Stories of Caring School Leadership

List of Illustrations Preface Acknowledgments About the Authors Introduction: Caring School Leadership Collection I: Stories of Being Caring in Relationships with Students Introduction Questions for Reflection and Discussion Stories From PreK and Elementary Schools 1. Walk You to School? 2. Terry 3. Ana 4. I Don't Have a Knife 5. Opening Up 6. Had It Gone a Different Way 7. Three Musketeers 8. Fever Free and Smiling 9. Now What Do I Do? 10. Sheila 11. Pizza and a Football 12. Connecting 13. Two Yearbooks 14. The Lunchroom Stories From Secondary Schools 15. Minister of Presence 16. Sue Knows She Is Loved 17. What's Going on With Renee? 18. Promise 19. Red Sneakers 20. Nate 21. Patrick 22. Four Years With That Student 23. On the Bus Ramp 24. Giving and Taking the Chance 25. You Just Gotta Be Calm 26. Not Giving Up 27. The Last Leg 28. I've Got Your Back 29. Toss and Turn 30. Authentic Care 31. Jason 32. Let Me Work on That 33. The Business Card 34. Not All Who Wander Are Lost 35. Not Too Tired to Be Caring 36. Swimming Upstream 37. Try This 38. The Tux 39. Breaking the Law 40. No Pity, Just Care 41. It's Because My School Family Loves Me 42. Natalie 43. Our Collective Responsibility 44. Bicycle Built for Two Collection II: Stories of Cultivating Schools as Caring Communities Introduction Questions for Reflection and Discussion Stories From Elementary Schools 45. We Like the Egg Chairs 46. Hear My Message, Not My Tone 47. Family Connect Time 48. Our Transformation 49. Dots 50. Season of Giving 51. Evaluating Faculty With Challenge and Support 52. Coaching With Care 53. Accepting Your Feelings 54. Seth 55. Learning Together 56. Helping a Teacher Build Relationships With Students 57. Buddy Bench 58. 360 Degrees of Caring 59. The Results Are In 60. Always There for Me 61. Lunch With the Principal 62. School Welcomes Stories From Secondary Schools 63. We Choose Relationships 64. Small Steps 65. Getting You Ready to Walk 66. Student Advocates 67. Grab a Sandwich 68. Welcome to Refugee High 69. Do We Really Know? 70. Setting Rules and Policies 71. No One Graduates Alone 72. Responding to the Crises 73. Good Works Toward Each Other 74. Fostering a Caring Faculty Culture 75. Promoting Safety and Community Through Near Peer Mentoring 76. When It Is Actually Not Easy 77. Mama Bears 78. Celebrating Matt 79. Everyone Has a Voice 80. Our Work Is Really All About Caring 81. A More Inclusive Culture 82. Enforcing the Norms 83. True Safety 84. Gail and Her Girls 85. Our Food Pantry Collection III: Stories of Fostering Caring in Families and Community Introduction Questions for Reflection and Discussion 86. Engaging Parents in Equity Dialogues 87. The Fire 88. Family Support 89. This School Is Here for You 90. An Open Letter to Parents of Children Throughout New York State Regarding Grades 3-8 Testing 91. Community Career Fairs and Pop-Up Food Banks 92. Born and Bred 93. We Are Going to Be Together in This 94. My Mom Is in Trouble 95. We Just Couldn't See It 96. Our Next Mayor 97. Promoting Early Childhood Education in Families and the Community 98. Visiting With the Kids 99. Parent University 100. What Can We Do? Bibliography

Mark A. Smylie is professor of education emeritus in the Department of Educational Policy Studies at the University of Illinois at Chicago and visiting professor in the Department of Leadership, Policy, and Organizations at Peabody College, Vanderbilt University. Before his work in higher education, Smylie was a high school social studies teacher. Smylie served as secretary-treasurer of the National Society for the Study of Education and as a director of the Consortium on Chicago School Research at the University of Chicago. His work has appeared in the American Education Research Journal, Educational Researcher, Educational Administration Quarterly, Educational Evaluation and Policy Analysis, Educational Policy, Journal of School Leadership, and Review of Research in Education. Smylie has worked with schools, school districts, and school administrator and teacher professional associations through joint projects, advising, and school leader development activities. He has served on advisory boards of numerous regional and national professional and policy organizations concerned with education generally and leadership in particular. Smylie's research focuses on school organization, leadership, and change. Joseph F. Murphy is the Frank W. Mayborn Chair and associate dean at Peabody College of Education at Vanderbilt University. He has also been a faculty member at the University of Illinois and The Ohio State University, where he was the William Ray Flesher Professor of Education. In the public schools, he has served as an administrator at the school, district, and state levels, including an appointment as the executive assistant to the chief deputy superintendent of public instruction in California. His most recent appointment was as the founding president of the Ohio Principals Leadership Academy. At the university level, he has served as department chair and associate dean. He is past vice president of the American Educational Research Association and was the founding chair of the Interstate School Leaders Licensure Consortium (ISLLC). He is co-editor of the AERA Handbook on Educational Administration (1999) and editor of the National Society for the Study of Education (NSSE) yearbook, The Educational Leadership Challenge (2002). His work is in the area of school improvement, with special emphasis on leadership and policy. He has authored or co-authored 18 books in this area and edited another 12. His most recent authored volumes include Understanding and Assessing the Charter School Movement (2002), Leadership for Literacy: Research-Based Practice, PreK-3 (2003), Connecting Teacher Leadership and School Improvement (2005), Preparing School Leaders: Defining a Research and Action Agenda (2006), and Turning Around Failing Schools: Lessons From the Organizational Sciences. Karen Seashore Louis is the Rodney Wallace Professor of Educational Policy and Administration at the University of Minnesota-Twin Cities. Her area of expertise includes improvement in K-12 leadership and policy over the last 30 years, particularly in urban secondary schools. Louis also conducts research on organizational changes within higher education, with particular attention to faculty roles, and on international comparative policy in educational reform. A past president of Division A of the American Educational Research Association (AERA), she is a widely published author in the field. Recent books include Organizing for School Change, Leadership for Change and School Improvement: International Perspectives, Handbook of Educational Administration, Second Edition, and Organizational Learning in Schools. Louis earned a bachelor's degree in History from Swarthmore College and a doctorate in sociology from Columbia University.