Leading Schools During Crisis What School

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.

Matthew J. Pepper is a 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. Tim D. London is a teaching fellow of educational leadership in the School of Education at Queen's University Belfast, Northern Ireland. Mike L. Dishman is an associate professor of educational leadership at Kennesaw State University and an attorney whose practice concentrates on the representation of public schools. Jessica L. 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.

Foreword	p. ix
Preface: Leading Schools During Crisis	p. xiii
Acknowledgments	p. xvii
Understanding Leadership During Crisis	p. 1
Moving from Common Notions of Crisis Toward a School Context
External-Unpredictable
"The Birds Were on Fire"	p. 17
How Manhattan's P.S. 234 Functioned on 9/11
"It Was an Area That Was Highly Devastated-It...Received Eight or Nine Feet of Water."	p. 35
How New Orleans's George Washington Carver High School Rebuilt After Hurricane Katrina
"A Student [Came] Down and Said, 'There's a... Guy in the... English Classroom with a Gun.'"	p. 53
How Platte Canyon High School Survived a School Shooting
Internal-Unpredictable
"I Thought, 'Oh, God. This is Bad.' Then I Found Out It Was Much, Much Worse."	p. 73
How Greenacre High School Addressed the Discovery of Systemic Grade Fraud
"He Kept Returning to 'She Cost Me a Cow!'"	p. 93
How H.W. Smith K-8 School Struggles to Integrate Somali Bantu Students
Internal-Predictable
"I Think That We Finally Have the People That We Need to Get the Job Done."	p. 113
How Johnson Elementary School Addressed Annual Teacher Turnover
External-Predictable
"Very Typical Teaching Within a Large District-Dysfunctional and Comfortable."	p. 131
How Sobrante Park Elementary School Capitalized on NCLB
"There Weren't Enough Affluent White Kids to Spread Out."	p. 147
How Accountability Pressures Pushed Manual High School to the Brink of a State Takeover
"If You Want to Do Good, But You Don't Want to Fight for It, Then Go Raise Puppies."	p. 165
How LEAD Academy Overcame Bureaucratic Obstruction
"You're Not Going to Need That Money This Year, Right?"	p. 181
How Franklin Career Academy Operated Without Promised State Funding	p. 181
"You Begin to Make Progress After Three Years, and, All of a Sudden, That Is Taken Away from You."	p. 201
How Woodland Elementary School Survived a Rezoning of 95 Percent of Its Students and Parents
"It Was like a Steamroller. We Sort of Saw Things Coming and We Couldn't Prevent... It."	p. 221
How John Dewey High School Fought to Uphold Its Identity Despite the Threats of District Policy
Six Principles for Leading Schools During Crisis	p. 237
Appendix/Self-Audit: A School Crisis Inventory	p. 253
Endnotes	p. 265
About the Authors	p. 283
Table of Contents provided by Ingram. All Rights Reserved.

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Leading Schools During Crisis What School Administrators Must Know

Summary

Author Biography

Table of Contents

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