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Educational leaders must be prepared to lead during crisis.
Leadership has been challenged with multiple crisis in recent
years, including issues of school safety, school shootings, medical
crises such as SARs, HINI, and the ongoing pandemic. While each of
these situations has resulted in multiple plans of actions, none
has impacted our society as the current pandemic (COVID19) has, in
terms of immediacy of needs and actions. School and district
leaders are in charge of managing many stakeholders, circumstances
and have the authority and responsibility to lead with ethical
behavior (Al Habusi, Ismail & Omar, 2018). Integrity,
resilience, fairness help guide the components of ethical
leadership that leaders need to model, communicate, and use as a
framework for implementing and sustaining change in organizations
(Hegarty & Moccia, 2018). This book is targeted for leaders of
educational systems, school buildings and those leaders of
organizations that are connected in some way to educational systems
and schools at all levels. The educational issues raised by the
COVID pandemic, began in March 2020. The leadership needs
identified throughout this crisis exemplifies many of the issues of
crisis management, that is applicable to other issues, such as
school violence, school safety, accidents and deaths that occur in
every district.
Educational leaders must be prepared to lead during crisis.
Leadership has been challenged with multiple crisis in recent
years, including issues of school safety, school shootings, medical
crises such as SARs, HINI, and the ongoing pandemic. While each of
these situations has resulted in multiple plans of actions, none
has impacted our society as the current pandemic (COVID19) has, in
terms of immediacy of needs and actions. School and district
leaders are in charge of managing many stakeholders, circumstances
and have the authority and responsibility to lead with ethical
behavior (Al Habusi, Ismail & Omar, 2018). Integrity,
resilience, fairness help guide the components of ethical
leadership that leaders need to model, communicate, and use as a
framework for implementing and sustaining change in organizations
(Hegarty & Moccia, 2018). This book is targeted for leaders of
educational systems, school buildings and those leaders of
organizations that are connected in some way to educational systems
and schools at all levels. The educational issues raised by the
COVID pandemic, began in March 2020. The leadership needs
identified throughout this crisis exemplifies many of the issues of
crisis management, that is applicable to other issues, such as
school violence, school safety, accidents and deaths that occur in
every district.
This book was written as a guide to practitioners, with input and
strategies from police authorities, mental health professional and
educators. School safety is an issue for school communities across
the country. Collaboration with all stakeholders provide
comprehensive strategies that can be applied to all schools and
districts.
This book identifies multiple University programs where
partnerships create ongoing collaborative activities that sets the
stage for leadership development, program expansion and growth, and
utilization of partnerships that support student, community and
University initiatives. University programs that encourage growth
through community partnerships in education, criminal justice,
human services, and business programs where the focus on
internships, meeting practitioner needs and developing content
knowledge and skills in real situations supports all learning and
teaching outcomes. Student enrollment increases when programs embed
situational expectations in preparation programs of study. The
Universities benefit from collaborative partnerships, as the work
enables members of the University and organization to build
capacity through shared activities. Increased student enrollment,
increased graduation rates, and increased interest of participants
helps facilitate growth and expansion. Specific focus on k-12
schools and University partnerships is highlighted in this book.
Activities that are supported by research and give practitioners
the ability to work with Universities in meeting practitioner needs
are discussed as models for replication.
This book is for building level administrators who work with
students (and their families) who have been classified as
educationally disabled. It provides practical information about
programming options, ranging from self-contained special education
classes to inclusive classrooms. It also contains activities,
worksheets, and report templates to assist you as you deal with
these difficult issues.
This book identifies multiple University programs where
partnerships create ongoing collaborative activities that sets the
stage for leadership development, program expansion and growth, and
utilization of partnerships that support student, community and
University initiatives. University programs that encourage growth
through community partnerships in education, criminal justice,
human services, and business programs where the focus on
internships, meeting practitioner needs and developing content
knowledge and skills in real situations supports all learning and
teaching outcomes. Student enrollment increases when programs embed
situational expectations in preparation programs of study. The
Universities benefit from collaborative partnerships, as the work
enables members of the University and organization to build
capacity through shared activities. Increased student enrollment,
increased graduation rates, and increased interest of participants
helps facilitate growth and expansion. Specific focus on k-12
schools and University partnerships is highlighted in this book.
Activities that are supported by research and give practitioners
the ability to work with Universities in meeting practitioner needs
are discussed as models for replication.
This book was written as a guide to practitioners, with input and
strategies from police authorities, mental health professional and
educators. School safety is an issue for school communities across
the country. Collaboration with all stakeholders provide
comprehensive strategies that can be applied to all schools and
districts.
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