Reflection+on+EDLD+5345+Assignments

 I took this class during the summer, so I did not have day to day situations to use as a guide for answering questions and writing reflections. I was able to schedule time to interview the Principals to ask questions about the code of ethics and conflict management. They both gave me some possible situations involving unethical behavior on the part of faculty members and some scenarios for conflict management. I also spoke to our Curriculum Coordinator who has been a principal and he had some good information.  I will not say that the Code of Ethics Mind Walkthrough brought new information to my attention; it was more like a reminder of things I already knew. I have not spent my days checking to make sure that I followed a code of ethics, or making sure that those around me follow them. I am an honest and trusting soul so for me the code of ethics is something I am.  The Texas educator, in maintaining the dignity of the profession, shall respect and obey the law, demonstrate personal integrity, and exemplify honesty (Texas Administrative Code, Rule 247.2). I had a hard time coming up with a situation where a faculty member had broken the code of ethics so I used one of the situations given to me by the High School Principal. First the unethical behavior takes place and then the principal deals with the situation. For example, it is entirely possible for the person responsible for setting student’s schedules, the counselor, to ‘stack the deck’ against a teacher that is disliked by grouping the students in his/her class so as to cause poor testing results or to create discipline problems for the teacher. These incidents can be used as a reason for non-renewal of a contract, or causing the teacher to choose to leave.  How should the principal respond to this situation? In the case of the counselor crea ting the schedules and setting a particular teacher up for failure, after the teacher files a complaint I will investigate the situation to determine if the complaint is valid. Assuming the complaint is valid, I will sit down with the counselor and teachers to change the schedules of the students so as to create a better mix of students in the classroom. I will have other teachers of the same subject be a part of the meeting and discussion since this will also impact their classrooms.As for the counselor that created the problem in the first place, I think that when the next time to set schedules for the teachers and students, I as the principal will give final approval to the schedules. I know this will take some of my valuable time but it is important to retain good teachers and not let them be persuaded to leave by underhanded means. Debra Cannon (2011), in an interview with Dr Steve Jenkins states, Ithink good leaders begin by eliminating conflict or building the consensus long before the problem reaches the surface. Principals that are constantly assessing their surroundings and seeking input from colleagues are proactive and they anticipate future problems. Anticipating conflict before it occurs gives the principal the opportunity to work with others and minimize or eliminate the conflict. (Slide 10)  When I was reading for this class and looking through the assignments before completing them I thought, this sounds a lot like the job a friend of mine had at a prison unit, that of a mediator. He dealt with issues like these between the prisoners. I kept thinking we should not be like a prison, our students and faculty are better than that; but there will always be conflicts between humans, both educated and uneducated. When two individuals or groups have become involved in some kind of conflict, a third party can be used to oversee a problem-solving process called mediation. The mediation process involves the two parties involved in the conflict, and one or two non-judgmental mediators. If one mediator is used, he/she asks all of the questions. If there are two mediators, they share the questioning. There is a script to go by and the mediators take turns making statements and asking questions. The two parties involved must agree to several ground rules. These include remain seated, no interruptions, no put downs, agree to try to solve the problem, be honest, keep the process and outcome confidential. Then each person gets to tell his or her side of the story. After each one finishes speaking the mediator(s) repeat what they heard from that side. A role reversal will take place next to let each party have a taste of what the other person might say and do. The next step is to brainstorm ways to resolve the conflict. After each side involved in the conflict has a chance to make suggestions, an agreement is reached. After all agree and there are no more questions each person must sign the agreement. Mediators, because they are on the outside looking in can add a third perspective on the situation. The parties involved can then see the conflict from another side. Stoessel (2010) reports that because of this third view, they can then begin to let go of blaming each other and focus instead on understanding how the situation developed, choices that were made (or not), and how each contributed to the resulting escalation and polarization (“Perspective taking”). I used the same scenario as above for the mock mediation. I was the only mediator available for solving the conflict. The two parties agreed to all of the ground rules. Each told their side of the story, but the teacher had a difficult time with not interrupting. The two chose not to participate in the role reversal. They both felt it would not improve the outcome of the session. When it came to suggestions on a resolution they both had suggestions, but they continued to exhibit ill feelings toward each other. The two finally agreed on a couple of simple steps that would lead to a solution but I have a feeling there will be other conflicts in the future. The teacher agreed to sit down with the counselor and get her help on arranging the classroom. The teacher also agreed to attend some professional development on classroom management. The counselor agreed to sit down with the teacher and help plan her classroom arrangement. The counselor agreed that if there were still some students causing trouble she would consider changing their schedules. As an administrator, mediation skills will come in very handy. There will always be conflicts among students. Teacher conflicts can be tough when they happen. Even though we are supposed to be adults, we often act like the students so we end up needing someone else to help us solve our disagreements. The ability to mediate should make an administrator’s decisions more fair and appropriate. Although mediation won’t help head a conflict off before it happens, the process should make the resolution easier. While completing this assignment I learned that a principal or administrator in charge of dealing with conflicts cannot hide and hope the situations take care of themselves they must meet the conflicts head-on. For me I think taking psychology classes or attending professional development opportunities involving conflict resolution would be what I would do.

Cannon, D. (2011). Week 4 Lecture Slides. Retrieved on October 30, 2011 from http:https://lamar.epiclms.net/Learn/Player.aspx?enrollmentid=2030968 Stoessel, K. (2010). Holding up the Mirror: The Role of Emotion in Achieving Success in Mediation. Retrieved on October 30, 2011 from [] Texas Administrative Code. (2002). //Title 19 – Education; Chapter 247 – Educator’s Code of Ethics.//