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= = 2) Potential scenarios: The reality of working in a pre-k to 12 school is that there is a director (who owns the school), a superintendent and then 3 principals, 3 vice-principals and 3 programme coordinators. There is a mission statement but it doesn't drive us and personally I don't think that there is a sense of community among the 'administration' as they are not all working in the same direction. 

In terms of developing the scenario we will first need a descriptor for each player and the school. How much say does the director have? Superintendent? I would assume that the superintendent would provide resources and a general learning for all goal but that the principals, vice principals and programme coordinators would be the active leaders in transforming the culture of the school. We will also have to include the overall school perception from teachers, students and other stakeholders (fictional if needed). If you are ok with using this as a base scenario I would then ask, who developed the mission statement? Are they still around? Does anyone know use it to guide thier decisions? Is the administration open to the need for change? For our case, we can say that there is one or two that will drive the process if we need to.  Director/Owner: Her father created the school and upon his death, she took over as the director. The school is a private international proprietary school (for profit). It is a family business. There are four siblings who make up the ‘Board’. They make many decisions concerning money and facilities and then also make other decisions that trickle down into the schools and influence what is going on. Superintendent: North American. Head of the three schools. Typical superintendent duties. Works with principals and assistant principals on Admin Council to drive decisions within the three schools. Responsible for policy and procedures, hiring new teachers, etc. Divisional Principals: Three divisions, Elementary (Pre-K to grade 5), Middle School (grade 6-8) and High School (grade 9-12). They are responsible for their respective division. Typical principal duties. Assistant principals: one for each division. Responsible for procedural and discipline issues in the schools. Programme Coordinators: We are an IB World school. We run the PYP, MYP and DP. ( [|www.ibo.org] ) The programmes run in all divisions. The coordinators are responsible for overseeing the programmes and ensuring that they are run accordingly. Mission Statement: It is too long to type at this time. When was it made? Well, I am still looking for an answer to that question. Who made it? None of the people at the school. Does it affect our daily lives? Nope. Not at all. It is not a driving force, in my opinion. Yes, the superintendent should provide a vision but he hasn’t really provided a vision. We say we have distributed leadership and there are attempts at it but I would say we are still hierarchal. The ownership is afraid to lose control of many things and the decisions they make influence what we do. However, the superintendent needs to have a vision or at least, needs to inspire a vision among staff. Currently, we are three separate schools under one roof and should be more of a whole school, especially because of the three programmes and teh continuity that we need to work with! We are in a state of constant change. I have been here for 5 years and it is always changing. It has improved immensely. However, it is a very tiring process going through constant change and especially when there is a lot of doing and redoing. (learning from mistakes, yes, but some things are not done right and it then creates some resentment.) There are pockets of community but not an overlying sense of ‘whole family/community’ from the staff (or even all stakeholders). However, again, this has improved SO MUCH so far. So, where do you want to go from here?
 * Principals and assistant principals take on non-traditional roles in the school such as dealing with housing issues or facilities.