Part 1: Case Analysis
The major stakeholders that should be involved in discussing the solution to this problem are those who have invested in the welfare and the success of the school as well as the students. School administrators are the primary stakeholders that should be greatly involved in discussing the matter with the affected teacher to try and find a solution to the issue. Teachers and the staff members can also be engaged in the discussion to understand the deep roots of the problem and how best to solve it. Education board members and the district education representatives should also be involved to identify what the problem could be with the outlier teacher. This should be a group discussion with all these stakeholders and the affected teacher because this can provide a deeper understanding of the problem and a chance to provide the best solution to the issue. The questions should focus on problem identification and discussion on the possible solution.
One factor to consider before deciding for the next step is to identify the barriers, roadblocks, and causes of the teacher’s low performance. Understanding the barrier to the problem is an important starting point for finding a solution to the problem. The stakeholders have to go deep to the issue by identifying what could be causing the teacher’s lack of teamwork abilities and then start from that point in getting a solution. When problems are not solved within specific timelines, they could end up affecting the overall outcome of the institution and untimely failure to achieve the mission and visions of the school. The solution to this problem should be given some timeframe so that the next step is made earlier enough to support the students’ better performance. In the case study, a timeline needs to identify the history of the teacher and analyze how she has been progressing in his career, any psychological issues both in the past and present and then set a period of two months to hold meetings and find a solution to the issue in a way that is not only useful to the teacher but also to the students and school in overall.
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Part 2: Larger Issues
The district education policy action that can affect the decision, in this case, is continuum policy. It is a policy that calls for teacher support by bringing in various perspectives such as addressing the teachers’ learning needs, career paths, support systems, organization competency levels, and the impact school culture has on the individual teachers. It requires an understanding of the various problems that teachers undergo within the school system and how this impacts their competency levels. Before deciding on the course of action, these elements of the policy will have to be considered to identify if the problem is within the school system and culture or if it is within the teacher’s psychological needs.
Failing to take action to solve the problem could have adverse effects on the performance not only on the performance of the students handled by the affected teacher but also on the morale of the team members. By failing to engage with the teammates during the scheduled grade-level meetings, the teacher’s competence level will reduce, and this will impact the students. One positive outcome of taking no action is that it will help reduce the conflict that could arise while trying to find out the solution to the problem. Solving a problem through a team entails conflicts when every stakeholder holds a different view to deal with the matter.
Taking action to find a solution to this problem could have benefits to both the affected teacher, the students, and the team members. Through problem identification and effective communication, the teacher will be able to develop a positive change in attitude and begin to cooperate with other team members towards providing the best for the students. It will lead to increased morale for the whole team and improved school performance. The negative outcome of taking action is that it could derail the morale of the affected teacher and leads to further poor performance.
Part 3: Solve the Problem
The information that surfaced is that the affected teacher puts fewer efforts in utilizing the core guidelines and programs. She is also not at the same pace as colleagues and fails to engage with teammates during the scheduled grade level meetings. It could be a matter of low morale on the teacher or issues of incompetence. The action plan is to take the teacher through screening, tests, interviews, and checking to determine the level of her competence. If she passes the assessment, she will be guided through motivational programs to boost her morale. These steps support the vision of the school, which is to provide quality education for all students. Quality education can only be provided when qualified and competent teachers are employed. The selection process entails the mechanisms that are used to identify if the candidate is appropriate for the job based on the qualifications (Guillaume, Houé & Grabot, 2014). These steps include the preliminary interviews, receiving applications, and screening of the applicants, employment tests, interviews, and checking to determine if the candidate is right for the job (Nadal et al., 2015). This process will help determine the competency of the teacher based on set criteria.
Stakeholders are included in this decision through meetings to brief them on the status of the teacher and to take their opinions on how best to deal with the situation. The decision to subject the teacher for an assessment to test her competence has been arrived at through a consensus within the majority of the stakeholders. The strength of this action plan is that it can lead to the identification of the level of competence of the teacher affected and make a solution on how to improve performance. On the other hand, the plan may fail to take into consideration the various environmental and psychological factors that could have contributed to the problem, and this could lead to a wrong assessment.
References
Guillaume, R., Houé, R., & Grabot, B. (2014). Robust competence assessment for job assignment. European Journal of Operational Research , 238 (2), 630-644.
Nadal, C. T., Mañas, G. P., Bernadó, B. S., & Mora, C. A. (2015). Assessing teamwork competence. Psicothema , 27 (4), 354-361.
