Problem-Solving Scenarios Directions: Review the “The Jubilee Centre Framework for Character Education in Schools” and consider what you have learned about relationship building, group facilitation,

Scenario

Potential Resolution

In 2-3 sentences, identify how you would address each scenario to resolve the conflict.

Rationale

Provide a 2-3 sentence rationale that supports the selected resolution. Discuss how the resolution employed research-based best practices for relationship building, group facilitation, conflict resolution, and/or problem-solving.

Character Virtue

In 1-2 sentences, explain the specific character virtues demonstrated in resolving the conflict.

A principal remains after school one day to complete some unfinished work when a staff member comes into the office and asks to speak. The staff member informs the principal that they will lose the family car if a payment is not made by tomorrow. The total due with back payments is $2650.00. The staff member breaks down crying and asks the principal if anything can be done to assist with obtaining funds for the payment, as this vehicle is the primary transportation to work for both the teacher and the teacher’s spouse. The teacher fears they will both lose their jobs and their children will be affected if they cannot get to work on time. The principal explains that they empathize but do not have enough funds handy. The staff member asks if they can perhaps borrow it from the school's petty cash as a fundraiser was just completed, so funds are available there. The promise was made to repay the money via check within two weeks, which coincides with payday.

Offer empathy and connect the staff member to community resources such as local charities or employee assistance programs (Bellibaş & Gümüş, 2023). Reiterate that school funds are not available for personal use but offer support in other ways.

This resolution adheres to ethical leadership principles, maintaining boundaries while demonstrating care. Using resources to aid the staff member respects policy and ensures fairness. Research highlights that offering alternative support fosters trust without compromising organizational integrity.

Integrity and Compassion

This is illustrated by respecting others and being ethical and empathetic without compromising integrity. Knowledgeable recognizes that an educator makes a moral decision in the choice process even when difficulties appear, and wisdom entails that an educator considers the needs and emotions of other learners (Khushal, 2021). Combined, they enhance trust and safety in the school, adhering to ethical standards and individual appreciation and recognition in the school environment (Khushal, 2021).

As the principal, you have just received a call from the local teacher’s union. The representative has shared with you that a few teachers within your school have stated that the school's morale is very low and that they are being mistreated. The representative went on to say that no one within the school is happy. The representative said that the individual indicated they had not when asked if these concerns had been brought to the school's principal.

Schedule an anonymous survey to gather teacher feedback on morale and perceived unfairness. Use the findings to host a staff meeting addressing concerns and create an improvement plan collaboratively.

Proactively addressing concerns shows a commitment to fostering a positive culture (Khushal, 2021). Utilizing anonymous feedback aligns with best relationship-building practices and group facilitation, ensuring all voices are heard.

Honesty and Collaboration

Trust and workflow both underline the aspects of openness and integration in projects. Proper communication effectively helps different stakeholders understand the decisions made; these decisions are usually honorable. People's values differ in a team; collaboration must be used to reach a common goal and solve problems together. Through these virtues, educators establish an environment where students and staff will address problems and provide solutions as a team, with everyone enjoying mutual respect and showing responsibility in making the team succeed.

The local community centre's gym is flooded, and they were supposed to host the boys' and girls' community basketball tournament there this week. The head of the program reaches out to the school and cannot reach the principal, so he speaks with the assistant principal. He asked the assistant principal if it would be possible to use the school's gym, and since the basketball tournament is on a Saturday, there will not be any interference with school operations. The assistant principal responded negatively, informing the head of the community program that the school does not want anyone from the community to come into the school and potentially create a mess. The assistant further states, “The community cannot just come into the school. It doesn’t work that way.”

Contact the program leader to offer the school gym for the event. Collaborate with custodial staff to manage cleanup and reinforce community partnerships.

Supporting the request fosters goodwill with the community and aligns with the school’s vision of inclusivity (Bellibaş & Gümüş, 2023). The research underscores the importance of community engagement in building strong school-community relationships.

Generosity and Respect

That can be related to giving and respect, meaning that solutions are conducive to the general welfare. Responsibility teachers teach students to share whatever they have with others, accept whatever others have for them, and care that all learners are treated with respect (Khushal, 2021). Combined, these virtues lead to values in which everyone's contributions are accepted, as well as the recognition of the views of others. As people in a community, educational facilitators promote the development of an effective society by creating a welcoming, compassionate, and cooperative environment for all contributors.

As a new high school principal in a rural school in a small town, you have noticed that there has been an acceptance of truancy, passing students without earned merit, and lower expectations set for academics and behaviour on campus. You seek to gain more insight with a respected teacher who has taught at the school for over ten years. You learn from this teacher that this has been the unspoken norm due to the demographics of most of the students. Most families live within the low socioeconomic area and receive assistance to support them. In addition, you learn that a large population of your families is dysfunctional within the home dynamics due to the current state of the economy and lack of jobs in the area, as well as suspected drug abuse and dealing. Where do you begin to state your expectations for your faculty, students, and community?

Hold a faculty meeting to set clear expectations for academic rigour and attendance. Partner with community organizations to provide resources for struggling families, emphasizing collaboration to break cycles of low achievement (Khushal, 2021).

Addressing systemic issues requires clear communication and actionable steps. Utilizing resources to support families promotes equity and aligns with best relationship-building practices.

Accountability and perseverance are modelled to set higher standards and promote positive change.

The school district recently initiated a new professional development policy. The district expects all staff to take a professional development training series to support an understanding of promoting an inclusive and culturally responsive campus and culture. As the asynchronous professional development series rollouts for learning and completion, you have been made aware that two faculty members missed the first two module deadlines. When you contacted these two faculty members, they expressed that their voices were not heard when the training policies were being discussed and voted upon for implementation. Therefore, since they were not a part of the decision-making process for this new training, they do not feel they need to complete it.

Meet with the faculty to understand their reasons for non-compliance. Set clear expectations for completion and offer additional support or flexible schedules if needed.

This approach combines accountability with empathy, ensuring compliance while addressing challenges (Jerome & Kisby, 2021). Research highlights the importance of individualized support in professional development initiatives.

Responsibility and fairness are demonstrated by balancing expectations with understanding.