Transcript Power Structure of Carroll County

Power Structure
within
Carroll County
High School
Brennon Sapp
Definitions and Terms



Outside Power is a power from outside of
the school. This may be from a school
system employee or other
Pluralistic Power is a result of several
components.
Amorphous Power is latent or unforeseen
power which is exercised only when
agitated or rallied to a cause.
Definitions and Terms


Positional Power refers to a persons power
resulting from their job title or position in
the system.
Influential Power refers to a persons
influence due to the respect or faith others
have in their opinions.
Power Specifics
According to all sources the most
powerful people in the High School are
Carrol Yager (Superintendent), Curt Haun
(Principal), and Lisa James (Curriculum
Coordinator).
None
of these three seem to be absolute, but
rather work as checks and balances
Mr. Yager, who would be expected to have the
highest positional power, refuses to function
as such. He usually steps in only on extreme
cases
Power Specifics
According to all sources the most
powerful people in the High School are
Carrol Yager (Superintendent), Curt Haun
(Principal), and Lisa James (Curriculum
Coordinator).
None
of these three seem to be absolute, but
rather work as checks and balances
Mr. Haun functions primarily as a filter to
protect and motivate his school. The teachers
believe in him and take his lead on most
issues.
Power Specifics
According to all sources the most
powerful people in the High School are
Carrol Yager (Superintendent), Curt Haun
(Principal), and Lisa James (Curriculum
Coordinator).
None
of these three seem to be absolute, but
rather work as checks and balances
Ms. James gets the majority of her power
from her position, she starts many initiatives,
but is a little short on influential power
Power Specifics
Brennon Sapp (instructional coach) is
on the second tier of the power
structure.
Has
a small amount of positional power due to
his position existing above the teachers, but
below the principal
Wields most of his power from influence by
working with and motivating support to his
opinion
Power Specifics
Sheree Richter (school counselor) is
on the second tier of the power
structure.
Has
a balance of positional and influential
power.
She wields this power in both areas as she
sees in the best interest of the students
Power Specifics
Warren McEuen, a native, receives an
honorable mention in the power
structure.
Spanish
teacher of 25 years
President of Carroll County KEA
Warren wields much influential power with the
staff
He refuses to go along with decisions unless
he believes it is best for the students
As goes Warren, so goes the faculty
Power Specifics
Lisa Stahley receives a honorable
mention in the power structure.
English
teacher and department head
Ms. Stahley, with only five years experience is
the head of a department with three first year
and one second year teacher
With the impact reading and portfolios have
on a school, the English department demands
much attention to keep the negative vibes
from coming out of this area
Power Structure
Carroll County
High School
Carroll Yager
(Superintendent)
Curt Haun
(Principal)
Brennon Sapp
(Instructional Coach)
Warren McEuen
(Spanish Teacher/KEA President)
Lisa James
(Curriculum Coordinator)
Sheree Richter
(Counselor)
Lisa Stahley
&
English Department
Amorphous Power: State
Department
Carroll County has a history of hovering just
above the level of “In Crisis.” Thus much
change in the school is fueled by fear of
falling into crisis. As of late even the
students have felt the pressure.
Amorphous Power: Industry
With thirteen major factories supplying more
than 2000 jobs to the community, these
industries could wield quite a bit of power.
However, they have chosen to exercise
financial support of schools rather than
exert political power.
Case in point-due to industrial requests,
students must pass a Math Proficiency Tests
in order to graduate.
Amorphous Power: Vo-tech and
Agricultural Programs
A majority of the student body and the
community are deeply involved in vocation
and agricultural. We have a thriving
agricultural program within the school and a
local area vocational school on campus.
These programs are extremely important to
the community and the students. These
programs must be taken into consideration
in each decision.
Amorphous Power: Students
Students at our school rarely flex their
power. However, they are resistant to many
changes within the school. These students
care much about the high school social
experience and expect us to do what is best
for their future. They can be quite
rebellious when it comes to state testing.
Our bottom 10% of students are poor
readers and respond to few incentives
Amorphous Power: Parents
Most of our parents are simply uninvolved in the
educational process. The top 10% are great
supporters and will do what ever we ask. The
bottom 10% hate the school system, harbor bad
experiences from their school experience, and fight
most initiatives with in the school.
Case in Point-Fall 05: The parents of students with
three or more f’s were requested for teacher
conferences. Even with numerous requests and
flexibility on meeting times, less than 5% actually
meet with the school.
Brennon Sapp
[email protected]
Indiana University Southeast
Fall 2005