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Mr. Devers brings the issue to the school’s leadership team, which is made up of himself and five faculty members: the school’s assistant principal and the chairs of the four subject matter departments. Each have been at the school for at least eight years and have a shared sense of the way the school operates. The discussions go fairly smooth, and the leadership team’s recommendations are to modify the 9th grade courses to help students better prepare for the college prep courses in grades 10-12. They also decide to reach out to the two feeder middle schools to make sure they are adequately preparing students for the college preparatory track in high school.

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Mr. Devers puts together a committee made up of teachers and high school seniors from both the college preparatory and vocational tracks. He makes sure to include two of the younger teachers on the committee, including Ms. Olivera, a third-year math teacher who teaches in both tracks and is an advocate for preparing more Latinx students to succeed in college prep courses. Mr. Devers asks Ms. Olivera to lead and facilitate the group, while he participates.  The conversations of the committee are sometimes contentious, particularly amongst the teachers from the different tracks. There are times when Mr. Devers felt ill-prepared to keep frustrations from boiling over. The students are generally deferential to their teachers, and only seem to voice their views when Mr. Devers asks them specific questions. The group also proposes to focus on restructuring the 9th grade courses but emphasize an outreach campaign to middle-school and 9th- and 10th-grade parents to make them aware of college options and what students will need to be prepared for them.

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Mr. Devers puts together a committee that is made up of the PTA president, parents, and managers of the two tool-and-die companies. He asks the PTA president to facilitate the group in his absence.  The parents are relatively quiet in the meeting, deferring to the company executives. The committee proposes to connect the school to a range of community and social groups to spread the importance of parental support for families hoping that their children will attend college and what it takes to make it happen. The two companies’ representatives offer to help design classes in the vocational track to connect students to the skills they will need in the increasingly sophisticated manufacturing world.

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Mr. Devers

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The leadership team: Mr. Devers, Assistant Principal, and 4 faculty department heads.

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pta president

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Change 9th grade curriculum to better prepare students for college prep courses later on in high school, and go to the feeder middle schools to ensure students are being prepared for college track high school education.

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PTA President, Parents, Managers

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Middle school: ?? entire institution?
Harmon High: 9th grade teachers

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Ms. Olivera

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High school seniors and teachers from both tracks participate. The students are reluctant to speaking unless directly asked.

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Offer a more informative approach vs. persuasive

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The committee can connect the school to the community to help parents support their students in attending college.
The companies can help design classes in the vocational tracks for students.

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Teachers, Parents

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PTA Committee, teachers

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Westeros Council decides on the next ruler of the kingdom

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Rather than having a democratic process that involves multiple members of the community, the leadership come together to make decision on behalf of everyone. Not many power dynamics because everyone is a leader and there isn't diversity in the group conferring in this scenario.

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The principal and teachers are intimidating to students. And students only answer the questions raised by them. Teachers are persuasive to parents.

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The PTA committee had the most power and was leading the discussion. The two company representatives were making suggestions about what they could help.

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1. Clear Vision

2. Minimize the power differential

3. Encourage the team to communicate to others outside the team

4. Own up to mistakes

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Engage students and parents:
- Form a separate student committee
- Form a separate parent committee
--> Faculty leadership should hear from both committees and engage with both communities

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1. make sure everyone is aware of vision
2. have conversation with students, eliminate principal presence in group
3. encourage students to talk with friends and report feedback
4. creating space to openly talk about mistakes and talk about pros/cons- ongoing assessment of decisions

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1. Clear Vision- Mr. Devers could have been more explicit about his goal to have students go to college instead of taking vocational tracks
2. Principal and Teachers should have been at the meeting
3. Mr. Devers should own up to the mistake of not showing up

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What do you notice about who's at the table and the group’s recommendation?

Which strategy would be beneficial for your group in leveraging multiple perspectives?

What do you notice about the connection between who participates and recommendations?

What do you notice about the connection between who participates, recommendations, and who implements?