Joy and Terry are coteachers of a group of twenty 3-and 4-year-olds in a private preschool program. Joy is in her second year of teaching, and Terry has worked in the program for more than 20 years. Joy taught successfully by herself last year, and Terry's many years of teaching were either by herself or with an assistant. They have been assigned to work as coteachers this year because the group is larger than it has been in recent years and the director believes this arrangement will best meet the needs of this particular group of children. Before the start of the school year, the two teachers met to discuss their roles in the classroom.

After the first month of school, Joy is clear that the collaboration is not going well. In her view, she is not treated like a full partner in planning the daily program and has concerns about the way Terry teaches. Terry expects that they will teach from the unit plans she has always used in her classroom. Joy thinks that some of the topics could be taught in more engaging ways, but Terry doesn't update the materials or try to relate them to the needs or interests of the children in the group. Joy is also concerned about how Terry interacts with the children. She doesn't listen to the children, sometimes loses her temper and yells, and often shames children as a guidance technique.

Terry often arrives at school late. She keeps her phone in her pocket and talks and sends text messages in the teachers' classroom work area while on duty. Joy does not know the nature of the calls, but they appear to be personal and unrelated to Terry's responsibilities at the center. When Terry is preoccupied with phone calls, Joy is left alone with the children.

Joy is committed to providing high-quality educational experiences and she cannot work effectively in this situation. She meets with Terry to share ideas about curriculum and guidance and to discuss her concerns about having full responsibility for the classroom when Terry is late or on the phone.

Terry seems to listen to Joy's concerns, but nothing changes. Moreover, after this discussion Joy learns that Terry has been gossiping about her with families and other staff members and has posted unfavorable remarks about her on Facebook.

Halfway through the school year, Joy realizes that she needs help. She meets with the director, who assures her that Terry has taught in the school for a long time, is well liked by families, and is doing a good job. She tells Joy that, as a professional, Joy should be able to find ways to work things out with Terry.

Joy is increasingly stressed and unhappy about the situation. She is thinking about quitting and finding a job in a more congenial program, but she does not want to give up. She has good relationships with the children, some of whom are very attached to her. Joy does not want them to feel abandoned, and she does not want to leave them behind with Terry.

Pick one of the participants in this situation and tell your classmates what is/are the dilemma(s), brainstorm resolutions, and say what you would do.