Managing Bad Teachers: The Hows and the Whys
Keywords:leadership, bad teachers, educational administration
C.B. Peterson Elementary School is a high needs school, as determined by the SRDSB school board’s criteria. In light of rising diversity issues, the SRDSB school board has released an Equity and Inclusion Policy, which is a top priority to C.B. Peterson’s administration team. This case describes the candid discussion between the administration team during their first private meeting to make staffing decisions that reflect the Equity and Inclusion Policy for the upcoming school year. Decisions include where to strategically place effective, ineffective and altogether bad teaching staff in order to have the greatest and least impact on students respectively.
Henkin, A. B., Cistone, P. J., & Dee. J. R.. (2000). Conflict management strategies of principals in site-based managed schools. Journal of Educational Administration, 38(2), 142 – 158.
Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research of the Learning from Leadership Project. New York: Wallace Foundation, Center for Applied Research and Educational Improvement and Ontario Institute for Studies in Education.
Leithwood, K.A. & Azah, V.N. (2014). Elementary Principals and Vice-Principals Workload Studies, Final Report. Retrieved September 25, 2018 from http://www.edu.gov.on.ca/eng/policyfunding/memos/nov2014/FullSecondaryReportOctober7_EN.pdf
Ontario Principals’ Council. (2017). International Symposium White Paper: Principal Work–life Balance and Well-being Matters. Toronto, ON
Pollock, K., Hauseman, C. & Briscoe, P. (2013). Interim report: Principals’ work in contemporary Times, Ontario Ministry of Education.
Pollock, K., Wang, F., & Hauseman, D.C. (2014). The changing nature of principals’ work: Final report. Retrieved from http://www.edu.uwo.ca/faculty_profiles/cpels/pollock_katina/OPCPrincipals-Work-Report.pdf
Pollock, K. & Hauseman, C. (2015). Principals work in contemporary times: Final report, January 2015. Retrieved September 30 2018 from https://www.edu.uwo.ca/faculty-profiles/docs/other/pollock/OME-Report-Principals-Work-Contemporary-Times.pdf
ollock, K. (2016). Principals’ work in Ontario, Canada: Changing demographics, advancements in informational communication technology and health and well-being. International Journal for Educational Administration 44(3), 55-74.
Rockoff, J. E. (2010). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Association Papers and Proceedings. Retrieved September 15, 2018 from https://www0.gsb.columbia.edu/mygsb/faculty/research/pubfiles/3841/impact_rockoff.pdf
Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. New York, N.Y.: Portfolio.
Snyder, R. R. (2017). Resistance to change among veteran teachers: Providing voice for more effective engagement. NCPEA International Journal of Educational Leadership Preparation, 12, (1). Retrieved September 14, 2018 from https://files.eric.ed.gov/fulltext/EJ1145464.pdf
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.