Problem Solving Plan
Recognizing the relevance of creating processes and mechanisms that can increase the capability of the Language Arts Compliance Team in adhering to mandated testing scores, it is essential to highlight the present problems surrounding the issue and actively create new procedures that can make facilitation and instruction correspond to the needs of students per level. By actively pointing out these prevalent hindrances, new schemes can be implemented to create an active environment for collaboration, creativity and change to occur.
Recognizing the current problems on hand, it can be deduced that there are several issues that need to be addressed before starting the planning and implementation process. It is relevant for each member of the Language Arts Compliance Team to work together to promote the objectives and values of Kelsey Elementary School and comply with the current trends as far as Language Arts Competency is concerned. One relevant problem surrounding this issue revolves around the inability of Mrs. Shirlene Goins to actively participate in group discussion.
This inability by one member to take part in the planning stage can create several hindrances in implementation and not actively coincide with the consensus the group has agreed to undertake. Another obstacle in achieving this objective surrounds the theory that shall be used by educators in teaching and facilitation of learning goals. It can be seen here that Mrs. Matthew and Mr. Sims may agree that the practice of early childhood learning theory is applicable to all grade levels. However, for the part of Ms. Corley and Dr. Wilt, such practice can only be useful for children under the first and second grade.
This inability to agree upon on what choices need to be made can hinder the group from making a consensus of what needs to implemented and practiced. At the same time, there is the tendency of Mr. Wilt to dominate the group. Due to his tenure and experience in teaching, such scenario may seem to arise and contribute to the lack of confidence in the way other teachers may project themselves. This then creates disagreement in what avenues do the group pursue in helping students get the most out of everything they do. Lastly, there is the problem as to what direction and expectations should be provided towards students. Mrs.
Corley argued that the bar must be set high so that students can try to accomplish the goals and things necessary for the completion of the program. However, this posed to be a setback as the group considered her approach to be unreasonable and unjust. Now that the dominant issues have been pointed out, it is now essential to highlight several important components that can deem to be solutions for the issue. In here, the suggestions that shall be provided can offer new insights among members that they can seek to address the issue of creativity, communication, and group dynamics to make the goals easier to accomplish.
By allowing these issues to be manifested within the team, it can help generate avenues of the facilitation of new schemes and create better outcomes for the betterment of the educational institution (Harris and Sherblom, 2008). As far as communication is concerned, it is essential that all parties attend the meetings to seek out the needed areas that need to be addressed. For Mrs. Goins, her presence in the group shall be welcomed and her insights as well as her personal grudges shall be welcomed.
I as a team leader must actively point out to other members that her welfare must also be understood by many. Rather than criticizing her work and actions, people with experience such as Dr. Wilts create a supporting mechanism that will help her create plans that can align with the given objectives. These then can help her feel comfortable within the group and encourage her to participate in the endeavors of the party (Harris and Sherblom, 2008). At the same time, continued meetings shall be held to allow conflict resolution to occur.
It is true that conflicts continue to arise in different areas such as the objective, facilitative practices etc. However, by letting the group understand the dynamics and meet at certain level, their ideas can be integrated to an action that is encompassing towards the needs of students (Harris and Sherblom, 2008). Likewise, I must instill in each member that the occurrence of conflict can help generate new ideas that can be effective in practice. Considering the diversity and elements each children need, each members’ inputs can serve as a lesson and guide in enhancing a new and facilitative way to teach.
To instigate productivity and creativity in action, each member shall be allowed to share their insights on how to intensify and increase to meet the goals prescribed. This then shall be subject to critique by other members to help each one plan out and implement new avenues for their teaching strategies. Since each one may have a different idea in mind as far as instruction is concerned, by allowing the to hear out other alternatives and suggestions, it can not only help widen teaching practice but also have an active voice in generating the goal of meeting standards and testing scores (Harris and Sherblom, 2008).
Lastly, to evaluate the outcome of success, there must be a constant effort to report and ensure that each member adhere to the plan and strategies given. This means that each one must be willing to be evaluated and critiqued by other people. Allowing this to occur can create the active notion towards realizing what areas constitute improvement and what areas have been successful in its implementation (Harris and Sherblom, 2008). Such meetings can be held on a weekly and monthly basis to have an idea of trends and insights each member gained so far.
By driving these individuals towards designing their own programs and allowing others to criticize and comment on them can spur creativity and instigate active collaboration to meet the needs of students. References Harris, T. E. and Sherblom, J. C. (2008) Chapter 9: Decision Making and Problem Solving in Small Group and Team Communication. 4th ed. (US; Pearson Education) Retrieved May 19, 2009. Harris, T. E. and Sherblom, J. C. (2008) Chapter 10: Creativity in Small Group Processes in Small Group and Team Communication. 4th ed. (US; Pearson Education) Retrieved May 19, 2009.
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