Workplace Bullying Experiences for Alberta School Leaders

Volume 11 A publication for Alberta’s school administrators Number 5 March is here!

arch is finally here with all the March madness that goes with it: report cards, melting school Myards, and uLead! This edition of the Leadership Update contains valuable information to support you in the work that you do and to inform you of some ways you can access very high- quality professional learning activities for school leaders in Alberta throughout the year.

Professional Learning Opportunities Love is the and News foundation his year, it is easier to obtain information about upcoming professional learning events and Tprograms for school leaders than ever before. You need only remember the following web of a great address — www.uLead.ca — in order to access up-to-date news about school leadership in Alberta, provincial and regional professional learning events, and the uLead conference that takes place every year, this year in March. Please visit uLead.ca on a regular basis as the events classroom. and news will change frequently.

—Hans Renman Short-Term Exchanges for School Leaders to Victoria

Job shadow and home billet Alberta school leaders to Victoria Current exchange dates/duration: Hosting for approximately two weeks in the fall of 2015, travel to Australia July/ August 2016 Additional dates/durations may be available Application deadline: April 17, 2015 Contact Carolyn Freed, Teacher Exchange Program, at 780-392-6901 or e-mail [email protected]. www.ieep.ca Distinguished Leadership Award

he Council for School Leadership Once you have entered the address. Your nominee must be a T(CSL) is pleased to invite nomination site, you will be asked to member of the Council for School nominations from throughout Alberta make a short comment related to your Leadership to be eligible to receive for the CSL Distinguished Leadership nominee’s leadership in each of the award. Nominees can join the Awards. Recipients will be honoured in Alberta’s Principal Quality Leadership CSL now at bit.ly/joincsl. May. dimensions. The attached CSL • You will then be asked to enter your The CSL Distinguished Leadership Distinguished Leadership Award supporting evidence (several Award creates a learning community of primer will provide you with additional sentences) for your nominee’s outstanding principals throughout information about how to complete leadership for each of Alberta’s Alberta who can share professionally, the nomination form once you click on Principal Quality Practice interact collegially and act as mentors the link to nominate a colleague. Competencies including to new colleagues. It provides avenues The deadline for nominations has • fostering effective leadership, for research and sharing of best been extended to midnight, April 10, • embodying visionary leadership, practices. The cadre of distinguished 2015. All nominees must be active • leading a learning community Alberta school leaders are people who members of the Council for School • providing instructional are looking to challenge the status quo, Leadership to be eligible to receive the leadership, improve learning in their contexts and award. • developing and facilitating be equipped for higher levels of leadership, leadership. These individuals will What will I need to do? • managing school operations and become role models in a vibrant resources, and network of educational leaders with the • Once you have entered the • understanding and responding to confidence and capabilities to lead nomination site, you will be asked the larger societal context. innovative change for 21st century to make a short comment related to Detailed information about the learning — the Council for School your nominee’s leadership in each of Principal Quality Practice Leadership. Alberta’s Principal Quality Practice Competencies can be found here: Please consider nominating a Leadership dimensions. bit.ly/AlbertaPQP. deserving school leader for • You will be asked to provide an Prior to submitting the survey, you consideration for this honour. indication that your nominee has will also have an opportunity to enter To nominate a school leader click on consented to being nominated additional comments regarding the the following link and complete your (required) and provide the nominee, should you wish to do so. nomination online: nominee’s school name, school Please consider nominating a worthy http://tinyurl.com/CSL-Leadership. telephone number and e-mail candidate today.

To find archived issues of Leadership Update, go to www.teachers.ab.ca and click on Other Publications (under Publications), then go to School Administrators. Feedback is welcome. Please contact Jeff Johnson, executive staff officer, Professional Development, at [email protected].

An ATA/CSL publication for school administrators COUNCIL FOR SCHOOL LEADERSHIP ~ Distinguished Leadership Award Nominations ~

COUNCIL FOR SCHOOL LEADERSHIP ~ Distinguished Leadership Award Nominations ~

Greetings everyone,

The Council for School Leadership is pleased to invite nominations from throughout Alberta for the CSL Alberta Distinguished Leadership Awards with 20 recipients being honoured in May.

The CSL Distinguished Leadership Awards creates a learning community of outstanding principals throughout Alberta who can share professionally, interact collegially and act as mentors to new colleagues. It provides avenues for research and sharing of best practices. The cadre of Distinguished Alberta School Leaders are people who are looking to challenge the status quo, improve learning in their contexts, and be equipped for higher levels of leadership. These individuals will become role models in a vibrant network of educational leaders with the conÞdence and capabilities to lead innovative change for 21st century learning - the Council for School Leadership.

Please consider nominating a deserving school leader for consideration for this honour.

The deadline for nominations is midnight, April 10, 2015. All nominees must be active members of the Council for School Leadership to be eligible to receive the award.

Nomination Committee - Distinguished Leadership Awards Council for School Leadership - Alberta

To nominate a school leader for the Distinguished Leadership Award: Visit: http://tinyurl.com/CSL-Leadership

3 CSL http://bit.ly/joincsl

An ATA/CSL publication for school administrators Save the Date International Education

Legal Issues for School Exchange Program Administrators (LISA) hort-term administrator exchanges during the summer months and Conference — Sare available as two-week job shadow counterparts are typically hosted in Workplace Bullying experiences for Alberta school leaders. September or October. Participants Participants are billeted by their require an Alberta Permanent Presenters include exchange counterparts and work shadow Professional Teaching Certificate and Valerie Cade in their exchange partners’ schools for the approval of their superintendents. one to two weeks. Counterparts are then For a successful, engaging experience, Valerie Cade is an award-winning hosted for one to two weeks so they can participants should be flexible, presenter and one of North America’s experience the Alberta education system. adaptable, positive, open to other top experts in the field of coping with Administrators arrange cultural visits to cultures and comfortable with and stopping workplace bullying and correspond with the interests of both ambiguity. They should, of course, have creating respectful, productive parties. Opportunities exist in Australia, demonstrated leadership qualities. workplaces. She is author of the best- Germany, Spain, Denmark and the Interested? Find out more at selling book, Bully Free at Work: What United Kingdom. Participants exchange www.ieep.ca. You Can Do to Stop Workplace Bullying Now. Valerie holds a master’s degree in conflict resolution and is a top certified mediator. Teacher Growth, Supervision, Jeremy Taylor Evaluation and Practice Jeremy Taylor is a partner at Field Review Workshop Law and practices primarily in the areas of civil litigation and labour/ You are invited to attend a Teacher Growth, employment law. Jeremy has argued Supervision, Evaluation and Practice cases at all levels of court, including the Review Workshop Supreme Court of Canada. Taylor is a sessional instructor in labour law at the August 17–18, 2015 University of Alberta law school. He Barnett House, in Edmonton has written articles on legal topics, been published in an academic journal he provincial Teacher Growth, Supervision and Evaluation Policy and has presented on various academic T(Policy 2.1.5) deals with accountability and continuous professional and practical topics. He is presently the growth and ensures that a teacher’s professional practice is under ongoing co-chair of the Canadian Bar supervision. The Teacher Growth, Supervision, and Evaluation Policy Association — Constitutional Law and defines the process and the Teaching Quality Standard defines the Civil Liberties subsection (Alberta competencies for professional practice. This workshop focuses on the Branch North). principal’s critical role and the duties he or she must perform as outlined in the School Act and Policy 2.1.5. Register online at www.event-wizard.com/events/TGSE2015. The deadline for registration is June 15, 2015. For information visit www.teachers.ab.ca; go to: For Members > Events Calendar.

An ATA/CSL publication for school administrators uLead 2015 Conference — March 15–18, 2015

his event was completely SOLD OUT with more Tthan 850 people from around the world attending. Watch for exciting news about uLead 2016, which will take place in Calgary from April 22–24 with a world-class set of presentations, workshops and discussions. Registrations will open in just a few weeks with special pricing available until the end of June.

Healthy Interactions: Alberta Understanding Conflict Workshop Teachers on August 24–25, 2015,9 AM to 3 PM Barnett House, Edmonton AB iTunes U

Understanding Conflict is a communications and conflict-resolution workshop This month we highlight a course offered by the Alberta Teachers’ Association. The program is available to all called Visionary Leadership. It is members and associate members and will take place August 24 and 25. Workshop well worth subscribing to and is full agenda topics will include of good ideas that principals and assistant principals should consider 1. understanding and defining conflict, when leading a learning community. 2. core conflict and complicating factors, To access the site, please visit 3. positions to interests, tinyurl.com/ATAiTunes or scan the 4. clarifying skills, active listening and paraphrasing, QR code on this page. 5. reframing and overcoming opposition, 6. dealing with anger, 7. establishing a safe and positive environment for conflict resolution and 8. from solution to action. Registration is free and includes all resource materials, breakfast and lunch. Participants are responsible for travel and accommodation costs. Registration is online at www.event wizard.com/ events/HI2015, and the registration deadline is August 14, 2015. Space is limited. For information, please contact Joyce Sherwin in Edmonton at 1-800-232-7208 or Cynthia Malner-Charest in Calgary at 1-800-332-1280.

An ATA/CSL publication for school administrators Workplace Bullying: When the Bully is Also the Boss “Rank is quite clearly related to bullying; the stereotype of a bullying boss is not a myth.” —Namie and Namie, The Bully-Free Workplace

hen one or more staff members to bend the ear of a knowledgeable that the majority of bullies are male Wengages in bullying behaviours, person who can help them be reflective bosses (69 per cent) who seem to prefer it can cause other employees to suffer and thoughtful regarding the targeting women (57 per cent) more emotional and sometimes physical reasonableness of their decisions. than other men (43 per cent). distress. When the bully is the boss, it Thankfully, most principals Educational consultant and bullying can often be devastating for employees, understand the significance of their prevention specialist Lorna Blumen as they feel helpless to challenge the legal responsibilities. Typically (2011) writes that 72 per cent of bullies person because of his or her positional principals are individuals with very are bosses who outrank their targets. authority. As the person charged with high moral integrity, but this is not Blumen says that bullies are put into the responsibility of managing the without exception. Sometimes the leadership positions because they school and ongoing supervision of “tough boss” explanation is used as appear “smart, ambitious, results- employees, the principal’s conduct may justification for questionable conduct oriented” and because they can “take- come under close scrutiny if a matter towards an employee, but a principal charge.” Blumen also points out that proceeds to legal action. As such, may begin taking liberties that would bullies lack empathy and do not seem principals are wise to exercise caution not be considered reasonable. “Tough to notice the “suffering of others” and and practice high integrity. boss” principals usually do not seek have “inflated self-esteem and a false When seeking confidential advice advice because they do not want to sense of entitlement.” from Member Services regarding draw attention to their own conduct. If The best way to define what is difficult staffing issues, staff officers they do seek advice, they may present a meant by a bullying boss is to talk encourage principals to be thoughtful narrative with significant omissions. rather than to act on impulse. Being The fact is, some principals engage in about what bullying is not. Bullying reflective regarding potential courses of conduct that crosses the line. They are behaviour may be similar to and easily action helps principals develop action no longer just playing the tough boss. confused with the behaviour associated plans that are professionally defensible Rather, they are bullies. with a tough boss, but the two are not when dealing with teachers or support The research on bullying reveals that the same because bullying is intended staff. It also allows principals to rest bullies often are managers or to be malicious and is much more comfortably in the knowledge that they supervisors, and the majority of their egregious. “Workplace bullying is are acting in good faith. Principals have targets, 80 per cent, according to the defined as the repeated mistreatment of an incredibly difficult job and are Alberta Learning Information Service one employee who is targeted,” states always entitled to advice. We suggest (ALIS), are women. The Workplace Margaret R Kohut, in her 2007 book, principals call Member Services when Bullying Institute (WBI) conducts The Complete Guide to Understanding, presented with issues as they are regular surveys in the United States, Controlling, and Stopping Bullies & unfolding, if for no other reason than and in 2014 one of its key findings was Bullying at Work. It involves behaviours

An ATA/CSL publication for school administrators meant to intimidate, humiliate and harder on staff during stressful times, categories.” In 2014, the WBI defined sabotage the target. such as report card time, but will workplace bullying as the “repeated, The information provided by ALIS typically let up when the stressful health-harming mistreatment of one or reminds us that bullying is not about period subsides. more persons (the targets) by one or “enforcing workplace policies and Blumen concurs that a tough boss more perpetrators.” procedures, evaluating or measuring will treat all employees equitably; in The ALIS website also adds that, performance, providing constructive other words, they are hard on everyone, “[w]orkplace bullying is a repeated feedback, denying training or leave especially during high-stress times. pattern of negative behaviour aimed at requests with good reason, discussing Bullies target a few people and do not a specific person or group—the bully’s disciplinary action in private, let up even when a stressful period target. Although it can include physical dismissing, suspending, demoting or subsides. Gary Namie and Ruth Namie abuse or the threat of abuse, workplace reprimanding with just cause.” Those (2011) also explain the difference bullying usually causes psychological duties are part of the principal’s role between tough management and rather than physical harm.” Bullying and are expected of principals as per bullying. “Bullying at work is easily involves, “rudeness and hostility that section 20 or section 197 of the School distinguished from ‘tough disrespects the target, threats and Act or Education Act, respectively. management’ by asking ‘What has this intimidation, including the abuse of The legislation does require got to do with work?’” Bullying will power and deliberate acts that interfere reasonableness by the principal when always be used to advance a manager’s with the target’s work.” Behaviours engaging in his legislated personal agenda—rendering the target associated with bullying include responsibilities, and that is where the subservient, humiliating a person in spreading rumours and gossip, insults line is drawn. The law imposes a duty front of his team—rather than about and put-downs, blaming, scolding, of fairness with some basic principles getting work done. Tough managers are excluding, isolating, unreasonable regarding processes and proceedings consistently harsh during crunch times. demands, setting impossible deadlines, where the decisions affect a teacher’s Everyone feels the wrath of discounting achievements, stealing rights, privileges and interests. Bullying mistreatment. Toughness, when credit for work, threatening job loss, would obviously depart from the duty consistent and fair and when the blocking requests for leave or of fairness, and if there are substantial misery is equally distributed, is promotion, use of offensive language, departures from the principles or duty something workers will tolerate and yelling, spying, stalking and so on. of fairness, resulting decisions made by even respect. On the contrary, the A teacher who calls Member a principal or employer can be set aside abusiveness of bullying is Services believing her principal is a and challenged through a judicial disproportionately dumped on the bully typically describes behaviours process. So the question that will be targeted few. “There is no end to that include harshness, yelling, insults scrutinized in any process impacting a crunch time” (p 13). and sarcastic comments used to teacher’s or employee’s rights, privileges Namie and Namie define bullying as humiliate, particularly in front of or interests is, “In light of the follows: “Workplace bullying is the students, parents or colleagues. Other circumstances, are the decisions and repeated, health-harming mistreatment behaviours may include temper actions that impact the employee of an employee by one or more tantrums, stealing credit for work with reasonable?” employees through acts of commission district office administration, spreading How can you distinguish between a or omission manifested as verbal abuse; false rumours and/or withholding principal who is a bully and one who is behaviours—physical or nonverbal— crucial information. Principals who a tough boss? When the teacher that are threatening, intimidating, or engage in bullying may use their access contacts Member Services, we ask them humiliating; work sabotage, to information to reward or exclude to think about equity. Research shows interference with production; one or more staff members, which is that bullies do not target everyone for exploitation or a vulnerability— socially isolating for the person equal treatment but pick on certain physical, social, or psychological; or excluded. Bullies often glare at, stalk or individuals. Also, principals may be some combination of one or more purposely ignore their targets, and use

An ATA/CSL publication for school administrators body language perceived as invasive, with a Bully Boss, David Leads suicide. According to Kohut, workplace aggressive and even patronizing. A identifies the following signs to bullying leads to deterioration in a change in the usual pattern of determine if bullying is occurring: person’s “physical and psychological supervision, for example, if a targeted verbal abuse, isolation of the target, being” and leads to, “depression, gastric teacher begins to sense unfair scrutiny sabotaging work or setting the target problems, headaches, insomnia, of her performance in comparison to up to fail, fabricating to colleagues and substance abuse, and a host of medical colleagues, can feel threatening. This upper management about the target, ailments.” often prompts a teacher to make a call withholding resources and threatening Leads explains that often when to Member Services for advice. the target. Jonas Warstad, 2014, targets seek help regarding a bullying It is not always easy for individuals explains that bullies take advantage of situation, they are told to toughen up to know if they are a target of a pushing psychological buttons knowing or stop whining. Leads says that this bullying boss, especially at the onset, as their actions will result in the target kind of “work is hard” attitude or the treatment they are receiving may be feeling, “annoyed, nervous, reaction is problematic because varied and inconsistent. Targets often intimidated, embarrassed, ashamed, bullying causes “real harm,” including question their own interpretations of humiliated, inferior or worthless.” emotional damage that can lead to a what is occurring. In a discussion of The physical effects of bullying, person becoming “anxious or the targets of workplace bullies, Kohut Leads explains, are well documented by depressed” and even suicidal. (2007) states that targets may not even the WBI and include stress related When faced with a bully principal realize they are being bullied. They ailments such as cardiovascular in the workplace, many teachers understand that something is horribly damage, negative neurological changes, contact Member Services seeking wrong in their workplace but often gastrointestinal problems, impaired support, advice, mediation or legal “ascribe their own misery to their own immune system and auto-immune remedies, but when the offending bully incompetence” believing they are the disorders: “[…] 60 per cent of bullied is the principal of the school, teachers cause of their misery. workers [develop] high blood pressure, are typically reluctant to take action. Most books on workplace bullying 21 per cent [develop] fibromyalgia, 33 They fear potential repercussions, real include a checklist of possible per cent [develop] chronic fatigue or imagined, even when legal options behaviours that targets might be syndrome, 10 per cent [become] have been clearly explained and subjected to in order to determine if diabetic and 17 per cent [develop] skill presented. Most choose to endure a they are being bullied. For example, disorders.” bad situation and hope it will get Susan Futterman has created a list that The literature on bullying in the better. Some seek a transfer or begin a includes the imposition of arbitrary workplace makes clear that there are search for employment with a different verbal and written warnings, discipline often devastating impacts on employer. Some teachers seek medical that is unjustified or without reason, a individuals as well organizations. advice because the stress of dealing lack of acknowledgement of positive Blumen states, “Targets of constant with a bully causes illness. Many contributions, independent thinking bullying often become physically ill. teachers just resign. vigorously challenged, minor flaws or Especially prevalent are cardiovascular Statistics show that targets of imperfections magnified out of and gastrointestinal diseases, and a bullying experience high rates of job proportion, instructions purposely common first sign is hypertension. loss because they resign or because they withheld, “gotcha tactic” of requiring Targets also suffer emotional distress, are terminated. While targets often more paperwork or assigning including self-doubt, plummeting self- leave the employment situation, bullies meaningless tasks resulting in aspects of esteem, and depression.” typically do not. The 2014 Workplace important work faltering, loss of Kohut states that victims who are Bullying Survey shows that targets autonomy, being micromanaged and the target of demeaning and destructive experience job loss at a much higher so on. acts can have their career destroyed. rate than perpetrators (82 per cent In his 2014 book, Workplace The consequences can be devastating, versus 18 per cent); the rate for female Bullying: How to Survive and Thrive up to and including attempts of targets experiencing job loss is 89 per

An ATA/CSL publication for school administrators

ISSN 1712-2805 2015 03 COMM-118 cent (p 8). This research, although turn, however, when I began to meet in order to gain continuing American, may provide some answers with teachers on staff. employment in the district. in terms of why targets experience high Teachers reported witnessing “Remember who is doing your levels of job loss. Namie and Namie bullying behaviours by the principal evaluation,” he would remind them. describe three common characteristics targeting their colleague. In fact, one Most teachers said had they been the of targets based on their 15 years of teacher shared that members were teacher in question, they too would observation of thousands of bullied feeling demoralized because of have left. individuals. These include (1) a witnessing repeated bad behaviour by When I met with the teacher in tendency to “abhor confrontation” and the principal including verbal shaming question, the teacher readily “remain cooperative”; (2) a tendency to of the teacher who abandoned her acknowledged that she left without be too open and guileless with a high position and others, in front of fulfilling her contractual obligations degree of self-disclosure; and (3) a students and colleagues. A Grade 2 and without providing sufficient tendency to be “defiantly optimistic” teacher spent most of her interview in a notice. She said she knew this decision and see the world as “just and fair” state of emotional distress and spoke could have a devastating impact on her (p 57–58). about using all of her mental energy to future career, but she still chose to For example, in one Alberta case of protect herself from the principal. A leave. She spoke about being an alleged workplace bullying by a male teacher reported that he had a experienced teacher, not new to principal, a teacher abandoned her long history with the principal, known teaching, but new to the province and position midyear to get away from the him for years and once considered him school district. She spoke about never principal she perceived to be a bully. to be a friend, but that was no longer having an employment issue prior to The superintendent was furious that the case. He described the principal’s this. She said that had she been more the teacher left without providing management style as dysfunctional and familiar with the Alberta scene she proper notice and requested an disappointing. He disclosed that the would have contacted Member investigation of the teacher’s conduct. I principal undermined him by Services, but she was not and therefore was the investigator assigned to the file. withholding critical information about did not. The teacher explained that At the onset of the investigation the meetings, blocking his efforts to many of the teachers on staff were superintendent said he suspected the contribute his expertise on a district- probationary contract or temporary teacher caved under the pressure of an level committee. Teachers also shared teachers as well, but that she was the evaluation and because the students substantial evidence of unreasonable oldest of them. She spoke about were difficult. The reasons did not seem directives issued by the principal. These unreasonable directives made by the to line up with the teacher’s included threatening e-mails and principal and felt the need to stand up background and experience, as she had issuance of impossible timelines. for her younger colleagues. Challenging had a long, successful teaching history Teachers told stories about the principal in this way made her a in two districts, which included aggressive finger pointing and public target. teaching junior high as well as students admonishment by the principal The situation became untenable in with behavioural needs. The directed at a few teachers. Many spoke her mind and during the short break superintendent went on to describe the about favoured teachers versus other over Christmas, she decided, for health principal as a rising star because he was teachers who were regularly subjected and family reasons, that she did not tough enough to stand up to the rigors to harsh treatment. Some teachers want to return. She said the thought of of administration. reported that although the principal returning made her feel anxious to the As the investigation unfolded at the was nice to them, they were made point of nausea, hyperventilating and school, I met with the principal and uncomfortable by his actions towards feeling her heart race. Once the teacher found him to be polite, intelligent and others. The teachers with probationary had made the decision to leave, she said self-assured, and it was easy to see why contracts told of threats made about she intended to provide 30 days’ he was favoured by the superintendent. evaluation outcomes. They said he notice, but near the end of the vacation The investigation took a 180 degree often told them they must “get by” him she entered the school to prepare for

An ATA/CSL publication for school administrators classes and felt so anxious that she rises to the level of physical assault, principal’s conduct and no longer could barely breathe. As a result, she aggression or harm, it may fall under resides in Alberta, but that could have cleared her belongings immediately the provisions of Alberta’s Occupational been another avenue of legal recourse and walked away for good. Health and Safety Code regarding to pursue. Although abandoning a teaching violence in the workplace. In addition, An interesting case precedent position without providing proper as mentioned above, legal liabilities regarding workplace bullying that will notice to the employer is certainly in may exist if workplace bullying results be of interest to principals is an violation of the Code of Professional in constructive dismissal. Ontario superior court case which was Conduct, it was easy to see that there Constructive dismissal claims are upheld on appeal and awarded were mitigating circumstances that premised on the notion that employees Meredith Boucher, a Walmart reduced the culpability of the teacher, will be treated with respect and dignity employee, over a million dollars in and although it was never determined and that if there is a dramatic departure damages. The court found that as such, because the teacher chose not from a reasonable standard of conduct, Boucher had been repeatedly bullied to pursue legal recourse against the it is a demonstration of intention to no and harassed by her manager, Jason board, a strong case of constructive longer be bound by the essential terms Pinnock, at the Walmart where they dismissal could perhaps have been of employment. As such, liability for worked. The manager engaged in made. constructive dismissal could be argued, behaviours that belittled, demeaned, In Canada, the first province to pass which ultimately boils down to berated, criticized, taunted and laws regarding bullying was Quebec in whether the employer’s conduct has humiliated Boucher. For example, he 2004. Quebec amended its Labour gone too far. If so, the employment told her that she was stupid, that she Standards Act to specifically address becomes intolerable for the employee. was blowing her career away and often psychological harassment at work and Section 24 of the Teaching Profession used profanity and abusive language defined bullying as “vexatious Act (the Act) provides provisions for around her. Witnesses testified that the behaviour that manifests itself in the initiating an investigation of a manager’s actions were humiliating, form of conduct, verbal comments, member’s conduct. In short, any terrible and horrific. When Boucher actions or gestures characterized by the person may make a complaint to the voiced her concerns to senior following four criteria: (1) repetitive, executive secretary, and the complaint management, she was told that she was (2) hostile or unwanted, (3) affecting shall be dealt with in accordance with trying to undermine Pinnock, and he the person’s dignity or psychological the Act. If a principal or teacher is a was not disciplined or cautioned. integrity and (4) resulting in a harmful bully, they risk a complaint under the As with most cases of workplace work environment.” Saskatchewan, Act, which would result in an bullying, Boucher suffered physically Ontario and Manitoba have also investigation of their conduct. A school from the stress and lost her appetite, enacted health and safety changes that district may investigate the conduct of was unable to sleep and lost weight. In address workplace bullying. In these an employee, and a superintendent fact, she began to look so ill that her provinces, employers with bullying who has reason to believe that a colleagues described her appearance as employees face possible legal member has engaged in unprofessional grey and haggard. Pinnock also repercussions (Namie and Namie conduct may request an investigation recognized the impact of his 2011, 161). by the Alberta Teachers’ Association mistreatment and verbalized his intent To date, Alberta has no specific (ATA). Alternatively, the Act requires not to stop until Boucher resigned. The legislation addressing workplace members to make a complaint final straw, leading to the termination bullying, however, if the actions of a forthwith to the executive secretary of Boucher’s employment, came when principal constitute bullying of a relating to the conduct of a member if Pinnock began grabbing her elbow in person based on discrimination of they believe the member has engaged front of a group of people and protected grounds, then recourse could in unprofessional conduct. The teacher challenged her to prove she was capable be found under the Alberta Human in the above-discussed example did not of counting to ten. Boucher left the Rights Act. Alternatively, if bullying file for an investigation of the store feeling humiliated and distressed

An ATA/CSL publication for school administrators and sent an e-mail to Walmart senior the line in the sand … transforms Blumen, L. 2011. Bullying Epidemic: management saying she would not misconduct previously tolerated or Not Just Child’s Play. Toronto: return until her complaints were dealt rewarded into unacceptable behaviour.” Camberley Press. with. The complaints were not dealt They state that this is the “cornerstone” Futterman, S. 2004. When You Work with, so she never returned to work. of prevention. “With no standard to for a Bully: Assessing Your Options and What makes this case stand out was which conduct can be compared, the Taking Action. San Diego: Croce the amount awarded in damages. The bully can continue with impunity. Publishing Group. jury found the manager’s behaviour Without a policy, cronyism and Kohut, M R. 2007. The Complete deeply offensive and found that the favoritism prevail” (p 134). Guide to Understanding, Controlling, employer failed to enforce policies. The Principals can make a big difference and Stopping Bullies & Bullying at awards were against both Walmart and in creating safe working environments Work. Ocala, Fla: Atlantic Publishing. Pinnock because the jury found the for all staff. The first step is to engage Leads, D. 2014. Workplace Bullying: conduct of both to be reprehensible. staff in discussions of how things can How to Survive and Thrive with a Bully On appeal, the Court of Appeal found be improved in this regard. Boss. Kindle e-book. np: CreateSpace the damages awarded were too high Implementing a robust program to Independent Publishing. and unprecedented in Canadian address bullying and harassment as part Namie, G, and R Namie. 2011. The employment law and reduced the of a health and safety management Bully-Free Workplace, Stop Jerks, Weasels award to 90 per cent of the initial system in the school and including and Snakes from Killing Your award, but, in the end, the amount explicit conversation regarding Organization. Hoboken, NJ: John awarded was still over $100, 000. appropriate professional conduct and Wiley & Sons. Lessons we can take away from the consequences are helpful. The ATA’s Warstad, J. 2014. The Bully Exposed: Ontario case include that a culture of Member Services also provides a The Secrets of Dealing with Bullies at indifference to workplace policies workshop regarding conduct and the Work. Kindle e-book. np: TCK about bullying is problematic. Not Code of Professional Conduct, which Publishing. only should workplaces have specific could be a catalyst for further Workplace Bullying Institute (WBI). and clear policies dealing with courageous discourse about the topic of 2014. 2014 WBI US Workplace Bullying bullying, but they should actively workplace bullying. In addition to this, Survey. WBI website. http://www. enforce such policies. Employers Member Services offers Difficult workplacebullying.org/ (accessed should proceed cautiously and People, Difficult Issues and March 13, 2015). thoroughly to investigate complaints Understanding Conflict, two rather than jumping to unfounded workshops based on the Healthy assumptions that the target is Interactions program. undermining the boss. Of particular Please feel free to contact Member interest to principals will be the fact Services if you are interested in a that this case shows that managers as workshop or if you have questions or well as employers may be held concerns about an issue of possible accountable by the courts for workplace bullying at your school. behaviour towards employees that is considered abusive, unfair or insensitive, so principals may be List of References personally liable. Alberta Learning Information ALIS offers tips to prevent Service (ALIS). 2015. “Bullies at Work: workplace bullying, including the What to Know, What You Can Do.” creation of clear policy on bullying. ALIS website. https://alis.alberta.ca/ep/ Namie and Namie would concur with eps/tips/tips.html?EK=11608 (accessed the need for policy and state, “Creating March 13, 2015).

An ATA/CSL publication for school administrators Council for School Leadership

an Alberta school principal or assistant principal, you are As encouraged to select the Council for School Leadership as your first specialist council. If you are not already a member of the Council for School Leadership please take a moment today to follow the link you see on this page —bit.ly/joincsl — and follow the steps to join this school leadership specialist council. It is custom-made for school leaders and aspiring school leaders.

An ATA/CSL publication for school administrators

ISSN 1712-2805 2015 03 COMM-118