Leadership through Chaos and the Demand for Resiliency

One of the sobering takeaways from the international pandemic is the concept of “new normal.” Indeed, many were entranced with the phrase in its advent, but over the last many months, the phrase has become one about which people have grown tired or weary. In some ways, new normal is a lens through which one can look at an organization\u27s culture. That is, to what extent do the values and beliefs that are collectively held by those who are invested in an organization succumb to force from without the organization in times of crisis? In other words, despite stresses placed upon an organization from its surroundings, how does an organization adapt to maintain its primary purpose and meet the needs of its stakeholders? Giving voice to and understanding the thoughts and experiences of various stakeholders involved in public education offers insights into organizational culture. In this article, we present perspectives of the experiences of stakeholders (campus administrators, teachers, parents, school staff) who interact with public educational organizations on personal and professional levels in a climate that can best be defined as uncertain and chaotic. Of particular interest is the commonality of the various thoughts, feelings, and beliefs about different yet shared experiences through a global pandemic. Discussion questions addressed educational and personal impact, related to education, of COVID-19. Questions altered to address issues related to each of the stakeholders. While specific questions were constructed to each of the stakeholder groups, common inquiries that supported discussion are below: How has COVID-19 most significantly impacted your role? How has COVID-19 impacted relationships externally in the school community? How has COVID-19 changed or otherwise impacted communication with parents and the community? How has COVID-19 changed or otherwise impacted relationships internally within the school community

The Road Less Traveled: Why Black males Choose Alternative Routes that Lead to Education

This study uses critical race theory and qualitative interviews to understand the perspectives of 10 Black males that have entered the field of education through non-traditional routes. It seeks to highlight the rationale for not choosing education as a first option, what eventually led them into the field, and finally how educational leaders might better recruit. As the field continues to evolve with demographics still heavily favoring women, decision makers in school districts, universities, and alternative certification programs need to understand the best methods to recruit and retain Black males in education. The findings of this research will benefit these stakeholders and their constituents and inform practitioners, particularly after the Covid-19 pandemic and current teacher shortage

A Principal’s Dilemma: Instructional Leader or Manager

This study focuses on the emphasis principals’ place on the design and delivery of curriculum and instruction on individual campuses and the extent federal regulation has impacted principal behaviors as instructional leaders. The transformation from the principal’s role of manager to that which is inclusive of instructional leadership is due to the steady increase of the regulations governing the accountability system culminating in No Child Left Behind. In fact, “ … one in three principals says implementation of NCLB is the most pressing issue he or she is facing” (Sergiovanni, 2009, p. 44)

Educational Accountability and Equity: Superintendent Perspectives

Educational equity is understood as the recognition of a school system to ensure resources to safeguard that all students have equitable access, opportunity, and outcomes (Galloway & Ishimaru, 2015). Yet inequity persists in the American educational system. School accountability remains at the forefront of education policy to ensure equitable achievement between students from all backgrounds regardless of race, ethnicity, family income, linguistic background, and ability (Krejsler, 2018; Skrla, 2001). This article reflects a qualitative approach to understanding public school superintendent voices regarding experiences, feelings, and beliefs related to our ongoing era of accountability in a changing social environment. This study examines the results of interviews of 13 public school superintendents in a large metropolitan area and identifies emergent themes in superintendent thinking as it revolves around school accountability. These themes are couched in larger discussion of educational equity