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Chad	Nothing about the response appeared to be beneficial for the school community. It felt very forced and read off a script, as if someone higher up had told them how to say it. I think an effective leader would show more enthusiasm about the topic and provide some statistic or sample. This response just said to "trust me" without giving any further explanation.

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Chad	Nothing about the response appeared to be beneficial for the school community. It felt very forced and read off a script, as if someone higher up had told them how to say it. I think an effective leader would show more enthusiasm about the topic and provide some statistic or sample. This response just said to "trust me" without giving any further explanation.

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Steven Carlo	Positive Attributes: Research-based, Potential collaboration time, Higher likelihood for District-level support for a Superintendent's Passion project. (Could go either way) Negative Attributes: "Best for the kids" always feels like a guilt trip rather than an authentic concern. I hear your concerns but we are doing it anyway.

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Steven Carlo	Positive Attributes: Research-based, Potential collaboration time, Higher likelihood for District-level support for a Superintendent's Passion project. (Could go either way) Negative Attributes: "Best for the kids" always feels like a guilt trip rather than an authentic concern. I hear your concerns but we are doing it anyway.

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Chad	This response again did not seem beneficial at all for the school community; it seemed more insulting to the teacher. While the beginning of the response was effective in the use of pathos, this Principal Davidson seemed untrustworthy and that he would not have your back. Instead, he would change his story depending on whom he is discussing PLCs with.

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Chad	This response again did not seem beneficial at all for the school community; it seemed more insulting to the teacher. While the beginning of the response was effective in the use of pathos, this Principal Davidson seemed untrustworthy and that he would not have your back. Instead, he would change his story depending on whom he is discussing PLCs with.

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Steven Carlo	This version is playing both sides against the middle. The principal will tell people whatever they want to hear rather than leading. He does not know how to make it work so he will be very inconsistent with the role-out and follow-through of this initiative. There isn't really an upside for the teachers, students, community, or superintendent.

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Steven Carlo	This version is playing both sides against the middle. The principal will tell people whatever they want to hear rather than leading. He does not know how to make it work so he will be very inconsistent with the role-out and follow-through of this initiative. There isn't really an upside for the teachers, students, community, or superintendent.

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Chad	This Principal Davidson seemed to be the most beneficial. He expresses understanding of the situation, while also imploring the teachers keep an open mind and work collaboratively with him. He is very direct and expresses optimism in meeting one-on-one to find the best solution possible in developing a good PLC.

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Chad	This Principal Davidson seemed to be the most beneficial. He expresses understanding of the situation, while also imploring the teachers keep an open mind and work collaboratively with him. He is very direct and expresses optimism in meeting one-on-one to find the best solution possible in developing a good PLC.

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Steven Carlo	Positives: The idea of a collaborative approach that can potentially help with buy-in as well as meshing the old and new. Trying to be relatable and empathic with his staff. (Keyword is trying) Negatives: Telling everyone that we are 'only doing this because I have to' basically squander the potential for everything I stated above. The 1-on-1 sessions would be nice throughout the year to touch base and get to know your staff but it is very ineffective and time restricting when it comes to implementing changes.

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Steven Carlo	Positives: The idea of a collaborative approach that can potentially help with buy-in as well as meshing the old and new. Trying to be relatable and empathic with his staff. (Keyword is trying) Negatives: Telling everyone that we are 'only doing this because I have to' basically squander the potential for everything I stated above. The 1-on-1 sessions would be nice throughout the year to touch base and get to know your staff but it is very ineffective and time restricting when it comes to implementing changes.

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Chad	I appreciate this Principal Davidson's approach, but not without some concerns. She seems very willing to work with the teachers, but does not address whether or not the previous PLC initiative was working. Waiting a year to adjust and comfortable seemed to be coming from a good place; it just does not address the problem.

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Chad	I appreciate this Principal Davidson's approach, but not without some concerns. She seems very willing to work with the teachers, but does not address whether or not the previous PLC initiative was working. Waiting a year to adjust and comfortable seemed to be coming from a good place; it just does not address the problem.

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Steven Carlo	Positives: Your staff is probably loving the fact that you aren't making them change anything. You are temporarily their new best friend and someone bought you Starbucks! Negatives: Your staff now knows that they have more control than the superintendent over mandates. You have also basically made a leadership decision based on convenience rather than research/data/pedagogy. Not a good look when you try to make adjustments to other key academic variables in the future.

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Steven Carlo	Positives: Your staff is probably loving the fact that you aren't making them change anything. You are temporarily their new best friend and someone bought you Starbucks! Negatives: Your staff now knows that they have more control than the superintendent over mandates. You have also basically made a leadership decision based on convenience rather than research/data/pedagogy. Not a good look when you try to make adjustments to other key academic variables in the future.

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Kassie	Tying the reform effort to research could have been successful, but no actual research was shared. It missed the mark by being forceful in tone. There was no effort to seek buy-in, but rather she told the teachers what they would be doing regardless of how they felt.

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Kassie	Tying the reform effort to research could have been successful, but no actual research was shared. It missed the mark by being forceful in tone. There was no effort to seek buy-in, but rather she told the teachers what they would be doing regardless of how they felt.

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Kassie	He began by empathizing with teachers but then launched into a an effort to please everyone. We will never as leaders make everyone happy. Changing face and trying to be something different to every group would not only be exhausting but the complete contrary response to what the school community needs. Going down this path is dangerous and counterproductive to developing culture within a building.

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Kassie	He began by empathizing with teachers but then launched into a an effort to please everyone. We will never as leaders make everyone happy. Changing face and trying to be something different to every group would not only be exhausting but the complete contrary response to what the school community needs. Going down this path is dangerous and counterproductive to developing culture within a building.

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Kassie	In this response he seemed to meet the teachers where they were. He presented the idea an a request of the district, empathized with the situation and then sought feedback from each teacher. Depending on the size of the school this could be a huge task. Could it be accomplished through small group meetings or grade level meetings with the option for those who want one-on-one time? This response shows respect to district leadership and teachers. Time would be a major concern here though.

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Kassie	In this response he seemed to meet the teachers where they were. He presented the idea an a request of the district, empathized with the situation and then sought feedback from each teacher. Depending on the size of the school this could be a huge task. Could it be accomplished through small group meetings or grade level meetings with the option for those who want one-on-one time? This response shows respect to district leadership and teachers. Time would be a major concern here though.

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Kassie	In a perfect world, a new leader would be able to see what is currently in place prior to changing anything. This approach honors past practice while calling for reflection on new practice and how it might be achieved. I think this approach would be even better if teachers were given a clear understanding of PLCs in relation to what the superintendent wants. This would allow them to reflection on their current practice while knowing the full expectations of the district. Maybe they would find they are more closely aligned than anyone thought.

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Kassie	In a perfect world, a new leader would be able to see what is currently in place prior to changing anything. This approach honors past practice while calling for reflection on new practice and how it might be achieved. I think this approach would be even better if teachers were given a clear understanding of PLCs in relation to what the superintendent wants. This would allow them to reflection on their current practice while knowing the full expectations of the district. Maybe they would find they are more closely aligned than anyone thought.

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Jennifer	As a teacher I felt as though I was being mandated to meet a compliance component. I did not feel as though I was being heard by my administration.

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Jennifer	As a teacher I felt as though I was being mandated to meet a compliance component. I did not feel as though I was being heard by my administration.

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Jennifer	I think this principal is confusing when presenting his message. He supports both groups, but did not take ownership of his decision or plan.

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Jennifer	I think this principal is confusing when presenting his message. He supports both groups, but did not take ownership of his decision or plan.

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Jennifer	This felt like a message from the superintendent and not how the principal felt about this initiative.

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Jennifer	This felt like a message from the superintendent and not how the principal felt about this initiative.

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Jennifer	This was very supportive, team effort, we are doing this together. The presentation of the principal was something that she supports and will go slow so the teachers do not feel overwhelmed.

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Jennifer	This was very supportive, team effort, we are doing this together. The presentation of the principal was something that she supports and will go slow so the teachers do not feel overwhelmed.

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Andrew	One of the many positive aspects was the confidence and reaffirmation of working with the teachers and school on this change. The ideas being presented will have time for further discussion and examination. However, the presentation of these remarks was given in an absolute decision making process. Having previously discussed the issues with teachers and the community the joint union and interpretation of the new policy would be beneficial. It would also be beneficial to detail, somewhat, what general changes would be taking place. Even if it is a rehash of old ideas, confirming the attitudes of the teachers and staff would show more communion in the process rather than simply being a top down structure.

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Andrew	One of the many positive aspects was the confidence and reaffirmation of working with the teachers and school on this change. The ideas being presented will have time for further discussion and examination. However, the presentation of these remarks was given in an absolute decision making process. Having previously discussed the issues with teachers and the community the joint union and interpretation of the new policy would be beneficial. It would also be beneficial to detail, somewhat, what general changes would be taking place. Even if it is a rehash of old ideas, confirming the attitudes of the teachers and staff would show more communion in the process rather than simply being a top down structure.

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Christy	The way in which the principal addresses the teacher stakeholders communicates a message of “I know better than you do about what you need”. Additionally, the “we are in it for the kids” messaging could be considered condescending considering the group being addressed are all teachers. Both these communication decisions fall short of what we might consider effective leadership.

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Christy	The way in which the principal addresses the teacher stakeholders communicates a message of “I know better than you do about what you need”. Additionally, the “we are in it for the kids” messaging could be considered condescending considering the group being addressed are all teachers. Both these communication decisions fall short of what we might consider effective leadership.

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Faylyn Emma	Not at all! This initiative seemed completely forced by the district and nothing in the statement suggested it was related to school based initiatives or needs. They absolutely missed the mark by not connecting with the needs of the staff or how this could actually benefit them.

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Faylyn Emma	Not at all! This initiative seemed completely forced by the district and nothing in the statement suggested it was related to school based initiatives or needs. They absolutely missed the mark by not connecting with the needs of the staff or how this could actually benefit them.

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Andrew	Interesting. The positive take away is the connection with the teachers in their dissatisfaction with the added work load. Understanding and trying to see them on their level is admirable. However, in the process the superintendent is thrown under the bus with this sentiment. Having to do whatever the superintendent asks portrays lack of authority and gumption to create or work with others. The policy being handed down can be confirmed as being a higher up declaration but the wording should convey a sense of presence in authority for the decision being made. Having to begrudgingly accept others ideas shows weakness in your leadership skills. Good take and interesting to see an opposing side. You don't always need to agree with higher policy but you can work with the control you have to make the situation better on your end.

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Andrew	Interesting. The positive take away is the connection with the teachers in their dissatisfaction with the added work load. Understanding and trying to see them on their level is admirable. However, in the process the superintendent is thrown under the bus with this sentiment. Having to do whatever the superintendent asks portrays lack of authority and gumption to create or work with others. The policy being handed down can be confirmed as being a higher up declaration but the wording should convey a sense of presence in authority for the decision being made. Having to begrudgingly accept others ideas shows weakness in your leadership skills. Good take and interesting to see an opposing side. You don't always need to agree with higher policy but you can work with the control you have to make the situation better on your end.

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Christy	The response demonstrated is ultimately damaging to the Principal’s longevity as a leader within the organization because of the way in which it damages integrity. The message to internal stakeholders is that their stance is accurate and yet their needs will be ignored when the district office places pressure on the principal. An effective leader will work to create genuine buy-in among stakeholders (when the strategy has merit) rather than a strategy of hoping that constituents will feel sorry for you.

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Christy	The response demonstrated is ultimately damaging to the Principal’s longevity as a leader within the organization because of the way in which it damages integrity. The message to internal stakeholders is that their stance is accurate and yet their needs will be ignored when the district office places pressure on the principal. An effective leader will work to create genuine buy-in among stakeholders (when the strategy has merit) rather than a strategy of hoping that constituents will feel sorry for you.

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Faylyn Emma	Nothing is beneficial about appeasing both sides. You cannot find compromise while allowing both sides to stand firm on opposite ends of the spectrum. He missed the mark when it comes to acknowledging alternative perspectives and working towards a compromise.

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Faylyn Emma	Nothing is beneficial about appeasing both sides. You cannot find compromise while allowing both sides to stand firm on opposite ends of the spectrum. He missed the mark when it comes to acknowledging alternative perspectives and working towards a compromise.

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Andrew	Good use of connecting yourself to the audience. Addressing their concerns and allowing them to process the changes that will be made. Having a plan after this announcement is good as well. Meeting one on one can be intimidating, possibly change this procedure to meeting with department leaders or chairs to help facilitate the changes more amicably. Addressing your own grievances and hardships are sadly not the priority of the teachers. They are dealing with a lot and your struggles will be cast off as put of your obligations. Those concerns should be addressed to your superiors as they can actually do something about it. Well done over all.

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Andrew	Good use of connecting yourself to the audience. Addressing their concerns and allowing them to process the changes that will be made. Having a plan after this announcement is good as well. Meeting one on one can be intimidating, possibly change this procedure to meeting with department leaders or chairs to help facilitate the changes more amicably. Addressing your own grievances and hardships are sadly not the priority of the teachers. They are dealing with a lot and your struggles will be cast off as put of your obligations. Those concerns should be addressed to your superiors as they can actually do something about it. Well done over all.

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Christy	The Principal in this video has included the opportunity to listen to stakeholders. That’s a good step. I question the opening sentiments of stress and worry about implementation of PLCs. It seems that even with the positive step of including time for conversations, he has still started the conversation in the “wrong lane”. Beginning with needs and then moving the conversation from the stakeholders perspective of most urgent needs of the school into some consensus building, followed by ongoing opportunities for small groups to meet together (including the principal) and begin designing plans for how everyone including the new principal can work together to implement those plans would perhaps be a way to move the faculty into PLCs without even getting so caught up in the stress of initiatives.

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Christy	The Principal in this video has included the opportunity to listen to stakeholders. That’s a good step. I question the opening sentiments of stress and worry about implementation of PLCs. It seems that even with the positive step of including time for conversations, he has still started the conversation in the “wrong lane”. Beginning with needs and then moving the conversation from the stakeholders perspective of most urgent needs of the school into some consensus building, followed by ongoing opportunities for small groups to meet together (including the principal) and begin designing plans for how everyone including the new principal can work together to implement those plans would perhaps be a way to move the faculty into PLCs without even getting so caught up in the stress of initiatives.

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Faylyn Emma	I think this response was very beneficial. It acknowledged the frustrations the teachers might have while also creating a plan to address them. I think this one was really on point.

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Faylyn Emma	I think this response was very beneficial. It acknowledged the frustrations the teachers might have while also creating a plan to address them. I think this one was really on point.

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Andrew	Good intro connecting the audience to the sitaution at hand. Addressing possible concerns and finding solutions. Providing a general guide for your thinking by stating you will work with the teachers to meld the current practices with the new policies is direct, positive, and measurable actions which everyone can understand. You have solid ideas and you want your listeners to know this. Stand with your ideas and have tangible measures for them to work with. Addressing future concerns is good, by stating we will work with the processes now and measure how much needs to be adapted once time has allowed for greater understanding and implementation. As much as it hurts, you have to take the brunt of this issue. The superintendent has responsibilities but they are not much of a concern to the teachers, directly anyway. At a later date, once further examination has been discovered, the superintendent could be a possible piece in working the game plan out.

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Andrew	Good intro connecting the audience to the sitaution at hand. Addressing possible concerns and finding solutions. Providing a general guide for your thinking by stating you will work with the teachers to meld the current practices with the new policies is direct, positive, and measurable actions which everyone can understand. You have solid ideas and you want your listeners to know this. Stand with your ideas and have tangible measures for them to work with. Addressing future concerns is good, by stating we will work with the processes now and measure how much needs to be adapted once time has allowed for greater understanding and implementation. As much as it hurts, you have to take the brunt of this issue. The superintendent has responsibilities but they are not much of a concern to the teachers, directly anyway. At a later date, once further examination has been discovered, the superintendent could be a possible piece in working the game plan out.

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Christy	Maybe. If there is evidence that what they’ve been doing is yielding positive impact within the school community (including student outcomes) and the faculty are aware of that positive impact and have strong buy-in to their current ways of work, then yes, the Principal’s message to keep working in the current structures makes sense. If the previous is not true, then having a leader in place who is willing to allow ineffective practice to continue in order to minimize push-back seems like a negative. The communication style also sets a tone of martyrdom (the Principal) and divisiveness between the school and the Superintendent. I think that will lead to problems in the long run and ultimately won’t be healthy for the school community.

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Christy	Maybe. If there is evidence that what they’ve been doing is yielding positive impact within the school community (including student outcomes) and the faculty are aware of that positive impact and have strong buy-in to their current ways of work, then yes, the Principal’s message to keep working in the current structures makes sense. If the previous is not true, then having a leader in place who is willing to allow ineffective practice to continue in order to minimize push-back seems like a negative. The communication style also sets a tone of martyrdom (the Principal) and divisiveness between the school and the Superintendent. I think that will lead to problems in the long run and ultimately won’t be healthy for the school community.

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Faylyn Emma	This is beneficial to the teacher perspective and focuses on the good things they are already doing; however, it completely ignores the expectations of the district. This one missed the mark on working towards compromise and took disregarded the PLC expectations.

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Faylyn Emma	This is beneficial to the teacher perspective and focuses on the good things they are already doing; however, it completely ignores the expectations of the district. This one missed the mark on working towards compromise and took disregarded the PLC expectations.