Week 5 Assignment, Part 1: Disaster Planning and Impact Field Experience Reflections 

Your Week 5 lecture discussed the impact of natural disasters, like hurricanes, on public schools and all of the stakeholders impacted by the disaster. Disasters, man made and natural, can have immense impacts on school systems, especially in terms of human resources and budgeting. Preparing for such disasters must be a leadership imperative.

Using your own observations and experiences, including interviewing someone in your Human Resource or Personnel department, along with campus administrators, answer the questions below.

Does your campus have a plan to respond to disasters? Explain.

Although we most likely will not have to deal with hurricanes, in North Texas we have had our fair share of tornados and snow/ice storms! In fact, in 2011 we had 2 pretty severe ice storms in our state. For one week, we were iced in for four days, and the following week we had two days of ice. While it theoretically only stopped school for those 6 days, the closings impacted instructional days and student learning. In responding to school disasters, our district does have policies and procedures in place. In fact, with school beginning for teachers and administrators next week, those policies and procedures will be gone over in detail. We will cover everything from train wrecks (our high school is currently located within half a mile of a major train line) to bomb threats. Every policy and procedure will be covered in detail over the next week as all of the teachers return to school. In one particular instance where the policies and procedures for disasters and our response to them as teachers, I remember taking several groups of life skills students to Arlington at the end of a school year to tour the new Dallas Cowboys stadium. There had been a threat of severe thunderstorms all day, but all was clear when we left and when we arrived at the stadium. We took the tour for a couple of hours and when we came up out of the field, we were all stunned to see the severe storm that had blown in. The only thing I kept hearing was the training we had received at the beginning of every school year with the emphasis of getting the students safely back to school. We did our best to get all of the students back on the bus, as dry as we could (there was no cover over the entry way), and get them back to Denison as fast and as safely as possible – which we did. We were all commended by our principal and superintendent for remembering our training and instructions and our parents were very grateful.

What impact do disasters have on budgeting issues, including potential loss of personnel due to the disaster? Have you experienced an increase or loss of student enrollment due to a disaster?

I guess I’ve been fortunate in all of my years of working in public school that I have never been where there has been a loss of personnel or students due to a disaster, nor have any of the schools. I feel very fortunate in this aspect. In talking with our human resources department, the only thing that they could really compare this to is when we have had personnel or students who are facing some sort of medical crisis. Our district has a sick leave bank policy in which all personnel can contribute one to two days of their own sick leave days to a bank for personnel who might need extra days beyond the ones that they have accrued. In a student medical crisis our district has organized fund raisers, some through Relay for Life, in which people can donate money or do something like buy t-shirts to support the sick student and their family. We have had a couple of teachers who have lost their homes/apartments in fires in the last couple of years. Our district has rallied to gather items for those people to help them get back on their feet as well accepted monetary donations.

How do disasters affect accountability and budget issues, like daily attendance, meeting minimum attendance days, and completion, graduation and dropout rates?

In the instance of the 6 days of ice that closed down many public schools in Texas, we used our mandatory weather makeup days (2 days), and then, in order to avoid extending the school year or going on Saturdays, our district requested waivers for the remainder of the days (we had actually already had 2 snow days prior to severe ice storms). The waivers were granted and we maintained our daily attendance, minimum attendance. This was pretty much the case across the state. These days did not affect completion, graduation or dropout rates at all. If there were instances like there have been in other states where natural disasters, such as a tornado, plans would be enacted to move students to other designated meeting areas to continue school until repairs or rebuilding could take place. If there was such devastation that everything is destroyed, school would be closed until rebuilding could take place. The district would again request waivers based on natural disasters that are considered “acts of God,”and out of our control. Personnel would continue to be paid, but daily attendance, minimum attendance, completion and graduation would be affected.

What advice did you receive regarding being prepared for natural or man-made disasters?

Always have the safety of students and personnel first and foremost in your mind. Be aware of any and all situations throughout the day/year that could result in some sort of disaster and have a plan. Do as most schools do and practice implementing those plans on a regular basis (fire drills, tornado drills). Make sure that the emergency plans are posted and easily accessible. Familiarize yourself and review those plans on a regular basis. When you hear of other disasters in other districts or states, take time to review your districts plans regarding similar disasters in your district.

Week 5 Assignment, Part 2: HR Identification and Application of Field Experiences

Along with its alignment with State Board for Education Certification standards, this course also incorporates the Educational Leadership Constituent Council’s (ELCC) Educational Leadership Policy Standards. These standards and supporting skill functions were discussed in the Week 5 lecture. Please review the national standards and review your assignments from this course, (e.g., field experiences, interviews, readings, tests and other activities), and identify activities that addressed each of the six ELCC national standards.

Here are the national standards and supporting functions:

Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.                                   

Supporting human resource functions:

·         Collect and use data to identify goals, assess organizational effectiveness, and promote organization learning.

·         Create and implement plans to achieve goals.

·         Promote continuous and sustainable improvement.

·         Monitor and evaluate progress and revise plans.

In the space below, describe which activities you completed for this course address ELCC Standard 1.

I serve as the special education representative for the high schools Campus Improvement Committee. We are already working on the Campus Improvement Plan for the 2012-2013 school year. Currently we are reviewing last year’s plans and making suggestions for changes and/or improvements.We will meet at the beginning of the school year, and then continue to meet for the first 2 months of the school year until we submit our changes/improvements for the school year. At the end of the school year we will meet again to discuss whether our changes/improvements supported “continuous and sustainable improvement” and evaluate our progress.

Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

Supporting human resource functions:

·         Nurture and sustain a culture of collaboration, trust, and high expectations.

·         Develop the instructional and leadership capacity of staff.

·         Maximize time spent on quality instruction.

·         Promote the use of the most effective and appropriate technologies to support teaching and learning.

·         Monitor and evaluate the impact of the instructional program.

In the space below, describe which activities you completed for this course address ELCC Standard 2.

I have been working this summer on developing a better Inclusion support system in our high school with one of our new principals, our Inclusion Specialists, our Special Education Director and our counseling team. We have been attending and will continue to attend training at Region 10 to support our efforts to improve the quality of our Inclusion instruction. We also are working with our counseling program to schedule those students who need Inclusion support and to schedule our specialists to support them in those classes. We will meet once a six weeks to evaluate our system and to make adjustments or improvements in our system.

Standard 3: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.

Supporting human resource functions:

·         Monitor and evaluate the management and operational systems.

·         Obtain, allocate, align, and efficiently utilize human, fiscal and technological resources.

·         Develop the capacity for distributed leadership.

·         Ensure teacher and organizational time is focused to support quality instructional student learning.

In the space below, describe which activities you completed for this course address ELCC Standard 3.

This is one area where I will be working with my mentor to improve. We will be looking at the budget for this year, and she plans on including me in working with that budget and how decisions are made. I will also be asked to attend any trainings that deal with local, district, state and federal laws that impact student learning.

Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.

Supporting human resource functions:

·         Collect and analyze data and information pertinent to the educational environment.

·         Promote understanding, appreciation, and use of the community’s diverse cultural, social and intellectual resources.

·         Build and sustain productive relationships with community partners.

In the space below, describe which activities you completed for this course address ELCC Standard 4.

I will be working with our special education curriculum coordinator to collect and analyze data and to use it to better implement instruction at our school. We will also share that information in department PLC meetings so that our entire department understand the data and how to utilze it to promote learning. I will personally utilize some of my time this year to build community relations and community partners, in particular as it relates to improving the post school life of our secondary special education students. I will be attending local chamber of commerce meeting and rotary club meetings to promote our students and help seek post secondary support in the areas of employment, independent living, social and recreation.

Standard 5: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.

Supporting human resource functions:

·         Model principles of self-awareness, reflective practice, transparency, and ethical behavior.

·         Safeguard the values of democracy, equity, and diversity.

·         Consider and evaluate the potential moral and legal consequences of decision-making.

·         Promote social justice and ensure that individual student needs inform all aspects of schooling.

In the space below, describe which activities you completed for this course address ELCC Standard 5.

I consider myself to be a personal of moral integrity and ethical. I constantly am aware of how important it is to be seen as transparent, and operate on a daily basis with ethical behavior. Whether it has been in the classroom, or in serving as department coordinator for special education, I work diligently at promoting the values of democracy, equity and diversity. As I go into my third year as acting department coordinator, I can assure others that my special education staff views me as someone who is honest, fair, ethical and promotes student learning. My staff knows that I will support them, encourage them, defend them, and even confront them if necessary – all with ethical behavior and fairness. They also know that I am the same in my support of students and student learning. They know I have their backs and will work to ensure that their needs are met, as well as their students. We have a good team, and thus far, they consider me to be a good leader.

Standard 6: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Supporting human resource functions:

·         Act to influence local, district, state, and national decisions affecting student learning.

·         Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies.

In the space below, describe which activities you completed for this course address ELCC Standard 6.

This is another area that I have not had experience in thus far. I will be meeting with my mentor in the next week as we prepare for the upcoming school year to discuss ways in which I can gain experience and complete activities that will address this ELCC standard.

Week 5 Assignment, Part 3: Principal Competencies and Skills Survey

During Week 1, you completed a survey relating to the State Board for Educator Certification’s (SBEC) principal competencies, to which this course is aligned. You will now retake this survey as a post-course self-evaluation.

Use the following number scales in responding to the statements expressing your perception of the importance of each skill, and in the second area identify the frequency of practice you will implement in applying the leadership skills.

Perception of Importance	Frequency of Practice
4. Very 3. Somewhat 2. Slightly 1. Not Important	4. Always 3. Often 2. Sometimes 1. Once in awhile 0. Not at all

Be sure to compare and contrast Post-Course Survey responses with your Pre-Course Survey responses and include your reflections as field experience.

Domain I - School Community Leadership

Competency 001 – The Vision of Learner-Centered Leadership and Campus Culture

The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

The campus principal knows how to:	Perception of Importance 4. Very 3. Somewhat 2. Slightly 1. Not Important	Frequency of Practice 4. Always 3. Often 2. Sometimes 1. Once in awhile 0. Not at all
implement strategies to ensure the development of collegial relationships and effective collaboration.	4	3
establish procedures to assess and modify implementation plans to ensure achievement of the campus vision.	4	3
acknowledge and celebrate the contributions of students, staff, parents, and community members toward realization of the campus vision.	4	4
respond appropriately to diverse needs in shaping campus culture.	4	4
use various types of information (e.g., demographic data, campus climate inventory data) to develop a campus vision and create a plan for implementing the vision.	4	4
align financial, human, and material resources to support implementation of the campus vision.	4	3
Total:	24	21

 

Competency 002 – Learner-Centered Communication and Collaboration Supporting Campus Culture

The principal knows how to communicate and collaborate with all members of the school community, respond to diverse interests and needs and mobilize resources to promote success.

The campus principal knows how to:	Perception of Importance 4. Very 3. Somewhat 2. Slightly 1. Not Important	Frequency of Practice 4. Always 3. Often 2. Sometimes 1. Once in awhile 0. Not at all
apply skills for building consensus and managing conflict.	4	3
implement effective strategies for systematically communicating with and gathering input from all campus stakeholders.	4	4
develop and implement strategies for effective internal and external communications.	4	4
respond to pertinent political, social, and economic issues in the internal and external environments.	4	3
communicate and work effectively with diverse groups in the school community to ensure that all students have an equal opportunity for educational success.	4	4
Total:	20	18

 

Competency 003 – Learner-Centered Integrity and Ethics of Leadership

The principal knows how to act with integrity and fairness and in an ethical and legal manner.

The principal knows how to:	Perception of Importance 4. Very 3. Somewhat 2. Slightly 1. Not Important	Frequency of Practice 4. Always 3. Often 2. Sometimes 1. Once in awhile 0. Not at all
implement policies and procedures that promote professional educator compliance with The Code of Ethics and Standard Practices for Texas Educators.	4	3
apply legal guidelines (e.g., in relation to students with disabilities, bilingual education, confidentiality, discrimination) to protect the rights of students and staff.	4	4
model and promote the highest standard of conduct, ethical principles and integrity in decision making, actions, and behaviors.	4	4
promote awareness of learning differences, multicultural awareness, gender sensitivity, and ethnic appreciation.	4	4
apply laws, policies, and procedures in a fair and reasonable manner.	4	4
Total:	20	19

Domain II – Instructional Leadership

Competency 005 - Learner-Centered Instructional Leadership and Management

The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth.

The principal knows how to:	Perception of Importance 4. Very 3. Somewhat 2. Slightly 1. Not Important	Frequency of Practice 4. Always 3. Often 2. Sometimes 1. Once in awhile 0. Not at all
facilitate the use and integration of technology, telecommunications, and information systems to enhance learning.	4	3
ensure that all students are provided high-quality, flexible instructional programs with appropriate resources and services to meet individual student needs.	4	4
facilitate the development, implementation, evaluation, and refinement of student services and activity programs to fulfill academic, developmental, social and cultural needs.	4	3
ensure responsiveness to diverse sociological, linguistic, cultural, and other factors that may affect students’ development and learning.	4	3
analyze instructional needs and allocate resources effectively and equitably.	4	4
analyze the implication of various factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning.	4	4
Total	24	21

Competency 006 – Human Resources Leadership, Management, Professional Development and Appraisal

The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management.

The principal knows how to:	Perception of Importance 4. Very 3. Somewhat 2. Slightly 1. Not Important	Frequency of Practice 4. Always 3. Often 2. Sometimes 1. Once in awhile 0. Not at all
work collaboratively with other campus personnel to develop, implement, evaluate, and revise a comprehensive campus professional development plan that addresses staff needs and aligns professional development with identified goals.	4	4
implement effective, appropriate, and legal strategies for the recruitment, screening, selection, assignment, induction, development, evaluation, promotion, discipline, and dismissal of campus staff.	4	4
use formative and summative evaluation procedures to enhance the knowledge and skills of campus staff.	4	4
engage in ongoing professional development activities to enhance one’s own knowledge and skills and to model lifelong learning.	4	4
facilitate the application of adult learning principles and motivation theory to all campus professional development activities, including the use of appropriate content, processes, and contexts.	4	4
allocate appropriate time, funding, and other needed resources to ensure the effective implementation of professional development plans.	4	4
diagnose campus organizational health and morale and implement strategies to provide ongoing support to campus staff.	4	4
Total	28	28

Competency 007 – Learner-Centered Organizational Leadership and Management

The principal knows how to apply organizational, decision-making, and problem-solving skills to ensure an effective learning environment.

The principal knows how to:	Perception of Importance 4. Very 3. Somewhat 2. Slightly 1. Not Important	Frequency of Practice 4. Always 3. Often 2. Sometimes 1. Once in awhile 0. Not at all
implement appropriate management techniques and group process skills to define roles, assign functions, delegate authority, and determine accountability for campus goal attainment.	4	3
use strategies for promoting collaborative decision making and problem solving, facilitating team building and developing consensus.	4	4
encourage and facilitate positive change, enlist support for change, and overcome obstacles to change.	4	4
apply skills for monitoring and evaluating change and making needed adjustments to achieve goals.	4	4
implement procedures for gathering, analyzing, and using data from a variety of sources for informed campus decision making.	4	4
frame, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills.	4	4
Total	24	24

Domain III -- Administrative Leadership

Competency 008 – Budgeting, Resource Allocation, Financial Management and Technology

The principal knows how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use.

The principal knows how to:	Perception of Importance 4. Very 3. Somewhat 2. Slightly 1. Not Important	Frequency of Practice 4. Always 3. Often 2. Sometimes 1. Once in awhile 0. Not at all
use effective planning, time management, and organization of personnel to maximize attainment of district and campus goals.	4	4
develop and implement plans for using technology and information systems to enhance school management.	4	4
acquire, allocate, and manage human, material, and financial resources according to district policies and campus priorities.	4	4
Total	12	12

In the space below, reflect on the responses you gave to the chart above. How do your responses differ from when you took the survey at the beginning of this course?    

About the only change in the pre/post responses is the fact that I will have more of a chance to actually practice these competencies this year. In the pre “test” I had more 3’s and 2’s in the “frequency to practice” response areas. Now, after going through this course and having meetings with my mentor and knowing where I needed more training and knowledge, we have a plan for meeting these goals in the competencies.

Week 5 Assignment, Part 4: Conducting Mediation and Reflections on Lessons Learned

                              Based on your assignments, especially from Week Two, Assignment, Part 2, Code of Ethics Mind Walk, and Week Three, Cultural Proficiency assignments regarding cultural conflicts, identify at least one common conflict or one that you would like to try to resolve and using the Mediation Report Form below, conduct a mock mediation. Feel free to ask colleagues to role play the parties to the Mediation and you may play the role of the single mediator, unless you have a partner who would like to mediate with you and if you do have a partner, I suggest that you alternate roles (e.g., Mediator #1 does the odd number of steps in the form; Mediator #2 does the even numbers). The parties role playing the identified conflict should assume the role of a staff member, parent, parent/student/teacher conflict – role play it just as you might mediate your identified conflict (e.g., you have selected a conflict between two teachers over consistency in handling classroom management or enforcing school rules; each teacher would be one of the parties to the conflict, and you are the lead mediator, and if you can recruit a partner, both of you will be conducting the mediation). The goal of this activity is practicing an important conflict resolution skill, mediation, that you may use to help resolve human resource types of conflicts, and as we stated throughout this course, adult conflicts will probably be more challenging for school leaders than many of the student to student conflicts.

Week 5 Assignment, Part 4a: Mediator Report

1.  Hi, we will be your mediators today?  (Introduce yourselves)

Mediator 1_________________________ Mediator 2____________________

2.  Please introduce yourself.  (May wish to shake hands)

Person 1 ____________________________ Person 2 _______________________

3.  Let us explain the purpose of mediation:

            WE ARE NOT HERE TO JUDGE WHO IS GUILTY OR NOT.

            WE ARE HERE TO LISTEN AND HELP YOU SOLVE THIS CONFLICT.

4.  Before you begin, we need for everyone to agree to the following

ground rules:  (each person must agree to each rule, one at a time – place an X when you look at each person, ask them to agree, and they say yes!)

Remain seated   ____      ____      No put downs or intentional insults  ___    ___

Do not interrupt  ____      ____      Agree to try to solve the problem     ___    ___

                                                   

Be honest           ____      ____      Keep it confidential                           ___    ___

5. These are the steps in mediation that we will follow:

·         You will each have an opportunity to tell your side of the conflict - what happened?

·         We will make sure everyone understands the conflict, and each person's point of view.

·         We will ask you to imagine the conflict from the other person's point of view.

·         We will ask you to brainstorm suggestions on how to solve the conflict.

·         If we can reach an agreement to resolve the conflict, you will be asked to sign a contract promising to keep your word and follow the agreement.

·         If an agreement cannot be reached, the matter will be referred to a counselor, principal, or some other supervisor.

6. Who would like to go first, and tell us what happened?  Remember, everyone will get a   chance to tell his or her side. (Make eye contact with each person, listen and

repeat the story back to each person - for example, "So, I hear you saying . . ." or "In other words...you’re saying . . .").

·         After each person's side is repeated, ask each person if he or she has anything else to add, and once again, restate or repeat each person's additional comments.

·         Please identify any feelings that are clearly expressed, "So you're saying . . . and you are feeling angry about what happened," "Because of what you think happened, you are feeling frustrated, stressed, etc.”

7.  Role reversal - Ask each person to pretend that he or she is in the other person's place, and ask them to tell how he or she would feel in the other person's shoes.  For example, "If you were in her place, and this happened, how would you feel - if you were her?" Summarize the feelings of each person based on the role reversal.

8.  Brainstorm solutions – Look at each person and ask, “What can you do to try to resolve the conflict?” List or describe the solutions/suggestions made:

·         Person #1’s Suggestions:

·         Person #2’s Suggestions:

9. Successful solutions – After each person has brainstormed suggestions to resolve the conflict, review each suggestion with each person and ask if he or she agrees with the suggestion. Please mark or note each suggestion both sides agree to follow.

10. Workable contract – Review all areas of agreement, and then ask each person if he or she believes the agreement will work, ask: Will this agreement work? Can you follow this contract?

Then complete the following:

·         Person #1 agrees to:  

·         Person #2 agrees to:                                      

11. Closing – Have each person read what he or she agrees to do, and ask if each has any questions about the agreement. If no questions are asked, or questions are answered to each person’s satisfaction, then have each person sign the contract below:

_______________________________          ____________________________________

Person #1                                                        Person #2

_______________________________          ____________________________________

Mediator #1                                                     Mediator #2

Week 5 Assignment, Part 4b: Mediator Report

In the space below, write your reflections on lessons learned from the Mock Mediation. Be sure to include the following:

·         Describe the mediation process. How did the process work?

·         Did the parties reach a mutual agreement to resolve the conflict? If not, what barriers prevented the resolution of the conflict?

·         How might you be able to use this skill as a leader?

The process of mediation is one where two parties are in conflict/disagreement with each other, and as a result of being unable to reach resolution to that conflict/disagreement on their own, the parties go into mediation. In mediation the members consist of the disagreeing parties, two mediators and a mediator report that will guide the mediation process. In the report that the mediator uses, there are rules that govern the session, the purpose for the session, steps in the process, and questions that will be used to work toward a contract that the disagreeing parties can finally agree upon. Review of the report: Ø  Introduction of individuals as necessary Ø  Mediators explain purpose of the mediation Ø  Mediator lays ground rules 1.    Remain seated 2.    Do not interrupt 3.    Be honest 4.    Refrain from name calling or put downs 5.    Agree to solve the disagreement/conflict 6.    Maintain confidentiality Ø  Mediator reviews the steps; each party: 1.    Takes turns to share their side of the disagreement/conflict 2.    Seeks to understand the opposing perspective 3.    Attempts role reversal – imagines themselves in the opposing view 4.    Brainstorms solutions 5.    Signs a contract upon agreement Two rounds of mock mediation were held. The first round involved two life skills teachers who were in constant conflict, particularly as it related to administering STAAR ALT (actual conflict-used other teachers so as not to embarrass the actual teachers). Teacher A had suggested that Teacher B was only going through the motions and not actually testing their students. Teacher A, instead of going to Teacher B, started conversations with the paraprofessionals involved in each classroom, which lead to Teacher B hearing of the accusations and creating conflict. Teacher B requested mediation in order to resolve the conflict between the two teachers. Question 1: Did the parties reach a mutual agreement to resolve the conflict? If not, what barriers prevented the resolution of the conflict? v  Both parties met  in mediation and walked through what was the assumed conflict (STAAR ALT administration). In working through the mediation process, what was actually discovered is that Teacher A felt that the paraprofessionals in both classrooms and Teacher B were leaving them out of activities, some of which could be used to administer STAAR ALT, and that the group felt Teacher A was not a team player. As mediator, I suggested that both teachers call in the paraprofessionals to discuss the ramifications of gossip and side-taking against another teacher. As mediator, I also suggested that the two teachers find ways to meet together as co-teachers and create activities (both making suggestions for those activities-not just one teacher) that could be used not only for STAAR ALT administration, but for the daily work of both classes. Both parties agreed that they could do this, and in the process of mediation, set up weekly meeting for the rest of the year to create activities and joint lessons that would help both classrooms out. v  In the second round, we used the same scenario, but I asked one of the teachers to disagree with the resolution (I asked them to decide between themselves, and not let me know until we reached the point of seeking agreement). The teacher that disagreed and refused to resolve conflict did so because they felt that the other teacher would not participate even though asked to do so (Teacher A was “willing;” Teacher B was not). Teacher B felt that all of the work would eventually be put on them, with Teacher A taking credit for participating, but in the end, Teacher A would only continue to complain but not seek resolution. The barriers that prevented resolution of the conflict were distrust in the other party and previous frustration with the other party over similar conflicts that ended in the same manner (Teacher B doing all the work; Teacher A still causing conflict, but taking credit for being willing to solve). Question 2: How might you use this skill as a leader? v  First of all the model is very easy to use and to understand. Having a “script” to use so that all parties are on the same page is very beneficial. There was little to no room for any party to go off on their own tangent, and if attempted, the “script” brought everyone back onto course. v  This will be in my “bag of tricks” as a leader. If you are a leader who does not like to deal with conflict, this form of mediation provides you with the framework to handle situations where you might not feel comfortable jumping right in. It also provides a way for all parties to come in, give their side of the story and have it actually be heard, and eliminates the “he said; she said” aspect of conflict.