Conflict Resolution Maybe the Answer

I started teaching technology 14 years ago in the same district that I currently teach. I was one of the original lab managers who, you could say, built the program. I have been through many administrators throughout my tenure and seen many changes with which I don’t agree.


In the beginning my colleagues and I were asked for our input on a regular basis and our opinions on how tasks should be accomplished was taken seriously; we created lesson plans and wrote policies for the district. This went on for many years resulting in, what I felt, and a productive program. In addition to creating curriculum, when I first started in this department I was also responsible for building the school website, fixing hardware and software problems at the school level, maintaining the document server and teaching teachers and students.


Over the years and throughout different administrations, the responsibilities of the lab managers have changed and diminished. This has occurred for several reasons. For instance, the server issue stemmed from some lab managers never learning to set up and/or maintain their document server. When the lab managers controlled the document server it was easier to create individual solutions for unique situations. For example, I have many special needs students, we like them to be as independent as possible so I created usernames and passwords that they could remember. Now with the server being centralized, the district says that is impossible to do for just a few students.


In addition, the lab managers used to have the administrator password to fix teacher and student computers until one of the lab managers gave the password out to her husband. Subsequently, the password was taken away from all the lab managers, resulting in our current situation in which teacher and student computers are not maintained as quickly. Currently, teachers put in a “ticket” to get something fixed and they have to wait until a tech can get to it. The lab managers, meanwhile, have been told that our responsibility is to teach and nothing else.


In applying Bloom’s Taxonomy to this problem, my first step was to recognize if I had the knowledge I needed to perform the necessary skills in maintaining my server and the ability to fix hardware/software. The answer to the lowest level of instructional activity is yes. I then looked at the next to levels, comprehension and application. Again I can exhibit and solve the problems before me and I can translate the information in order to use it taking me to the higher levels.


I created a document to send to the administration to show them my point of view. I explained how I have had no trouble in my school with the server and it was more efficient for my teachers to be able to rely on me to fix their technology problems. I composed a plan to illustrate to them how I planned to manage my time between fixing, maintaining the server and teaching.


After the administration evaluated my letter, the end result was not completely what I had hoped for. What I learned is that sometimes you need to use conflict resolution as your solution in order to not lose “the battle” completely. Getting some of what you need to do a good job is better than getting nothing that you need.


So after talking my administrator we came to a compromise to satisfy both their need to control and my need to give my school the best possible service. We were able to come to an agreement of time I use to teach and time I use to help my teachers with possible problems. In conclusion, sometimes a clear solution is not possible.