THE DUMPSTER INCIDENT: INTERNAL AND EXTERNAL PUBLIC RELATIONS

It is March and you have had a good but challenging first year of your new principal- ship. There have been many areas needing your attention, ranging from a neglected curriculum to equity issues between boys’ and girls’ sports, and you’re trying hard to make a good impression on everyone. One area in which your predecessor fell short is that of

with parents and with the neighbors whose homes border school property. You’ve already gotten phone calls from owners of new homes being built along a wooded area just past the end zone of the football field. You agree that they have a legitimate gripe, and what once was just an overgrown field now is an eyesore. You promise them that improvements will be made and that you will include them in the planning process. You then meet with your head custodian to strategize what can be done. He agrees to utilize college workers who will be hired both during spring break and summer vacation. He also suggests that you include this in the updating of the soft- ball field, which is one of the sports equity issues that you are facing. The boys’ baseball field is far superior to the girls’ softball field in terms of drainage, outfield grass, and bleachers. You and the head custodian draw up plans for beautification of the strip of land that borders the new homes and extends along the end zone of the football field, the outfield of the baseball field, and the outfield of the softball field.

A few days later, you and the head custodian walk the area making notes about just how to improve it. It is supper time, and some of the new neighbors are just coming home from work. They see you and walk over to talk with you. Everything is going quite well as you explain to them the ideas about cutting out the “scrub trees” and trimming the mature trees. You also explain that there is a drainage stream hidden by the scrub trees, and that your plans are to improve its appearance as well. There is a small clearing surrounded by some trees, and you’d like to make that a picnic area both for the baseball and softball fans as well as for the neighbors. They are very pleased by this. You and the head custodian walk away feeling really good about the public relations you have built with the new neighbors. The head custodian tells you that he will order a dumpster for the scrub trees and branches, and that he will ask the custodians if they’d like to earn some overtime on Saturday by beginning to trim the trees and scrubs.

On Monday, the head custodian comes to your office, very upset. He explains that the custodians accomplished quite a lot of work, filling the dumpster with branches. You are pleased and wonder why he’s so upset. He them informs you that there are load limits on dumpsters and that the one he ordered is for tree branches and yard waste. It is not to be used for building materials. You are puzzled by this, because building materials were never part of the discussions you and he had last week. Then the head custodian gets to the meat of the problem. On Saturday, while the custodians were cutting and trimming trees and placing them into the dumpster, they saw a neighbor from the other side of the field (not one of the new neighbors) building a deck on the back of his house. He was putting the scrap lumber pieces in the school district’s dumpster! Apparently, one of the custodians said something to the neighbor and he told them to mind their own business. Your head custodian further explains why this is such a problem.

The yard waste dumpster is for branches only, not for building materials. Even if the branches could hide the deck lumber in the dumpster, when it is dumped, the land- fill operator could be fined for allowing treated lumber to be mixed with yard waste. Inevitably this will come back to the school district in the form of a fine and a clean-up fee. The only option is to pull a custodian from his regular duties and have him empty the dumpster piece by piece, separating the treated lumber from the branches. Then he’ll have to refill the dumpster with the branches. That will leave a pile of treated lumber for which you’ll have to order another dumpster. Needless to say, this is becoming an expensive venture. In light of the fact that the beautification of the land wasn’t originally budgeted and you’re cutting other line items to cover its cost, this new development will be costly.

Of course, you want to know who the neighbor is that so boldly placed his scrap lumber in your dumpster. You are shocked to find out his identity. He is a prominent citizen and the president of the board of education of the elementary district that feeds into your high school! You know what you have to do.

You phone the neighbor and explain to him the situation about the dumpster and the costs involved. He rudely tells you that it’s not his problem and that when the school district leaves a dumpster out in the open, it is fair game for anyone to use it. You try to calm him down and explain the situation about beautifying the property for the new neighbors and that you can’t afford the additional costs associated with his scrap lumber. He tells you that he resents your accusing him of dumping materials in the high school dumpster. “How dare you accuse me of doing this? Do you know who I am? Do you really think that I, the board president of the elementary district, would do this to the high school?” You remind him that your custodians were working on Saturday and that they not only saw him, but also asked him not to put materials in the dumpster. You are shocked by his response. “So, you take a custodian’s word over a board president’s word? You really are naïve as a new principal, aren’t you?”

What would you do? Explain, in bulleted format, a process for handling this public relations challenge, aligned with the following statement: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

ANSWER

Handling the Dumpster Incident: Public Relations Challenge

Introduction

As an education leader, promoting the success of every student includes understanding, responding to, and influencing the political, social, economic, legal, and cultural context. The dumpster incident presents a public relations challenge that requires a careful and strategic approach to navigate the situation while upholding the reputation of the school and maintaining positive relationships with stakeholders. Here is a process to address the issue:

Gather evidence and facts

– Consult with the head custodian and custodians involved to get a detailed account of the incident, including the identity of the neighbor, the interaction that took place, and any potential witnesses.
– Gather any available physical evidence, such as photographs of the dumpster contents and lumber pieces, to support your case.

 Review policies and regulations

– Consult with the school district’s legal team or administration to understand the dumpster usage policy and any relevant local regulations related to waste disposal.
– Determine whether there are any clear guidelines on who can use the dumpsters and what types of materials are allowed.

Document communication

– Maintain a record of all communication with the neighbor, including phone calls, emails, or in-person discussions.
– Keep track of any evidence provided to the neighbor regarding the incident and the potential consequences of improper dumpster usage.

 Engage in dialogue with the neighbor

– Remain calm and professional during the conversation, avoiding any confrontations or accusations.
– Express understanding and empathy for his point of view while emphasizing the importance of following the dumpster regulations to avoid unnecessary costs to the school district.
– Clearly state the facts of the incident and any supporting evidence available.

Seek mediation or third-party involvement

– If the conversation with the neighbor does not yield a resolution, consider involving a neutral third party, such as a mediator or representative from the school district’s board of education.
– Mediation can provide an opportunity to find common ground and reach a mutually acceptable solution.

Address the school community and stakeholders

– Be transparent with the school community about the incident and the steps being taken to resolve the issue.
– Assure parents, students, staff, and the wider community that the school district takes waste management seriously and is committed to responsible practices.

Establish clear dumpster usage guidelines

– Work with the school district’s administration and legal team to develop and communicate clear policies on dumpster usage for all stakeholders.
– Provide training or information sessions for staff, custodians, and contractors to ensure everyone is aware of the rules and their responsibilities.

 Implement corrective actions

– If it is confirmed that the neighbor did violate the dumpster policy, communicate the consequences of his actions and any measures taken to address the issue.
– Enforce proper waste disposal practices to avoid similar incidents in the future.

Continue engagement with the new neighbors

– Maintain open communication with the new neighbors throughout the beautification process.
– Involve them in planning and decision-making to ensure their concerns are addressed and that they feel valued as part of the school community.

Conclusion

Handling the dumpster incident in a manner aligned with the principles of an education leader involves maintaining professionalism, transparency, and effective communication. By addressing the challenge systematically, the school can protect its reputation, foster positive relationships with stakeholders, and create a conducive environment for student success. Additionally, implementing clear guidelines for dumpster usage will help prevent future incidents and promote responsible waste management practices within the school community.