So, here goes! This is my ethical dilemma that I chose and the analysis of it. Just a warning that it’s quite long!

Dilemma
A teacher is underperforming due to situations within their home life and being overwhelmed. She is sporadic with her attendance and students are left doing ‘free play’ without any direction for large portions of the day. When work is presented to the students it is not of an appropriate level. The teacher has not been meeting deadlines for paperwork. Class staff have reported that the teacher is short tempered with the students and is escalating behaviour within the classroom. She will also leave the site over breaks and be back late from these breaks. The Associate Principal (AP) is a friend of the family and appears reluctant for anyone to approach this teacher about their performance. Concerns raised by the Unit leader overseeing that teacher and the support staff within the classroom are dismissed and procedures are not being followed to address this situation. This has been continuing for over 6 months as the Principal has been reluctant to override the AP.

Analysis
There are multiple concerns here; Firstly, that a teacher is underperforming which is impacting on student learning and behaviour. Secondly, it is impacting on the wellbeing of the staff around that teacher. They feel unheard as the problem is not being addressed. Thirdly, the relationship of a senior leader and a classroom teacher is impacting on their ability to follow procedures with regards to an underperforming teacher.

The dilemma faced is balancing the short-term feelings and empathy of the Associate Principal and the longer-term damage this could cause to the culture of the school. Including the willingness of others to bring forward issues or concerns if they feel they will go unheard. Also, that other teachers become frustrated with ‘nothing being done’ about a teacher who is underperforming. It can foster resentment amongst staff and erode any trust that has previously been established.

The way to approach this is complex and multifaceted. Leadership teams often work very closely together and need to provide consistent messages and follow procedures. It would not be advantageous to publicly undermine the AP who is the teacher’s friend and direct line leader. However, the current handling of the situation is not only ineffective it is potentially damaging to the school culture. It will inevitably involve important and therefore difficult conversations that will challenge the AP’s thinking. The leadership team and mainly the Principal, must highlight the importance of following procedures when teacher competence is in question. This needs to be balanced with supporting the wellbeing of the teacher in question, the other staff in the unit and the students learning and wellbeing. The emotional connection that the AP has with the teacher is clouding her judgement and stopping them from making a rational, informed and ethical decision as the needs of one are being place over that of many.

As an AP within a leadership team where this scenario is occurring it would be important to advocate for the students and the staff within the unit affected. There would be a need to be open and honest about the impact the other AP’s relationship is having on managing the situation appropriately. A meeting initially with the Principal to raise these concerns and offer solutions such as changing the direct line leader to ensure impartibility in the process. This would support the other AP to maintain their personal relationship whilst the school can act in the best way for the students in the class. The Principal faces challenges in their decision making. They can allow the AP to continue monitoring the situation even though there is evidence that the teachers behaviour is detrimental to student learning and student and staff wellbeing. Or they must face up to having difficult conversations to protect the integrity of the school culture. A further layer comes if this conversation is not heeded, and action is not taken. In this situation it would be best to put the information and concerns in writing to the Principal as a follow up to the meeting so a record is maintained. If no action is taken, then a follow up conversation would be needed, and potentially elevating it to board level. Before elevating to the board, it would likely be best to contact NZSTA or NZEI regarding their advice in this situation.

This can result in uncomfortable situation as the Principal and other AP are likely to feel challenged and could make working life difficult for them. This is where a further ethical nature of the dilemma arises – is it better to ignore a situation and take the easy route to avoid discomfort in my job or continue to advocate for the students by continuing to raise concerns. When looking at this from a values-based model where accountability and discipline are held as important, it is key to maintain processes across all staff that uphold these values. If some staff are held to a different set of standards, then the culture of the school will be negatively impacted. It is important that as part of a leadership team, all staff are accountable to the same level. This includes the APs and Principal.

If we look at the Golden circles – the why we must address this situation, is to maintain a positive culture where all staff feel supported to progress student learning. This I believe is the heart of the matter and therefore ‘what’ and ‘how’ need to be based on achieving this. Therefore, my suggestions moving forward in this scenario would be:

A leadership discussion to raise the issue with the AP and indicate that the procedure needs to be followed and steps to improve performance need to be made.

A supportive discussion about who would be the best person to undertake this conversation with the teacher. Acknowledging the AP’s relationship with the teacher and exploring how this is impacting on their ability to manage the situation objectively.

An informal discussion with the teacher to highlight the concerns being raised within the classroom. This allows for a discussion about how to work on these. Clear goals and deadlines need to be set for when these can be re-evaluated. This must be documented and a copy given to the teacher involved.

Potentially offering reduced hours / days if things are overwhelming currently until the situation is rectified. Possible signpost for the teacher to any external support they may be able to access such as EAP.

Talk with those staff who have raised concerns. Note what their concerns are and address how they can manage these in class and set a time to check in about how things are going. This is to give the teacher some space to improve and reduce the venting and gossip rather than sharing valid concerns. Goals for the teacher do not need to be shared, though a timeline for improvement may help staff understand that things are being discussed with the teacher.

Visibility of leadership checking in on the class team to see how they are going. This could be once a week to talk to people individually or an open invitation to come visit the AP / Principal after school on a set day.

A clear deadline and adherence to those deadlines for progress to be made. If there is no progress, then a formal meeting inviting the teacher and representative to the meeting. Possible consultation with NZEI and NZSTA again at this point would be useful to gain additional thoughts and processes.

Adherence to the school policy and procedure regarding complaints enables a solid pathway that can separate actions from emotions.

Other reflections:

This situation has a multifaceted ethical component around being able to maintain policy, procedure and discipline fairly and not show favouritism when it is someone we are close to. Being a leader often has a fine line between being friendly and being friends. This does not eliminate leaders from being friends with people they lead. It does, however, require a transparency and consistency between the way all staff are treated. Within the above scenario the AP is unable to treat this staff member the same way they would for a person who was underperforming that they did not have an external relationship with. This is spiraling into a much larger conflict as it has been left unmanaged for a while.

Within special schools, it is imperative that class teams can work together with honesty, understanding and accountability for the wellbeing of all involved. Staff can face challenging situations with the students on a daily basis and being able to trust that your leadership team are there to support the staff and students can be easily undermined if situations like this occur. It breeds a culture of distrust, feelings of being unheard or disbelieved which leads to frustration and high staff turnover. By dealing with situations such as this in a carefully considered way, in a timely manner, and with consistency following a values-based model, it can provide long term stability and feelings of belonging amongst staff. This investment in people at the heart of the organisation will be of benefit in the long run.