|
Showing 1 - 4 of
4 matches in All Departments
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"
Since the passage of the Family Educational Rights and Privacy Act
of 1974 (FERPA) regulating of the maintenance and dissemination of
educational records, educators have struggled to meet federal
compliance requirements while operating in the daily realities of
public schools. Such practices as determining whether a child's
cumulative file could be accessed, by whom, and for what purposes
suddenly became a matter of federal law. Legal compliance became
more elusive in the late 1990's and in the first decade of the
twenty-first century with the fracturing of the "family," the
passage of other state and federal laws regulating records
security, and through computer technology posing unique security
challenges to record integrity and maintenance. Until now,
educators lacked a single volume resource for directly and
confidently answering their questions. In Educational Records,
Murphy and Dishman provide educators with a readily accessible,
jargon-free source for legal questions concerning educational
records. The book's question-and-answer format, as well as its
analysis of court opinions and opinion letters of the United States
Department of Education's Family Policy Compliance Office, provides
educators with the resource they need to quickly and
authoritatively address records issues.
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_refugee groups.
Since the passage of the Family Educational Rights and Privacy Act
of 1974 (FERPA) regulating of the maintenance and dissemination of
educational records, educators have struggled to meet federal
compliance requirements while operating in the daily realities of
public schools. Such practices as determining whether a child's
cumulative file could be accessed, by whom, and for what purposes
suddenly became a matter of federal law. Legal compliance became
more elusive in the late 1990's and in the first decade of the
twenty-first century with the fracturing of the 'family, ' the
passage of other state and federal laws regulating records
security, and through computer technology posing unique security
challenges to record integrity and maintenance. Until now,
educators lacked a single volume resource for directly and
confidently answering their questions. In Educational Records,
Murphy and Dishman provide educators with a readily accessible,
jargon-free source for legal questions concerning educational
records. The book's question-and-answer format, as well as its
analysis of court opinions and opinion letters of the United States
Department of Education's Family Policy Compliance Office, provides
educators with the resource they need to quickly and
authoritatively address records issues.
|
|