Running head: ADVERSE SITUATIONS 1
Benchmark – Adverse Situations
Betty Graham Young
Grand Canyon University
EAD 536: Strategic Leadership and Management in the Principalship
Dr. Chris Wood
November 25, 2020
Running head: ADVERSE SITUATIONS 2
Benchmark – Adverse Situations
Case Study
Management and Operational Systems
The main decisions to be made are the most efficient way to protect the health and
welfare of students and staff and whether to release students early. I would need to know what
the standard temperature range is before conditions are considered dire, what are plausible
solutions within my control, what the district’s policies are regarding early dismissal, what the
facilities department will do to assist with the issue and an estimated time of when the units will
be repaired.
Human, Fiscal, and Technological Resources
Available support staff and the administrative team will distribute fans, ice coolers, and
bottled water to classrooms. The school nurse will render aid to staff and students who may be
experiencing health issues resulting from excessive heat. Teachers will help limit and control
movement in the classroom to preserve students’ energy and prevent possible heat exhaustion.
The school may need additional resources such as fans, ice, coolers, towels, bottled water, and
medical assistance. Personal radios are needed as staff moves throughout the campus aiding so
that they can keep constant communication. The principal will be in contact with his area
superintendent and with the facilities department for guidance and control of the situation. The
school’s parent liaison will make phone calls to local businesses for additional resources needed.
Safety and Welfare of Students and Staff
Running head: ADVERSE SITUATIONS 3
There are legal rulings regarding the safety and welfare of students and staff to consider
when making decisions such as “premises liabilities”, which requires owners to keep their
premises safe while people are occupying them. In this instance, schools are required to keep
their facilities safe for students and staff. There is also the possibility for allegations of
negligence to be brought against the school. The Environmental Protection Agency (EPA) has
regulations related to air quality. Additionally, some states like Washington state have
regulations and policies regarding excessive heat in classrooms and school offices.
Demographically speaking, the principal must consider whether this is an issue related to equity
in school facilities as well. District policy requires that facilities and equipment used for
educational purposes and school operation must be fitting and safe for staff and students. It also
states that temperatures in classrooms should not be below 68 degrees in the winter months and
not be higher than 80 degrees in the summer months.
Collaboration with Faculty and Community
Possible stakeholders involved in the decision-making and/or affected by the
recommended solution include students, parents, staff, administrators, district facilities
department, school board, superintendent, bus drivers, Fire Department, and local businesses.
Depending on how old the unit is and its condition, the school board may need to allocate funds
to the school to replace the unit. The local Fire Department will need to assess whether the issue
is in violation of the building code. Local businesses are our community partners and will likely
donate needed items like bottled water, coolers of ice, towels, and fans. The principal will need
to contact the superintendent before deciding to release students early. If approved, buses must
get to the school to transport bus riders.
Solution and Rationale
Running head: ADVERSE SITUATIONS 4
The role of a school leader is very complex and has many elements; nevertheless, one
must be fully equipped to operate in each one effectively. Moreover, the most important of them
all is—protector. This, according to PSEL Standard 5a is an effective leader who builds and
maintains a safe, caring, and healthy school environment that meets that the academic, social,
emotional, and physical needs of each student. Steps taken for resolution must be clear and
actionable considering the seriousness of the issue involved in this case study. Moreover, it will
take an organized approach that involves staff members working together to support the
wellbeing of everyone on campus. As the temperature rises, air quality decreases which can
cause serious health issues and exacerbate existing ones. Therefore, the decision for early
dismissal, and the distribution of resources to help improve environmental and physical
conditions must be made immediately.
The first step is to notify staff of the maintenance issue, then organize staff directions with
the support of the custodial and administrative staff. The school’s parent liaison has a
relationship with businesses in the community and will contact them for donations and makes a
purchase order. While staff responds and carries out responsibilities delegated to them, I will be
on the phone with my area superintendent and with the facilities department. If the answer from
my supervisor is to release students early, the office manager will make a call for transportation
to pick up bus riders at a designated time while I make a calling post message to parents,
informing them of the decision to end the school day early. Staff will be released after getting the
“all clear” all students have left the campus. The administration staff will meet to discuss the
fidelity and efficacy of the response to the issue and with guidance from the facilities department
and central office, determine when students should return to the building.
Running head: ADVERSE SITUATIONS 5
School administrators must ensure that their facility is safe and conducive for student
achievement. When situations arise such as the one in this case study, he or she must decide on
the safest and most efficient way to handle it. The first step in approaching the situation is using
proper means for effective and consistent communication. Moreover, communication is key
when organizing staff to help respond to emergency situations so that everyone is on the same
page. Whatever the context, the point is the same: if a group wants to move forward, it needs to
develop an understood, agreed-on purpose (Gabriel and Farmer, n.d.).
An efficient response to this matter may prevent adverse consequences related to health, safety,
policy, and law. The mind struggles to comprehend information and focus on cooling the body at
the same time. Therefore, a proper response may also limit the disruption to the flow of
instruction, which along with ensuring students’ and staff’s safety is the ultimate goal in
resolving this situation.
Running head: ADVERSE SITUATIONS 6
References
Goodf, S. (2017). Principal Leadership. Role Call: Building a Culture of Safety Through
Information Sharing. https://lopes.idm.oclc.org/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=ehh&AN=125717762&site=ehost-live&scope=site
Gabriel, J., Farmer, P. (n.d.) Chapter 2 ASCD. How to Help Your School Thrive without
Breaking the Bank.
http://www.ascd.org/publications/books/107042/chapters/Developing-a-Vision-and-a-
Mission.aspx
National Policy Board for Educational Administration (2015). Professional Standards for
Educational Leaders. http://www.npbea.org/wp-content/uploads/2017/06/Professional-
Standards-for-Educational-Leaders_2015.pdf
Schneider, T. (2007). The Hamilton Fish Institute on School and Community Violence &
Northwest Regional Educational Laboratory. Quality School Facilities and Security
Technologies. https://www.ncjrs.gov/pdffiles1/ojjdp/book4.pdf
