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Millions of students in our schools live with a parent experiencing substance use disorder. Most people with substance use disorder begin using while they are school-age. School personnel are on the frontlines of this crisis; yet our policies, practices, and social norms create barriers to witnessing and healing for these students and families. This case provides a context to explore the usefulness of compassionate leadership to support marginalized and vulnerable students and families. Both compassionate leadership and crisis intervention inform our suggestions for practice.

Predominantly white institutions (PWIs) struggle to attract and retain underrepresented faculty. Despite aspirations for diversity, the reality remains that underrepresented faculty are not hired and retained in numbers sufficient to change the institution's demographics. The leadership of PWIs strives for solutions to ameliorate the trend in recruitment, retention, and climate. The issue has gained even more significance recently due to the global coronavirus pandemic when layoffs, non-renewals, and hiring freezes have been widely imposed. This case examines how systemic leadership problems, mindsets, and climates keep PWIs at the status quo, and invites application of leadership and adult learning theories to develop a strategy for improving faculty diversity at PWIs.

Teach-Ins have historically been used as a way for educators to raise knowledge and awareness around an urgent social problem. We report findings from an action evaluation of the Bowling Green State University (BGSU) Opioid Awareness Teach-In, which was designed to (a) make clear that the BGSU community believes we can work to change the story of the opioid epidemic in northwest Ohio and (b) raise awareness of resources available for those struggling with opioid dependence in our community. Campus wide, anonymous questionnaires administered to students, faculty, and staff before (n = 275) and after (n = 140) the Teach-In indicated positive, and statistically significant, changes in knowledge of resources available, treatment options, and the attitude that BGSU is a community that cares about those struggling with opioid addiction. Qualitative feedback suggests that the Teach-In was helpful as a step toward changing the story and inspiring hope. In particular, our work to facilitate communication and awareness around opioid addiction, and reduce the silence and stigma associated with addiction, appears to have resonated strongly with participants.

This case study is useful for leadership for change or leadership theory in education and other disciplines. It describes the process of including multiple stakeholders in a major revision of a large educator preparation program after state legislation mandates. Student discussions can focus on change goals and patterns of planned change, leading mandated change efforts, and resistance to change. Students can focus on a leader's role in several ways: as the higher-education leader (Dean), as the field partner leader (K-12 schools), and as the faculty committee leader. The case can be used to examine laws affecting school policy, and/or school leadership and its influence on organizational culture. Students discuss the perspective of multiple roles and how the Dean can resolve the situation successfully.

This study examines insights from Career and Technical Education (CTE) leaders that help to better inform the preparation of all school leaders. CTE leaders find themselves in the interesting position of being inside the PK-12 system but at the outside edge. This outsider within perspective not only gives CTE leaders a unique understanding of schools but also on the preparation of school leaders. These practitioners helped to identify three key areas of focus for leadership preparation: a new focus on college and career readiness, the importance of instructional leadership, and an expanded understanding of community. [ABSTRACT FROM AUTHOR]

Collaboration among teachers is necessary for school improvement efforts. In the case below, a high school shifts its instructional model to include students with disabilities in general education classes. The school needs to raise state test scores for students with disabilities and hopes this instructional change will help. To implement a full-inclusion model, general education and special education teachers will be assigned to teach classes together as co-teachers. Co-teaching, however, is a collaborative model that requires relational trust among colleagues. Leaders are encouraged to consider how developing trust for collaboration may be difficult during times of school improvement.

Although research has identified culturally responsive pedagogy (CRP) as vitally important for educators in today's increasingly diverse classrooms, few studies exist to explore the development of both pre- and in-service teachers' knowledge about and selfefficacy for CRP. This mixed methods study examined pre- and in-service teachers' perceptions of CRP as well as their CRP self-efficacy. Both pre-service and in-service teachers participated in professional development aimed at improved knowledge and self-efficacy for CRP. Dependent-samples t-tests revealed positive and statistically significant changes in participants' CRP self-efficacy. Qualitative analyses demonstrated participants worked to better understand their core values (know why they teach), identified a need to better understand their students (respect who they teach), and recognized high expectations for all students as a core principle of CRP. [ABSTRACT FROM AUTHOR]