Education

Analysis of Blairville Elementary Ð'- "A House Divided"

Two main change issues in this school: principal and plan to raise EQAO results

The Principal

Leadership style

Ð'* first year principal made a good impression with "articulate newsletters and strong organizational skills"

Ð'*

Ð'* staff feel principal is currently micro-managing the staff

o insists on being at all committee meetings

o dominates meeting agendas

o weekly memos with growing list of expectations and personal reflections (how to improve or "adjust(ed) according to his specifications"

o teachers must hand in weekly lesson plans

o all communication (letters) to parents must be pre-approved

o duty schedule and absences must go through principal

o no more keys for equipment Ð'- must go through him

Ð'* call from union reps alerting principal to growing sentiments only made matters worse

- not building trust/respect Ð'- teachers feel aren't trusted (refer to June 6? Article about leaders who build trust)

- "dictating" leadership vs shared leadership

- June 6 article about principal in very controlled school

Ð'* Principal knew who "supprted him" (or silently resisted at least) vs those who weren't willing to "submit to his ways" Ð'- showed favouritism

Ð'* This caused a greater split between the staff

Dealing with Resistance:

- How he deals with resistance to himself Ð'- manipulates or plays on friendship/support.

- Dealing with resistance to new program: "kill the messenger" Ð'- get out if you don't like the changes, etc. Only he can win. needs new approach Ð'- to positively re-culture the school (b/c school has been re-cultured with his arrival into a tense, unprofessional environment. Needs to nurture collegiality, build trust and share leadership)

Formally Implementing change following poor EQAO results:

Ð'* on own created plan Ð" to appropriately implement change with little resistance/more acceptance, teachers must be involved in the process. School community needs a "shared vision" Ð'- even involve the parents and/or students, but don't do it alone Ð'- can not effectively implement of sustain change alone

o many teachers wanted to be a part of the change process but were excluded. Ð" teachers want to feel like and be treated as professionals

Ð'* Implement plan immediately see "results" fast Ð" change needs time Ð'- time to be created and implemented. Long term results.

Ð'* Contrived Collegiality Ð" principal has the right idea Ð'- rearranges schedule so that teachers plan/work together, however he forces the situation Ð" teachers need to want to work together and the culture needs support this initiative. If he only had involved the teachers, perhaps they would have