| DeWitt Public Schools |
| Administrative Guidelines |
9130 - ISSUES AND CONCERNS FROM STAKEHOLDERS
Our Commitment
As the administrators in the DeWitt Public Schools, it is our intent to respond with respect and thoughtfulness as we address issues and concerns from stakeholders. This response, designed to assure the integrity of both people and process, is part of a collaborative effort of consistent communication and problem solving across the district.
Administrative Guidelines
During our work as school and district leaders, we are faced with issues and concerns that vary in complexity. We function as professionals within the foundation provided by the DeWitt Board of Education. Therefore, to strengthen relationships and increase consistency in addressing issues and concerns across the district, we will follow these guidelines as part of our on-going leadership.
| A. | Listen actively: |
| 1. | Paraphrase emotion and content in the person's message. | ||
| 2. | Probe for specific details. | ||
| 3. | Seek clarification. |
| B. | Acknowledge the person for bringing the issue or concern to our attention and work toward de-escalation. | |
| Explore interests (why the person wants something,) not just the position (what the person wants) to find common interests. | ||
| C. | Consider our role (negotiator, delegator, investigator, facilitator of another conversation, observer, mediator, and/or other) and determine our "locus of control" in the specific situation. | |
| D. | Self check to assure: |
| 1. | Professional tone and non-defensive approach. | ||
| 2. | Commitment to students' safety and learning. | ||
| 3. | Openness and acknowledgement of the person's experience: |
| a. | "I am sorry to hear..." | |||
| b. | "We could have done better..." | |||
| c. | "I apologize for..." | |||
| d. | "So, we have all learned from..." |
| 4. | Follow-through and closure. |
| E. | Consider: |
| 1. | The nature and potential severity and complexity of the issue or concern. | ||
| 2. | When and where to seek counsel and/or support from colleague(s), attorney, superintendent, central office administrator(s). |
| a. | Determine when and how to involve the subject (person) of the issue or concern. | |||
| b. | Determine if the person(s) should submit the issue or concern in writing. | |||
| c. | Achieve an appropriate balance of respect and fairness to person, student, staff member, the learning community and education. | |||
| d. | Determine if anyone else needs to be informed (FYI) about the issue or concern. |
| F. | Explain the process of exploration you will follow that preserves the integrity of the learning community. Below you will find possible responses |
| 1. | Parameters and Rights |
| a. | Confidentiality | |||
| b. | Policies, contract, etc. | |||
| c. | District procedures | |||
| d. | Building handbooks | |||
| e. | "Right" of "accused" to be aware of issue |
| 2. | Action Steps |
| a. | What might be asked or expected of concerned party. | |||
| b. | Ask person stating complaint if follow up is necessary. | |||
| c. | Other agencies/organizations/people to contact. | |||
| d. | Investigate and collect information from involved participants or witnesses. | |||
| e. | Contact resources, administrators, attorneys, etc. | |||
| f. | Apologize if warranted. | |||
| g. | Refer issue and person to "original party" if practical. |
| 3. | Timelines |
| a. | Invite complainant to call back if a call is not received from you by a certain date. | |||
| b. | Update will occur by a specified date or time even if a resolution is not complete. | |||
| c. | See investigation process - define with times. |
| 4. | Other Options |
| a. | Refer to or contact an outside agency (e.g., police, protective services). | |||
| b. | Facilitating a conversation b/n parties involved to find common ground. | |||
| c. | Point out appropriate starting point. | |||
| d. | Set boundaries in terms of presentation - such as: no verbal abuse. | |||
| e. | Confirm and restate issues. | |||
| f. | Negotiate b/n parties | |||
| g. | Move complainant closer to sight/site of issue (teacher/student/building, etc.) |
| 5. | Documentation of Issue or Concern |
| a. | Refer to appropriate form. | |||
| b. | Sexual harassment needs written complaint. | |||
| c. | Helps when facts may need to be shared with others. | |||
| d. | Confirm, summarize or document information from investigations. |
| 6. | Investigation Time |
| a. | Promise to get back tomorrow (or whatever specific date). | |||
| b. | Talk about the situation with another member of the leadership team and/or assistant superintendent or superintendent in order to determine what process to explain. |
Types of Issues and Concerns
Issues and concerns may be generated by:
| A. | Parent(s) | |
| B. | Student(s) | |
| C. | Anonymous source(s) | |
| D. | Board member(s) | |
| E. | Staff member(s) | |
| F. | Staff member(s) who want parents to voice their issue or concern with administration or Board of Education | |
| G. | Person protecting source(s) | |
| H. | Volunteer(s) | |
| I. | Administrator(s) | |
| J. | Non-parent community member(s) |
Revised 3/02