Public Education in Turbulent Times - Innovative Strategies for Leadership and Learning
von: Faiza M. Jamil, Javaid E. Siddiqi
Palgrave Macmillan, 2023
ISBN: 9783031432378
Sprache: Englisch
226 Seiten, Download: 3766 KB
Format: PDF, auch als Online-Lesen
geeignet für:
Mehr zum Inhalt
Public Education in Turbulent Times - Innovative Strategies for Leadership and Learning
| Foreword | 6 | ||
| Margaret Spellings | 6 | ||
| Arne Duncan | 7 | ||
| Contents | 9 | ||
| About the Authors | 12 | ||
| Part I: Looking Back to Look Ahead | 14 | ||
| Chapter 1: Introduction | 15 | ||
| Transformation Requires Vulnerability | 16 | ||
| Political Purpose | 18 | ||
| Social Purpose | 19 | ||
| Economic Purpose | 20 | ||
| Motivating Factors for the Authors | 21 | ||
| Dr. Faiza Jamil: Tales of Transformative Teachers | 22 | ||
| Dr. Javaid Siddiqi: Lessons in Leadership | 25 | ||
| Building Bridges in Our Work | 27 | ||
| References | 29 | ||
| Chapter 2: Giving Voice to the Challenges | 31 | ||
| The Complex Challenges of 2020 | 32 | ||
| The COVID-19 Pandemic | 32 | ||
| The Economic Recession | 36 | ||
| The Racial Reckoning | 38 | ||
| Bringing the Stories to Light | 39 | ||
| The Threads that Connect Us | 42 | ||
| Broader Purpose of School | 43 | ||
| Equity and Access | 43 | ||
| Teacher Pipeline | 44 | ||
| Leadership Philosophy | 44 | ||
| Community Resources | 44 | ||
| Communication | 45 | ||
| District Readiness | 46 | ||
| Conclusion | 46 | ||
| References | 47 | ||
| Part II: Stories of Education in Trying Times | 50 | ||
| Chapter 3: Education in a Time of Trauma: A Story of Resilience | 51 | ||
| The District Context of the Bronx | 52 | ||
| Understanding the District Structure | 53 | ||
| The Evolving Trauma Experience | 57 | ||
| Generations of Trauma and Resilience | 58 | ||
| The Moving Target of Pandemic Trauma | 60 | ||
| Adapting to Trauma with Resilient Responses | 62 | ||
| Leveraging Community Assets | 63 | ||
| Psychological Safety | 65 | ||
| Democratic Communication Practices | 68 | ||
| Socially Responsible Decision-Making | 70 | ||
| Lessons Learned from the Bronx | 72 | ||
| Connect to Community | 72 | ||
| Relate and Represent | 73 | ||
| Think Developmentally | 74 | ||
| References | 75 | ||
| Chapter 4: Education in a Time of Danger: A Story of Choice | 78 | ||
| The District Context of Lubbock | 80 | ||
| Understanding the District Structure | 81 | ||
| The Evolving Experience of Danger | 83 | ||
| A History of Danger and Thriving | 85 | ||
| The Moving Target of Pandemic Danger | 86 | ||
| Addressing School Danger Through Choice | 89 | ||
| Leading Through the Political Noise | 90 | ||
| Making Unpopular Decisions for Popular Outcomes | 91 | ||
| Communicating the Danger to Inform Choice | 93 | ||
| Lessons Learned from Lubbock | 97 | ||
| Leave Politics at the Door | 97 | ||
| Communicate Facts to Support Choice | 98 | ||
| Know Your Priorities | 99 | ||
| References | 101 | ||
| Chapter 5: Education in a Time of Need: A Story of Community | 103 | ||
| The District Context of Los Angeles | 104 | ||
| Understanding the District Structure | 106 | ||
| The Evolving Experience of Need | 110 | ||
| Historical Experiences of Economic Inequality | 111 | ||
| Meeting Need with Community Cultural Wealth | 113 | ||
| The Evolving Needs Created by 2020 | 115 | ||
| Immediate Needs at the Onset | 116 | ||
| Responding to the Changing Needs and Concerns | 118 | ||
| Lessons Learned from the LAUSD and Cudahy | 119 | ||
| Consider All Forms of Wealth | 120 | ||
| Share Responsibility for Educating All | 121 | ||
| Invest in Homegrown Talent | 122 | ||
| References | 124 | ||
| Chapter 6: Education in a Time of Change: A Story of Justice | 127 | ||
| The District Context of Minneapolis | 128 | ||
| Understanding the District Structure | 132 | ||
| The Evolving Experience of Structural Inequalities | 135 | ||
| Challenging Inequality Through Just Policy | 138 | ||
| Comprehensive District Design | 139 | ||
| Empowered Implementation of Change | 142 | ||
| Lessons Learned from Minneapolis | 144 | ||
| Invest in a Brighter Future | 144 | ||
| Creat Accountability | 145 | ||
| Empower Schools to Empower Students | 146 | ||
| References | 148 | ||
| Part III: On Reimagining Education | 152 | ||
| Chapter 7: The Circle Model | 153 | ||
| Adapting the Conversation to the Times | 154 | ||
| The Purpose of School | 155 | ||
| Influences of School Context | 157 | ||
| Innovation in Schools | 158 | ||
| Necessary Structural Change | 159 | ||
| Evolving Roles of School Personnel | 160 | ||
| The Guiding Principles of Progress | 161 | ||
| Innovation Occurs from the Outside-In | 162 | ||
| Thriving Emerges Through Interdependence | 162 | ||
| Complexity Is Valuable in Educational Discourse | 164 | ||
| References | 165 | ||
| Chapter 8: Reimagine Where Schools Fit: Purpose and Context | 168 | ||
| Reaching Consensus on School Purpose | 169 | ||
| Designing Districts for Social Justice | 170 | ||
| Purpose-Driven Assessment | 171 | ||
| Situating Schools in Ecological Systems | 175 | ||
| Full Service Community Schools | 176 | ||
| Finding Innovative Funding Solutions | 177 | ||
| References | 180 | ||
| Chapter 9: Reimagine How Schools Work: Structures and Personnel | 184 | ||
| Planning for Pluralistic Structures | 185 | ||
| Taking the Time to Thrive | 189 | ||
| Time to Recover Learning | 189 | ||
| Time to Master Learning | 190 | ||
| Time to Heal for Learning | 192 | ||
| Establishing Resilient Educator Pipelines | 194 | ||
| Rewarding Excellence to Retain Teachers | 197 | ||
| References | 201 | ||
| Chapter 10: Conclusion: Innovation and Inclusion | 206 | ||
| Leadership and Learning in Communities | 207 | ||
| Collective Responses Beyond the Crisis | 211 | ||
| Future Schools: Places of Inclusion, Safety, and Purpose | 212 | ||
| The Rubber Band: A Final Thought | 215 | ||
| References | 216 | ||
| Index | 219 |