Aileene Turner was looking forward to taking some guidance courses during the coming summer.

She felt that the courses would help her in her

     She has decided to see the principal and get a response to the request with the form she submitted for her to take the courses for the principal’s
approval so that the courses could be credited toward the district’s professional development requirement and salary schedule. She had several
times the past week to see the principal, but the secretary said the principal was so busy. The principal has not responded to her request.
  On the way to the principal’s office, she met the principal in the hallway and she asked if she could see him in his office for a few minutes. The
principal said he on his way to the assistant principal and would later be out of the building for a meeting. He said he could take a few minutes to
talk to her in the hallway.

     Aileene took advantage of the opportunity and explained the reason behind her request. She expounded on the reasons why she wants to take 
the courses. The principal remembered the form submitted. Being late for his appointment, he decided to discuss the matter in the hallway. The
principal have his reservations about granting the request and he feels did not want her to be a counselor in his school. However, he didn’t know
whether he felt strongly enough to reject her request and at the moment, he hadn’t figured out what to tell the teacher. He also, remembered that
he had approved such courses for other teachers in the past. He needed more time to think.    
  The principal told Ms. Turner that he needed more time to consider the request. Aileene pursued the matter and asked the principal whether the
principal have any particular or strong objections to the request. The principal said “I guess…..that….I don’t…..have any ah-ah-ah….” Aileene
asked: “Is it alright to take these courses, then, this summer?” The principal responded, “Well, I suppose that…that it…might not hurt…but…But
I would really like to talk to you agin about this matter. I just don’t have the time right now.” The principal proceeded on his way to the assistant
principal’s office. Aileene felt that while not enthusiastic, the principal seemed to have given it his tentative approval. 

     By the end of the week, Aileene still had not heard from the principal. Since she needed to send in her summer school registration by Tuesday
of the following week, she decided to write the principal a brief reminder.   
She wrote another follow up letter to the principal telling her about the deadline of the submission of application for the courses. She stated that
unless she hears from the principal on the contrary, she will continue with her plan to enrol for the courses.

     The following Tuesday passded without any responses from the principal, so the teacher sent in her summer school registration materials to
the university. Nothing was mentioned by either the principal or the teacher about the matter during the rest of the school year.

     Summer came and Aileene attended the nine credit hours of summer guidance courses.
   In September, Aileene attempted to apply the summer school credentials toward meeting the district’s professional development requirement
and salary schedule. Her application was rejected by the district office because she had not obtained prior approval of her summer school plans by
the principal of the school. When she went to her principal to secure help in appealing the rejection, he refused to help her and took the position
that he had never really given her his approval.

     Later in the day, Aileene filed a grievance against the principal. Her position was that although the principal had not formally approved her
request, he had never formally rejected it either, despite the fact that he had an opportunity to do so for over a month. In addition, Aileene felt that
since the principal had given her request verbal approval in the hallway and had never responded to her follow-up letter, she is more than
justified    
in believing that she had his approval, particularly since he had approved such courses for other teachers in the past.

     The following day, a grievance conference was scheduled for the principal, the teacher, and the union representative, and was to take place
on Friday at 3:30 p.m.

     The following day, a grievance conference was scheduled for the principal, the teacher, and the union representative, and was to take place the
coming Friday at 3:30 p.m.

1. How would you consider the principal’s talking with Aileene in the corridor? Could he have acted any other way?

2. Utilizing the concepts of communications and school administration, in your opinion, did the principal agree to the teacher’s request
during the conversations?

3. What is your assessment of the principal’s non-response to the follow-up letter?  

5. How can a principal’s behaviour sometimes contribute to a teacher grievance?

6. What can and should an administrator do to prevent the conditions that lead to teachers grievances? 
7. If you are the school principal, how will you handle the grievance conference?

8. If you are the principal’s central office supervisor and the principal’s attempted resolution of the grievance is being appealed by the
teacher, how will you handle the appeal? Utilize administrative and social science concepts in planning and implementing your solution.

Arriving on the job for the first time, Abigail Matthew surveyed her new office. There was the standard issue
furniture including a coat hook. Her name appeared freshly painted on the door with the title “Instructional
Supervisor” beneath it. At last, she had finally arrived!

     As she was beginning to unpack the things she brought from home, her superior stuck her head in the door and
greeted Abigail, “Welcome to our crazy world at the district office.” 
Abigail smiled. She felt good about the informal greeting from her superior. Turning serious for a moment, Abigail
asked her new boss where she thought Abigail should begin. “You know your job,” replied her superior, “so just go
do it.”

     As the woman disappeared down the hall, Abigail sank into her new chair and pondered, “Where do I start?” 

1. If you were Abigail, how would you begin to define your position without any further direction?

2. What variables, such as the size of the district or Abigail’s training and experience, would affect Abigail’s
position?

3. Should you, as Abigail, seek additional counsel from other supervisor about your job and your
responsibilities?
4. What other factors should you look into to better do your job, if you were Abigail?
5. If you were Abigail, what strategy and plans will you put into effect? Make sure you have clearly set
objectives in mind and in writing to guide you in doing your job.