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In an era marked by uncertainty and rapid change, how do educational leaders sustain resilience, not just for themselves, but for their entire school communities? Leading With Resilience: Voices of Leaders in Challenging Times brings together powerful narratives and research-driven insights from teachers, school leaders, and system-level changemakers navigating some of the most challenging moments in recent history. brings together powerful narratives and research-driven insights from teachers, school leaders, and system-level changemakers navigating some of the most challenging moments in recent history. Drawing from three longitudinal projects in California, this compelling volume explores how resilience can be cultivated through intentional leadership, community care, and equity-centered practices.
From the frontlines of the global pandemic to the lived experiences of AAPI educators and women of color pursuing superintendency, each chapter offers a unique lens on the emotional, cultural, and systemic dimensions of resilience. These stories illuminate the strategies that have helped leaders not only survive but thrive, fostering wellbeing, driving change, and inspiring hope.
Whether you're an educator, policymaker, or aspiring leader, this book offers a timely and deeply human look at what it means to lead with strength, compassion, and purpose in times of crisis.
The trio of editors of Leading With Resilience: Voices of Leaders in Challenging Times have deep understandings of the issues this book brings into focus – the complexity and nuance of fostering professional learning and personal-social growth of school leaders. Their insights stem from each having decades of extensive yet varied experiences guiding and supporting educational leaders at all levels, particularly during these uniquely challenging times from the COVID pandemic to the present. When a trio is in harmony, there are no discords. Additionally, however, through the chapter authors and school leaders who were studied and profiled, the editors have also orchestrated a diverse chorus of voices that cross generations, gender, and geographies. These vibrant voices throughout the book’s ten chapters are heard in three inter-related movements: Understanding Resilience through the Voices of Leaders, Professional Support Structures for Cultivating Resilience, and Cultivating Resilience as an Essential Leadership Practice. This book provides cogent, engaging, and research-based analyses that will stimulate generative discussions among educational leaders and scholars alike to more fully understand how resilience is critical to the equitable transformation of schools. It also makes clear, as implied in the Foreword, that songs of resilience and leadership are not sung solo.
Özge Hacıfazlıoğlu is a professor of practice in education at the School of Education, University of California, USA.
Rebecca Cheung is Assistant Dean and Associate Adjunct Professor of the Leadership Development programs, including the Principal Leadership Institute and LEAD EdD, at the Berkeley School of Education, University of California, USA.
Chunyan Yang is an Associate Professor of School Psychology in the College of Education at the University of Maryland, College Park, USA.
Foreword: Resilience is not a Solo Act; Michelle D. Young
Introduction; Özge Hacıfazlıoğlu, Rebecca Cheung, and Chunyan Yang
Section I. Challenges And Voices From The Field
Chapter 1. Understanding Risk and Resilience in California's School Principals; Rebecca Cheung, Aukeem Ballard, Meg Stomski, Ozge Hacıfazlıoğlu, and Chunyan Yang
Chapter 2. Cultivating Resilience During the Covid-19 Pandemic: Voices from Principals in the US; Rebecca Cheung, Meg Stomski, Aukeem Ballard, Chunyan Yang, and Ozge Hacıfazlıoğlu
Chapter 3. The Change Maker Collective: Leaders Building Resilience Through a Community of Practice; Soraya Sablo Sutton
Chapter 4. AAPI Leadership Voices and Reflections on Finding Resilience During a Time of Anti-Asian Violence; Mai Xi Lee and Chunyan Yang
Chapter 5. Stories of Resilience from Women of Color Superintendents; Tu Moua Carroz
Section II. Professional Support Structures for Cultivating Resilience and Well Being
Chapter 6. Navigating the First Year: Exploring Professional and Social Support for New Teachers; Ella Rho, Jin Hyung Lim, Chunyan Yang, Meg Stomski, and Özge Hacıfazlıoğlu
Chapter 7. The Role of Professional Communities for School Leaders: Supporting Critical Reflection to Lead for Equity; Aki Murata, Xueqin Lin, and Quennie Dong
Chapter 8. Fostering Intellectual Wellbeing Through Research Informed Communities of Practice: A Case Study of an American Boarding School in Switzerland; Özge Hacıfazlıoğlu, Bilge Kalkavan, Paul Magnuson, and Patrick Alexander
Chapter 9. Building Resilience Through Interprofessional Preparation: A Case Study at University of California Berkeley; Rebecca Cheung, Kathryn Perry, Özge Hacıfazlıoğlu, and Lihi Rosenthal
Chapter 10. Cross Institutional Reflections on Resilience: Voices of Research and Leadership from EdPrepLab and Bank Street College; Jessica Charles, Maria E. Hyler, Joy Rushing, Patricia Virella, and Cathy Yun
Afterword: Resilience as a Collective Action for Social Justice Leadership; Özge Hacıfazlıoğlu, Rebecca Cheung, and Chunyan Yang