Fostering Resilience 2/e

Martin L. Krovetz is the director of the Leading for Equity and Achievement Design (LEAD) Center, a regional center of the Coalition of Essential Schools. From 1991 to 2006, he was a professor of educational leadership at San Jose State University. During this time, he developed and coordinated the Master's in Collaborative Leadership Program. From 1977 to 1991, he was a high school principal in Santa Cruz, California. In addition to being the author of the Fostering Resillience, he is the author with Gilberto Arriaza of Collaborative Teacher Leadership: How Teachers Can Foster Equitable Schools, published by Corwin Press in 2006. He has published in numerous journals and presents at national conferences, including ASCD and the Coalition of Essential Schools. He received his PhD in social psychology from the University of North Carolina and BA from the University of Florida.

Preface Acknowledgments About the Author 1. Whatever Happened to That Old Gang of Mine? Definitions Whatever Happened to That Old Gang of Theirs? Moving From Risk to Resilience What Is This Resilience Stuff? Does the Presence of These Protective Factors Relate to Student Learning? Where Do We Go From Here? Case Study: Anzar High School 2. Prerequisites: First Things First First Things First: The Head The Right Leg: Collegiality The Left Leg: Professionalism The Arms: Managing and Leading Change The Heart: Resilience Case Study: Oak Grove School District 3. What's in It for Me? Collegiality Intellectual Stimulation Voice Respect Increased Job Satisfaction Shared Ownership and Leadership Obstacles What Does It Look Like? Why Me? What Do I Do First? Will There Be Public Schools in the Twenty-First Century? Case Study: Two Oak Grove Schools 4. I Care, You Care, We All Care - But How Do Students Know? What Would a School Look Like Whose Culture Is Centered on Caring? What Would Curriculum, Instruction, and Assessment Be Like in a School That Is Centered on Caring? What Do Teacher and Administrator Roles Look Like in a School Focused on Caring? Case Study: Rosemary School and Cezar Chavez School 5. Providing High Expectations and Purposeful Support Taking the Easy Way Out High Expectations: Focus on Literacy High Expectations: Habits of Mind What Gets in the Way? What Else Gets in the Way? High Expectations Mean Believing That All Students Are Capable of Using Their Minds and Hearts Well Purposeful Support What Would a School Look Like Whose Culture Is Centered on High Expectations and Purposeful Support? What Would Curriculum, Instruction, and Assessment Be Like in a School That Is Designed to Foster High Expectations and Purposeful Support for All Students? What Do Teacher and Administrator Roles Look Like in Such a School? Once Again, Does It Matter Which School a Child Attends? Case Study: Alum Rock Small Schools of Choice 6. I Value Your Participation: Now Sit Down and Shut Up Participation as the Third Protective Factor What Would a School Look Like Whose Culture Is Centered on Meaningful Participation by All Students? What Would Curriculum, Instruction, and Assessment Be Like in a School That Is Designed to Foster Meaningful Participation by All Students? More Details on Curriculum, Instruction, and Assessment What Do Teacher and Administrator Roles Look Like in Such a School? Case Study: Homestead High School 7. Managing Change: On Your Mark, Get Set, Are You Ready to Go? What We Do Know About Change What We Can Do With What We Know The Section You've All Been Waiting for: What About All the Resistance? A Final Word Case Study: Mission Hill Middle School 8. Marty Krovetz's Top 10 List of Commonly Asked Questions About Resilience Question 10: Our staff is very congenial, and we are known for how caring we are with students. Aren't we doing resilience already? Question 9: How can what happens in my classroom or in my school overcome the problems my students encounter outside of school? Question 8: What is the role of the district office in fostering resilience? Question 7: How do we coach our principal so that she sees the building of a resilient learning community as a priority? Question 6: How can we create change in individual teachers about attitudes and expectations towards certain groups of students such as Title l, English Language Learning, migrant, special education? Question 5: How do you get a mature staff that has a history of mistrust and private practice to talk with each other about fostering resilience? Question 4: How will we know we are succeeding in fostering resilience? What measures would we use? Who would we use them with? When would we use them? Question 3: Should we teach students about resilience and help them understand how to foster resilience in themselves? Question 2: Given the pressure of NCLB, how do we find time and resources to foster resilience? Question l: I am exhausted. How do I foster resilience for myself? 9. A Final Word or Two Resources References Index

"A practical yet thought-provoking reminder that the way adults interact with each other and with kids plays a critical role in helping all students achieve. The research and the case studies make this book a must-read for all who care about schools." -- Kathy Gomez, Director of Educational Services "This is one of the best books about resilience for practitioners in education." -- Sara Truebridge, Research Associate "This book offers clear, practical advice and lessons derived from firsthand accounts of schools that model quality school improvement practices. The examples cover different levels and are drawn from demographically diverse schools." -- Jerry Patterson, Professor of Educational Leadership "Administrators and teacher leaders mired in performance funding and teaching to the test need to study Krovetz's volume on how excellent schools with caring, collaborative, and challenging cultures build self-efficacy and resilience in students with diverse abilities and social backgrounds." -- James R. Bean, Professor of Leadership Studies "Krovetz provides educators with a guide-based on real schools and real educators-for making the principle-based, systematic changes that can transform schools from the inside out, moving them from cultures of risk to resilient learning communities that not only help all children succeed, but help them become confident, competent, and caring citizens as well." -- Bonnie Benard, Senior Program Associate "Embraces a global audience of principals and leading teachers. Now in its second edition, the text aspires to facilitate resilient learning communities via the understanding and application of four emotive elements: care for students; high expectations; substantive support and participation. Revisiting previous research and observational case studies, Krovetz illustrates the power of resilience in students and their respective learning environment. This book works to renew and strengthen learning communities, not re-define them." -- Bendigo Weekly, February 2008