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Updated Edition of Bestseller

Fostering Resilience

Expecting All Students to Use Their Minds and Hearts Well

Second Edition
By: Martin L. Krovetz

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

This resource examines resilient learning communities and offers case studies to illustrate what resiliency looks like. The second edition of Fostering Resilience 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

Full description

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Product Details

Grade Level: PreK-12
ISBN: 9781412949590
Published By: Corwin
Year: 2007
Page Count: 240
Publication date: December 14, 2007

Price: $39.95

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Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

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.

Key features

Focuses on resiliency as a key element for student success
Uses case studies of schools that are successful despite being economically disadvantaged and linguistically diverse
The new edition looks at the original school 10 years later, and shows readers what has changed, improved, become problematic, and more
Includes sample questionnaires, strategies, and tools to help school leaders evaluate their own beliefs and school culture

Author(s)

Martin L. Krovetz

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.

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

Reviews

"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

"This book offers clear, practical advice and lessons derived from firsthand accounts of schools that model quality school improvement practices. The examples cover different levels and are drawn from demographically diverse schools."

Jerry Patterson, Professor of Educational Leadership
University of Alabama at Birmingham

"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

"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

“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

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