Part 1: Building a Team
Educational activities in our society today concern not only the stakeholders who are directly partakers but also those who are indirectly affected. Since the researchers in the 20th century noted a significant relationship between activities performed by students outside the classroom, such as participation in play activities and games, the role of the society in education has significantly increased (Heikka et al., 2013) . Today, stakeholders in education include not only the primary stakeholders that include children, parents, and teachers but also other parties including government agencies such as the police and administrators, healthcare sector, the corporate sector, and for-profit and not-for-profit institutions. Therefore in developing teams aimed at improving the education of children, a variety of stakeholders must be considered.
Tasks to Funding the school project
There are different financing mechanism that the education center should consider to meet its needs. However, it is essential to note that some methods that are used for public schools cannot be considered viable when it comes to private schools. While public schools are given a substantial about of funds by government agencies such including those from local and federal levels, private institutions do not get that kind of funding (Rodriguez & Morrison, 2019). Therefore, the Center has to depend on the relationship with the community to effectively deliver quality and get funds for its projects.
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The main source of funding for the Center at the moment is school fees paid by parents for children to acquire the services provided therein. However, while parent contribution makes a substantive source of funds to finance day-to-day activities, this method is not effective in financing projects and programs such as the one required by the Center (Heikka, Waniganayake & Hujala, 2013). Instead, parents’ contribution works as a source of funds for day to day activities. Instead, there are several tasks that should be done in a bid to acquire funds for the upcoming upgrade of the school.
There are several methods that will be used in getting funds for the activity at the Center. First, there will be fundraising activity from philanthropic organizations. A charity auction is one of the most effective methods of funding school activities. Not only are charity auctions highly profitable but also reflect the willingness of the community to support the school (Rodriguez & Morrison, 2019). Through the charity auction, the director will get the moral support of the community for the activities.
Another method that will be used to acquire money for the new project at the Education Center is granted. The research will be conducted to identify potential providers of grants in the community and from government agencies so that proposals can be filled and sent. Through grants, an education center can acquire relatively stable sources of income that would be continuous.
- Mobilizing the community to support the school
- Conducting education fairs in the community to showcase the activities it conducts
- Production and raising of banners in the community to inform on the Center's activities.
- Searching for potential sources of grants
- Writing grant proposals and sending them to potential grant providers
- Organizing for a fundraiser event
Individuals responsible for different Tasks
The director of the year-round Center will require not only the funds but also the faith of the society to operate in the education institution. According to Britton et al., (2017), an education institution that promotes a sense of ownership in members of the society has higher chances of being successful than one that acts in isolation. Therefore, the director should see this activity as only an opportunity to expand but also a chance to interact with society and make a meaningful collaboration that will promote future success. Therefore, several members of the society will be included in the project that aims at sourcing for funds for the school to expand its activities.
The first activity in the fundraising process is mobilizing the community to support the Center in its course for improvement. This task involves making the school activities and its relevance in the society known by members of the community. It is the first step in creating a rapport and relationship between the school and society. Consequently, the primary stakeholders, including the school administration and teachers, should be responsible for these tasks. They should present the school to society by communication, its purpose, and mission.
The second activity involves having education fairs to showcase activities of the Center. This task should be conducted by the school administration, representatives of local government, and parents. In a collaborative approach, the primary stakeholders should conduct an education fair in society with reinforcement from the local government to attract local support.
The fourth activity that involves the production and lifting of banners for the school should be done by local businesses and corporate organizations. The director should approach business organizations that produce banners so that they can create and make banners. This will also include looking for potential sources of grants by the same stakeholders.
The next tasks, the writing of grant proposals and sending them to potential providers of funds will be done by a collaboration between the director and private business organizations that make the grants. The director should seek the services of professional grant writers and offer the task of writing proposals to them. Having the grant written by a professional will improve its quality and increase collaboration. Finally, the fundraising event will be organized by all the stakeholders included in other activities.
Planning Ahead
There are several benefits that come with planning, especially for a group activity. Early prior planning allows individuals to become proactive and allows for opportunities to develop teams (Hillson, 2017) . In this project, prior planning will involve having alternative executors of each activity. Each team member will be given a fair chance to decide to be present and participate in the activities of the project. Also, constant monitoring and evaluation of the member’s commitment will be performed to ensure continued commitment to predestined activities. Through these measures, the project will be streamlined, ensuring each activity takes place as planned.
Part II: Addressing an Ethical Dilemma
Ethical Implications
Privacy and confidentiality are of the essence when dealing with personal data and information in any setting. It, therefore, amounts to the ethical issue when a person who has been entrusted with private information uses makes it public by sharing with a third party without the consent of the affected under any circumstance. An organization that handles information on health and wellbeing of the public have not only the legal but also ethical obligation to protect the privacy of information (Rodriguez & Morrison, 2019). Therefore, in sharing confidential information about a family with a special needs child, the team member failed to observe the expected code of conduct.
An ethical dilemma presents a decision making challenge between two moral imperatives which are not unambiguously preferable (Evans & Howarth, 2019). The issue becomes an ethical dilemma because in sharing the confidential information, the team member aimed at doing good rather than harming the victims. This shows that she did not share out of maliciousness or for personal gain but to present the best possible case that would compel the bank to participate in the Center’s project. However, in doing so, she also exposes the family to stigma and other social evils if the information lands in the wrong hands.
Explaining to the Team Member
In explaining to the team member of the ethical issues presented by the sharing, there is a need for both courtesy and firmness from the side of the director. Consequently, first, she should appreciate the willingness and commitment of the team member to the Center's course. This involves recognizing her efforts in going to details on the work done by the Center to present the most compelling case to the bank. In recognizing these efforts, the director shows confidence in her as a vital team member and recognizes the place of the efforts in work done.
After recognizing and appreciating the efforts of the team member, the director should then move to explain why it presents an ethical challenge. This step will involve helping the member understand the potential harm that could result from the sharing of such information. The director should also base the argument on established principles of moral and ethical codes. Finally, it is important to state the legal implications and what could happen should law enforcement take the matter (Barsky, 2018) . However, the director should assure the team member that activities taken for the Center would be handled by the Center and that there will be no consequences on her as an individual.
Explaining the Harms
The director should also explain how confidential sharing information about the child and the family may cause more harm than good on them. When sharing information on the child may help compel the bank and other donors and grant providers, it may not be to the best interest of the child. According to Barsky (2018), confidentiality helps people feel safe as they are off the public domain. Being on the spotlight all the times makes one subject to victimization and stigma. The results of stigma s that the child and the family isolate itself from the rest to avoid excess pressure. Behavior is related to stigma results in further mental and physical health challenges that could be avoided by maintaining the confidentiality of such information (Barsky, 2018) . There is also the need to point out the probability of losing the child due to excessive spotlighting.
References
Barsky, A., (2018). Serious Imminent Harm to Nonidentifiable Others: Updated Exceptions to Confidentiality. Journal of Baccalaureate Social Work , 23 (1), 341-353.
Britton, E., Simper, N., Leger, A., & Stephenson, J. (2017). Assessing teamwork in undergraduate education: a measurement tool to evaluate individual teamwork skills. Assessment & Evaluation in Higher Education , 42 (3), 378-397.
Evans, S. F., & Howarth, M., (2019). I Am Happy, So I Learn It: The Ethical Dilemma of Choosing to Promote Happiness in an Education World of Standards. In Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes (pp. 101-122). IGI Global.
Heikka, J., Waniganayake, M., & Hujala, E. (2013). Contextualizing distributed leadership within early childhood education: Current understandings, research evidence, and future challenges. Educational Management Administration & Leadership , 41 (1), 30-44.
Hillson, D., (2017). Managing risk in projects . Routledge.
Rodriguez, A. J., & Morrison, D. (2019). Expanding and enacting transformative meanings of equity, diversity, and social justice in science education. Cultural Studies of Science Education , 1-17.
