Dr. Victoria Pettis

Summer Cohort 2006

EOCS 7450

September 5, 2006

 

EOCS 7450

Practicum in Leadership

Case Study 6

 

ISLLC Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

 

Name of the Case Study: No More Sweets for the Sweet[1]

 

Problem: A School District’s Adoption of a Wellness Policy Sickens a School’s Profit

 

Questions:

1. How does the principal in the scenario below demonstrate that he understands the political, social, cultural and economic systems and processes that impacts schools?
2. How does the case study presented below demonstrate a school community working within a framework of policies, laws, and regulations enacted by local, state, and federal authorities?

 

The Situation:

 Tom Selleck is the principal of Lori Albright Middle School, which has an enrollment of 925 students in grades six through eight. About 75 percent of the students, who live in housing projects and trailer parks, receive free or reduced lunch and eat breakfast every morning. During his first year at Lori Albright, Selleck noticed that these students were often the ones who were  left behind when grade levels took their students on field trips that charged admission. When special events performances charged admission or some athletic events asked students to pay a minimum transportation fee, these students stayed at home. These same children often needed coats during cold weather or free glasses and dental care during the school year. In response to these needs, Selleck enlisted generous donations from the community. Sometimes, he paid for these needs out of his own pocket. The after school director contributed by selling candy during the after school program. Part of those proceeds was used to assist with these needs.

A year later, the school district secured contracts with a national snack food company and the Pepsi-Cola Company, which meant all schools could now sell snack foods and Pepsi products before and after school hours. With the support of the PTO, Selleck established an “activity fund,” which helped to provide all of these “extras” for students. All of the proceeds from the snack and drink machines went directly into the activity fund, which more than adequately supplied the extras students needed for almost a decade.

The problem came when influential members of the community initiated a grass roots “health conscious” movement. First, they focused their attention on the food served in the cafeteria. The local newspaper and TV station conducted an undercover investigation, which found that many of the foods served were cooked in saturated fats and contained too much sugar. After a month’s investigation, the bottom line of the story was: Not one meal offered to Lori Albright Middle School students met federal guidelines for foods served in public schools. Once the story was aired, orders came from downtown: Fire the cafeteria manager immediately. A retired dietician was hired to replace her. Salads were now offered with every meal. Fried favorites like French fries were no longer served. Substitutes like bake potatoes were offered. More fresh fruits and vegetables were on the school menu. Even the traditional but greasy pizza served on Fridays was replaced with a healthy veggie version.

“Ewe!”

“Yuck!”

“That’s nasty!”

To say that students did not like the healthy changes would be putting it lightly. Sure, they still stood in line to get their free or reduced lunch, but they did not eat it. Instead, they filled up on Hot Cheetoes, chips, and drinks from the snack and drink machines. Some even brought their own snacks and drinks from home.

Word of this backlash against healthy eating reached the ears of the “health conscious” movement, who then began using its influence and power to focus public attention to the school board reconsidering the machine sale of snack foods and soft drinks. Members of the movement packed into the next school board meeting and eloquently voiced their concerns about students’ poor diets, juvenile obesity and diabetes, and removing the temptations of snack foods and sugary soft drinks from all schools. Members demanded that school board members do something to support healthy eating or their jobs would be at stake come next school board election.

Weeks later, Selleck informed the faculty and staff about the school district’s decision to adopt a “Wellness Policy” during a called faculty meeting on a Friday afternoon.

 

“I know it is a lot to expect to ask you to meet with me on a Friday afternoon. And for that, I would like to say how much I appreciate your professionalism. This called meeting concerns the information I received from Dr. Woodard earlier this morning in our principals’ meeting. First, we may not use candy rewards – such as Jolly Ranchers, other candy bars – in the classroom.  This means no more “candy bar questions” when I come to visit or observe your classes. We may use occasional food rewards, such as pizza and ice cream parties.  We may sell non-nutritious foods and beverages – such as candy, sodas, etc., along with pizza and other food snacks, at after-school events, such as football or basketball games. I know this will drastically impact our activity fund, but we will have to work together to find another source for this money. One final thing: The school district has signed a new contract with Pepsi.  As soon as I get specifics about what kinds of drinks we will be supplying in our beverage machines, we can decide together our procedures and policies for hours of operation.  Our existing policies, about not having beverages and food in the classrooms, will not change. Any questions?”

 

Faculty and staff were stunned into silence.

“If there are no questions, thank you for staying. Have a wonderful weekend.”

 During the weekend, Selleck received a flood of emails from teachers concerned about how the wellness policy would negatively impact their classrooms. In response, Selleck sent this email out to all faculty and staff:

 

From: Selleck, Tom   To: LAMS All   Subject: School District’s Wellness Policy   8/26   Dear Faculty and Staff:   Because the lunch service is so spread out during the day, some students go a long time between breakfast and lunch.  I know that some of you are doing this already, but I want to remind all of you that you have my permission – my encouragement – to provide some kind of mid-day snack.  This would be most needed by the 8th graders, some of whom do not get to eat until late in the day.  If the school needs to purchase some healthy snacks – granola bars, pretzels, etc. to have on hand, let’s get together and plan this.  It would also be OK to encourage students to bring those kinds of snacks from home.    I would not see this in any way as a violation of our school policy regarding food in the classroom or the district wellness policy.    FYI: My recollection is that we can use candy rewards in resource or self-contained sp ed classrooms.  Don’t ask me to justify the logic of this.  Thanks for reminding me.  ------------------------------------------   Tom Selleck, Principal Lori Albright Middle School 1224 Boom Street Athens, Georgia 30606 (706) 555-5555 selleckt@putnam.k12.ga.us

 

A week later, Selleck sent this email to inform everyone of the school district’s decision to renew its contract with Pepsi. He further explained the implications of this decision for the school as a whole and each individual classroom.

.

 

From: Selleck, Tom   To: LAMS All   Cc: Woodard, Alfre; Freeman, Morgan   Subject: New Pepsi Contract   Dear LAMS Families, Faculty, and Staff:   The school district has renewed its contract with Pepsi.  As per the new wellness policy, our drink machines will now be stocked only with diet drinks and water.  (We will be able to have/sell sugared drinks, sports drinks, etc. after regular school hours, e.g. at sporting events).   The contract also stipulates that the machines must be kept on all day – no timers or shut-offs.   To maintain cleanliness and order, and to be in compliance with our school policies on food and drink, here is the proposed plan:   Students may buy water or diet drinks in the morning before school starts, but must dispose of all bottles before heading to class. Students may also buy water or diet drinks during lunch, after they have purchased and eaten their lunch meal.  They must dispose of all bottles before heading to class. Students may also buy water or diet drinks during PE, but must dispose of all bottles before heading to class. Students may buy water or diet drinks at any time after school, but drinks must not be taken to classrooms.  Students may buy drinks as they are exiting at the end of the day, but may not take drinks onto school buses. Students who arrive at class with drinks will be asked to dispose of them in the trash before entering the classroom. ------------------------------------------ Tom Selleck, Principal Lori Albright Middle School 1224 Boom Street Athens, Georgia 30606 (706) 555-5555 selleckt@putnam.k12.ga.us

 

Response to Questions: What made this case study so fascinating to write was that many of the facts about the wellness policy and the principal’s responses and decisions actually happened at my school this year. I think principals often underestimate how their reaction to political, social, cultural and economic systems and processes can negatively or positively impact how their faculty and staff will support change.

 Although the principal in this case study publicly acknowledged that the wellness policy would negatively impact the activity fund, which was responsible for supporting the needs of its poverty-stricken student population, he was upbeat and positive about working with his faculty and staff in finding other resources. Instead of fighting change initiated by community members and supported by board policy, he embraced change and kept his faculty, staff, and families informed of the changes.  Whenever necessary, he used good common sense to fill in the gaps.

 

Evaluation: The scenario presented above represents a administrator in the beginning stages of accomplished leadership because he demonstrates a thorough knowledge and understanding of change and conflict resolution as applied to the larger political, social, cultural and economic contexts of schooling. For this administrator, dealing with change and the conflict that comes with it involves continuing to dialogue with all of the stakeholders involved (i.e., superintendent, faculty, staff, and families). The administrator is committed to working on his students’ behalf in improving and providing them with opportunities they would not be afforded otherwise. Instead of whining, he works with the reality he is given and does his best to make choices in the best interest of students.