Fostering Resilience

Expecting All Students to Use Their Minds and Hearts Well
Second Edition
Martin L. Krovetz - Leading For Equity and Achievement Design Center
Fostering Resilience
December 2007 | 240 pages | Corwin
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ISBN: 9781452294452
Available from January 0001
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ISBN: 9781412949590
Available from January 0001

Description

"All administrators and teacher leaders 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
Lock Haven University

Give students the care and support they need to build a successful future!

This must-have handbook for education leaders illustrates the power of resiliency in the lives of students striving to succeed in school and life. Practical and reader-friendly, the text presents four elements that characterize resilient learning communities: care for students, high expectations, substantive support, and participation.

The second edition of Fostering Resiliency features an added case study, revisits schools from the first edition, and describes how some schools stayed on track, how others fell away and then recovered, and how others are struggling to come back. School leaders will also find:

  • Sample questionnaires, strategies, and tools for self-evaluation
  • A list of critical elements for curriculum, instruction, and assessment practices
  • Important considerations for teacher and administrator roles

This powerful book illustrates how significant student achievement is possible despite socioeconomic disadvantages and how participants at every level can cultivate transformative systemic change.

Contents

Preface

Preface

Acknowledgments

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

Resources

References

References

Index

Index

Additional materials

Description

"All administrators and teacher leaders 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
Lock Haven University

Give students the care and support they need to build a successful future!

This must-have handbook for education leaders illustrates the power of resiliency in the lives of students striving to succeed in school and life. Practical and reader-friendly, the text presents four elements that characterize resilient learning communities: care for students, high expectations, substantive support, and participation.

The second edition of Fostering Resiliency features an added case study, revisits schools from the first edition, and describes how some schools stayed on track, how others fell away and then recovered, and how others are struggling to come back. School leaders will also find:

  • Sample questionnaires, strategies, and tools for self-evaluation
  • A list of critical elements for curriculum, instruction, and assessment practices
  • Important considerations for teacher and administrator roles

This powerful book illustrates how significant student achievement is possible despite socioeconomic disadvantages and how participants at every level can cultivate transformative systemic change.

Contents

Preface

Preface

Acknowledgments

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

Resources

References

References

Index

Index

Additional materials

SAGE Publishing Logo

Fostering Resilience

Expecting All Students to Use Their Minds and Hearts Well

Martin L. Krovetz
Cancel Print

December 2007 | 240 pages | Corwin

Format Published Date ISBN Price
Paperback 28/04/2023 9781412949590 $39.95
Lifetime 30/09/2024 9781452294452 $36.00

"All administrators and teacher leaders 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
Lock Haven University

Give students the care and support they need to build a successful future!

This must-have handbook for education leaders illustrates the power of resiliency in the lives of students striving to succeed in school and life. Practical and reader-friendly, the text presents four elements that characterize resilient learning communities: care for students, high expectations, substantive support, and participation.

The second edition of Fostering Resiliency features an added case study, revisits schools from the first edition, and describes how some schools stayed on track, how others fell away and then recovered, and how others are struggling to come back. School leaders will also find:

  • Sample questionnaires, strategies, and tools for self-evaluation
  • A list of critical elements for curriculum, instruction, and assessment practices
  • Important considerations for teacher and administrator roles

This powerful book illustrates how significant student achievement is possible despite socioeconomic disadvantages and how participants at every level can cultivate transformative systemic change.


Table Of Contents:

  • 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

Recent Product Reviews:

“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
"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, WestEd
"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, Lock Haven University
"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, Evergreen School District, San Jose, CA
"This is one of the best books about resilience for practitioners in education."
Sara Truebridge, Research Associate, WestEd

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