has worked with a Committee of teachers to determine a focus for the professional development day for staff, being held in three weeks
- The process that was used to arrive at the new PD idea is reflective of Aidan's Participatory Leadership approach
- Principal Raul has already shared with Admin Council, of the PD that his staff will be engaging in
- Principal Raul is being 'pulled in two directions' by what the Admin team wishes the PD to be and the excitement of his entire staff for a different PD focus
- Doreen does not know that the PD for the day has already been decided at the Board level
Next Level of Work:
- What is the Leadership Approach that structures the Board and it's initiatives?
- Does Principal Raul have enough information on what the new PD initiative is that his staff is so excited about?
- If the mandated staff development activities are to be based on analyses of standardized assessment results, why did the Staff PD Committee not know this? Was this focus disregarded?
- Does the focus of the Staff generated PD align with the Board improvement plan or the School improvement plan?
- What is the implementation plan for the Staff generated PD - a one day workshop, a PLC, a school inquiry?
- How does it support student success? Connect to the curriculum? Guide effective practice?
- Is there time in the school year for the Staff generated PD to take place at a later date?
- Is there time in the school year for the Admin Committee PD to take place at a later date?
- Please review the attached document to see how our Ed.D team has analyzed this case study from the perspective of Authentic Leadership and Servant Leadership
case_study6.docx |
Pieces Of The Puzzle [Digital image]. (n.d.). Retrieved May 27, 2017, from https://image.slidesharecdn.com/irounds-campus-150302160031-conversiongate01/95/harvard-instructional-rounds-explained-6-638.jpg?cb=1425633389
Problems of Practice [Image]. (n.d.). Retrieved May 27, 2017, from https://img.haikudeck.com/mg/lYIyq97ol4_1385556398046.png