The Woodson Foundation, a large non-profit social service agency, is teaming up with the public-school system in Washington D. C. to improve student outcomes. There’s ample room for improvement. The school have problems with truancy, low student performances, and crime. The plan is to create an experimental after-school program that will continue the Woodson Foundation’s skills of raising private money and coordinating community leaders with the educational expertise of school staff. There is a little doubt some substantive conflicts will arise. Each group has its own interests and in some cases these conflicts are directly opposed to one another. School district representatives want to ensure that the new jobs will be unionized and will operate in a way that is consistent with current school board policies. The National Coalition for Parental Involvement in Education (NCPIE) will be the major partner in the program, acting as a representative for parents on behalf of the PTA. Characters in the case: Victoria Adams, Superintendent of schools for Washington DC. Duane Hardy, Principle in the Washington Area. Mason Dupree, Community organizer. Ari Kaufman, Teacher Meredith Watson, Woodson Foundation. Candace Sharpe Victor Martinez, Woodson Foundation. Adequate information: The first stage of the plan is to bring this plan to fruition is the formation of an executive development team. This team will span multiple functional areas and establish the operating plan for improving school performance. Some demographic diversity issues complicate the team’s situation; most of the students served by the Washington DC school district are African American, along with large population of Caucasians and Hispanics. The NCPIE makeup generally matches the demographic diversity of the areas served by the public schools. To describe: The way integrative negotiation strategies might achieve joint goals for the development team.

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Chapter CC, Problem 20CC

Summary Introduction

Case summary:

The Woodson Foundation, a large non-profit social service agency, is teaming up with the public-school system in Washington D. C. to improve student outcomes. There’s ample room for improvement. The school have problems with truancy, low student performances, and crime. The plan is to create an experimental after-school program that will continue the Woodson Foundation’s skills of raising private money and coordinating community leaders with the educational expertise of school staff.

There is a little doubt some substantive conflicts will arise. Each group has its own interests and in some cases these conflicts are directly opposed to one another. School district representatives want to ensure that the new jobs will be unionized and will operate in a way that is consistent with current school board policies.

The National Coalition for Parental Involvement in Education (NCPIE) will be the major partner in the program, acting as a representative for parents on behalf of the PTA.

Characters in the case:

Victoria Adams, Superintendent of schools for Washington DC.

Duane Hardy, Principle in the Washington Area.

Mason Dupree, Community organizer.

Ari Kaufman, Teacher

Meredith Watson, Woodson Foundation.

Candace Sharpe

Victor Martinez, Woodson Foundation.

Adequate information:

The first stage of the plan is to bring this plan to fruition is the formation of an executive development team. This team will span multiple functional areas and establish the operating plan for improving school performance.

Some demographic diversity issues complicate the team’s situation; most of the students served by the Washington DC school district are African American, along with large population of Caucasians and Hispanics. The NCPIE makeup generally matches the demographic diversity of the areas served by the public schools.

To describe:

The way integrative negotiation strategies might achieve joint goals for the development team.

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