The district is facing potential turnover from their assistant principal, Raymond Tyler. Tyler originally planned to stay 5 years but is now considering leaving for a position in Chicago where his wife teaches. This has strained his relationship with the principal. Key issues include Tyler not truly fitting into the small, tight-knit community as expected, a lack of career growth opportunities, and signs that the principal's concerns about Tyler leaving negatively impacted his evaluation. Possible solutions center around supporting Tyler's new opportunity, planning for his departure, or incentivizing him to stay through salary, benefits, or helping his wife find a local position.
This document provides a planning outline for a film shoot that includes props needed like a science textbook, notes paper, and a science lab set, as well as a shooting schedule of filming the science laboratory in the morning and an outside pathway in the afternoon.
This document provides a planning outline for a film shoot that includes props needed like a science textbook, notes paper, and a science lab set, as well as a shooting schedule of filming the science laboratory in the morning and an outside pathway in the afternoon.
The document provides tips for losing weight in a healthy manner by focusing on clear goals and making sustainable changes like avoiding skipping meals, substituting cauliflower mash for potatoes, choosing skim milk over creamer, eating with others to avoid overeating, dancing for exercise, using positive affirmations, and changing diet and exercise habits rather than looking for a magic pill. The overall message is that steady lifestyle changes are more effective for weight loss than crash diets or quick fixes.
The document summarizes a presentation given at the 1st Annual Bishop Indian Education Summit on employment topics. It discusses challenges individuals may face obtaining and maintaining employment and offers advice on job readiness, finding the right job, and advancing in one's career. It also describes services provided by the local Tribal Employment Rights Office (TERO), such as job training programs, job referrals, and assistance for those newly hired. The presenter shares their personal career journey and obstacles overcome to emphasize that with hard work and good choices, goals and dreams can be achieved.
This document provides information from a Criminal Justice class discussion on college admissions and readiness. The agenda includes polls about criminal justice teachers and college plans, a discussion of funding college through scholarships and loans, and tips for success including researching majors, applying to multiple schools, and doing community service. Students are reminded to answer calls from teachers and check important webmail messages.
The document summarizes a case study examining how two urban Philadelphia high schools prepare non-college bound students for careers and the workforce. It finds that while the schools take different approaches, teachers generally lack guidance on career development curriculum and students receive little career advice. As a result, most students graduate without the skills needed to compete for well-paying jobs. It recommends improving teacher training, strengthening career preparation programs, and setting workforce standards for graduating students.
This document provides a planning outline for a film shoot that includes props needed like a science textbook, notes paper, and a science lab set, as well as a shooting schedule of filming the science laboratory in the morning and an outside pathway in the afternoon.
This document provides a planning outline for a film shoot that includes props needed like a science textbook, notes paper, and a science lab set, as well as a shooting schedule of filming the science laboratory in the morning and an outside pathway in the afternoon.
The document provides tips for losing weight in a healthy manner by focusing on clear goals and making sustainable changes like avoiding skipping meals, substituting cauliflower mash for potatoes, choosing skim milk over creamer, eating with others to avoid overeating, dancing for exercise, using positive affirmations, and changing diet and exercise habits rather than looking for a magic pill. The overall message is that steady lifestyle changes are more effective for weight loss than crash diets or quick fixes.
The document summarizes a presentation given at the 1st Annual Bishop Indian Education Summit on employment topics. It discusses challenges individuals may face obtaining and maintaining employment and offers advice on job readiness, finding the right job, and advancing in one's career. It also describes services provided by the local Tribal Employment Rights Office (TERO), such as job training programs, job referrals, and assistance for those newly hired. The presenter shares their personal career journey and obstacles overcome to emphasize that with hard work and good choices, goals and dreams can be achieved.
This document provides information from a Criminal Justice class discussion on college admissions and readiness. The agenda includes polls about criminal justice teachers and college plans, a discussion of funding college through scholarships and loans, and tips for success including researching majors, applying to multiple schools, and doing community service. Students are reminded to answer calls from teachers and check important webmail messages.
The document summarizes a case study examining how two urban Philadelphia high schools prepare non-college bound students for careers and the workforce. It finds that while the schools take different approaches, teachers generally lack guidance on career development curriculum and students receive little career advice. As a result, most students graduate without the skills needed to compete for well-paying jobs. It recommends improving teacher training, strengthening career preparation programs, and setting workforce standards for graduating students.
All you wanted to know about the GB's role in headteacher appointmentNaureen Khalid
The document provides information about the governor and headteacher appointment processes in schools. It discusses that governors are responsible for appointing heads and involved in appointing senior leadership teams. The headteacher appointment process begins well before an advertisement and involves reexamining the school's vision. A panel is appointed to lead the process. Similarly for SLT appointments, the head is involved and governors provide input. More details are given on creating job specifications and interviewing candidates. The role and responsibilities of governors, heads, and staff are outlined.
The document summarizes an empathy mapping exercise conducted with a soon-to-be college graduate. It outlines the stakeholder's say, think, do, and feel perspectives. Some key insights include: the stakeholder felt unprepared for the workforce due to a lack of experiential opportunities in college; he disliked the standardized testing focused education system from his childhood; and expressed a need for students to have more hands-on learning experiences connecting classroom topics to real world problems to smooth the transition to working life.
The document provides guidance for job interviews, including how to prepare, what to expect, and how to answer common questions. Key points covered include researching the company, dressing professionally, practicing answers to typical questions about experience, skills, goals, and weaknesses using the STAR method. The document emphasizes the importance of highlighting relevant strengths, being honest, and thanking the interviewer.
1. Mr. X is seeking career counseling to help decide whether to continue his current job as a reports analyst or shift to a career in education.
2. He has a background in computer science but developed an interest in education through volunteer teaching and graduate studies in special education.
3. Using Brown's value-based theory, the counselor will help assess Mr. X's values, interests, abilities and environment to determine which career path would provide the best fit and satisfaction.
Nicole is a resident director whose contract is not being renewed by her supervisor Paul. She has applied for a director position at another college where the search committee head Chip knows Paul. Chip wants Nicole's approval to contact Paul for a reference, which troubles Nicole as Paul has been unsupportive. Nicole should consider taking a lateral move to gain more experience before pursuing a director-level role, and speak positively about Paul during her job search instead of addressing their poor working relationship.
This document provides an agenda and details for Tutorial 7 of the COMM 202 career fundamentals course. It outlines upcoming assignments and due dates, including final drafts of resumes and cover letters due November 6th. It also discusses informational interviews, including how to request them via email, what to ask during the meetings, and following up afterwards. The networking event is announced for November 13th from 6-8pm. Conducting an informational interview and submitting a two-page summary is an optional assignment due December 14th for up to 7.5% of the course grade.
Monique is a recent high school graduate who is unsure of what career path she wants to pursue. She felt overwhelmed by her last year of school and exams, and that her career advisor and teachers focused more on university than other options. Monique had limited work experience and career guidance, and struggled with applying for jobs and interviews. She wants more support for students transitioning from school to work.
Michele's school-to-work transition – empathize and defineMichele Messina
Ben struggled to find a job after graduating with an engineering degree, applying to 27 companies over 4 months before finally getting a job. Initially he only applied to top companies but was not prepared for the job seeking process. After facing rejection, he lowered his standards but still wanted an exciting job. With a friend's help, he eventually got an interview at his dream company as a technician, and was later hired as an engineer. His frustration came from unresponsive HR departments and a lack of job preparation in college.
The document outlines the criteria and application process for prefectship at MLC School. To be eligible, a student must meet senior school expectations and demonstrate leadership qualities over time through principled behavior, cocurricular involvement, committee contributions, house leadership, and academic application. Students apply by submitting a cover letter, CV, and leadership reflections addressing these areas. Applications are due in Week 4 Term 1 and interviews will be held for final selection, with notifications sent in Term 2.
The document outlines the criteria and application process for prefectship at MLC School. To be eligible, a student must meet senior school expectations and demonstrate leadership qualities over time, including principled behavior, cocurricular engagement, committee contributions, and academic application. Students submit a cover letter, CV, and leadership reflections by Week 7 Term 1. An interview with the Head of House and another staff member follows. By Week 2 Term 2, students are notified of the outcome. The process aims to identify students who model the school's values and can provide leadership to the broader community.
Getting To Know You: The Purpose of Each College Application EssayRebecca Joseph
The document provides an overview and guidance on college application essays. It discusses the shifting admissions landscape, including changes to the ACT/SAT, FAFSA, Common Application, and UC application. The role of essays as one part of a holistic application is explained. Strategies are offered for approaching the UC personal insight questions and other supplemental essays required by colleges. Advice is given to brainstorm, plan strategically, use guided questions, and revise essays thoroughly. The presentation aims to help students understand how to craft effective essays that allow their unique experiences and qualities to stand out to admissions officers.
What do Women Engineers Consider in a Decision to Stay with or Leave an EmployerEve Sprunt
The Society of Petroleum Engineers' Talent council conducted a 2013 survey on factors impacting retention of the science, technical, engineering and mathematics (STEM) workforce. The insights from this survey will enable seasoned leaders and management to better understand why women engineers stay with an employer or change employers. The insights will also provide guidance to recent graduates and employees on developing their own plans and criteria for comparing competing job offers from multiple employers.
The document provides tips for effective job interviews. It discusses:
1) Preparing for an interview by researching the employer, knowing your strengths and accomplishments, and practicing interview skills.
2) Making a good impression at an interview through proper attire, body language, being prompt, and preparing answers to common questions.
3) Responding to questions by giving specific examples from your experience, having a positive attitude, and discussing lessons learned from challenges.
A recent college graduate is facing challenges transitioning to work due to the current economy. They are unsure of their career path and feel pressure to find a job to pay off student loans. Their advisors want to help guide them but the economy adds uncertainty. The problem is how this graduate can transition successfully into the next phase of life given the difficulties in today's job market and their own lack of career direction.
The daughter is asking her parents to co-sign on a loan so she can purchase a membership in a cooperative townhome community. She provides details on the townhomes, including their affordability, proximity to her work, and potential roommate. She presents a budget showing how the monthly loan payments, plus rent from her roommate, would be affordable. She argues she is more responsible now than in the past and has shown an ability to maintain jobs and housing. The loan would help improve her credit and allow her to pursue education goals. She offers to let her parents claim her as a dependent on their taxes while the loan is active.
Three recent graduates were interviewed about their experiences transitioning from college to the workforce. One had secured two job offers in their desired field due to relevant internships and research experience. Another struggled to find work without internships and was unsure of their career path. A third realized they needed transition work experience before getting their desired job and secured this through multiple internships. Key challenges included lack of guidance, tough job markets, and not having relevant experience on resumes. Advice for students included starting career preparation early, gaining internship experience, and utilizing networking to find opportunities. Those with experience had an advantage over others in competitive job markets.
Mastering the College Application LandscapeRebecca Joseph
We all can help our students for college access, readiness, and success. This presentation provides an update to current college readiness trends in California.
All you wanted to know about the GB's role in headteacher appointmentNaureen Khalid
The document provides information about the governor and headteacher appointment processes in schools. It discusses that governors are responsible for appointing heads and involved in appointing senior leadership teams. The headteacher appointment process begins well before an advertisement and involves reexamining the school's vision. A panel is appointed to lead the process. Similarly for SLT appointments, the head is involved and governors provide input. More details are given on creating job specifications and interviewing candidates. The role and responsibilities of governors, heads, and staff are outlined.
The document summarizes an empathy mapping exercise conducted with a soon-to-be college graduate. It outlines the stakeholder's say, think, do, and feel perspectives. Some key insights include: the stakeholder felt unprepared for the workforce due to a lack of experiential opportunities in college; he disliked the standardized testing focused education system from his childhood; and expressed a need for students to have more hands-on learning experiences connecting classroom topics to real world problems to smooth the transition to working life.
The document provides guidance for job interviews, including how to prepare, what to expect, and how to answer common questions. Key points covered include researching the company, dressing professionally, practicing answers to typical questions about experience, skills, goals, and weaknesses using the STAR method. The document emphasizes the importance of highlighting relevant strengths, being honest, and thanking the interviewer.
1. Mr. X is seeking career counseling to help decide whether to continue his current job as a reports analyst or shift to a career in education.
2. He has a background in computer science but developed an interest in education through volunteer teaching and graduate studies in special education.
3. Using Brown's value-based theory, the counselor will help assess Mr. X's values, interests, abilities and environment to determine which career path would provide the best fit and satisfaction.
Nicole is a resident director whose contract is not being renewed by her supervisor Paul. She has applied for a director position at another college where the search committee head Chip knows Paul. Chip wants Nicole's approval to contact Paul for a reference, which troubles Nicole as Paul has been unsupportive. Nicole should consider taking a lateral move to gain more experience before pursuing a director-level role, and speak positively about Paul during her job search instead of addressing their poor working relationship.
This document provides an agenda and details for Tutorial 7 of the COMM 202 career fundamentals course. It outlines upcoming assignments and due dates, including final drafts of resumes and cover letters due November 6th. It also discusses informational interviews, including how to request them via email, what to ask during the meetings, and following up afterwards. The networking event is announced for November 13th from 6-8pm. Conducting an informational interview and submitting a two-page summary is an optional assignment due December 14th for up to 7.5% of the course grade.
Monique is a recent high school graduate who is unsure of what career path she wants to pursue. She felt overwhelmed by her last year of school and exams, and that her career advisor and teachers focused more on university than other options. Monique had limited work experience and career guidance, and struggled with applying for jobs and interviews. She wants more support for students transitioning from school to work.
Michele's school-to-work transition – empathize and defineMichele Messina
Ben struggled to find a job after graduating with an engineering degree, applying to 27 companies over 4 months before finally getting a job. Initially he only applied to top companies but was not prepared for the job seeking process. After facing rejection, he lowered his standards but still wanted an exciting job. With a friend's help, he eventually got an interview at his dream company as a technician, and was later hired as an engineer. His frustration came from unresponsive HR departments and a lack of job preparation in college.
The document outlines the criteria and application process for prefectship at MLC School. To be eligible, a student must meet senior school expectations and demonstrate leadership qualities over time through principled behavior, cocurricular involvement, committee contributions, house leadership, and academic application. Students apply by submitting a cover letter, CV, and leadership reflections addressing these areas. Applications are due in Week 4 Term 1 and interviews will be held for final selection, with notifications sent in Term 2.
The document outlines the criteria and application process for prefectship at MLC School. To be eligible, a student must meet senior school expectations and demonstrate leadership qualities over time, including principled behavior, cocurricular engagement, committee contributions, and academic application. Students submit a cover letter, CV, and leadership reflections by Week 7 Term 1. An interview with the Head of House and another staff member follows. By Week 2 Term 2, students are notified of the outcome. The process aims to identify students who model the school's values and can provide leadership to the broader community.
Getting To Know You: The Purpose of Each College Application EssayRebecca Joseph
The document provides an overview and guidance on college application essays. It discusses the shifting admissions landscape, including changes to the ACT/SAT, FAFSA, Common Application, and UC application. The role of essays as one part of a holistic application is explained. Strategies are offered for approaching the UC personal insight questions and other supplemental essays required by colleges. Advice is given to brainstorm, plan strategically, use guided questions, and revise essays thoroughly. The presentation aims to help students understand how to craft effective essays that allow their unique experiences and qualities to stand out to admissions officers.
What do Women Engineers Consider in a Decision to Stay with or Leave an EmployerEve Sprunt
The Society of Petroleum Engineers' Talent council conducted a 2013 survey on factors impacting retention of the science, technical, engineering and mathematics (STEM) workforce. The insights from this survey will enable seasoned leaders and management to better understand why women engineers stay with an employer or change employers. The insights will also provide guidance to recent graduates and employees on developing their own plans and criteria for comparing competing job offers from multiple employers.
The document provides tips for effective job interviews. It discusses:
1) Preparing for an interview by researching the employer, knowing your strengths and accomplishments, and practicing interview skills.
2) Making a good impression at an interview through proper attire, body language, being prompt, and preparing answers to common questions.
3) Responding to questions by giving specific examples from your experience, having a positive attitude, and discussing lessons learned from challenges.
A recent college graduate is facing challenges transitioning to work due to the current economy. They are unsure of their career path and feel pressure to find a job to pay off student loans. Their advisors want to help guide them but the economy adds uncertainty. The problem is how this graduate can transition successfully into the next phase of life given the difficulties in today's job market and their own lack of career direction.
The daughter is asking her parents to co-sign on a loan so she can purchase a membership in a cooperative townhome community. She provides details on the townhomes, including their affordability, proximity to her work, and potential roommate. She presents a budget showing how the monthly loan payments, plus rent from her roommate, would be affordable. She argues she is more responsible now than in the past and has shown an ability to maintain jobs and housing. The loan would help improve her credit and allow her to pursue education goals. She offers to let her parents claim her as a dependent on their taxes while the loan is active.
Three recent graduates were interviewed about their experiences transitioning from college to the workforce. One had secured two job offers in their desired field due to relevant internships and research experience. Another struggled to find work without internships and was unsure of their career path. A third realized they needed transition work experience before getting their desired job and secured this through multiple internships. Key challenges included lack of guidance, tough job markets, and not having relevant experience on resumes. Advice for students included starting career preparation early, gaining internship experience, and utilizing networking to find opportunities. Those with experience had an advantage over others in competitive job markets.
Mastering the College Application LandscapeRebecca Joseph
We all can help our students for college access, readiness, and success. This presentation provides an update to current college readiness trends in California.
1. Case Study # 2
Group 5
Shawn Kerr
Colin Purcell
Bryan Rotella
Nicole Vourliotis
2. Background
• The assistant principal position has, in the past, been a position
of high turnover for a number of reasons:
o It is a stepping stone for many future principals
o Varied responsibilities and duties across districts and
buildings
o Poor mentoring relationships amongst principals with regard
to their assistants
• Recently, the assistant principalship has become the "ultimate
career goal" for many administrators that are unwilling to
sacrifice family and personal time for career advancement.
• With increased emphasis on building level improvement across
the nation, stability in both the principal and assistant roles are
vital to effectively implement initiatives and programs for
change.
3. Case Summary
Setting:
• Bentonville, Iowa
• Small farming community in northern Iowa with roughly
2,500 residents.
• Community pride is exceedingly high.
• Bentonville Junior/Senior High School
• Parents and school board members expect school
administrators to live in the community and take an active role
in Bentonville Junior/Senior High School activities.
• For someone who has never lived and worked in a small
community, this can be a major adjustment.
4. Case Summary
Bentonville Junior/Senior High School:
• Serves approximately 450 students.
• Is replacing George Stileke as a result of his retirement.
o Served as AP for 10 years.
o Teacher, coach and close friend to the Principal.
• The Principal, Oscar McCammick, has never worked in
another district.
o He has served in Bentonville as a science/math teacher, assistant
principal, and in his recent and most current position as the
Junior/Senior high school principal.
5. Case Summary continued
Scenario:
Hiring Process
• Started with an internal job search.
• No applicants as of early June
• Opened to external applicants by Superintendent Potter
• July 15 deadline
• Six applicants
One eliminated due to lack of qualifications
Five were sent to Principal McCammick
Three out of the five eliminated
Two Finalists:Norman Emons, 51 and Raymond
Tyler, 29.
6. Case Summary continued
The interview: Mr. Emons
• Middle School Teacher from Des Moines.
• Recently obtained license to qualify him for an AP position.
• Prior to seeking an administrative position, he owned a small
business with two other teachers.
• Business dissolved.
The interview: Mr. Tyler
• Teacher in Davenport
• Moved to Iowa to attend school.
• Lived with his family in a relatively affluent Chicago
Suburb.
7. Case Summary continued
The interview:
• During Tyler's interview he was asked how long he intended
to stay in the assistant principal position.
• He responded by asking them what there expectations were.
• Mr. Tyler satisfied them with a response indicating he
anticipated no issues staying for five years as he expected it
would take that long to complete his doctoral program on a
part time basis.
o Upon completion of his doctoral program he would like to
pursue a position as a principal or a professorship at a
university.
8. Case Summary continued ...
The Decision:
• The superintendent considered Tyler to be the better
candidate based upon recommendations and the interview.
• Principal McCammick was unsure how Tyler would fit in the
community and school.
o McCammick did not believe Tyler would stay more than a few years,
but he agreed to offer Tyler the position.
• Tyler moved into a small apartment within the school district
for the beginning of the first school year.
o He was very busy, and mildly overwhelmed by extra responsibilities
at school and his Ph.D. coursework.
o McCammick was pleased with his performance.
9. Case Summary continued ...
Conflict:
• After some time ,Tyler decided to move out of the district to
Lincoln.
• The principal began to doubt his decision once again.
• At Tyler's annual performance review, he was told that
some board members and parents were displeased with his
decision to move out of district.
o His evaluation was given a number of "above average" and
"average“ marks. However, a negative remark regarding his maturity
with students was noted.
• AP Tyler was still offered a new contract next year.
o Although disagreeing with parts of the evaluation, he signed the
contract for the following year.
10. Case Summary continued ...
Conflict:
• In late May, AP Tyler’s friends informed him the Principal
McCammick was asking other teacher’s if they know of AP
Tyler’s intentions for next school year.
• A week later, it was brought to the attention of Principal
McCammick that Tyler was seeking a new position in Chicago
when a principal called for a reference.
• After questioning Tyler about the job search, Tyler shared
that he was not actively seeking a position.
o His wife had just accepted a teaching position in a Chicago high
school and mentioned him to her principal.
o He indicated that he would still do his best and work in Bentonville if
he did not get the job.
11. Problems in the Case
What are the initial reasons for Asst. Principal Tyler's
intended departure?
• AP Tyler's fiancé accepted a position as a teacher in Chicago, and he
does not feel it would be an ideal situation living away from her.
• The Chicago position offers a better salary
• The Chicago position is likely to offer more opportunity for
advancement, while the Bentonville position offers little to no
opportunity for advancement
• AP Tyler never truly identified with or was accepted by the community
• AP Tyler's relationship with Principal McCammick has begun to
degrade since his first year performance review
12. Problems in the Case
What are the underlying issues surrounding AP Tyler's
possible departure?
• AP Tyler originally stated he did not have any problem to stay in a
position as an AP for at least 5 years before advancing to a
principalship or higher education
• The initial question by Principal McCammick was a loaded question,
as the candidate knows what the principal wants to hear, and what he
needs to say in order to gain employment
• Nothing is legally binding Tyler to the position for 5 years, nor is
anything binding the district to employ him for 5 years
• Relationships are strained between McCammick and Tyler, and job
stability may be a concern for him
13. Problems in the case
What are other possible problems in this case?
• What the superintendent and principal are looking for in an assistant
principal is not what they are hiring.
o The district had a difficult time gathering a well qualified and
diversified candidate pool.
• The district needs and wants longevity in the AP position for the
future to benefit their school community and it is not what they hired.
• Principal McCammick may have came across as a flawed or
ineffective leader to AP Tyler during the review process.
o It appears Principal McCammick's personal concerns with AP
Tyler's departure may have clouded his performance evaluation of
him.
14. Problems in the case
What the district wants:
• a motivated, driven, energetic AP, who is willing to stay in the position
for 5+ years without a desire to advance within the district
• someone familiar with, or even from, the Bentonville community that
will reside within and become an active member in the community
during his/her tenure there
What the district hired:
• a young, driven, and ambitious candidate that meets or exceeds the
professional qualities desired by the district
• a candidate that, from the beginning, gave red flags that he was not
going to meet the personality mold the principal was looking for, as
was the case with Norman Emons.
15. Legal Dimensions
• With apparent discontent with his current position and
recent evaluation, AP Tyler still signed a contract for the
next school year.
o Depending on the language in his contract, this could
result in a legal matter if he decides to break his
contract.
Such a matter if the Bentonville district is able to
and pursues, can result in a filed complaint,
possible fine or other ramifications depending on
state laws in regards to contracts.
o This possibly could result in Mr. Tyler having no job at
all.
16. Possible Solutions
• Provide the Chicago principal with an appropriate
recommendation and aid Tyler in obtaining employment
there.
Develop an exit plan for Tyler's departure to assist in a
smooth transition and delegation of his roles and
responsibilities until a new AP is hired.
Rework the hiring process and expectations for the next
assistant principal with a better understanding of the
district's needs and realistic expected outcome
• Begin seeking interview applicants for a possible AP opening,
while asking AP Tyler to keep all parties informed of his
decision.
17. Possible Solutions
• Continue to deny providing Tyler with the recommendation
in an attempt to keep him in the district for the time being.
• Offer Tyler an incentive (i.e. salary or benefits) to stay in the
district, while working to heal the gap between the principal
and his assistant.
• Offer Tyler's wife a position within the district
o Help him find housing that would suit his needs.
o If this does not work, then the district should put together a policy to help
external applicants find appropriate housing in the area.
18. Analysis
• There are four main issues in this case study.
• The first is the natural progression of the assistant principal position.
o Gateway to principal position
o High turnover, as AP's leave once they get a job.
o In this case, AP Tyler does not want to leave to become a principal, rather
because of the location and his wife's job.
• The second issue is the ethical and legal dimension of AP Tyler's
career decision.
o A verbal promise is quite different from a signed contract. In many cases,
pursuing legal recourse are costly and take a long time.
o In this case, AP Tyler implied that he'd stay in Bentonville for at least five
years.
o He said that he wanted to work under an experienced principal for that
long. His conversation not quite as troubling as the fact that he signed a
contract for the next school term.
o If the school district wanted to pursue legal action, they could.
19. Analysis, Continued
• The third issue is the actual assistant principalship.
o Assistant principal positions vary from school to school and are quite
different from that of a teacher.
o An assistant principal needs a strong mentor in the principal in order
to be a successful leader.
o The case study says nothing about McCammick mentoring AP Tyler.
There is evidence to support the opposite.
• The fourth issue in this case is the relationship between AP Tyler
and Principal McCammick.
o Principal McCammick had reservations about AP Tyler from the beginning.
o He was unsure whether or not Tyler would flourish in Bentonville.
o When the Principal and Assistant Principal relationship is strained, it can be
very difficult to carry on a harmonious working environment.
20. Analysis, Continued
• Living and working in the same small community can be challenging.
o Professionals may find it difficult to keep their professional and private lives
separate in a place where everyone knows each other.
• AP Tyler's personal life was not congruent with his professional life.
The required work beyond normal work hours surprised him.
• Personal issues also played a significant role on AP Tyler interest in
pursuing another position.
o Starting a PhD program.
o Fiancé living and working away from him.
• McCammick was angry at Tyler for not being professional by
informing him of his interest in another position.
• McCammick did not act professionally when he talked to teachers
about Tyler and refused to provide an adequate reference.
21. Possible Outcomes
• AP Tyler will move to Chicago.
o AP Tyler's fiancé is seemingly committed to the position in Chicago.
o More motivation for AP Tyler to want to move.
o Even if the Bentonville district could keep AP Tyler, they
may not want to.
Distance from his fiancé and discontent at position will likely effect
his job performance.
• The district will have to rehire a new assistant principal to fill
the position left by AP Tyler.
o He may leave with minimal notice.
o May develop a professionally responsible exit plan.
22. Solution
• Rework the hiring process for the assistant principalship to extend to
other markets.
o Consider seeking external applicants earlier and for a longer
period of time.
o If possible, improve the salary and benefits package.
• The district essentially desires an administrative candidate from
within their own district, they must promote and develop internal
applicants through leadership roles within the district
o Provide tuition reimbursement packages for administrative
degrees
o Provide step or salary advancement for obtaining additional
college credit hours
o Build relationships among leaders within the faculty (i.e.
department chairs, committee leaders, and teachers who serve as
coaches)
23. Questions?
• What would you do if you were AP Tyler?
o Would you take the position if offered?
o Would you have told Principal McCammick?
• What would you do if you were Principal
McCammick?
o Would you have given a reference?
o Would you have spoke with AP Tyler differently?