Assistant Principals Reconsider "Normal" Following COVID-19
International Journal of Educational Leadership Preparation
; 17(1):56-74, 2022.
Article
in English
| ProQuest Central | ID: covidwho-2058593
ABSTRACT
When COVID-19 changed schooling in Illinois from face-to-face teaching and learning to remote teaching and learning, the transformation was sudden and swift. While there may have been premonitions and feelings of urgency about the effects of the novel coronavirus, there was little time to plan for the change that would take place and little information to understand how this change would be implemented and monitored over the next several months. There was no gaining buy-in from faculty, parents, and students for the abrupt change. There was no professional development to prepare for the dramatic changes in delivery of instruction. There was no preparation to overcome the resistance that frequently accompanies organizational change. How this change was handled is of significance for the way schools move forward. What did they manage well? What did they learn from the changes? And how does dramatic change affect how schools move forward?
ERIC, Current Index to Journals in Education (CIJE); Elementary Secondary Education; Coaching (Performance); Administrator Role; Administrator Attitudes; Pandemics; Educational Change; Teacher Evaluation; Online Courses; School Closing; Interpersonal Relationship; COVID-19; Change Strategies; Assistant Principals; Family School Relationship; Illinois; Organizational Change; Coping; Discipline
Search on Google
Collection:
Databases of international organizations
Database:
ProQuest Central
Language:
English
Journal:
International Journal of Educational Leadership Preparation
Year:
2022
Document Type:
Article
Similar
MEDLINE
...
LILACS
LIS