Fostering Resilience : Expecting All Students to Use Their Minds and Hearts Well
by Martin L. KrovetzEdition: 2nd
Format: Paperback
Pub. Date: 2007-12-14
Publisher(s): Corwin Pr
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Summary
This guide identifies the characteristics of resilient learning communities, revisits schools from the first edition, and offers case studies, sample questionnaires, strategies, and tools for self-evaluation.
Table of Contents
| Preface | p. ix |
| Acknowledgments | p. xix |
| About the Author | p. xxi |
| Whatever Happened to That Old Gang of Mine? | p. 1 |
| Definitions | p. 2 |
| Whatever Happened to That Old Gang of Mine? | p. 3 |
| Whatever Happened to That Old Gang of Theirs? | p. 4 |
| Moving from Risk to Resilience | p. 6 |
| What Is This Resilience Stuff? | p. 7 |
| Does the Presence of These Protective Factors Relate to Student Learning? | p. 10 |
| Where Do We Go From Here? | p. 10 |
| Case Study: Anzar High School | p. 11 |
| Prerequisites: First Things First | p. 29 |
| First Things First: The Head | p. 31 |
| The Right Leg: Collegiality | p. 33 |
| The Left Leg: Professionalism | p. 33 |
| The Arms: Managing and Leading Change | p. 33 |
| The Heart: Resilience | p. 33 |
| Case Study: Oak Grove School District | p. 34 |
| What's in It for Me? | p. 41 |
| Collegiality | p. 42 |
| Intellectual Stimulation | p. 44 |
| Voice | p. 44 |
| Respect | p. 45 |
| Increased Job Satisfaction | p. 46 |
| Shared Ownership and Leadership | p. 46 |
| Obstacles | p. 47 |
| What Does It Look Like? | p. 52 |
| Why Me? | p. 52 |
| What Do I Do First? | p. 53 |
| Will There Be Public Schools in the Twenty-First Century? | p. 54 |
| Case Study: Two Oak Grove Schools | p. 54 |
| I Care, You Care, We All Care-But How Do Students Know? | p. 63 |
| What Would a School Look Like Whose Culture Is Centered on Caring? | p. 66 |
| What Would Curriculum, Instruction, and Assessment Be Like in a School That Is Centered on Caring? | p. 68 |
| What Do Teacher and Administrator Roles Look Like in a School Focused on Caring? | p. 70 |
| Case Study: Rosemary School and Cezar Chavez School | p. 72 |
| Providing High Expectations and Purposeful Support | p. 87 |
| Taking the Easy Way Out | p. 88 |
| High Expectations: Focus on Literacy | p. 89 |
| High Expectations: Habits of Mind | p. 89 |
| What Gets in the Way? | p. 91 |
| What Else Gets in the Way? | p. 92 |
| High Expectations Mean Believing That All Students Are Capable of Using Their Minds and Hearts Well | p. 93 |
| Purposeful Support | p. 94 |
| What Would a School Look Like Whose Culture Is Centered on High Expectations and Purposeful Support? | p. 94 |
| What Would Curriculum, Instruction, and Assessment Be Like in a School That Is Designed to Foster High Expectations and Purposeful Support for All Students? | p. 95 |
| What Do Teacher and Administrator Roles Look Like in Such a School? | p. 97 |
| Once Again, Does It Matter Which School a Child Attends? | p. 97 |
| Case Study: Alum Rock Small Schools of Choice | p. 98 |
| I Value Your Participation: Now Sit Down and Shut Up | p. 107 |
| Participation as the Third Protective Factor | p. 108 |
| What Would a School Look Like Whose Culture Is Centered on Meaningful Participation by All Students? | p. 110 |
| What Would Curriculum, Instruction, and Assessment Be Like in a School Designed to Foster Meaningful Participation by All Students? | p. 112 |
| More Details on Curriculum, Instruction, and Assessment | p. 113 |
| What Do Teacher and Administrator Roles Look Like in such a School? | p. 114 |
| Case Study: Homestead High School | p. 115 |
| Managing Change: On Your Mark, Get Set, Are You Ready to Go? | p. 127 |
| What We Do Know About Change | p. 128 |
| What We Can Do With What We Know | p. 130 |
| The Section You've All Been Waiting For: What About All the Resistance? | p. 140 |
| A Final Word | p. 142 |
| Case Study: Mission Hill Middle School | p. 143 |
| Marty Krovetz's Top-Ten List of Commonly Asked Questions About Resilience | p. 163 |
| Our staff is very congenial, and we are known for how caring we are with students. Aren't we doing resilience already? | p. 163 |
| How can what happens in my classroom or in my school overcome the problems my students encounter outside of school? | p. 164 |
| What is the role of the district office in fostering resilience? | p. 164 |
| How do we coach our principal so that she sees the building of a resilient learning community as a priority? | p. 165 |
| How can we create change in individual teachers about attitudes and expectations towards certain groups of students such as Title 1, English language learning, migrant, and special education? | p. 166 |
| How do you get a mature staff that has a history of mistrust and private practice to talk with each other about fostering resilience? | p. 167 |
| 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? | p. 167 |
| Should we teach students about resilience and help them understand how to foster resilience in themselves? | p. 168 |
| Given the pressure of NCLB, how do we find time and resources to foster resilience? | p. 169 |
| I am exhausted. How do I foster resilience for myself? | p. 169 |
| A Final Word or Two | p. 171 |
| Resources | p. 173 |
| References | p. 201 |
| Index | p. 205 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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