Educational administrators are bombarded by requests for innovation at all level

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Educational administrators are bombarded by requests for innovation at all levels. Programs to upgrade math, science, and social science education, state accountability plans, new approaches to administration, and other ideas are initiated by teachers, administrators, interest groups, reformers, and state regulators. In a school district, the superintendent is the key leader; in an individual school, the principal is the key leader.
In the Carville City School District, Superintendent Porter has responsibility for 11 schools—eight elementary, two junior high, and one high school. After attending a management summer course, Porter sent the following e-mail to the principal of each school:
“Please request that teachers in your school develop a set of performance objectives for each class they teach. A consultant will be providing instructions for writing the performance objectives during the August 10 in-service day. The deadline for submitting the performance objectives to my office is September 21.”
Mr. Weigand, principal of Earsworth Elementary School, forwarded Porter’s e-mail to his teachers with the following message:
“Please see the forwarded e-mail from Superintendent Porter. As he explains, you will need to write performance objectives for each course you teach. These are due one month from today. This afternoon, during the in-service meeting, you will receive training on how to write these performance objectives.”
After receiving this e-mail, several teachers at the elementary school responded with a flurry of hastily written e-mail responses. One well-respected and talented teacher wrote the following e-mail, accidentally sending it to Mr. Weigand instead of her colleagues:
“This is nonsense! I should be spending my time focused on the lesson plan for the new advanced English class the board of education approved. Porter is clueless and has no idea the demands we are facing in the classroom. We never even hear from him until he wants us to complete some empty exercise. I am going to start looking for a school district that values my time!”
Mr. Weigand was stunned by this e-mail, wondering if he was close to losing a valuable teacher who was admired by her peers and others in the school system. He knew this e-mail had been written in haste and that this teacher would be embarrassed to know that he had received it. He was concerned that other teachers may have reacted in similar ways to his e-mail. He also wondered how to respond to the angry e-mail and how to improve morale at the start of a new school year.
Read the above case and write a paper to respond to the follow;
1. Synopsis
2. Problem identification. At least two problems should be identified.
3. Three suggested leadership technique(s) used to solve the problem. Keep in mind that these are the techniques the team is proposing to solve the problem, not was used in the case. The information of what was used in the case most likely will be part of the Problem Identification. At a minimum, the team should include at least two techniques, discussed in the chapter the case is included. The information included in this section should not be the same information that is included in item 5 below.
4. The benefits and/or drawbacks that resulted and will result from using the technique(s) stated in part 3. Each technique should include a benefit and a drawback. There should be a 1:1 match.
5. Answers to all the questions at the end of each case. The information included in this section should not be the same information that is included in item 3 above.

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