EDLD 5345 Human Resource Management
Week 5 Assignment
Overview
Your Week 5 assignment provides you with an opportunity to reflect on your learning in this
course and how you will apply it in your future work as a school administrator.
Rubric
Use this rubric to guide your work on the Week 5 Assignment.
Accomplished
Tasks

Part 1
Part 2
Part 3
Part 4
2010 Lamar University
Proficient
Needs Improvement
No errors in grammar, spelling
or punctuation.
Few errors in grammar,
spelling or punctuation.
The student completed all aspects
of the assignment and
demonstrated knowledge and
skills as indicated in the
performance outcomes.
The student completed the
assignment, but did not
demonstrate complete
responses to each aspect of
the assignment.
The student attempted to
complete the assignment, but
failed to meet minimum
requirements in all aspects of
the assignment.
(3 points)
(2 points)
(1 point)
The student completed all aspects
of the assignment and
demonstrated knowledge and
skills as indicated in the
performance outcomes.
The student completed the
assignment, but did not
demonstrate complete
responses to each aspect of
the assignment.
The student attempted to
complete the assignment, but
failed to meet minimum
requirements in all aspects of
the assignment.
(3 points)
(2 points)
(1 point)
The student completed all aspects
of the assignment and
demonstrated knowledge and
skills as indicated in the
performance outcomes.
The student completed the
assignment, but did not
demonstrate complete
responses to each aspect of
the assignment.
The student attempted to
complete the assignment, but
failed to meet minimum
requirements in all aspects of
the assignment.
(3 points)
(2 points)
(1 point)
The student completed all aspects
of the assignment and
demonstrated knowledge and
skills as indicated in the
performance outcomes.
The student completed the
assignment, but did not
demonstrate complete
responses to each aspect of
the assignment.
The student attempted to
complete the assignment, but
failed to meet minimum
requirements in all aspects of
the assignment.
(3 points)
(2 points)
(1 point)
Joyce Howard – ET 8026 2/16/16
Responses lack clarity and
depth and/or multiple errors
in grammar, spelling or
punctuation.
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EDLD 5345 Human Resource Management
Week 5 Assignment, Part 1: Disaster Planning and Impact Field Experience
Reflections
Your Week 5 lecture discussed the impact of natural disasters, like hurricanes, on public
schools and all of the stakeholders impacted by the disaster. Disasters, man made and natural,
can have immense impacts on school systems, especially in terms of human resources and
budgeting. Preparing for such disasters must be a leadership imperative.
Using your own observations and experiences, including interviewing someone in your Human
Resource or Personnel department, along with campus administrators, answer the questions
below.
Does your campus have a plan to respond to disasters? Explain.
Yes we do. Over the past two years we have had several “disasters” that were man-made. One
notable one was the shooting on Ft. Hood in November 2009. This impacted our campus as
well as 6 others whose student body has over 70% active military and are on Ft. Hood or within
2 miles of the post. One middle school was within walking distance (across the street) from
where the shooting took place.
During this disaster, the District put all the schools in the area into a hard lock-down. No one
was allowed to enter and no one was allowed to leave the campus. Students were kept in the
classrooms (luckily, lunch had just finished) behind locked doors and in the appropriate place in
the room. This lasted for approximately 5 hours as they searched for the man/men that did the
shooting. We eventually went to a soft lock-down. Students stayed in the rooms, however,
parents were responsible to pick up their student from the school. It wasn’t until 11:00 pm when
all students had been picked up. The reason it took so long was that Ft. Hood did not open their
gates to allow parents to leave until after 8:30 pm.
With regards to natural disasters, we do have a disaster plan that covers bus accidents, fires,
tornados, snow/ice storms, bomb threats and terrorist (intruders) attacks on the campus. These
are practiced on a regular basis so students understand what to do when the time comes.
What impact do disasters have on budgeting issues, including potential loss of personnel due to
the disaster? Have you experienced an increase or loss of student enrollment due to a disaster?
The two disasters that the district has been affected by is the First Gulf War (Desert Storm) and
Hurricane Katrina. During Desert Storm, many of the families left Ft. Hood and headed home to
their families in other states until the war was over. This response was due to the memory of the
causualties in the Vietnam War. If your loved one was killed, it would be better to be surrounded
by family rather than alone on post. With that many people leaving, the enrollment in the district
plummeted and they had to let teachers out of their contracts since there were not enough
students to go around.
When the war ended, the reverse happened. So many families returned along with a second
Division assigned to the Post that there were not enough schools or personnel to handle the
influx of students. Our District ended up going to several states to find teachers to fill positions.
This trend has continued over the past 15 years.
The second disaster that affected our district was Hurricane Katrina. Many of the soldiers
located on Ft. Hood had families from Louisianna, Mississippi, and Alabama that were left
without homes. These families moved into our area and the district’s overall student population
increased by 1,000. Our campus receive over 300 of these students. Again, overcrowded
schools were the result of the increased student population.
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EDLD 5345 Human Resource Management
In all of these cases, the budget was affected. The hiring of additional teachers means more
money is needed to cover their salaries. The decrease in student population results in a
decrease in money coming into the district.
How do disasters affect accountability and budget issues, like daily attendance, meeting
minimum attendance days, and completion, graduation and dropout rates?
In the examples from above, the shooting mainly affected the budget due to needing to pay the
hourly employees for the hours they ended up working to help with the students and parents.
For these pople, the district authorized compensation time whaich could be taken at a later date.
The drawback of this method is the people may fall behind when they take the time off.
In the case of the additional students from Hurricane Katrina, the main budgetary problem was
the increase in staff necessary to be able to instruct the students. Their daily attendance started,
once they arrived on campus. With regards to graduation, the State of Texas and Louisianna
worked out a recipricol agreement for graduation. We did show a higher than normal “drop out”
rate for that year. This was mainly caused by finding student who enrolled under false
information (over age 21). Once these students were identified, they were withdrawn from the
campus and were offered the opportunity to attend the at-risk/drop out recovery campus. Many
did not take us up on the offer.
What advice did you receive regarding being prepared for natural or man-made disasters?
Take time to work with your staff to make plans for the expected disasters. Once the plans are
finalized, as far as you can make them, communicate the plans to the entire faculty and staff.
Ensure that everyone has a clear understanding what needs to happen with each plan. Once
the students are in school, make sure you take time to practice the different plans. This
communicates the necessary information of the plans to the students. When a disaster
happens, they will not be surprised when the plans are put into play.
In some cases, event the best laid plans do not take into account unforeseen disaster, usually
man-made. In order prepare for these, preliminary plans can be made using of the natural
disaster plans.
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EDLD 5345 Human Resource Management
Week 5 Assignment, Part 2: HR Identification and Application of Field
Experiences
Along with its alignment with State Board for Education Certification standards, this course also
incorporates the Educational Leadership Constituent Council’s (ELCC) Educational Leadership
Policy Standards. These standards and supporting skill functions were discussed in the Week 5
lecture. Please review the national standards and review your assignments from this course,
(e.g., field experiences, interviews, readings, tests and other activities), and identify activities
that addressed each of the six ELCC national standards.
Here are the national standards and supporting functions:
Standard 1: An education leader promotes the success of every student by facilitating the
development, articulation, implementation, and stewardship of a vision of learning that is shared
and supported by all stakeholders.
Supporting human resource functions:

Collect and use data to identify goals, assess organizational effectiveness, and promote
organization learning.

Create and implement plans to achieve goals.

Promote continuous and sustainable improvement.

Monitor and evaluate progress and revise plans.
In the space below, describe which activities you completed for this course address ELCC
Standard 1.
Reviewing our campus improvement plan, helped me focus on this standard. By looking at the
goals set by the campus based on the data it collected focused on the need for emphasis on
improving our math and science TAKS scores and keeping better track of the completion rates
of our students. Due to the mobility rate of our students these two area are a constant focus of
our campus. By having the CIP that defines these as our goals along with a plan and support
for attaining them, our campus can continually monitor the progress our our students and modify
the plan as needed to sustain the improvement.
Standard 2: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by promoting a positive school
culture, providing an effective instructional program, applying best practice to student learning,
and designing comprehensive professional growth plans for staff.
Supporting human resource functions:

Nurture and sustain a culture of collaboration, trust, and high expectations.

Develop the instructional and leadership capacity of staff.

Maximize time spent on quality instruction.

Promote the use of the most effective and appropriate technologies to support teaching
and learning.

Monitor and evaluate the impact of the instructional program.
In the space below, describe which activities you completed for this course address ELCC
Standard 2.
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EDLD 5345 Human Resource Management
Looking at the process required for change on a campus, helped me focus on what a job it
really is to begin and sustain it. I have been on my campus for about 10 years and have always
believed we could be better than we are currently. Though we have had 5 principals during that
time, their leadership focused more on “student” test scores and how to fix them rather than on
building a campus community that worked towards a common goal. Looking at and analyzing
the steps required to create such a change made me realize that the principal has to be
commited to making the change and find a way to get the faculty and staff on-board. Taking this
step is the most difficult. In the case of our campus, the faculty and staff are more the Doubting
Thomas types. Until you can prove to them through your actions (not just words) that they are
important to the process, the change many never happen.
Standard 3: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by managing the organization,
operations, and resources in a way that promotes a safe, efficient, and effective learning
environment.
Supporting human resource functions:

Monitor and evaluate the management and operational systems.

Obtain, allocate, align, and efficiently utilize human, fiscal and technological resources.

Develop the capacity for distributed leadership.

Ensure teacher and organizational time is focused to support quality instructional student
learning.
In the space below, describe which activities you completed for this course address ELCC
Standard 3.
The one thing that comes to mind is the recruitment and retention of highly qualified, highly
effective teachers. Knowing that our district was known for recruiting from many areas outside
Texas to find teachers, this activity put perspective on what a tough task it really is to find them.
Our district has a good, solid one year induction program for brand new teachers and good
support for teachers new to the district. Though the program needs to be improved and
revamped to include new technologies and educational trends, overall it does what it is meant to
do. Looking at the various programs other states have implemented in this area, I can see some
things that our district can and probably should incorporate if they do want to become the
recognized district we are capable of being. Recruiting and retaining the highly qualified, highly
effective teachers is the biggest step to that goal.
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EDLD 5345 Human Resource Management
Standard 4: An education leader promotes the success of every student by collaborating with
faculty and community members, responding to diverse community interests and needs, and
mobilizing community resources.
Supporting human resource functions:

Collect and analyze data and information pertinent to the educational environment.

Promote understanding, appreciation, and use of the community’s diverse cultural, social
and intellectual resources.

Build and sustain productive relationships with community partners.
In the space below, describe which activities you completed for this course address ELCC
Standard 4.
Looking at the Cultural Proficiency Continuum was an eye opening experience. Really
having to look at yourself, the CIP and the leadership and where you fit along the
continuum required one to look deep inside. Taking time to determine how the
professional development helps each faculty and staff member move closer to cultural
proficiency is one they can help the students be more successful in the classroom.
Standard 5: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by acting with integrity, fairly, and
in an ethical manner.
Supporting human resource functions:

Model principles of self-awareness, reflective practice, transparency, and ethical
behavior.

Safeguard the values of democracy, equity, and diversity.

Consider and evaluate the potential moral and legal consequences of decision-making.

Promote social justice and ensure that individual student needs inform all aspects of
schooling.
In the space below, describe which activities you completed for this course address ELCC
Standard 5.
The mind walk about the ethic behavior of educational professionals helped me realized how
much of a burden this could be for a leader on the campus, especially if you are the principal.
Each teacher needs to choose to follow the professional ethics set out by the State of Texas. By
choosing not to follow them, the principal needs to help them realize the importance of the
ethics in the work place. If there are situations where a teacher may need to be non-renewed
due to behavior, knowing the legalities and procedures will ensure that both sides are treated
fairly.
Standard 6: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by understanding, responding to,
and influencing the larger political, social, economic, legal, and cultural context.
Supporting human resource functions:

Act to influence local, district, state, and national decisions affecting student learning.
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EDLD 5345 Human Resource Management

Assess, analyze, and anticipate emerging trends and initiatives in order to adapt
leadership strategies.
In the space below, describe which activities you completed for this course address ELCC
Standard 6.
Continuing to read articles that talk about emerging trends and current research is one of the
activities that has helped me address Standard 6. The articles we were given for our readings
will become a resource I can use as a leader to meet this standard in my role on the campus.
Week 5 Assignment, Part 3: Principal Competencies and Skills Survey
During Week 1, you completed a survey relating to the State Board for Educator Certification’s
(SBEC) principal competencies, to which this course is aligned. You will now retake this survey
as a post-course self-evaluation.
Use the following number scales in responding to the statements expressing your perception of
the importance of each skill, and in the second area identify the frequency of practice you will
implement in applying the leadership skills.
Perception of Importance
Frequency of Practice
4. Very
4. Always
3. Somewhat
3. Often
2. Slightly
2. Sometimes
1. Not Important
1. Once in awhile
0. Not at all
Be sure to compare and contrast Post-Course Survey responses with your Pre-Course Survey
responses and include your reflections as field experience.
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EDLD 5345 Human Resource Management
Domain I - School Community Leadership
Competency 001 – The Vision of Learner-Centered Leadership and Campus Culture
The principal knows how to shape campus culture by facilitating the development, articulation,
implementation, and stewardship of a vision of learning that is shared and supported by the
school community.
Perception of
Importance
Frequency of
Practice
4. Very
4. Always
3. Somewhat
3. Often
2. Slightly
2. Sometimes
1. Not Important
1. Once in awhile
0. Not at all
The campus principal knows how to:
1. implement strategies to ensure the
development of collegial relationships
and effective collaboration.
4
4
2. establish procedures to assess and
modify implementation plans to ensure
achievement of the campus vision.
4
3
3. acknowledge and celebrate the
contributions of students, staff, parents,
and community members toward
realization of the campus vision.
4
3
4. respond appropriately to diverse needs
in shaping campus culture.
4
4
5. use various types of information (e.g.,
demographic data, campus climate
inventory data) to develop a campus
vision and create a plan for implementing
the vision.
4
3
6. align financial, human, and material
resources to support implementation of
the campus vision.
4
4
Total:
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21
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EDLD 5345 Human Resource Management
Competency 002 – Learner-Centered Communication and Collaboration Supporting Campus
Culture
The principal knows how to communicate and collaborate with all members of the school
community, respond to diverse interests and needs and mobilize resources to promote success.
Perception of
Importance
Frequency of
Practice
4. Very
4. Always
3. Somewhat
3. Often
2. Slightly
2. Sometimes
1. Not Important
1. Once in awhile
0. Not at all
The campus principal knows how to:
1. apply skills for building consensus and
managing conflict.
4
4
2. implement effective strategies for
systematically communicating with and
gathering input from all campus
stakeholders.
4
4
3. develop and implement strategies for
effective internal and external
communications.
4
4
4. respond to pertinent political, social, and
economic issues in the internal and
external environments.
4
4
5. communicate and work effectively with
diverse groups in the school community
to ensure that all students have an equal
opportunity for educational success.
4
4
Total:
2010 Lamar University
20
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20
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EDLD 5345 Human Resource Management
Competency 003 – Learner-Centered Integrity and Ethics of Leadership
The principal knows how to act with integrity and fairness and in an ethical and legal manner.
Perception of
Importance
Frequency of
Practice
4. Very
4. Always
3. Somewhat
3. Often
2. Slightly
2. Sometimes
1. Not Important
1. Once in awhile
0. Not at all
The principal knows how to:
1. implement policies and procedures that
promote professional educator
compliance with The Code of Ethics and
Standard Practices for Texas Educators.
4
4
2. apply legal guidelines (e.g., in relation to
students with disabilities, bilingual
education, confidentiality, discrimination)
to protect the rights of students and staff.
4
4
3. model and promote the highest standard
of conduct, ethical principles and integrity
in decision making, actions, and
behaviors.
4
4
4. promote awareness of learning
differences, multicultural awareness,
gender sensitivity, and ethnic
appreciation.
4
4
5. apply laws, policies, and procedures in a
fair and reasonable manner.
4
4
Total:
2010 Lamar University
20
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20
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EDLD 5345 Human Resource Management
Domain II – Instructional Leadership
Competency 005 - Learner-Centered Instructional Leadership and Management
The principal knows how to advocate, nurture, and sustain an instructional program and a
campus culture that are conducive to student learning and staff professional growth.
Perception of
Importance
Frequency of
Practice
4. Very
4. Always
3. Somewhat
3. Often
2. Slightly
2. Sometimes
1. Not Important
1. Once in awhile
0. Not at all
The principal knows how to:
1. facilitate the use and integration of
technology, telecommunications, and
information systems to enhance learning.
4
3
2. ensure that all students are provided
high-quality, flexible instructional
programs with appropriate resources and
services to meet individual student
needs.
4
4
3. facilitate the development,
implementation, evaluation, and
refinement of student services and
activity programs to fulfill academic,
developmental, social and cultural
needs.
4
3
4. ensure responsiveness to diverse
sociological, linguistic, cultural, and other
factors that may affect students’
development and learning.
4
3
5. analyze instructional needs and allocate
resources effectively and equitably.
4
4
6. analyze the implication of various factors
(e.g., staffing patterns, class scheduling
formats, school organizational structures,
student discipline practices) for teaching
and learning.
4
4
Total
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24
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21
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Competency 006 – Human Resources Leadership, Management, Professional
Development and Appraisal
The principal knows how to implement a staff evaluation and development system to improve
the performance of all staff members, select and implement appropriate models for supervision
and staff development, and apply the legal requirements for personnel management.
Perception of
Importance
Frequency of
Practice
4. Very
4. Always
3. Somewhat
3. Often
2. Slightly
2. Sometimes
1. Not Important
1. Once in awhile
0. Not at all
The principal knows how to:
1. work collaboratively with other campus
personnel to develop, implement,
evaluate, and revise a comprehensive
campus professional development plan
that addresses staff needs and aligns
professional development with identified
goals.
4
4
2. implement effective, appropriate, and
legal strategies for the recruitment,
screening, selection, assignment,
induction, development, evaluation,
promotion, discipline, and dismissal of
campus staff.
4
4
3. use formative and summative evaluation
procedures to enhance the knowledge
and skills of campus staff.
4
4
4. engage in ongoing professional
development activities to enhance one’s
own knowledge and skills and to model
lifelong learning.
4
4
5. facilitate the application of adult learning
principles and motivation theory to all
campus professional development
activities, including the use of
appropriate content, processes, and
contexts.
4
3
6. allocate appropriate time, funding, and
other needed resources to ensure the
effective implementation of professional
development plans.
4
3
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7. diagnose campus organizational health
and morale and implement strategies to
provide ongoing support to campus staff.
4
3
28
Total
25
Competency 007 – Learner-Centered Organizational Leadership and Management
The principal knows how to apply organizational, decision-making, and problem-solving skills to
ensure an effective learning environment.
Perception of
Importance
Frequency of
Practice
4. Very
4. Always
3. Somewhat
3. Often
2. Slightly
2. Sometimes
1. Not Important
1. Once in awhile
0. Not at all
The principal knows how to:
1. implement appropriate management
techniques and group process skills to
define roles, assign functions, delegate
authority, and determine accountability
for campus goal attainment.
4
4
2. use strategies for promoting collaborative
decision making and problem solving,
facilitating team building and developing
consensus.
4
3
3. encourage and facilitate positive change,
enlist support for change, and overcome
obstacles to change.
4
4
4. apply skills for monitoring and evaluating
change and making needed adjustments
to achieve goals.
4
4
5. implement procedures for gathering,
analyzing, and using data from a variety
of sources for informed campus decision
making.
4
4
6. frame, analyze, and resolve problems
using appropriate problem-solving
techniques and decision-making skills.
4
3
Total
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EDLD 5345 Human Resource Management
Domain III -- Administrative Leadership
Competency 008 – Budgeting, Resource Allocation, Financial Management and
Technology
The principal knows how to apply principles of effective leadership and management in relation
to campus budgeting, personnel, resource utilization, financial management, and technology
use.
Perception of
Importance
Frequency of
Practice
4. Very
4. Always
3. Somewhat
3. Often
2. Slightly
2. Sometimes
1. Not Important
1. Once in awhile
0. Not at all
The principal knows how to:
1. use effective planning, time
management, and organization of
personnel to maximize attainment of
district and campus goals.
4
4
2. develop and implement plans for using
technology and information systems to
enhance school management.
4
4
3. acquire, allocate, and manage human,
material, and financial resources
according to district policies and campus
priorities.
4
4
Total
12
12
In the space below, reflect on the responses you gave to the chart above. How do your
responses differ from when you took the survey at the beginning of this course?
I know that there were several items I had designated as being somewhat important in
the grand scheme; however, after the readings, lectures and reflections, I found that all
of the items listed are extremely important to the success of the campus. Each of them
are integrated to work together as a whole. If you take out one aspect, it weakens the
entire structure built for success. Though the school may continue on without it, it would
not be the best it possibly can be.
My responses to how often I would practice the particular objective were chosen based
on my knowledge of myself. As a leader, your time is precious and it is important to be
organized and available to meet all the responsibilities of the position. I know that when I
am under stress, I am willing to only put 90% into a task, so it can be done and I can
move to the next one on my list. I see that happening as a principal. I will do the best I
can to accomplish all tasks with 100% effort, but I am only human and will make
decisions on priorities and how much effort will be put into a task to get it done.
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Week 5 Assignment, Part 4: Conducting Mediation and Reflections on Lessons
Learned
Based on your assignments, especially from Week Two, Assignment, Part 2, Code of Ethics
Mind Walk, and Week Three, Cultural Proficiency assignments regarding cultural conflicts,
identify at least one common conflict or one that you would like to try to resolve and using the
Mediation Report Form below, conduct a mock mediation. Feel free to ask colleagues to role
play the parties to the Mediation and you may play the role of the single mediator, unless you
have a partner who would like to mediate with you and if you do have a partner, I suggest that
you alternate roles (e.g., Mediator #1 does the odd number of steps in the form; Mediator #2
does the even numbers). The parties role playing the identified conflict should assume the role
of a staff member, parent, parent/student/teacher conflict – role play it just as you might mediate
your identified conflict (e.g., you have selected a conflict between two teachers over consistency
in handling classroom management or enforcing school rules; each teacher would be one of the
parties to the conflict, and you are the lead mediator, and if you can recruit a partner, both of
you will be conducting the mediation). The goal of this activity is practicing an important conflict
resolution skill, mediation, that you may use to help resolve human resource types of conflicts,
and as we stated throughout this course, adult conflicts will probably be more challenging for
school leaders than many of the student to student conflicts.
Week 5 Assignment, Part 4a: Mediator Report
1. Hi, we will be your mediators today? (Introduce yourselves)
Mediator 1__Joyce Howard______________ Mediator 2____________________
2. Please introduce yourself. (May wish to shake hands)
Person 1 ___Mrs. Permanent_____ Person 2 _____Ms. Temporary_____
3. Let us explain the purpose of mediation:
WE ARE NOT HERE TO JUDGE WHO IS GUILTY OR NOT.
WE ARE HERE TO LISTEN AND HELP YOU SOLVE THIS CONFLICT.
4. Before you begin, we need for everyone to agree to the following
ground rules: (each person must agree to each rule, one at a time – place an X when you look
at each person, ask them to agree, and they say yes!)
Remain seated _X_
X __
No put downs or intentional insults _ X _
Do not interrupt _ X _
_X_
Agree to try to solve the problem
_X_
_X_
Be honest
_X_
Keep it confidential
_X_
_X_
_X_
_X_
5. These are the steps in mediation that we will follow:
 You will each have an opportunity to tell your side of the conflict - what happened?
 We will make sure everyone understands the conflict, and each person's point of view.
 We will ask you to imagine the conflict from the other person's point of view.
 We will ask you to brainstorm suggestions on how to solve the conflict.
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

If we can reach an agreement to resolve the conflict, you will be asked to sign a contract
promising to keep your word and follow the agreement.
If an agreement cannot be reached, the matter will be referred to a counselor,
principal, or some other supervisor.
6. Who would like to go first, and tell us what happened? Remember, everyone will get a
chance to tell his or her side. (Make eye contact with each person, listen and
repeat the story back to each person - for example, "So, I hear you saying . . ." or "In other
words...you’re saying . . .").


After each person's side is repeated, ask each person if he or she has anything else to
add, and once again, restate or repeat each person's additional comments.
Please identify any feelings that are clearly expressed, "So you're saying . . . and you
are feeling angry about what happened," "Because of what you think happened, you are
feeling frustrated, stressed, etc.”
Mrs. Permanent – The sharing of the room is difficult. I need to have my space. Having
another teacher in the room interferes with my teaching style. The cable on the projector are
disconnected when I return to the classroom. Many times the markers for the dry erase
board are missing. Ms. Temporary steals them everyday!! She moves the desks around and
they are not lined up exactly the way I left them. She will take up too much space with her
class set of books on the bookshelf. I feel like I have to lock everything up to keep her out of
my stuff.
Ms. Temporary – I am new in the country and this is the first time I am teaching in the US. I
have taught overseas and have shared rooms before as the teachers moved from room to
room rather than the teachers. I try to return the desks to the same place everyday. They
may not be exact however, the desks are back in rows as close as possible to the original
place. I bring my own markers into the room and those are the ones I use when I teach.
Unfortunately, I like having the students work at the whiteboard as part of my lesson, but I
only have a 2 foot space in which to write. Because of the limited space, I need to use the
projector and use it as a teaching tool. The one thing that really hurt was knowing that I was
new, Mrs .Permanent come into my class as I was getting the students ready for class and
began to yell at me, in front of my class, because a cable had wiggled loose and I did not
push it back in. I wasn’t even aware that the cable was attached to the DVD player because
I did not use it.
7. Role reversal - Ask each person to pretend that he or she is in the other person's place, and
ask them to tell how he or she would feel in the other person's shoes. For example, "If you were
in her place, and this happened, how would you feel - if you were her?" Summarize the feelings
of each person based on the role reversal.
Mrs. Permanent – I am so glad I do not have to travel. It is difficult enough to set up one
room let alone having to set it up 5 different times a day. I would think that the cart would
make it easier.
Ms. Temporary – I know having a room where I stayed would make it much easier to teach.
If I had the room set up for an activity, having to come in after another teacher left the room
would be irritating if I have to reset the desks for the activity.
2010 Lamar University
Joyce Howard – ET 8026 2/16/16
16 of 18
EDLD 5345 Human Resource Management
8. Brainstorm solutions – Look at each person and ask, “What can you do to try to resolve the
conflict?” List or describe the solutions/suggestions made:

Mrs. Permanent’s Suggestions: In all honesty, I really don’t care how hard it is for her.
I have seniority and have earned the right to have a room. If she cannot set the room
back to precisely as I had it, she needs to find another room to teach in.

Ms. Temporary’s Suggestions: . Based on the Mrs. Permanent’s unprofessional
behavior towards me since the beginning of school and her insistence that I have to
meet her standard of perfection, not caring that I am doing the best I can do, maybe it
would be better if I were to share a room with another teacher during periods 2 and 5. It
is obvious by her suggestion that the only solution to the problem is for me to be out of
her room.
9. Successful solutions – After each person has brainstormed suggestions to resolve the
conflict, review each suggestion with each person and ask if he or she agrees with the
suggestion. Please mark or note each suggestion both sides agree to follow.
10. Workable contract – Review all areas of agreement, and then ask each person if he or she
believes the agreement will work, ask: Will this agreement work? Can you follow this contract?
Then complete the following:
At this point, since one party really is not willing to compromise or even find a solution, I
released Mrs. Permanent from the mediation meeting and determined to see if Ms.
Temporary and I could find a room for her class during these two periods.

Person #1 agrees to:

Person #2 agrees to:
11. Closing – Have each person read what he or she agrees to do, and ask if each has any
questions about the agreement. If no questions are asked, or questions are answered to each
person’s satisfaction, then have each person sign the contract below:
_______________________________
Person #1
____________________________________
Person #2
_______________________________
Mediator #1
____________________________________
Mediator #2
2010 Lamar University
Joyce Howard – ET 8026 2/16/16
17 of 18
EDLD 5345 Human Resource Management
Week 5 Assignment, Part 4b: Mediator Report
In the space below, write your reflections on lessons learned from the Mock Mediation. Be sure
to include the following:
 Describe the mediation process. How did the process work?
 Did the parties reach a mutual agreement to resolve the conflict? If not, what barriers
prevented the resolution of the conflict?
 How might you be able to use this skill as a leader?
Along with one of the assistant principals, I tried to mediate a conflict between two teachers, one
a veteran on the campus, the other was new to the USA and our campus but not new to
teaching.
As I began the process, the veteran teacher huffed and puffed through the introductions,
complaining about even being there and wanting to leave as soon as she could. The new
teacher was willing to work through the problem, as she believed it could be fixed if they could
come to some sort of agreement.
Both agreed to the the grounds rules through the veteran teacher felt like I was patronizing her
when I talked about everyone needed to remain seated during the process and not to get up
and walk out.
The veteran teacher went first with her complaints and though she did not call names, she was
barely civil in her explanation of the events that lead to the conflict. When the new teacher
talked, the veteran was quiet but did looked all around the room and expressed her displeasure
with her body language.
In the end, there was no common ground to be found between the two teachers. The veteran
was really only interested in removing the new teacher from her room. She was not interested in
any other solution. At this point, the assistant principle released the veteran teacher from the
conference. With the help of the assistant principal, I was able to find a room, with a teacher
who did not mind sharing, for the new teacher to use.
The biggest barrier to finding a solution was the veteran teacher. She had taught in the same
classroom for over 10 years and was irritated that she would have to share the room with
another teacher. With this attitude, I would be sorely tempted to reverse the positions and have
the veteran teacher travel and put the new teacher in the room. (I guess this could be looked at
as retaliation.) Maybe next year it could happen. 
As a leader, any time you can mediate a solution, it helps create a sense of family on the
campus. We have to deal with so many different personalities on a campus with 2200 students.
Between the teachers, staff, students and parents, it could easily break down into chaos. By
continually supporting each other and finding solutions to conflicts, the faculty and staff are
better equipped to focus their energies on providing the best education to our students.
2010 Lamar University
Joyce Howard – ET 8026 2/16/16
18 of 18