Blinded by the Unknown: A School’s Leader’s Authentic Actions to Support Teachers and Students During COVID-19 School Closures

Authors

  • Laura Schaffer Metcalfe Grand. Canyon University, USA
  • Isaac Perez Casa Grande, USA

DOI:

https://doi.org/10.32674/jsard.v5iS1.2746

Keywords:

implications, families, leadership, low-socioeconomic learners, online learning, pandemic, teachers

Abstract

This article outlines a first-hand proactive account of how a school leader directly supported staff, students, and the community to continue learning and growing despite COVID-19 school closures.  

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Author Biographies

  • Laura Schaffer Metcalfe, Grand. Canyon University, USA

    LAURA SCHAFFER METCALFE, EdD, is an Education Faculty member in the College of Education at Grand Canyon University located in Phoenix, AZ. Her major research interests lie in the area of Title 1 schools and school districts, how teaching and learning can break the cycle of poverty for low-income families and communities, and what the effects of leadership can play in enriching the lives of students and families living and working in low-socioeconomic areas. Her doctorate and master’s degrees are in Educational Leadership from Northern Arizona University. Email: lauram973@gmail.com

  • Isaac Perez, Casa Grande, USA

    ISAAC PEREZ, MEd, is a long-time school leader who holds a Master’s degree in Educational Leadership from Northern Arizona University and a Bachelor’s degree from Grand Canyon University. Mr. Perez is well-versed and well-experienced in the ongoing challenges of Title 1 schools with 20 years of experience. Email: isaacp66@gmail.com.

References

Anderson, J. (2020, April 16). Harvard EdCastSchool Leadership During Crisis. Harvard Graduate School of Education. https://www.gse.harvard.edu/news/20/04/harvard-edcast-school-leadership-during-cris:

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Published

2020-10-30

Issue

Vol. 5 No. S1 (2020): 5th Anniversary Special Issue: School Leadership During a Global Pandemic, pt. 1

Section

Special Issue

License

All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.