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The conflict begins at a monthly meeting where vocal teachers oppose involving students and parents in decisions about next year’s schedule. Through four teaching points and exercises, the case examines learning the context, identifying possible actions, reflecting on what the principal should have done, and developing arguments to support parental and student involvement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-case-of-the-runaway-meeting-read-online-free/596530/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-case-of-the-runaway-meeting-read-online-free/596530.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What issue triggers the main conflict in the case?","Question",{"text":112,"@type":113},"The principal proposes involving students and their parents in deciding next year’s school schedule, but some teachers strongly oppose the idea.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What arguments do the vocal teachers use against inclusion?",{"text":117,"@type":113},"They claim students are not responsible enough, lack sufficient knowledge, and should not be involved; they also argue parents are similarly ill equipped.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the four teaching points and exercises focus on?",{"text":121,"@type":113},"They cover understanding the setting, considering potential actions, evaluating what the principal should have done, and crafting persuasive arguments for student and parent involvement in decision-making.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596530,1792894568,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","THE CASE OF THE RUNAWAY MEETING  \nStephanie Tuters and James Ryan, OISE, University of Toronto  \nThe case describes the plight of a principal as she attempts to oversee her  \nschool’s equity/inclusive mandate. Bernice first realizes the strength of the opposition to inclusion at a staff meeting where a couple of vocal teachers are cheered on by the rest ofthe staff as they voice their dissatisfaction with her suggestion that students and their parents be included in a decision about next year’s schedule. Bernice is now in the position of having to figure out how to get the equity/inclusion mandate back on track. The case includes four  \nteaching points and exercises. The first exercise explores the issue of acquiring knowledge of the setting while the second addresses the actions that might be taken. The third and fourth activities target the kinds of things that the principal should have done and the arguments that she can use to convince her staff of the value of parental and student involvement in school decisionmaking.  \nBernice could only shake her head as she helplessly watched the spectacle unfold before her. Just about everyone at this monthly staff meeting was standing and applauding as John Beecham, one of the more vocal teachers on staff, brought his animated monologue to a close. He was responding to Bernice’s suggestion that students and their parents should be involved in the decision about next year’s school schedule. Johns’ arguments against such a practice followed a familiar refrain—students were not responsible enough to make such an important decision, they did not know enough to make a good decision, and they should not be involved in the decision. He also felt that the parents of “these students” were similarly ill equipped to make these kinds of decisions; he believed that they knew little about the issues and did not want them to think that they had the right to interfere in the business of the school.  \nBeecham was not the only one to take the floor to speak out against Bernice’s initiative. He merely followed on the heels of Riley Jackson who had voiced some of the same arguments. Bernice was not really surprised at what these two had to say. She had heard their opinions about the students before; the fact that they held a deficit view of some of the students was not a secret. But what shocked her most was the response of the rest ofthe staff; she certainly had not foreseen their enthusiastic support for Beecham and Jackson. And while the rest ofthe room applauded, she stood in stunned silence and wondered how things could have gotten to this point.  \nBernice had been on the job about five years. Almost sixty months ago—a lifetime it seemed now—the superintendent of schools had called and offered her the principalship of William Ballentine Secondary School. At the time, she was thrilled to accept the offer, and pleased to hear in the time since then that she had been handpicked for the job. William Ballentine was a special school, the only one in the entire district that openly advertised its commitment to equity, social justice, and inclusion. Bernice assumed that despite her inexperience as a principal, it was her equity work at the district level that had prompted the offer. But it was at times like these that she wondered about the wisdom of accepting the position. Five years into the job she worried about her ability to take on such a role. She also worried about the future of the school. Could she ensure that this school would carry out its equity mandate? If the principal ofa school that has a particular focus on equity and social justice was not able to carry out inclusive practices how could principals in other schools be expected to do so? And what about the students and their parents? Was there any hope for marginalized students ifa school like William Ballentine could not make a place for them?  \nWilliam Ballentine had adopted an equity platform over ten years ago. The district superintend","cbCaivSfAPXpmpTe","https://ap.wps.com/l/cbCaivSfAPXpmpTe","pdf",221858,13,"English","# Equity and inclusion mandate\n## Staff meeting opposition\n## Context and learning setting\n## Principal’s possible actions\n## Arguments for student and parent involvement","[{\"question\":\"What issue triggers the main conflict in the case?\",\"answer\":\"The principal proposes involving students and their parents in deciding next year’s school schedule, but some teachers strongly oppose the idea.\"},{\"question\":\"What arguments do the vocal teachers use against inclusion?\",\"answer\":\"They claim students are not responsible enough, lack sufficient knowledge, and should not be involved; they also argue parents are similarly ill equipped.\"},{\"question\":\"What do the four teaching points and exercises focus on?\",\"answer\":\"They cover understanding the setting, considering potential actions, evaluating what the principal should have done, and crafting persuasive arguments for student and parent involvement in decision-making.\"}]","THE CASE OF THE RUNAWAY MEETING - read online free | PDF",1792083246,33]