Page 7 - Mini-Module 2

Case Study 1
In talking with her Sponsor, Marjorie Lau [a Beginning Principal]
expressed frustration in several areas. Her relationships with the staff
had not begun well and many of her first steps, such as setting up an
efficient daily communication system, were being ignored by the staff.
She had established a daily diary system and had asked teachers to
contribute items of general interest, notice of meetings, and daily class-
room happenings. By late February she reported to her Sponsor that
"to date I am the sole contributor”.

Case Study 2
On the first visit to his new school, Henry Li arrived at 4.35 pm only to
find that the School Office closed at 4.30 pm each afternoon. All of the
teachers were still at school, when the teaching day ended at 4.00 pm,
but the office staff left at 4.30. At his previous school Henry was used
to the office being open to parents until 5.30 pm. So it was without
thought that at his first Administration Team meeting, Henry decreed
that from the end of Term 1, office staff would be rostered so that at
least one member would be available each day to keep the school
office open until 5.30 pm. By half-way through Term 2 Henry had come
to bitterly regret his hasty decision. While it was a decision welcomed
by parents (and most teachers) the office staff were most unhappy and
as a result there was no harmony in the school office. Henry was
treated coldly and his day to day requests were met with stony science
and snail like responses. Perhaps the worst outcome was that the staff
no longer volunteer any information to Henry, they would not tell him
anything unless he directly asked. As a result, his orientation to the
new school was slow and painful, and Henry made many mistakes.

7