School Conflict
A few years ago I worked as a Support Teacher for our Special Education Program Office. My primary role was to work directly with Site SPED Departments to support the team in providing effective services as the district moved towards more inclusive practices. One of the sites I was assigned to had a very dysfunctional team dynamic amongst the department members as well as with the School Administrators. Looking back, I think the conflict was a combination of incompatible preferences and activities amongst themselves and with the School Administration. More specifically, because the district was moving towards inclusive practices (providing more push in services vs. pull out). Many veteran special education teachers were resistant to the change in philosophy. They were very upset with the School Administration reorganizing the master schedule for more co-taught classes/push in services. It also seemed like the resistant staff took things personally because it affected their daily schedule and routine and forced to collaborate with general education teachers.
How did School Administrators respond and how was it resolved?
When I met with the School Administrators to discuss the new changes, it was apparent they were well aware of the teachers that were resistant to the change. It was interesting to see the different leadership styles amongst the Administrators’. The Principal and a newer V.P. wanted to figure out a way to address the teachers concerns to get their buy in and support for the changes. The other V.P. had prior conflict with the same resistant staff for many years, felt that this was an inevitable change and trying to work with the staff was pointless.
How I was personally affected?
I felt like I was caught in between the School Administrators and the SPED department. It was a very uncomfortable situation. One of the V.P.’s would roll their eyes when I would mention the certain staff that were upset. I could tell there was a history of frustration that was much bigger than just the change for more inclusive practices.
The Principal assigned the newer V.P. to oversee the SPED department and she came in with some great strategies to resolve some of the frustrations. Her first step was having the department meet with her and discuss their concerns. She then invited myself and some district SPED Administrators to come in and share the thought process about the new changes.
How did staff members react?
The resistant staff members still seemed frustrated but at the end of the meeting the team agreed to be respectful to each other and agreed upon a common goal for the students to be successful. It was a rough year for that team because conflict consistently surfaced amongst the staff members and Administrators.
Friday, October 28, 2016
School Conflict
School Conflict
A few years ago I worked as a Support Teacher for our Special Education Program Office. My primary role was to work directly with Site SPED Departments to support the team in providing effective services as the district moved towards more inclusive practices. One of the sites I was assigned to had a very dysfunctional team dynamic amongst the department members as well as with the School Administrators. Looking back, I think the conflict was a combination of incompatible preferences and activities amongst themselves and with the School Administration. More specifically, because the district was moving towards inclusive practices (providing more push in services vs. pull out). Many veteran special education teachers were resistant to the change in philosophy. They were very upset with the School Administration reorganizing the master schedule for more co-taught classes/push in services. It also seemed like the resistant staff took things personally because it affected their daily schedule and routine and forced to collaborate with general education teachers.
How did School Administrators respond and how was it resolved?
When I met with the School Administrators to discuss the new changes, it was apparent they were well aware of the teachers that were resistant to the change. It was interesting to see the different leadership styles amongst the Administrators’. The Principal and a newer V.P. wanted to figure out a way to address the teachers concerns to get their buy in and support for the changes. The other V.P. had prior conflict with the same resistant staff for many years, felt that this was an inevitable change and trying to work with the staff was pointless.
How I was personally affected?
I felt like I was caught in between the School Administrators and the SPED department. It was a very uncomfortable situation. One of the V.P.’s would roll their eyes when I would mention the certain staff that were upset. I could tell there was a history of frustration that was much bigger than just the change for more inclusive practices.
The Principal assigned the newer V.P. to oversee the SPED department and she came in with some great strategies to resolve some of the frustrations. Her first step was having the department meet with her and discuss their concerns. She then invited myself and some district SPED Administrators to come in and share the thought process about the new changes.
How did staff members react?
The resistant staff members still seemed frustrated but at the end of the meeting the team agreed to be respectful to each other and agreed upon a common goal for the students to be successful. It was a rough year for that team because conflict consistently surfaced amongst the staff members and Administrators.
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