Enchantment still filled the air in my early meetings with Marissa. I believed she possessed qualities and beliefs that were similar to my own (Jones & Webber, 2001, p. 8). However, after she told me that I was the third person she asked and that she had a tentative yes from another staff member, this started to break my enchantment notions, reminding me that everyone has different motivators. As I see it, Marissa or even the affected staff member could of sent out a friendly email asking for volunteers instead of im...
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...rs, is simple and includes things like, clear communication, teacher committee input for scheduling review or formation, teachers expressing problems to and through proper channels instead of talking in the hallways. At a school board level my recommendations for handling succession of administration involves changes in perspectives (Jones &Webber, 2001). The voices of all stakeholders need to be heard and empowered. By being able to identify what the school needs in a leader they will be able to find a leader that moves the school forward (Jones & Webber, 2001, p. 13). I don’t know how transfers of administration happen that when or why they are imposed. I never did find out why Shelby was transferred, she didn’t offer any explanation herself. There could be a variety of reasons, I will research this matter further in the future, it is of great interest to me.
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