Ableism

, 50

Abolish Chronic Truancy (ACT) program

, 74

Adaptability

, 24–25

Adaptive leadership

, 2–3, 26

Adults in schools

, 41–42

Agism

, 105–106

Alternatives to punitive discipline

, 83

Ambiguity

, 32

Approaches to Learning (ATL)

, 63

ATLAS.ti qualitative software

, 94

Autonomy

, 52–54

Awareness

, 136–138

Bias

, 2–3, 93–94

Black students

, 78

Brokering with outside agencies and organizations

, 120

Burnout

, 118–119, 134, 137

Canadian Council of Montessori Administrators (CCMA)

, 56–57

Centrality of awareness

, 136–138

Challenges

, 3–4, 32

Classism

, 50

Climate disasters

, 104

historical and contextual factors

, 105–111

Coalitions of progress

, 8, 95–96, 98

Cognition

, 36

Cognitive mindfulness

, 135

Collaboration

, 20–21

Collaborative approach

, 90, 100, 124

Communication

, 19–20

Community

, 43

Community needs

, 119

Complex adaptive system

, 17

Complexity

, 32

perspective in educational leadership

, 17–18

theory

, 33

Conferences

, 72

Connection

, 54, 123

Consonance

, 95

Contemplative mindfulness

, 134–135

Content analysis

, 93–94

Copley Public Schools (CPS)

, 8, 90

lessons learned from

, 95–99

partnering with

, 91–92

Courage

, 5

COVID-19 pandemic

, 2

Crisis and disaster management as gap in leadership preparation

, 120–121

Crisis leadership

, 19

Crisis management

, 155

Cult of Pedagogy

, 94

Cultural positioning

, 38

Cultural responsiveness

, 23

Culturally relevant frameworks

, 22–23

Culturally relevant pedagogy

, 95

Culturally responsive leadership

, 24–25

Curiosity

, 5

as leadership stance

, 140–141

Decentralization of race

, 90

Deep knowledge

, 44

Dilemma identification

, 15

Disasters

, 103–105

location and experiences

, 105–106

management

, 120–121

school leadership in disaster response

, 111–121

on student outcomes

, 106–111

Discipline

, 80–81, 153

Discomfort

, 36

Disproportionality

, 77–78, 81

Disproportionate impact

, 2, 111

Dissonance

, 95

Distributed leadership

, 24

District-level leaders

, 81–82

Diverse perspectives

, 42

Diversity

, 3–4

Diversity, equity, and inclusion legislation (DEI)

, 152

Earthquakes

, 19, 104

Education leadership

, 4–5

Education Review Office (ERO)

, 15–16

Educational leaders

, 34

Educational leadership

, 14–15, 36, 40

complexity perspective in

, 17–18

landscape in Aotearoa New Zealand

, 15–17

Educators

, 3, 36–37

Educultural Wheel

, 22–23

Effective leadership

, 33, 43

Emergence

, 18

Emotion

, 44

Emotional support to students and teachers

, 117–119

Emotions, challenge of navigating

, 36–37

Environmental injustice

, 103–105

historical and contextual factors

, 105–111

location and experiences

, 105–106

on student outcomes

, 106–111

Equality

, 52–54

Equanimity, path of

, 138–139

Equity

, 2, 52–54, 61–62, 92–93

equity-focused leaders

, 124–125

leadership as theoretical lens for transformation

, 93

Excellence for every student

, 92–93

Exclusionary discipline policies

, 77

Expulsion

, 75–76

Fair Oaks Elementary School

, 50–51

Fieldnotes

, 57–59

“Fixing parts” approach

, 33

Futures discourse

, 35

Genuine inquiry

, 39

Geography

, 104

Gun-Free Schools Act

, 74–75

7 Habits

, 51

“Hearts and minds” approach

, 96–97

Heterosexism

, 50

Historical practices

, 98–99

Holistic student outcomes

, 9

Humility

, 5

Hurricane Katrina

, 110–112, 120–121

Hurricanes

, 104

Inclusion

, 92–93

Inequity in schools

, 80

Informed decision-making

, 99

Inquiry

, 39

Instruction

, 52, 54–55

Integrated respect

, 54–55

International Baccalaureate educational system (IB educational system)

, 50, 61, 65

analysis of dilemma

, 63–65

from field

, 61–63

International Baccalaureate Organization (IBO)

, 61

Juvenile Justice and Delinquency Prevention Act of 1974

, 73–74

Kotahitanga (ethic of bonding)

, 22–23

Leader in Me

, 51

Leaders

, 3–4, 43–44

Leadership

, 31–32

challenge of engaging voices of youth

, 39–41

challenge of interrupting problematic narratives

, 37–39

challenge of navigating emotions

, 36–37

challenge of navigating uncertainty

, 34–35

complex challenges

, 33–34

implications for school leadership

, 41, 44

preparation

, 80–82

Legal codification of zero-tolerance policies

, 74–76

Los Angeles Unified School District (LAUSD)

, 73–74

Manaakitanga (ethic of caring)

, 22–23

Māori

, 14

education

, 21

Marginalization

, 4–5

Marginalized communities

, 97

Mātauranga Māori

, 41

Mauri ora

, 22–23

Mediation

, 72

Mindful activity

, 135

Mindful awareness

, 138

Mindful communication

, 141–142

Mindful leadership

, 134

centrality of awareness

, 136–138

curiosity as leadership stance

, 140–141

embracing beginner’s mind

, 143–144

paradoxes of purpose and positionality

, 142–143

path of equanimity

, 138–139

practices and next steps

, 144–146

relational heart of leadership

, 141–142

traditions of mindfulness

, 134–136

Mindfulness, traditions of

, 134–136

Mississippi schools

, 119

Mitigating uncertainty

, 104

Mixed-methods study

, 15–16

Montessori educational system

, 50, 56, 60

analysis of dilemma

, 59–60

fieldnotes

, 57–59

Mudslides

, 104

Mutual respect

, 50, 54–55

definitions and examples

, 53

as dilemma-fraught

, 55–56

framework for

, 50

framework for examining interactions

, 52

leading for symmetry across languages

, 56–60

leading for symmetry across socioeconomic status

, 61–65

presenting framework for

, 52–56

problem

, 50–52

Narratives

, 37

Natural disasters

, 105–107, 109

Negative capability

, 140

Networks

, 14–15, 43

New Zealand

, 13–14

collaboration and trust as emergent processes

, 20–21

complexity perspective in educational leadership

, 17–18

education system

, 14

educational leadership landscape in Aotearoa New Zealand

, 15–17

flow of interaction and communication

, 19–20

implications

, 25–26

leading in times of uncertainty

, 18

recognizing culturally relevant and complex leadership practices

, 21–25

New Zealand Ministry of Education

, 15

Ontological security

, 36–37

Open-mindedness

, 38

Organization

, 24–25, 97

Organizational mindfulness

, 135–136

Organizational transformation

, 99

P-12 school leaders

, 124

Pākehā

, 14

Pandemic

, 2, 122

Peer counseling

, 72

Peoplehood

, 43

Personhood

, 43

Physical environment

, 104

Political attacks

, 9

Postcolonial theories

, 40

Potentiality clause

, 73–74

Poverty

, 104

Power

, 5

Preferable future

, 35

Primary Years Programme (PYP)

, 62–63

Principal turnover

, 9, 152

Principalship

, 152

Probable future

, 35

Problematic narratives, challenge of interrupting

, 37–39

Professional standards

, 154

Public schools

, 73–74

Pumanawatanga (morale, tone, pulse)

, 22–23

Punishment

, 73

“Race neutral” policies

, 77, 80

Racial bias

, 80, 82

Racial disproportionality

, 78

Racial equity

, 90

equity leadership as theoretical lens for transformation

, 93

forming coalitions of progress

, 96–98

historical practices

, 98–99

implications for future research and practice

, 100–101

lessons learned from Copley Public School District

, 95–99

methodology

, 93–94

oscillations between dissonance and consonance

, 95

partnering with Copley Public Schools

, 91–92

principals and impact on student achievement

, 92–93

removing systemic barriers to improve outcomes

, 99

transformation

, 94, 99

Racial justice

, 2, 72

adverse impacts of zero-tolerance policies and practices

, 76–77

implications for school leaders, leadership preparation, and research

, 80–82

racial discipline gap

, 77–78

restorative practices as alternative to punitive and exclusionary discipline

, 78–80

school collaboration with law enforcement

, 73–74

school discipline

, 72–73

school discipline and legal codification of zero-tolerance policies

, 74–76

Racial-discipline gap

, 72, 77–78

Racism

, 50, 96, 105–106

Rangatiratanga (teacher effectiveness)

, 22–23

Recovery

, 20–21, 105

Reflexivity

, 24

Reimagined school leader, portrait of

, 121, 123, 126

Relational practice

, 42–43

Relational trust

, 43

Relationship (s)

, 19, 42–43

Reopening schools

, 112–117

Research methods

, 55–56

animating framework

, 56–65

Resilient leadership

, 152–153

Respect

, 50, 54

Restorative circles

, 72, 79

Restorative conferences

, 79

Restorative justice

, 78–79

Restorative practices

, 72

as alternative to punitive and exclusionary discipline

, 78–80

Risk

, 36–37

Routines

, 17, 99

School climate

, 7–8, 72, 79–80

School collaboration with law enforcement

, 73–74

School communities

, 41–42

School counselors

, 82

School discipline

, 72–73

and legal codification of zero-tolerance policies

, 74–76

School leaders

, 20, 32, 104, 151–152

evolving role for

, 122–123

implications for

, 80–82

School leadership

, 2–3, 35, 43, 66, 92, 104, 139

in disaster response

, 111–121

implications for

, 41–44

implications for school leadership preparation, policy, and practice

, 153–156

scholarship on

, 113–116

target audience and key themes

, 4–6

School principals

, 92, 105

School psychologists

, 82

School social workers

, 82

Schools

, 17

Self-care

, 152–153, 155

Self-organization

, 18

Sensemaking

, 18–19, 122

Sexism

, 50, 105–106

Shared instructional leadership

, 92

Social capital

, 104, 124

Social change

, 22–23

Social inclusion

, 22–23

Social justice

, 5–6

Social relations

, 52, 54–55

Social-emotional learning

, 50–51

Sociocultural theory

, 91

Socioeconomic status

, 61–65

Socioeducational transformation

, 23

Standard deviations (SDs)

, 110

Standards

, 154

Storm: Students of Biloxi, Mississippi Remember Hurricane Katrina, The

, 117–118

Stress

, 8–9, 152–153

Student achievement

, 110

Student achievement, principals and impact on

, 92–93

Student agency

, 62–63, 100

Student outcomes

, 5–6, 153

Student voice

, 40

Students of color

, 90

Substance Abuse and Mental Health Services Administration

, 124

Superintendents

, 105

Suspension

, 75–76

Sustainability

, 3, 5, 154

Symmetry

, 61–65

Synergy

, 64

System

, 20

Systemic barriers

, 99

Systems thinking approach

, 33

Te Kotahitanga project

, 40–41

Thoughts, Questions, Epiphanies protocol method (TQE protocol method)

, 94

“To-do” lists

, 33

Toronto District School Board (TDSB)

, 59

Transformation

, 2–3

Transformational leadership

, 92

Transformative spaces

, 5–6, 9

Treaty of Waitangi

, 13–14

Trust

, 20–21

Tsunamis

, 104

Uncertainty

, 32

challenge of navigating

, 34–35

United Nations Convention on the Rights of the Child (UNCROC)

, 40

Voice

, 40

Voices of youth, challenge of engaging

, 39–41

Volatility

, 32

Volcanic eruptions

, 104

Vygotsky’s Zone of Proximal Development (ZPD)

, 91

Weather

, 104

Wellbeing

, 41

Whanaungatanga (building relationships)

, 22–23

Willful defiance

, 75

Wisdom

, 8–9

Xenophobia

, 105–106

Youth voices

, 39–41

Zero tolerance

, 75

adverse impacts of zero-tolerance policies and practices

, 76–77

policies

, 72

school discipline and legal codification of

, 74–76

Zero Tolerance Task Force

, 76