Are open Iorum discussions a good or bad idea? Support your response.

Open Iorum discussions can provide a positive experience. Well-developed oral and written
communication skills are essential Ior an eIIective leader. According to Gorton and Alston
(2009), relationship-oriented managers Iocus on tasks and connections with subordinates.
Managers Iacilitate interactions in an organization. Administrators continuously make decisions
that aIIect a school and the community. Principals determine when and how to include teachers,
parents, students, and other stakeholders in the decision making process. Having open
discussions with stakeholders will Ioster collaboration and cooperation when making decisions
about issues that inIluence the school and community.

What group process saIeguards should be incorporated into the meetings to keep them Irom
getting out oI control? In what types oI models should the principal be trained and prepared to
Iacilitate and control? How should input Irom the Iorums be used?

Everyone involved should know guidelines about content, time limits, and group etiquette.
There should be established procedures Ior responding to someone who does not meet the group
expectations. Principals should have group Iacilitation and conIlict resolution training.
Facilitators know when and how to intervene in a group discussion. Mediation experience would
assist school leaders with resolving disputes or disagreements. InIormation Irom the Iorums
should be organized and analyzed to determine iI the ideas align with the school vision. School
leaders should consider all relevant ideas when making a decision that inIluences teaching and
learning.


Should the principal serve as the moderator oI these Iorums, or would another community
member with speciIic training on the topic under discussion be a better choice? Support your
response. (p. 75).

II a principal is comIortable with the situation, he or she may serve as a moderator during Iorm
discussions. A content area expert should also attend the meetings to answer questions about
concerns that require a level oI expertise on the subject. In the case that a principal is
uncomIortable or there might be a conIlict oI interest, then another member oI the community
might serve as the moderator.

How does this case study address Specialization Outcome 5 and ELCC Standard 4?

Specialization Outcome 5 examines eIIective communication with multiple stakeholders through
group processes and collaboration. Standard 4 identiIies the need to consider diversity when
collaborating with Iamilies and other community members. Both Specialization Outcome 5 and
Standard 4 acknowledge the importance oI establishing alliances between schools and the
community. Partnerships with parents and other members oI the community are valuable
resources Ior a school. Hosting a group Iorum is an example oI how stakeholders could
participate in the process oI developing and implementing strategies to enhance school policies
and procedures, educational programs, and student achievement.

#eIerence

Gorton, #. A., & Alston, J. A. (2009). School leadership and administration. Important
concepts, case studies & simulations (8th ed.). New York: McGraw-Hill.