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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2018
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED609287 |
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| _version_ | 1867181908082819072 |
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| author | Radoff, Anna |
| author_facet | Radoff, Anna Radoff, Anna |
| collection | Education Resources Information Center |
| contents | Principled Principals: The Essential Role of Leadership in Disrupting Vicarious Trauma for Teachers in OUSD Radoff, Anna Leadership Responsibility Administrator Role Principals Trauma Teachers Wellness Well Being Teacher Persistence Teaching Conditions Middle Schools Intervention Homeless People Racial Bias Violence Racial Differences Immigration Immigrants Civil Rights Physical Health Mental Health Emotional Response Teacher Burnout Board of Education Policy School Culture Academic Achievement Trust (Psychology) Interpersonal Relationship Equal Education Story Telling Elementary Secondary Education Barriers Oakland Unified School District (OUSD) faces increasing teacher attrition and unsustainable levels of stress among teachers. Citywide pressures, such gentrification and lack of transportation, impact schools and teachers. OUSD currently has wellness programs both district provided (the Office of Health and Wellness) and through district partnerships (the Teaching Well and the African American Male Achievement). The initiatives have largely been ad hoc or driven by inspired individuals rather than system level change. Principal leadership is necessary to support teachers and ultimately student achievement. In order for principals to assist teachers and make real, lasting policy changes, district level support is necessary. OUSD should help principals tie wellness to the larger mission and vision of schools. Principals should believe that staff sustainability is a essential part of serving students and increasing student achievement. This report is based on a literature review and interviews. The literature review utilized journal databases and library catalogues. When searching for articles the report used articles that were relevant to the topic and based in the United States. Both qualitative and quantitative studies were included. All information was ethically considered for accuracy and confidentiality. The interviews referenced in this report were semi-structured and conducted between January 2018-April 2018. Interviews were conducted with eight principals, three teachers, various UC Berkeley research partners, and two OUSD non-profit partners. Interviews were conducted over the phone and in person. [The report was also written in partnership with the Goldman School of Public Policy, University of California Berkeley.] |
| format | Recurso educativo Open Access |
| id | eric_ED609287 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2018 |
| record_format | eric |
| spellingShingle | Principled Principals: The Essential Role of Leadership in Disrupting Vicarious Trauma for Teachers in OUSD Radoff, Anna Leadership Responsibility Administrator Role Principals Trauma Teachers Wellness Well Being Teacher Persistence Teaching Conditions Middle Schools Intervention Homeless People Racial Bias Violence Racial Differences Immigration Immigrants Civil Rights Physical Health Mental Health Emotional Response Teacher Burnout Board of Education Policy School Culture Academic Achievement Trust (Psychology) Interpersonal Relationship Equal Education Story Telling Elementary Secondary Education Barriers Principled Principals: The Essential Role of Leadership in Disrupting Vicarious Trauma for Teachers in OUSD Radoff, Anna Leadership Responsibility Administrator Role Principals Trauma Teachers Wellness Well Being Teacher Persistence Teaching Conditions Middle Schools Intervention Homeless People Racial Bias Violence Racial Differences Immigration Immigrants Civil Rights Physical Health Mental Health Emotional Response Teacher Burnout Board of Education Policy School Culture Academic Achievement Trust (Psychology) Interpersonal Relationship Equal Education Story Telling Elementary Secondary Education Barriers Oakland Unified School District (OUSD) faces increasing teacher attrition and unsustainable levels of stress among teachers. Citywide pressures, such gentrification and lack of transportation, impact schools and teachers. OUSD currently has wellness programs both district provided (the Office of Health and Wellness) and through district partnerships (the Teaching Well and the African American Male Achievement). The initiatives have largely been ad hoc or driven by inspired individuals rather than system level change. Principal leadership is necessary to support teachers and ultimately student achievement. In order for principals to assist teachers and make real, lasting policy changes, district level support is necessary. OUSD should help principals tie wellness to the larger mission and vision of schools. Principals should believe that staff sustainability is a essential part of serving students and increasing student achievement. This report is based on a literature review and interviews. The literature review utilized journal databases and library catalogues. When searching for articles the report used articles that were relevant to the topic and based in the United States. Both qualitative and quantitative studies were included. All information was ethically considered for accuracy and confidentiality. The interviews referenced in this report were semi-structured and conducted between January 2018-April 2018. Interviews were conducted with eight principals, three teachers, various UC Berkeley research partners, and two OUSD non-profit partners. Interviews were conducted over the phone and in person. [The report was also written in partnership with the Goldman School of Public Policy, University of California Berkeley.] |
| title | Principled Principals: The Essential Role of Leadership in Disrupting Vicarious Trauma for Teachers in OUSD |
| topic | Leadership Responsibility Administrator Role Principals Trauma Teachers Wellness Well Being Teacher Persistence Teaching Conditions Middle Schools Intervention Homeless People Racial Bias Violence Racial Differences Immigration Immigrants Civil Rights Physical Health Mental Health Emotional Response Teacher Burnout Board of Education Policy School Culture Academic Achievement Trust (Psychology) Interpersonal Relationship Equal Education Story Telling Elementary Secondary Education Barriers |
| url | https://eric.ed.gov/?id=ED609287 |