Fostering Resilience

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.

"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."

• PrefaceAcknowledgmentsAbout the Author1. Whatever Happened to That Old Gang of Mine?DefinitionsWhatever Happened to That Old Gang of Theirs?Moving From Risk to ResilienceWhat 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 School2. Prerequisites: First Things FirstFirst Things First: The HeadThe Right Leg: CollegialityThe Left Leg: ProfessionalismThe Arms: Managing and Leading ChangeThe Heart: ResilienceCase Study: Oak Grove School District3. What′s in It for Me?CollegialityIntellectual StimulationVoiceRespectIncreased Job SatisfactionShared Ownership and LeadershipObstaclesWhat 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 Schools4. 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 School5. Providing High Expectations and Purposeful SupportTaking the Easy Way OutHigh Expectations: Focus on LiteracyHigh Expectations: Habits of MindWhat 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 WellPurposeful SupportWhat 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 Choice6. I Value Your Participation: Now Sit Down and Shut UpParticipation as the Third Protective FactorWhat 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 AssessmentWhat Do Teacher and Administrator Roles Look Like in Such a School?Case Study: Homestead High School7. Managing Change: On Your Mark, Get Set, Are You Ready to Go?What We Do Know About ChangeWhat We Can Do With What We KnowThe Section You′ve All Been Waiting for: What About All the Resistance?A Final WordCase Study: Mission Hill Middle School8. Marty Krovetz′s Top 10 List of Commonly Asked Questions About ResilienceQuestion 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 TwoResourcesReferencesIndex