Order Blytheville Case Study Discussion

Order Blytheville Case Study Discussion
Blytheville Case Study Discussion- MAKE NOTES ON THE CASE STUDY ARTCLE ATTACHED REFERRING TO THE STEPS BELOW:
STEP 1: Introduction/Understanding of the Problem(s): Understanding and /or stating the problem – Describe the situation of the case, including the problem context and problem statement(s) and the exploratory question(s) that the author is investigating in the case.
· What are the problem(s) in Blytheville School District, particularly in relationship to how well the district is functioning? (ELCC 5.3, 6.1)
· What is / are the larger political, social, economic, legal, and/ or cultural issues associated with the problem(s)? (ELCC 4.2, 6.1)
STEP 2: Summary of the Case: During this phase, main points and critical issues of the case should be briefly described and summarized; critical details should be synthesized in a way that reflects your individual interpretation.
· Identify the key challenge(s) within the Blytheville School District and community that contribute to the primary problem(s). ELCC 6.1
· Identify where leadership acted (or could have acted) fairly, ethically, and with integrity. ELCC 5.1, 5.2, 5.3
· Provide supporting details/evidence from the case. ELCC 6.1
STEP 3: Frameworks for Analysis: Focusing on the content of the case to formulate and/or identify possible approaches or frames from which to analyze the case:
· What theories, research, course readings, and other framing concepts could be utilized in analyzing the problem(s) facing Blytheville School District? ELCC 6.1, 6.2
· Untangle the components of the case for the reader by applying these theories, research, and other concepts (drawing from class readings and discussions, as well as your knowledge base as an experienced practitioner). ELCC 5.1, 5.2, 6.2
· Analyze the case from at least 2 perspectives/frames and compare the perspectives.
STEP 4: Goals, Challenges, Potential Outcomes, and Consequences: Reflecting on and projecting goals, anticipating challenges, projecting potential outcomes, anticipating consequences, and moving toward advocacy or action:
· Analyze and evaluate how Superintendent Bruce might go about bringing a sense of community to the district given the many different groups with often conflicting agendas. In your analysis and evaluation address the following:
· Goals that the superintendent needs to establish in order to bring a sense of community and unity to the district (ELCC 1.1, 1.5 4.1, 4.2, 4.3);
· Challenges that the superintendent may encounter as he tries to implement these goals (ELCC 2.1, 3.1, 3.3); and
· The development of a monitoring process to provide feedback on the effectiveness of these goals. (ELCC 1.4, 3.2)
· Analyze and evaluate how Superintendent Bruce could build collaborative relationships with stakeholders around development and implementation of the district’s vision. (ELCC 1.5, 4.1, 4.2, 4.3)
STEP 5: Leadership Lessons: Take aways/Leadership lessons
· What leadership lessons can you take from this case about:
· The character attributes of a superintendent that are necessary to work successfully with conflicting groups. (ELCC 5.1, 5.2, 5.3)
· The creation of a district vision as a viable strategy to bring about community unity. (ELCC 1.1, 1.2, 1.3, 1.4, 1.5)
· The knowledge and understanding that a superintendent must possess in order to respond effectively to the political, social, economic, legal and cultural contexts of the community. (ELCC 4.1, 4.2, 4.3)
· The knowledge and strategic skills that a superintendent could use to mobilize community resources. (ELCC 4.3)
· What unanswered questions remain and/or additional recommendations would you provide to the superintendent in order to help him address the challenges of his district?