Leading Schools During Crisis: What School Administrators Must Know by Matthew J

The Nile on eBay   Leading Schools During Crisis by Matthew J. Pepper, Tim D. London, Mike L. Dishman, Jessica L. Lewis, Andrew Porter

This book examines crises facing schools that are covered in the press as well as those that do not receive as much attention but are just as challenging to school leaders.

FORMATHardcover LANGUAGEEnglish CONDITIONBrand New Publisher Description

School leadership is synonymous with challenge. However, some school leaders face true crises - situations threatening the continuing existence of their school. Leading Schools During Crisis analyzes leadership and behaviors of principals in these extraordinary circumstances. A simultaneously scholarly and practice-oriented book, Leading Schools During Crisis proposes the first school-specific model of defining and analyzing crises. Through authentic case studies, Leading Schools During Crisis offers a detailed theoretical and practical analysis of each crisis and the lessons from it for all school leaders. Highlights of the twelve case studies include: P.S. 234, Manhattan. At nine a.m. on September 11, 2001, the thirty-seven teachers and 650 elementary students of P.S. 234 were twelve hundred feet from Ground Zero. Principal Anna Switzer states, "[r]ight when the second plane crashed—that's when we knew that it wasn't an accident." George Washington Carver H.S., New Orleans, Louisiana. Principal Vanessa Eugene believed Katrina would be another chapter in New Orleans' long history of near-miss hurricanes. Carver's campus was soon under ten feet of water. Sobrante Park E.S., Oakland, California. Like many schools, Sobrante Park only slowly realized the paradigm shift associated with the No Child Left Behind Act—until the fifth year of failing to make Adequate Yearly Progress. "What do you do when all the data is bad?" asked Principal Marco Franco. Platte Canyon H.S, Bailey, Colorado. Principal Brian Krause was approached by a frantic student who reported: "'[T]here's a guy in the English classroom with a gun' . . . . I remember thinking, okay, he said guy. He didn't say student or kid or Johnny." Other case studies include the challenges inherent in starting charter schools, discovery of systemic and deliberate grade fraud, rezoning of 95 percent of a elementary school's student population, and leading a school populated by changing—and often contentious—re

Author Biography

Matthew J. Pepper is coordinator of research and data quality for the Metro-Nashville Public Schools and is also on staff at the National Center on Performance Incentives at Peabody College. He has lately worked on district data quality issues and a university-district research partnership. Tim London is a teaching fellow in the School of Education at Queen's University of Belfast, Northern Ireland, focusing on educational leadership. He has been a teacher and school administrator in the United States and abroad and has worked with the American Federation of Teachers and a nonprofit foundation that provides educational opportunities to underserved families. Mike Dishman is an associate professor of educational leadership at Kennesaw State University and an attorney whose practice concentrates on the representation of public schools. He is the coauthor of six books on school law and leadership and serves on the editorial board of the Peabody Journal of Education. Jessica Lewis is a research associate at the National Center on Performance Incentives of Peabody College and currently heads the center's evaluations of performance incentive programs in Texas.

Table of Contents

Chapter 1 Foreword Chapter 2 Understanding Leadership During Crisis Part 3 External-Unpredictable Chapter 4 "The Birds Were on Fire" Chapter 5 "It was an area that was highly devastated—it . . . received 8 or 9 feet of water." Chapter 6 "A student [came] down and said there's a . . . guy in the . . . English classroom with a gun." Part 7 Internal-Unpredictable Chapter 8 "I thought, 'Oh, God. This is bad.' Then I found out it was much, much worse." Chapter 9 "[H]e kept returning to, 'She cost me a cow!'" Part 10 Internal-Predictable Chapter 11 "I think that we finally have the people that we need to get the job done." Part 12 External-Predictable Chapter 13 "[V]ery typical teaching within a large district - dysfunctional and comfortable." Chapter 14 "There weren't enough affluent white kids to spread out." Chapter 15 "If you want to do good, but you don't want to fight for it, then go raise puppies." Chapter 16 "You're not going to need that money this year, right?" Chapter 17 "You begin to make progress after three years, and, all of a sudden, that is taken away from you." Chapter 18 "It was like a steamroller. We sort of saw things coming and we couldn't prevent . . . it." Chapter 19 Six Principles for Leading Schools during Crisis

Review

Leading Schools During Crisis is a great and timely book. As principals, our decisions are critical in determining how well our schools will come through a crisis. This book presents an array of leadership skills that are not all wrapped up in single theories, and it puts identified theories to work through authentic school crisis case studies. Leading Schools During Crisis should be required reading for anyone before they become a school principal. -- Molly Howard, principal, Jefferson County High School, Georgia, and 2008 Metlife/NASSP National High School Principal of the YearPrincipals, teachers, parents and children may face terrible circumstances that throw their school and community into a crisis. Today, we can no longer anticipate the precise nature of these school emergencies, making preparation very difficult. This book does an excellent job of providing theory along with twelve case studies to assist school leaders prepare for and survive school crises. -- Anna Switzer, principal of P.S. 234 on September 11, 2001A remarkably wise and useful book—a major contribution to the art and practice of leading schools in tough times. -- Joseph F. Murphy, associate dean, Peabody College and Frank W. Mayborn Professor of Education, Vanderbilt UniversityThis book will be a valuable addition to administrative preparation and continuing education. I can think of no other source that provides this type of information and analysis for school leaders. -- Gene Hollenberg, director of high schools, South Bend Community SchoolsLeaders in any field risk being overwhelmed by the priorities of the moment, to the neglect of enduring issues of importance. This important collection of case studies illustrates how education leaders have responded to this challenge when faced with crises of various kinds. The authors are to be especially commended for drawing key lessons from their experiences in what, I am sure, will become an essential resource for future leaders. -- Tony Gallagher, professor and head of School of Education at Queen's University BelfastA great book that can guide school leaders on difficult issues whether planned or unexpected. -- Gary Nixon, executive director, Tennessee State Board of EducationSchools are in for hard times. How will school leaders manage these crises? I predict that school leaders who study this volume will be more successful than those who don't. * Andrew Porter *Leading Schools During Crisis should be required reading for anyone before they become a school principal. -- Molly Howard, principal, Jefferson County (GA) High School; 2008 Metlife/NASSP National High School Principal of the YearNo school district or administrator can be fully prepared to deal with a true crisis, and that crisis may be a career builder or a career terminator. That fact alone is enough reason for a school administrator to study this book and keep it on the shelf for future reference. * School Administrator *

Long Description

School leadership is synonymous with challenge. However, some school leaders face true crises - situations threatening the continuing existence of their school. Leading Schools During Crisis analyzes leadership and behaviors of principals in these extraordinary circumstances. A simultaneously scholarly and practice-oriented book, Leading Schools During Crisis proposes the first school-specific model of defining and analyzing crises. Through authentic case studies, Leading Schools During Crisis offers a detailed theoretical and practical analysis of each crisis and the lessons from it for all school leaders. Highlights of the twelve case studies include: P.S. 234, Manhattan. At nine a.m. on September 11, 2001, the thirty-seven teachers and 650 elementary students of P.S. 234 were twelve hundred feet from Ground Zero. Principal Anna Switzer states, "[r]ight when the second plane crashed--that's when we knew that it wasn't an accident." George Washington Carver H.S., New Orleans, Louisiana. Principal Vanessa Eugene believed Katrina would be another chapter in New Orleans' long history of near-miss hurricanes. Carver's campus was soon under ten feet of water. Sobrante Park E.S., Oakland, California. Like many schools, Sobrante Park only slowly realized the paradigm shift associated with the No Child Left Behind Act--until the fifth year of failing to make Adequate Yearly Progress. "What do you do when all the data is bad?" asked Principal Marco Franco. Platte Canyon H.S, Bailey, Colorado. Principal Brian Krause was approached by a frantic student who reported: "'[T]here's a guy in the English classroom with a gun' . . . . I remember thinking, okay, he said guy. He didn't say student or kid or Johnny." Other case studies include the challenges inherent in starting charter schools, discovery of systemic and deliberate grade fraud, rezoning of 95 percent of a elementary school's student population, and leading a school populated by changing--and often contentious--re

Review Quote

This book will be a valuable addition to administrative preparation and continuing education. I can think of no other source that provides this type of information and analysis for school leaders.

Details ISBN160709343X Short Title LEADING SCHOOLS DURING CRISIS Language English ISBN-10 160709343X ISBN-13 9781607093435 Media Book Format Hardcover Author Andrew Porter Illustrations Yes Year 2010 Imprint Rowman & Littlefield Education Subtitle What School Administrators Must Know Place of Publication Lanham Country of Publication United States Birth 1977 Publication Date 2010-01-16 AU Release Date 2010-01-16 NZ Release Date 2010-01-16 US Release Date 2010-01-16 UK Release Date 2010-01-16 Pages 304 Publisher Rowman & Littlefield Alternative 9781607093442 DEWEY 371.2 Audience Professional & Vocational We've got this

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