Sharon M. Ravitch is a professor of practice at the University of Pennsylvania’s Graduate School of Education where she teaches courses on leadership, applied research, and racial literacy. Chloe Alexandra Kannan, former middle-grades language arts teacher, is a doctoral candidate in the Literacy, Culture, and International Education Division of Penn GSE.

“The research, tools, and insight provided (in this book) offer leaders the resources to design a brave way forward through non-stop change toward a bold new direction in teaching and learning.”—Teachers College Record

• ContentsForeword Christina M. Grant viiAcknowledgmentsxi1. Storying the Gaps: Transforming Schools Through Story-Based Inquiry 1Sharon M. Ravitch and Chloe Alexandra Kannan2. Flux Pedagogy 20Sharon M. Ravitch and Chloe Alexandra Kannan3. Flux Leadership 54Sharon M. Ravitch and Chloe Alexandra Kannan4. Hard Pivot: Compulsory Crisis Leadership Emerges From a Space of Doubt 99Andrew Phillips, Kelly Grimmett, and Elizabeth Fernandez-Vina5. "And How Are the Children?" 117Rahshene Davis, Amelia Coleman-Brown, and Michael Farrell6. Real Talk: Teaching and Leading While BIPOC 127Deirdre Johnson Burel, Felicia Owo-Grant, and Michael Tapscott7. Systems of Emotional Support for Educators in Crisis 148Carla Haith and Jeannine Minort-Kale8. Listening Leadership: The Student Voices Project 161Manuela Adsuar-Pizzi9. Global Engagement, Perspective Sharing, and Future Seeing in and Beyond Global Crisis 173Drew Cortese, Kiet Hoang, and Clare Sisisky10. Teaching and Leading During COVID-19: Lessons from Lived Experiences 189Karen D'Avino, Muronji C. Inman-McCraw, and Curtis A. Palmore11. Crisis Leader Literacies in K–12 Independent Schools During COVID-19 206Jessica Flaxman, Christopher J. Hancock, and David Weiner12. Rituals, Routines, and Relationships: High School Athletes and Coaches in Flux 222Steve A. Brown13. Story-Based Frameworks and Practices for Educational Change 232Sharon M. Ravitch and Chloe Alexandra KannanAppendix A: Rapid-Cycle Inquiry Framing and Process Template 241Appendix B: Rapid-Cycle Inquiry Design Process Template 244Appendix C: Team Selection Considerations for Rapid-Cycle Inquiry 246Appendix D: Existing Educational Data in Schools 248Appendix E: Radical Student Check-Ins as a Form of Radical Self-Care 250William N. Thomas, IVAbout the Contributors 257Index 264

Sharon M. Ravitch is a professor of practice at the University of Pennsylvania’s Graduate School of Education where she teaches courses on leadership, applied research, and racial literacy. Chloe Alexandra Kannan, former middle-grades language arts teacher, is a doctoral candidate in the Literacy, Culture, and International Education Division of Penn GSE.

“The research, tools, and insight provided (in this book) offer leaders the resources to design a brave way forward through non-stop change toward a bold new direction in teaching and learning.”—Teachers College Record

• ContentsForeword Christina M. Grant viiAcknowledgmentsxi1. Storying the Gaps: Transforming Schools Through Story-Based Inquiry 1Sharon M. Ravitch and Chloe Alexandra Kannan2. Flux Pedagogy 20Sharon M. Ravitch and Chloe Alexandra Kannan3. Flux Leadership 54Sharon M. Ravitch and Chloe Alexandra Kannan4. Hard Pivot: Compulsory Crisis Leadership Emerges From a Space of Doubt 99Andrew Phillips, Kelly Grimmett, and Elizabeth Fernandez-Vina5. "And How Are the Children?" 117Rahshene Davis, Amelia Coleman-Brown, and Michael Farrell6. Real Talk: Teaching and Leading While BIPOC 127Deirdre Johnson Burel, Felicia Owo-Grant, and Michael Tapscott7. Systems of Emotional Support for Educators in Crisis 148Carla Haith and Jeannine Minort-Kale8. Listening Leadership: The Student Voices Project 161Manuela Adsuar-Pizzi9. Global Engagement, Perspective Sharing, and Future Seeing in and Beyond Global Crisis 173Drew Cortese, Kiet Hoang, and Clare Sisisky10. Teaching and Leading During COVID-19: Lessons from Lived Experiences 189Karen D'Avino, Muronji C. Inman-McCraw, and Curtis A. Palmore11. Crisis Leader Literacies in K–12 Independent Schools During COVID-19 206Jessica Flaxman, Christopher J. Hancock, and David Weiner12. Rituals, Routines, and Relationships: High School Athletes and Coaches in Flux 222Steve A. Brown13. Story-Based Frameworks and Practices for Educational Change 232Sharon M. Ravitch and Chloe Alexandra KannanAppendix A: Rapid-Cycle Inquiry Framing and Process Template 241Appendix B: Rapid-Cycle Inquiry Design Process Template 244Appendix C: Team Selection Considerations for Rapid-Cycle Inquiry 246Appendix D: Existing Educational Data in Schools 248Appendix E: Radical Student Check-Ins as a Form of Radical Self-Care 250William N. Thomas, IVAbout the Contributors 257Index 264

Sharon M. Ravitch is a professor of practice at the University of Pennsylvania’s Graduate School of Education where she teaches courses on leadership, applied research, and racial literacy. Chloe Alexandra Kannan, former middle-grades language arts teacher, is a doctoral candidate in the Literacy, Culture, and International Education Division of Penn GSE.

“The research, tools, and insight provided (in this book) offer leaders the resources to design a brave way forward through non-stop change toward a bold new direction in teaching and learning.”—Teachers College Record

• ContentsForeword Christina M. Grant viiAcknowledgmentsxi1. Storying the Gaps: Transforming Schools Through Story-Based Inquiry 1Sharon M. Ravitch and Chloe Alexandra Kannan2. Flux Pedagogy 20Sharon M. Ravitch and Chloe Alexandra Kannan3. Flux Leadership 54Sharon M. Ravitch and Chloe Alexandra Kannan4. Hard Pivot: Compulsory Crisis Leadership Emerges From a Space of Doubt 99Andrew Phillips, Kelly Grimmett, and Elizabeth Fernandez-Vina5. "And How Are the Children?" 117Rahshene Davis, Amelia Coleman-Brown, and Michael Farrell6. Real Talk: Teaching and Leading While BIPOC 127Deirdre Johnson Burel, Felicia Owo-Grant, and Michael Tapscott7. Systems of Emotional Support for Educators in Crisis 148Carla Haith and Jeannine Minort-Kale8. Listening Leadership: The Student Voices Project 161Manuela Adsuar-Pizzi9. Global Engagement, Perspective Sharing, and Future Seeing in and Beyond Global Crisis 173Drew Cortese, Kiet Hoang, and Clare Sisisky10. Teaching and Leading During COVID-19: Lessons from Lived Experiences 189Karen D'Avino, Muronji C. Inman-McCraw, and Curtis A. Palmore11. Crisis Leader Literacies in K–12 Independent Schools During COVID-19 206Jessica Flaxman, Christopher J. Hancock, and David Weiner12. Rituals, Routines, and Relationships: High School Athletes and Coaches in Flux 222Steve A. Brown13. Story-Based Frameworks and Practices for Educational Change 232Sharon M. Ravitch and Chloe Alexandra KannanAppendix A: Rapid-Cycle Inquiry Framing and Process Template 241Appendix B: Rapid-Cycle Inquiry Design Process Template 244Appendix C: Team Selection Considerations for Rapid-Cycle Inquiry 246Appendix D: Existing Educational Data in Schools 248Appendix E: Radical Student Check-Ins as a Form of Radical Self-Care 250William N. Thomas, IVAbout the Contributors 257Index 264