The principal’s B case describes Landahl’s first year at Greer?he seemed to be running from one trouble spot to another, and several problems just kept resurfacing. Student offenses against teachers and each other had decreased, but disorderly and disruptive incidents had increased. Teachers who disagreed with Landahl’s approach undermined his leadership. Greer students had failed to meet Adequate Yearly Progress (AYP) benchmarks for 2007-08; the likelihood of achieving some of his goals and strategy objectives now seemed remote. Yet he was determined that the upcoming school year was going to better and that he would turn the situation around. He had secured some funds from the superintendent to take his staff on a retreat on Monday?three days after he learned about the AYP scores. How was He going to tell the teaching team about the scores and work out a roadmap for the following year? What would it look like? He also had something else to think about. The superintendent wanted Landahl to choose from the state-mandated options. He could decide to continue offering supplemental educational services or present parents with the choice of sending their children to another school. What should he do? This case has been taught in an executive education school turnaround program for district administrators and principals. It could also be used in a first-year MBA leadership and organizational behavior course as an introduction on creating value through people-management and design.
Darden Business Publishing – University of Virginia