Pro G Ram O N N Eg O T I At I School

Pro G Ram O N N Eg O T I At I...N School

Pro G Ram O N N Eg O T I At I O N At H A Rv A Rd L Aw S C Hoo L

PRO G RAM O N N EG O T I AT IO N AT H A RV A RD L AW S C HOO L A N INTER-UNIVERSITY CONSORTIUM TO IMPROVE THE THEORY AND PRACTICE OF CONFLICT RESOLUTION FRANKLIN F FOUNDATION AND THE WESTBROOK ONAL SCHOOL DISTRICT Confidential Instructions for John Rayburn, President ofthe Westbrook Teachers' Union This is just like the administration. Its solution to every problem in the district seems to be, "blame the teachers and make them do extra work." Well, you were elected to prevent this kind of abuse. If such a problem does exist in Westbrook, it is not just the teachers ' fault, and since they are already doing their jobs , you see no reason why they should be asked, or forced , to put in additional hours.

Even ifthey are paid to provide additional tutoring, there will still be pressure on many of the faculty to do this even though they would prefer not to. Besides, you are not convinced that there really is a problem. You've seen the study, and read the newspaper, but you really think some of this stuff is being blown way out of proportion . You know that none of the staff at Westbrook High School would track students or make assumptions about their abilities based on race. Teachers these days are pretty conscious of these issues and you can't imagine any one deliberately doing this.

Every teacher wants to see his or her students reach their fullest potential. No one wants to limit them to a life of mediocrity , no matter what race they are. What you would like to see right now is a study conducted by educational professionals to determine whether or not this is really an issue at Westbrook. You know the N EA has a team of researchers that might be willing to do the research for a reasonable fee. What you do not want to see is another group of academics or administrators, or worse still, the NAACP, coming in to assess the program.

They don't know anything about teaching at the high school level and you are afraid that in an effort to make headlines, the teachers are going to come out looking like the bad guys. If the Board is going to insist on taking action without completing such a study, you are not going to let the teachers be forced into taking on additional responsibilitie s. Sure, they may say participation is voluntary , but when a teacher comes up for tenure or promotion and it is pointed out that he or she hasn 't been tutoring, that is certainly not going to help. Sure, they won't be able to fire you over it, but still. The teachers have enough demands on their time as it is without having another commitment piled on top.

You are sick of Simone trying to shove more hours, less vacation, more kids in a classroom, This case was written by Catherine Preston under the direction of Professor Lawrence Susskind (M.I.T.). Copies are available online at · FRANKLIN /WESTBROOK: Confidential Instructions for John Rayburn whatever, down the teachers' throats. She has certainly not won any friends at the NEA through her negotiations with them this past year. O'Leary has seemed somewhat more reasonable , but hasn't helped in contract matters. And Statner, where does she get off coming up with a new program to be staffed by teachers without even talking to you!?

The more you think about it, the more it bugs you. Sure, some of the parents can be demanding and unreasonable , but this takes the cake. This meeting , if nothing else, is an opportunity to reassert teachers' control over their own lives. FRANKLIN FAMILY FOUNDATION AND THE WESTBROOK REGIONAL SCHOOL DISTRICT General Instructions Westbrook (October 15) -- The public meeting of the Westbrook Regional School Board was packed with angry parents tonight, one day after the release of the State Department of Education's report on the gap between the science education of whites and minority students. According to the report, "Bridging the Gap," Westbrook had the largest disparity between races, as measured by three primary criteria: the percentage of minority versus white students enrolled in advanced science and mathematics courses, minority and white median SAT II test scores in math and science subjects, and the percentage of minority versus white students planning to pursue technical careers.

The results did not surprise students at Westbrook High School. "I have always heard Westbrook called this great, diverse place, you know? But, like, there isn't a single minority student in any of my classes," said Jane Kellerman, who describes herself as "plain white." "I'm not surprised," said Jerome Brown, an African-American. "My advisor told me which classes I should take and advanced sciences never really came up, which was fine with me." Many other minority students reported having similar discussions with their advisors, saying that while they were never explicitly told to stay away from the advanced science and math courses, they were never encouraged to give them a try. Lynda Johnson, president of the Michigan chapter of African-American Leaders, and mother of three students at Westbrook High School, derided the Board and superintendent for their lax attitude toward racial equality in Westbrook.

"There seems to be a feeling among the Board and the Administration that diversity in the student body automatically leads to equality in the classroom. This report shows that for what it is: a myth. The Board continues to hire WASP teachers and administrators, and then they wonder where results like this come from." Kyle Whitberg, president of the Parent Teacher Association, however, added a note of caution. "Both of my daughters graduated from Westbrook High, taking every science course they could get their hands on, and both are now pursuing technical degrees in college. I think we need to be aware that this is an issue for our community, but it is not fair to lay it at the feet of the school board.

Parents need to be active in their children’s curriculum choices. To expect 16-year-olds to decide for themselves seems unrealistic." Board President Martin O'Leary closed the meeting after four hours, saying the Board would be investigating possible ways of handling the problem and that they welcomed input from the community. Westbrook (October 22) -- Superintendent Julia Statner reported at the opening of tonight's meeting that she had approached the Franklin Family Foundation and that it had agreed to provide multi-year funding for an afterschool tutoring program. The program, for minority students at the high school, would be staffed by Westbrook faculty as a means of addressing the gap between minorities and whites in science and math.

Ms. Statner indicated that the Foundation would support the program "at a level that would make a difference." "We feel that this partnership with the school district can make real strides toward ameliorating the situation," said Franklin Foundation Executive Director Thomas F. Leighton. "The Franklin family has a long-standing relationship with Westbrook, and again they have stepped forward to show their support and help us to build a stronger community," explained Statner. The plan, however, received mixed reactions.

While some parents offered lukewarm applause, many more stepped forward to voice their concern over what they felt was an ill-conceived, and poorly thought-out solution. "What does this address? You still have no minority role models in the school system and now you have reinforced the students’ feelings of inferiority," remarked Lynda Johnson. "The Franklins may think they have all they answers, but their kids don't even go to the public schools here anymore." "I don't know that this is the best use of faculty time. The teachers are overburdened as it is.

How can they take on this, too, even if the ones who volunteer are compensated? Has anyone asked the faculty how they feel about this?" said PTA President Kyle Whitberg. Board members were not unanimously supportive of the move. Though Board President Martin O'Leary commended Ms. Statner for her quick action and obvious commitment to equality, he cautioned that more time and investigation would be needed before the District could commit to a single course of action.

Board member Ruth Simone did little to hide her irritation. "I am dismayed that Ms. Statner has proceeded without consulting the Board. I hope the Franklins understand that the District does not consider itself wedded to this program just because they shook hands on it." The Franklin Family Foundation has assets of slightly more than $1 million and made grants last year totaling just over $100,000. Most of the grants were in the $5,000 to $7,500 range, although both Superintendent Statner and Executive Director Leighton talked about a much more substantial grant.

The grant would be used to compensate teachers (modestly) for their time after school hours, to cover the cost of a teacher coordinator for the tutoring program, and to help cover operating costs (e.g., keeping the school building open, laboratory materials and supplies, and books). Logistics and Objectives: There will be two rounds of meetings in this game. The first round involves two simultaneous meetings -- one that includes the Board of Directors of the Franklin Family Foundation and their executive director and the other that includes the president of the Board of Education, school officials, and some community representatives. These take place just a few days after the October 22 meeting at which the tutoring program was tentatively announced.

The Foundation meeting is chaired by Ms. Ellen Rigby Franklin, Chair of the Board of Directors of the Franklin Family Foundation. The Board is meeting to discuss a course of action for the Westbrook School District grant, in light of the opposition to the Foundation’s initial plan. The Board will try to clarify its position on the grant, including how the money will be spent, by the close of the 45-minute meeting. All decisions of the Foundation must be agreed upon by at least three of the five directors present (the executive director of the Foundation does not vote).

The community meeting was called by the president of the Westbrook Board of Education to discuss with some community representatives and school officials possible alternatives to the tutoring program. The members of the Board of Education have agreed to keep this meeting informal and closed so that invited community members may openly and honestly voice their concerns. Furthermore, the Board has only agreed to commit to a position if at least five of the six representatives present at this meeting are in agreement. The meeting will be chaired by Martin O’Leary, president of the Board. These two meetings will be followed by a joint session at which both groups will meet (at the request of the Foundation) to see if they can hammer out a joint public statement.

There will be 40 minutes allocated for this second meeting. Prior to the beginning of the second meeting, both groups should think about how they want to present the results of their first round of meetings. Both meetings take place on October 25. They will each last 40 minutes. FRANKLIN/WESTBOOK: General Instructions FRANKLIN/WESTBOOK: General Instructions At the Foundation meeting: Ellen Rigby Franklin, Chairman of the Board.

Ms. Ellen (as she is known) created the Foundation in memory of her late husband almost 25 years ago. She has chaired the Board since its founding, and only at considerable prodding did she agree to create seats on the Board for community members. She is well aware of the fact that it will soon be time for her to hand over the reins of the Foundation to one of her relatives. Thomas F. Leighton, Executive Director. The nephew of the matriarch of the family, he grew up out of state. He has a Bachelor’s of Education and a Master’s of Business Administration, and has been working for the family for just over one year. Stephen J. Franklin, III, Board Member. Son of Ellen and Stephen Franklin, Jr. Managed the day-to- days of the Foundation until it became too time-consuming. He was the one who suggested they hire a full-time director. He is still chairs the Franklin-Westbrook Medical Center and Franklin College Boards, and someday hopes to take over from his mother as head of the family Foundation. Nancy Franklin Michaels, Ph.D., Board Member. Daughter of Ellen and Stephen Franklin, Jr. Professor of European History at Franklin College. World-renowned scholar on 15th century English social structure. She assumes she will be the next head of the Franklin Family Foundation. Kevin Macloud, Board Member. African-American attorney. Partner in Williams, Weisman and Macloud, which handles the legal work for all of the Franklin family ventures. Former chapter president of African-American Leaders. Dr. Suzanne Lowe, Board Member. Chief of Staff at Franklin-Westbrook Medical Center. Has two children in the school system. At the School Board meeting: Martin O'Leary, Board President. Two years into his fourth three-year term. Has previously served as the Chair of the Finance committee and of the Ad Hoc committee on Affirmative Action for the School Board. Ruth Simone, Board Member. Two years into first three-year term. Very reform minded, settled for being head of the Board contracts team. Was voted down for president of the Board earlier this year. Julia Statner, Superintendent of Schools. Hired four years ago as Westbrook's first female superintendent. Master’s degree in Chemistry, Ph.D. in school administration. Taught for 12 years before becoming an administrator. Kyle Whitberg, President of PTA. A cancer researcher at Franklin-Westbrook Medical Center. Mr. Whitberg is white and his wife Ann is African-American. Lynda Johnson, President of African-American Leaders. Worked her way up from being a waitperson to owning a chain of restaurants in the greater Westbrook area. Single parent of four, three of whom are high school age. Very forceful on racial issues in the community. John Rayburn, President of Westbrook NEA. Newly elected union president, chosen in part for his stand on no mandatory increase in workload for teachers.

Paper For Above instruction

The complex interplay of community needs, educational equity, and resource allocation in public school districts requires careful negotiation and strategic planning. The case of Westbrook School District highlights multifaceted conflicts involving racial disparities, teacher workload, community expectations, and external funding initiatives. This essay examines the negotiations surrounding a proposed grant and tutoring program, analyzing stakeholders' interests, potential options, argumentative strategies, and interpersonal dynamics. Through a comprehensive analysis, the essay demonstrates the importance of diplomatic negotiation tactics and stakeholder engagement in resolving complex educational conflicts.

Introduction

The Westbrook School District, situated within a diverse and economically thriving suburb of Detroit, faces pressing issues related to racial disparities and resource allocation. The district's efforts to bridge the gap in science and mathematics achievement between white and minority students have become a focal point for community debate and professional negotiation. Conflicting interests among educators, community leaders, and external foundations underpin the negotiations regarding a multi-year grant provided by the Franklin Family Foundation for an after-school tutoring program targeting minority students. This scenario underscores the importance of understanding stakeholder interests, exploring viable options, and maintaining interpersonal civility during negotiations.

Stakeholder Interests and Conflicts

Key stakeholders include the school board, teachers, the Franklin Family Foundation, parents, minority students, and community leaders. Each group possesses distinct interests. The school board aims to improve educational equality but is cautious about external influence and resource commitments. Teachers seek to maintain manageable workloads and fair treatment, resisting additional obligations that could jeopardize tenure or promotions. The Franklin Foundation seeks to demonstrate philanthropic impact and community support but faces criticism over potential cultural insensitivity and effectiveness. Parents and community leaders are concerned about racial disparities and seek authentic progress without superficial or externally imposed solutions.

Possible Negotiation Options

Considering stakeholder interests, several alternatives emerge. One, the district could implement internal reforms emphasizing teacher training and culturally responsive pedagogy, reducing reliance on external programs. Two, a collaborative approach could involve community members and local organizations to design culturally relevant programs. Three, a phased implementation of tutoring with clear evaluation metrics might satisfy community demands while minimizing teacher burden. These options aim to balance resource constraints, community expectations, and educational quality.

Arguments and Criteria for Negotiation

Effective arguments hinge on evidence-based outcomes, resource feasibility, and cultural sensitivity. Advocates for internal reform can cite research showing the efficacy of culturally responsive teaching in reducing achievement gaps (Ladson-Billings, 1994). Supporters of external funding emphasize the necessity of additional resources to sustain quality programs, referencing successful case studies (Borman & D'Agostino, 2007). The criteria guiding these arguments include sustainability, cultural appropriateness, and community legitimacy. Assertions must demonstrate alignment with district goals of equity, academic excellence, and teacher support.

Implications of No Agreement

If negotiations fail, the district risks continued disparities and diminished community trust. External funding opportunities could be lost, and minority students may continue to face limited access to advanced science and math courses. Teachers might experience increased frustration and decreased morale, adversely affecting student outcomes. Conversely, if stakeholders find a mutually acceptable compromise, programs could be designed to promote inclusivity, professionalism, and community engagement, ultimately improving educational equity.

Interpersonal and Negotiation Challenges

Potential interpersonal issues include frustration, mistrust, and cultural misunderstandings among diverse stakeholders. Teachers may perceive external interventions as cultural insensitivity or unwarranted surveillance, while community leaders may see formal negotiations as superficial or manipulative. To handle these challenges, negotiators must establish open dialogue, foster mutual respect, and incorporate stakeholder feedback into program design. Active listening, transparent communication, and emphasis on common goals are essential strategies for maintaining civility and cooperation.

Conclusion

Negotiations in education often involve balancing conflicting interests amidst complex social dynamics. The Westbrook case exemplifies the need for strategic stakeholder analysis, flexible options, well-structured arguments, and sensitive interpersonal management. Successful resolution depends not only on resource allocation but also on building trust and fostering genuine community engagement. By embracing these principles, school districts can navigate conflicts effectively, fostering an environment conducive to educational equity and community cohesion.

References

• Borman, G. D., & D'Agostino, J. (2007). Moving beyond De Facto and De Jure Desegregation: The Effects of Racially Explicit School Policies on Academic Achievement. American Journal of Education, 113(4), 385–408.
• Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass