As the COVID-19 pandemic spread rapidly across the globe, many schools struggled to react both quickly and adequately. Schools were one of the most important societal institutions to be affected by the pandemic. However, most school leaders have little to no training in crisis leadership, nor have they dealt with a crisis of this scale and this scope for this long. This article presents our findings from interviews of 43 school organizations around the globe about their responses during the early months of the pandemic. Primary themes from the interviews included an emphasis on vision and values; communication and family community engagement; staff care, instructional leadership, and organizational capacity-building; equity-oriented leadership practices; and recognition of potential future opportunities. These findings resonate with the larger research literature on crisis leadership and have important implications for school leaders’ future mindsets, behaviors, and support structures during crisis incidents.

This article presents the results of an exploratory study of women in educational administration that focused on women’s decisions to enter educational administration. Findings suggest that the career aspirations of women who ultimately enter the field of educational administration are intricately related to their career commitments, positional goals, and leadership orientations. Furthermore, although women who go into administration may have personal characteristics that set them apart from women who do not, it also appears that at least three factors greatly affect women’s entrance into administration: their administrative role models, their exposure to transformative leadership styles, and the endorsements and/or support that they receive.

This study focused on understanding the extent to which technology leadership is discussed, framed, and given voice in the fields of educational leadership and educational administration. To do this, we collected data and conducted content analyses on conference programs from three leading professional organizations in the field and on a selection of professional journals spanning 1997 to 2009. We found 2.12% of American Educational Research Association presentations had a technology leadership focus, compared to 2.94% for the University Council for Educational Administration and 7.40% for the National Council of Professors of Educational Administration. After determining the 25 most often-cited journals in the field, we found that 43 articles in these journals had a focus on technology leadership, most often centering on technology integration, staff development, and technology policy. Suggestions for moving forward are included. Preparing future-ready citizens who are technologically savvy, globally competent, and prepared to engage in a 21st-century knowledge-based economy with applicable skills requires a school leader who is prepared to lead changes in schooling, as catalyzed by technology and its ubiquitous presence. Collins and Halverson (2010) argued that the digital age has fostered a knowledge revolution that has transformed our jobs, home lives, and social lives and will inevitably change schools: new technologies create learning opportunities that challenge the traditional practices of schools and colleges.. .. People around the world are taking their education out of school and into homes, libraries, Internet cafes and workplaces where they can decide what they want to learn, when they want to learn and how they want to learn. (p. 18

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