Running header: MIAMI SCHOOL DISTRICT NEGOTIATION Ã¯Â¿Â½ PAGE \* MERGEFORMAT Ã¯Â¿Â½1Ã¯Â¿Â½ Ã¯Â¿Â½PAGE Ã¯Â¿Â½ Ã¯Â¿Â½PAGE Ã¯Â¿Â½8Ã¯Â¿Â½ MIAMI SCHOOL DISTRICT NEGOTIATION
Miami School District Negotiation Paper
Miami School District Negotiation
The Miami school district is facing a challenge. The population in the district is growing especially families with school-age children; consequently, enrollment is increasing. To accommodate the influx of students, the district must decide on a plan to handle the increasing enrollment. Economic conditions are not favorable for building new schools or expansion of existing schools; therefore, the district is proposing to redraw existing school boundaries to maximize the use of existing facilities.
Upon hearing about the new school boundaries, parents begin to express concern. Parents are objecting to the changes for a number of reasons. Parents believe changing existing school boundaries will have a negative effect on the quality of education. In addition, parents oppose the changes because of an increase in travel time to-and-from school; students will cross economic and cultural boundaries, adverse effects on property values, and negative social effects on children.
For the new school boundaries to be effective and acceptable, the district must consider and address the issues that stakeholders are expressing. To address concerns, the district needs a plan to identify the stakeholders, a negotiation strategy supporting the new boundaries, and consider ethical and cultural issues for the new boundaries.
Identifying the Stakeholders
Because of changes being presented by the Miami school district, concern exists in the stakeholders who are the parents, students, and school board. According to Nuseibeh and Easterbrook (1995), stakeholders are defined as "individuals or organizations that stand to gain or lose from the success or failure of a system" (p. 48). The students and parents are the main stakeholders because of the interruption in consistency and familiarity of the...