Consider this scenario and respond to the bulleted questions at the end. Times New Roman, 12-point font, and double-space the paper. If you cite or quote any information within your paper, be sure to reference the citation in APA style.
Kristi was a new volunteer in the Jack and Jill Preschool Center. She observed the class for a few days and then was asked to help in the art and cooking centers. Seemingly all was going well, and the director was pleased with Kristi's rapport with the children. As a result she hired Kristi as a permanent employee when a teacher in the 3-year-old room resigned.
About a month after Kristi was hired, several experienced teachers complained to the director that Kristi was constantly criticizing them with comments such as "the paint should be thicker" or "children should never be allowed to . . ." Although the director spoke to Kristi about the situation, it did not improve. Within a few weeks two teachers threatened to resign because Kristi had told several parents that she did a better job than some of the other teachers. At this point, the director knew she would need to take quick action.
- Could the director have prevented this situation? Is there a way to screen for direct and sometimes untactful applicants? How could the program’s orientation have helped?
- Could the experienced teachers have handled the situation differently?
- What alternatives does the director have in this case?
Full Answer Section
- Reference Checks Focused on Interpersonal Skills: Go beyond verifying employment dates. Specifically ask references about the candidate's teamwork, communication style, ability to receive feedback, and professional demeanor. Ask open-ended questions like, "How did Kristi interact with her colleagues?" or "Can you describe Kristi's approach to feedback or constructive criticism?"
- Observation During Volunteer Period: While Kristi's rapport with children was observed, the director should have also paid attention to her interactions with staff. Even subtle cues, like unsolicited advice given to experienced teachers during her volunteer days, could have been red flags. This period is not just about child interaction, but also about fitting into the team culture.
- Scenario-Based Discussions: During the interview, present hypothetical scenarios involving disagreements or differing philosophies among staff and ask how the applicant would navigate them. This can reveal their understanding of professional courtesy and teamwork.
How Orientation Could Have Helped: A strong orientation program is crucial for setting expectations and integrating new employees into the center's culture.
- Explicitly Outline Communication Protocols: The orientation should clearly define how feedback, concerns, and suggestions are to be communicated. This includes who to approach, when, and through what channels (e.g., "If you have a suggestion about another teacher's approach, please discuss it privately with that teacher first, or bring it to the director in a constructive manner").
- Emphasize Teamwork and Respect for Colleagues: Dedicate a significant portion of orientation to the center's values regarding collaboration, mutual respect, and supporting fellow educators. Provide examples of positive teamwork and discuss the importance of diverse teaching styles.
- Review Professional Boundaries: Clearly articulate the boundaries of professional conduct, especially concerning communication with parents. New employees need to understand that airing grievances about colleagues to parents is unprofessional and damaging to the center's reputation and trust.
- Mentorship Program: Pairing a new hire with an experienced, tactful teacher can provide a valuable informal learning experience about the center's norms and expectations regarding peer interactions.
2. Could the Experienced Teachers Have Handled the Situation Differently?
Yes, the experienced teachers could have potentially handled the initial stages of the situation differently, which might have led to an earlier resolution or prevented escalation.
- Direct, Professional Communication (Early On): When Kristi first started making critical comments, the experienced teachers could have approached her directly, but professionally and privately. Instead of internalizing the criticism or simply complaining to the director, they could have said something like, "Kristi, I appreciate your enthusiasm, but when you say 'the paint should be thicker,' it comes across as a criticism of my methods. My approach is to allow children to explore different consistencies. Can we discuss these things directly if you have a suggestion?" This direct, non-confrontational, and professional feedback might have made Kristi more aware of her impact.
- Focus on Impact, Not Intent: When addressing Kristi, they could have focused on the impact of her words rather than assuming negative intent. "When you say X, it makes me feel Y," is more effective than "You are constantly criticizing me."
- Document Early Incidents: While not a solution in itself, documenting specific instances of unprofessional comments (dates, times, exact quotes) could have provided stronger, more objective evidence for the director when she first spoke to Kristi, making her intervention more impactful.
- Unified, Constructive Approach to Director: When they first complained to the director, if they had presented a unified front with specific examples and suggested a solution (e.g., "We need support in addressing Kristi's communication style; perhaps further training or clearer expectations are needed for her"), it might have prompted the director to take more decisive action earlier.
3. Director's Alternatives in This Case
At this critical juncture, with two teachers threatening to resign, the director needs to act swiftly and decisively. Here are her alternatives:
- Immediate, Formal Intervention with Kristi:
- Direct Meeting: Schedule an urgent, private meeting with Kristi. Clearly state the seriousness of the situation, citing specific examples of her inappropriate comments to colleagues and parents.
- Performance Improvement Plan (PIP): Implement a formal PIP that outlines clear expectations for professional conduct, communication protocols, and respectful interactions with colleagues and parents. Include measurable goals (e.g., "No further reports of criticizing colleagues or speaking negatively to parents").
- Training/Coaching: Offer or mandate training on professional communication, team collaboration, and ethical conduct. Provide direct coaching on how to express suggestions constructively and respectfully.
Sample Answer
Addressing Conflict and Ethics in Early Childhood Education
This scenario at the Jack and Jill Preschool Center highlights common challenges in professional settings, particularly in environments focused on collaboration and sensitive interactions like early childhood education. Let's break down how this situation could have been handled differently and what steps the director could take.
1. Preventing the Situation: Screening and Orientation
The director could absolutely have prevented this situation, or at least significantly mitigated its severity, through more robust screening and a comprehensive orientation process.
Screening for Untactful Applicants: While it's difficult to
guarantee screening out every untactful individual, directors can implement strategies to identify potential issues:
- Behavioral Interview Questions: Instead of just asking about experience, pose situational questions that reveal a candidate's interpersonal skills and conflict resolution style. For example: "Tell me about a time you disagreed with a colleague on a teaching method. How did you handle it?" or "How would you respond if a parent expressed a concern about another teacher's practice?" Look for answers that demonstrate respect, collaboration, and professional boundaries, rather than a focus on self-promotion or criticism of others.