Fostering Resilience : Expecting All Students to Use Their Minds and Hearts Well

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ISBN: 9781412949590 | 1412949599
Cover: Paperback
Copyright: 12/14/2007

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This guide identifies the characteristics of resilient learning communities, revisits schools from the first edition, and offers case studies, sample questionnaires, strategies, and tools for self-evaluation.

Preface	p. ix
Acknowledgments	p. xix
About the Author	p. xxi
Whatever Happened to That Old Gang of Mine?	p. 1
Definitions	p. 2
Whatever Happened to That Old Gang of Mine?	p. 3
Whatever Happened to That Old Gang of Theirs?	p. 4
Moving from Risk to Resilience	p. 6
What Is This Resilience Stuff?	p. 7
Does the Presence of These Protective Factors Relate to Student Learning?	p. 10
Where Do We Go From Here?	p. 10
Case Study: Anzar High School	p. 11
Prerequisites: First Things First	p. 29
First Things First: The Head	p. 31
The Right Leg: Collegiality	p. 33
The Left Leg: Professionalism	p. 33
The Arms: Managing and Leading Change	p. 33
The Heart: Resilience	p. 33
Case Study: Oak Grove School District	p. 34
What's in It for Me?	p. 41
Collegiality	p. 42
Intellectual Stimulation	p. 44
Voice	p. 44
Respect	p. 45
Increased Job Satisfaction	p. 46
Shared Ownership and Leadership	p. 46
Obstacles	p. 47
What Does It Look Like?	p. 52
Why Me?	p. 52
What Do I Do First?	p. 53
Will There Be Public Schools in the Twenty-First Century?	p. 54
Case Study: Two Oak Grove Schools	p. 54
I Care, You Care, We All Care-But How Do Students Know?	p. 63
What Would a School Look Like Whose Culture Is Centered on Caring?	p. 66
What Would Curriculum, Instruction, and Assessment Be Like in a School That Is Centered on Caring?	p. 68
What Do Teacher and Administrator Roles Look Like in a School Focused on Caring?	p. 70
Case Study: Rosemary School and Cezar Chavez School	p. 72
Providing High Expectations and Purposeful Support	p. 87
Taking the Easy Way Out	p. 88
High Expectations: Focus on Literacy	p. 89
High Expectations: Habits of Mind	p. 89
What Gets in the Way?	p. 91
What Else Gets in the Way?	p. 92
High Expectations Mean Believing That All Students Are Capable of Using Their Minds and Hearts Well	p. 93
Purposeful Support	p. 94
What Would a School Look Like Whose Culture Is Centered on High Expectations and Purposeful Support?	p. 94
What Would Curriculum, Instruction, and Assessment Be Like in a School That Is Designed to Foster High Expectations and Purposeful Support for All Students?	p. 95
What Do Teacher and Administrator Roles Look Like in Such a School?	p. 97
Once Again, Does It Matter Which School a Child Attends?	p. 97
Case Study: Alum Rock Small Schools of Choice	p. 98
I Value Your Participation: Now Sit Down and Shut Up	p. 107
Participation as the Third Protective Factor	p. 108
What Would a School Look Like Whose Culture Is Centered on Meaningful Participation by All Students?	p. 110
What Would Curriculum, Instruction, and Assessment Be Like in a School Designed to Foster Meaningful Participation by All Students?	p. 112
More Details on Curriculum, Instruction, and Assessment	p. 113
What Do Teacher and Administrator Roles Look Like in such a School?	p. 114
Case Study: Homestead High School	p. 115
Managing Change: On Your Mark, Get Set, Are You Ready to Go?	p. 127
What We Do Know About Change	p. 128
What We Can Do With What We Know	p. 130
The Section You've All Been Waiting For: What About All the Resistance?	p. 140
A Final Word	p. 142
Case Study: Mission Hill Middle School	p. 143
Marty Krovetz's Top-Ten List of Commonly Asked Questions About Resilience	p. 163
Our staff is very congenial, and we are known for how caring we are with students. Aren't we doing resilience already?	p. 163
How can what happens in my classroom or in my school overcome the problems my students encounter outside of school?	p. 164
What is the role of the district office in fostering resilience?	p. 164
How do we coach our principal so that she sees the building of a resilient learning community as a priority?	p. 165
How can we create change in individual teachers about attitudes and expectations towards certain groups of students such as Title 1, English language learning, migrant, and special education?	p. 166
How do you get a mature staff that has a history of mistrust and private practice to talk with each other about fostering resilience?	p. 167
How will we know we are succeeding in fostering resilience? What measures would we use? Who would we use them with? When would we use them?	p. 167
Should we teach students about resilience and help them understand how to foster resilience in themselves?	p. 168
Given the pressure of NCLB, how do we find time and resources to foster resilience?	p. 169
I am exhausted. How do I foster resilience for myself?	p. 169
A Final Word or Two	p. 171
Resources	p. 173
References	p. 201
Index	p. 205
Table of Contents provided by Ingram. All Rights Reserved.

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Fostering Resilience : Expecting All Students to Use Their Minds and Hearts Well

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Fostering Resilience : Expecting All Students to Use Their Minds and Hearts Well

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