Working with independent schools through the COVID-19 pandemic and Black Lives Matter protests, we observed that the highly adaptive schools had heads of school who fostered a collective leadership response.
These heads brought those closest to the issue, such as health professionals and diversity, equity, and inclusion (DEI) professionals, along with faculty and parents, into the conversation through collaborative efforts.
In contrast, struggling schools were characterized by heads who kept the decision-making process within a small circle of administrators and had to be involved in every facet of their school’s response or by heads who abdicated their responsibility to fully participate.
The full article is available on the NAIS website.