Leadership Strategy for Problem Solving and Decision Making

Problem Analysis Phase

One of the ways to confirm the rumors about bullying in the school would be through analysis of the student's behavior versus the expected code of conduct. Bullying is a social issue affecting the lives of the students in school. In other words, bullying is an unaccepted behavior in school; that is contrary to the universal school rules and regulations. The expected code of conduct is the gold standard behavioral expectations (Chalmers et al., 2016). Notably, for an issue to be termed as critical, it should be contrary to or fail to promote the minimum acceptable behavior for students. For instance, I would observe the relationship between the students. If the reports about bullying in the school are factual, then the problem should be significant enough to result into unacceptable and observable behavior among the students. Therefoe, the behavior of the students will be judged based on the existing guidelines of the school on students’ behavior.

Secondly, I would collect and analyze evidence on alleged students' misconduct. I would interview the teachers and the students who report incidences of bullying. One of the basis for policy making is empirical evidence. Evidence informs on the causes of and general gaps that are responsible for the occurrence of the issue (Chalmers et al., 2016). The informants are the students and the teachers would provide data on the forms of the bullying witnessed and experienced, and the studies are perpetuating the problem. The data would be useful in informing the scope and the form of policy to be adopted.

Policy Creation Phase

Policy statement; Prohibition against Bullying

The behavioral rules involve the requirement for all the students to display respectful behavior to all the members. The students would be required to accord each member of the school community. The sides would be required to accord each person within the school the privileges that they deserve and refrain from interfering with the comfort and welfare of all the students (Thornberg, 2015). To support this behavioral requirement, the teacher will teach a student a language that feels, seems ad sound respectful.

Similarly, the teachers will behave in the manner that manifests respect to the students. Prevention and management of language that is derogatory or discriminatory within the school. The students would be required to use language that is not discriminating based on race or disability. To support this refers teachers would help students spread positive messages in any location within the school (Thornberg, 2015). Additionally, the students who use non-discriminatory language and adhere to anti-bullying rules would be given constructive feedback. Recognizing students’ behaviors and efforts towards a school environment that is free of bullying practices helps encourage other students to participate in the eradication of bullying.

To facilitate the reporting procedures, the students would be educated the forms of bullying. Education and awareness forms the basis for future evaluation of the effectiveness of the policy. Further, bullying could be accounted for by a lack of knowledge on the ways through which bullying occurs. The teachers should teach that intimidation, threatening, and abuse are forms of bullying. Elimination of bullying should be gradual. The punishments for bullying should be in a manner that the severity of the punishment is proportional to the level of the bullying (Søndergaard, 2012). Adopting or tolerance towards bullying creates a view that only severe cases of bullying should be reported. Gradual and severe sensitive punishments enjoy that all forms of punishment for bullying are prohibited. An effective anti-bullying policy should aim to eliminate any form of bullying, at any level.

Strategic Communication Phase

The teachers would first be informed of the policy and then the students. The policy would be evaluated, bypassing the relevance of the policy about time. The anti-bullying policy is developed in line with the existing laws. There are state and national level laws and guidelines against bullying in schools and elsewhere in the society (Manski, 2019). However, the laws change with time. Therefore, the nation-bullying policy will need to be adjusted to reflect on the existing laws.

Similarly, the anti-bullying policy is determined by the position of the society on bullying. The policy should cover and satisfies the expectations of society. The social norms and thus is expectation vary with time. The evaluation of the policy would is carried bypassing the studies and teacher about incidences of bullying. Initially, in forming the evidence formatting the natal-bullying policy, students and teachers were the informants. Therefore, to ensure standardization all through the process of forming and evaluating the policy, the same informants should provide statists on the effeteness of the policy. Furthermore, the anti-bullying policies are meant for protecting the welfare often students (Manski, 2019). The evaluation often policy would be carried out by assessing the goals achieved by the policy implementation and evaluation of the objectives of the anti-bullying policy.

In conclusion, the rumors about incidences of bullying in the school would be confirmed through interviewing the students and the teachers, observation of the student's behavior and gauging the behavior versus the expected standards. The policy aims at to the eradication of bullying. The policy will be evaluated by interviewing students and teachers and assessing the achieved and stated goals.

References

Chalmers, C., Campbell, M. A., Spears, B. A., Butler, D., Cross, D., Slee, P., & Kift, S. (2016). School policies on bullying and cyberbullying: perspectives across three states. Educational Research , 58 (1), 91-109.

Manski, C. F. (2019). Communicating uncertainty in policy analysis. Proceedings of the National Academy of Sciences , 116 (16), 7634-7641.

Søndergaard, D. M. (2012). Bullying and social exclusion anxiety in schools. British Journal of Sociology of Education , 33 (3), 355-372.

Thornberg, R. (2015). School bullying as a collective action: Stigma processes and identity struggling. Children & Society , 29 (4), 310-320.