Power Structure within Carroll County High School

1. Power StructurewithinCarroll CountyHigh School Brennon Sapp

2. 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.

3. 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.

4. 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

5. 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.

6. 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

7. 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

8. 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

9. 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

10. 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

11. Power Structure

12. 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.

13. 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.

14. 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.

15. 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

16. 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.

17. Brennon Sapp bsapp@bsapp.com Indiana University Southeast Fall 2005