Crisis and Pandemic Leadership: Implications for Meeting the Needs of Students, Teachers, and Parents provides the theoretical and practical strategies necessary for a school leader to confront many crises that inevitably occur. A major theme is that an effective school leader must possess several characteristics and skills including, among others, intestinal fortitude, foresight and insight, a positive long-term outlook, and organizational and interpersonal competencies.
Jeffrey Glanz EdD, is a professor of educational administration and supervision at Michlalah Jerusalem College in Jerusalem, Israel. He is series editor of the Rowman & Littlefield School Leadership Series.
Series Editor's Introduction
Chapter 1: Building Sustainable Systems of Schooling in Turbulent Times: Big Ideas from the Sciences - Karolyn J. Snyder & Kristen M. Snyder
Chapter 2: Educating In and Beyond a Crisis: An Australian Perspective – Lisa Vinnicombe
Chapter 3: The Challenge of Inequity in Educational Systems under the Coronavirus Pandemic and other Crises: Toward a New Model of Teacher Mentoring - Orly Shapira-Lishchinsky
Chapter 4: A Swerve in Practice in Times of Crises: Rethinking Teacher Evaluation Anew - Helen M. Hazi
Chapter 5: Rethinking Character Education in the Era of Online Schooling in Crises Shazia Rehman Khan
Chapter 6: Instructional Leadership in Times of Crises and the Goal of Schooling – Haim Shaked
Chapter 7: Crisis Leadership: Principals’ Resilience under Extraordinary Pressure -Mary Lynne Derrington and Sonya Hayes
Chapter 8: Changing Educational Paradigms through Distance Learning: Challenges and Opportunities during and after School Crises -Shmuel Shenhav & Ayal Geffon
Chapter 9: The Impact of School Crises on Students and Families from a Social Justice Perspective: Practical Suggestions for Teachers and Principals – Katia Gonzalez
Chapter 10: Ethical Leadership in Times of Crises: Practical Guidelines and Suggestions – Jeffrey Glanz
About the Editor & Contributors
This book features authors from around the world who possess extensive expertise and who offer a variety of perspectives on and strategies for dealing with crises. The ideas presented will be of enormous help to educational leaders dealing with the COVID crisis and postcrisis as well as the always unpredictable future.
This timely book asks crucial questions about how schools and their leaders can adapt to and evolve in response to the global pandemic. Importantly it provides a range of thoughtful and insightful answers to how schools and their leaders can meet the needs of students, teachers, and parents in increasingly chaotic and complex times. Featuring contributors from a diverse range of nations and school systems, this book is a powerful reminder of the crucial role that schools and their leaders can play in these disruptive times.
Professor Glanz harks back to an earlier era that was traditional in blending scholarship with current policy developments: The New York School of public intellectuals. This book is timely, written within a tradition of the public intellectual. It can also serve as a manual of how to teach and lead schools despite the ravages of an epidemic and other crises. It is a breath of sanity in a threatening world.