[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591116-105":59,"doc-detail-591116-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","doing-schools-differently-visionary-leadership-in-an-alabama-school-district","Doing Schools Differently - Visionary Leadership in an Alabama School District","","This case study describes how an Alabama school district sustained learning and effectively educated students using technology during the COVID-19 pandemic. Leadership practices were examined, revealing established procedures that enabled education to operate differently and adapt rapidly to abrupt change. Five practices were identified in the district leader’s approach: tools and training, technology readiness, emphasis of standards, forward-thinking habits, and two-way communication. The study concludes with applicable leadership and technology integration practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/doing-schools-differently-visionary-leadership-in-an-alabama-school-district/591116/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/doing-schools-differently-visionary-leadership-in-an-alabama-school-district/591116.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the focus of the case study in Alabama during COVID-19?","Question",{"text":112,"@type":113},"The study focused on how one Alabama school district used technology to sustain learning and effectively educate students during the COVID-19 pandemic.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which five leadership practices did the district leader demonstrate?",{"text":117,"@type":113},"The five practices were tools and training, technology readiness, emphasis of standards, forward-thinking habits, and two-way communication.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the literature say about why online learning continued to expand?",{"text":121,"@type":113},"It grew due to technology changes, globalization, internet availability, personalized learning priorities, and concerns about traditional schools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591116,1792191632,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Doing Schools Differently: Visionary Leadership in an Alabama  \nSchool District  \nDee Dupree Bennett, Rachel S. Turnham, and Pamela A. Lemoine  \nTroy University  \nAbstract  \nThis case study describes how one school district in Alabama was able to sustain learning and effectively educate students using technology during the COVID-19 pandemic. Investigation of leadership practices found several established procedures that facilitated the education process differently and adapted to change abruptly. The case study findings identify five practices exhibited by the school district leader and how intertwining the practices resulted in educational stability during the pandemic. The leadership practices are: tools and training; technology readiness; emphasis of standards; forward-thinking habits; two-way communication. The conclusions from the case study outline applicable practices and technology integration for educational leaders.  \nKeywords: leadership, technology, distance learning, forward-thinking, educational planning  \nAmerican’s education system has been tested as traditional education teaching processes changed interaction with students during the current COVID-19 pandemic. Schools are being conducted differently, students are learning differently, teachers are supporting students indifferently; therefore, school administrators need to lead differently. With an abrupt shift to virtual learning and technology embedded instruction, some districts were prepared for the transition. Other districts not as well equipped to integrate instruction through the use of technology, have struggled to determine how to change instructional methods, distribute learning devices, and execute distance learning.  \nThis paper describes how one school district leader’s foresight facilitated the integration of technological instruction methods, which allowed educators to conduct school differently and rapidly adapt to change. Due to the technology processes already established by the school district leader, the school administrators, teachers, students, and parents continued educational processes. Five practices were identified to understand better technology applications and the broader scope of multimedia adoption by all stakeholders: (1) tools and training; (2) technology readiness; (3) emphasis of standards; (4) forward-thinking habits; (5) two-way communication. Intertwining the specific practices supported the success of the school district's educational methods during the pandemic and state of emergency.  \nLiterature Review  \nThe concept of online learning has continued to grow because of technology changes, globalization, availability of the internet, personalized learning priorities, and concerns about traditional schools (Cavanaugh, 2004) . Virtual schools, in the form of fully online or blended instruction, have the potential to dramatically expand the educational opportunities of American students, largely overcoming the geographic and demographic restrictions, with the promise to improve the quality of education (Lips, 2010) .  \nThe United States displayed steady growth in virtual schooling, as documented by the International Association for K-12 Online Learning, known as iNACOL (2011) . It grew to serve a broader range of purposes, including early engagement in higher education, increased student choice of courses, credit recovery, and flexibility in student schedules (Davis, 2011; Miron, G., Shank, C. & Davidson, 2018) . Watson, Murrin, Vashaw, Gemin, and Rapp (2014) indicated that online education enrollment grew significantly in several decades and the number continued to increase each year. The Evergreen Education Group (2014) reported a total of 45 states and the District of Columbia had a virtual state school through an online initiative, full-time online schools, or both. Many states even mandated the creation of a hybrid or online learning program in every district in their state (Cowan, 2011) . The support for virtual school","cbCaibR5TBzYF6NZ","https://ap.wps.com/l/cbCaibR5TBzYF6NZ","pdf",105581,11,"English","# Abstract\n# Literature Review\n## Growth of online learning and virtual schooling\n## Virtual school leadership and instructional strategy changes","[{\"question\":\"What was the focus of the case study in Alabama during COVID-19?\",\"answer\":\"The study focused on how one Alabama school district used technology to sustain learning and effectively educate students during the COVID-19 pandemic.\"},{\"question\":\"Which five leadership practices did the district leader demonstrate?\",\"answer\":\"The five practices were tools and training, technology readiness, emphasis of standards, forward-thinking habits, and two-way communication.\"},{\"question\":\"What does the literature say about why online learning continued to expand?\",\"answer\":\"It grew due to technology changes, globalization, internet availability, personalized learning priorities, and concerns about traditional schools.\"}]","Doing Schools Differently - Visionary Leadership in an Alabama School District | PDF",1792071156,28]