I just finished reading the critiques and I appreciated the time that you put into giving thoughtful, productive input to your classmates. You should have received my input, also.
Several things I wanted to address:
-- There are 5 areas that the site based decision making teams in Texas are charged with, and one of them is input into the budget. The days of administration making the decisions and teachers doing the teaching are pretty much gone. The "buck" always stops with the principal, but a wise principal will solicit input from everyone affected by the decision. When I was a principal, I found that the decisions I made unilaterally, because of time constraints or whatever, never turned out as well as the decisions that were thoroughly vetted by the staff. There are three basic reasons for soliciting input: 1) many heads are better than one; 2) it builds a cohesiveness and collegiality on the campus; 3) it's the law via TEC. Keep in mind that the faculty is advisory only in every area except staff development. The principal still makes the final call. The process of discussion, giving input, hearing other opinions, etc. however, is as important as whatever the bottom line turns out to be.
-- The scenario given stated "Because of the downturn in the economy and the shrinking resources in the district," ... etc. It would be a "given" that cuts would be necessary under these circumstances. 80% - 85% of a district's budget goes to personnel. Significant savings cannot be realized without impacting personnel.
-- A good administrative rule of thumb is to ease into a difficult situation gently. As Blanchard said, you want to give information, honor the feelings of your audience, and talk about implementation. These three steps can be carried out very specifically or very generally. The better part of valor is to be as general as you can, be as positive as you can, and be as inclusive as you can. The first mention of this budgetary crisis is just a head's up to the faculty. Those of you who mentioned committees to examine the situation were "right on." It empowered the people to have some feeling of control over their lives. It is best not to give specifics, such as pay cuts or not renewing probationary teachers, until you know that is absolutely what has got to happen. String it out, continue to talk about the problem, give the people multiple chances to give input and discuss. It's time to pull the trigger when 1) the deadline for contracts arrives; 2) central office demands answers; 3) the uncertainty of not knowing becomes worse than knowing. The people weren't ready, at the first mention of the budget problems, to absorb much more than a briefing. Time will allow them to think through issues, make personal plans, even do some grieving. The principal's job is to provide that "psychological safety net" and give them time.
If you have not yet emailed your critiques to your classmates, please do so asap.
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