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Intervention Training Needs. Sanda Kaufman in consultation with Carole Close & Robert Gudgel March, 1998. Intervention Team Goals. Agreement between the Board of Education of the Cleveland City School District and Cleveland Teachers Union:

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Intervention training needs l.jpg

Intervention Training Needs

Sanda Kaufman

in consultation with Carole Close & Robert Gudgel

March, 1998


Intervention team goals l.jpg

Intervention Team Goals

Agreement between the Board of Education of the Cleveland City School District and Cleveland Teachers Union:

Form an Intervention Team to facilitate the resolution of problems at the school level between CTU bargaining unit members and school administration, to:

  • improve working relationships

  • enhance the educational environment

Sanda Kaufman

2


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Intervention Team Specs

Agreement between the Board of Education of the Cleveland City School District and Cleveland Teachers Union:

  • Receive training in:

    • conflict resolution

    • group problem solving

    • other relevant techniques

  • Report findings/recommendations to the LMC

  • Sanda Kaufman

    3


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    Assumptions

    • Problems that call for intervention:

      • teacher - administration

      • teacher- teacher

  • Begin with pilot at selected schools

  • Gradually extend on need basis

  • Submit all to LMC approval

  • Sanda Kaufman

    4


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    Training Areas

    • For the Intervention Team:

      • ADR principles and concerns

      • Design of intervention procedures/strategies

      • Preparation for intervention

      • Intervention

      • Program evaluation

      • Program maintenance

  • For Intervenors:

    • ADR principles and concerns

    • Intervention modes/models

  • Sanda Kaufman

    5


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    ADR Principles and Concerns(1-2 workshops, with facilitated discussions)

    • Models – nature, goals, steps of

      • Fact-finding

      • Facilitation

      • Mediation

  • Concerns:

    • Neutrality

    • Confidentiality

    • Fairness

  • Sensitivity to issues of:

    • Gender and race

    • Power (when not in a peer situation)

  • Sanda Kaufman

    6


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    Design, Preparation, Intervention (1-2 sessions, facilitated group work)

    • Design

      • School selection criteria

      • Composition of the I team for each school

      • Steps of intervention

  • Preparation for intervention

    • Information collection – fact-finding

    • Interviewing techniques

    • Protocol preparation

  • Intervention

    • Matching intervention mode to situation

    • Steps (various models)

  • Sanda Kaufman

    7


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    Intervention Program Maintenance(1 session, facilitated group work)

    • Maintaining the team:

      • Refreshers

      • Exchanges of experience

      • Compensation

  • Replenishing the team:

    • Selecting team members

    • Rotating members in/out, exchanges of experience

    • Training of new members exchanges of experience

  • Sanda Kaufman

    8


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    Program Evaluation(1 session, joint with “Maintenance”, facilitated group work)

    • Select criteria and measures for success

    • Monitor procedures, keeping records

    • Report to the Labor-Management Council

    • Share findings with the schools

    • Redesign adjustment procedures

    Sanda Kaufman

    9


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    Intervenors(workshops, refreshers, discussion groups)

    • Models

      • Fact finding

      • Mediation

      • Facilitation

      • Negotiation

  • Techniques and concerns

    • Preparation

    • Information collection (interviewing, listening)

    • Confidentiality

    • Neutrality

    • Power, gender, race

  • Sanda Kaufman

    10


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    Program Success

    • Hinges on

      • satisfying individuals’ needs and interests

      • a close match with the situation specifics

      • a solid factual base

      • a balance between expectations and reality

      • leadership commitment

      • a sense of participation

      • A program should work despite human nature, not based on hopes of changing it.

    Sanda Kaufman


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