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The case follows Mariam, an Ontario elementary school principal, as she pivots leadership while transitioning between in-person and virtual learning. The narrative shows events that turn her leadership upside-down, forcing her to learn, unlearn, and relearn beliefs, even as she neglects her own needs. Teaching notes include activities using a crisis leadership framework and strategies for refocusing through self-care.",{"@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/turning-leadership-upside-down-and-outside-in-during-the-covid-19-pandemic/596984/",{"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/turning-leadership-upside-down-and-outside-in-during-the-covid-19-pandemic/596984.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Who is the central character in the case, and what is her role?","Question",{"text":112,"@type":113},"The case centers on Mariam, an Ontario elementary school principal with more than 15 years of experience.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What challenges does Mariam face when schools shift due to COVID-19?",{"text":117,"@type":113},"She confronts extreme uncertainty and anxiety, lack of clear guidance, and the operational and communication demands of moving from face-to-face to virtual schooling.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning activities are included in the teaching notes?",{"text":121,"@type":113},"The activities include reflecting with a crisis leadership framework and using strategies to help leaders refocus from the outside in by practicing self-care.","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},596984,1792160589,{"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":34,"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},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Turning Leadership Upside-Down and Outside-In During the COVID-19 Pandemic  \nPatricia Briscoe1 & Nyasha Nyereyemhuka2 1 Niagara University, 2Western University  \nAbstract  \nCOVID-19 has led many to question how education and schooling are supposed to continue in a world of uncertainty. This case follows the journey of Mariam, an Ontario elementary school principal, as she pivoted her leadership while transitioning between in-person and virtual schooling during the COVID-19 pandemic. The case narrative describes the events that turned Mariam’s leadership upside-down and required her to adapt to meet the needs of the school community; in the process, however, she forgot about her own needs. Crisis leadership forced her to learn, unlearn, and relearn her beliefs about her leadership choices and purpose. The case includes teaching notes and two activities: (a) using a crisis leadership framework for reflecting on the learning, unlearning, and relearning of education, schooling, and the purpose of educational leadership during a pandemic, and (b) strategies to help leaders refocus from the outside in using self-care. Instructors can use this case in graduate-level leadership courses and for professional development.  \nKeywords: School leadership, COVID-19 pandemic, crisis leadership framework, self-care  \nConflict is the primary engine of creativity and innovation. People don’t learn by staring into a mirror; people learn by encountering differences.– Ronald A. Heifetz (1994)  \nThe COVID-19 pandemic has made both researchers and practitioners deeply reconsider aspects of education that have long been taken for granted. For example, how we conduct day-to-day school operations, educate children, and, most importantly, lead our schools. This case is based on real events and captures the experiences of school principals who have lived through and led the complex challenges presented by COVID-19. The case narrative highlights the transition from face-to-face to virtual schooling and the challenges associated with this move. The teaching notes provide two activities: (a) using a crisis leadership framework to reflect on and create opportunities for leading post-pandemic and (b) finding strategies to focus on self-care.  \nCase Narrative  \nMariam is a school principal with over 15 years of experience. Mariam has worked in the same school board and community in Southern Ontario for her entire education career. She has been the principal of her current school for 5 years in a small tourist community with a range of mid-to-low class families. Her school’s families, who worked mostly in the tourist industry prior to the pandemic, experienced added economic and financial stress. As is common within many smaller community schools, family and school staff relationships were relatively strong, and Mariam’s school was no exception. Therefore, when the families struggled, the school staff also experienced the impact.  \nMariam had been listening to the news of the COVID-19 outbreak, which felt like it was happen-  \ning on the other side of the world. During the week leading up to the announcement that schools were closing due to the COVID-19 pandemic, a parent emailed Mariam with concerns about this “new virus”and strongly suggested that she position staff at each entrance to ensure that students properly sanitized their hands. Mariam assured her that there was nothing to worry about and told her,“This is a pandemic in China and Europe, not here in Canada, and certainly not in our little town.” Mariam was secretly concerned but did not want to cause unnecessary panic in her school community. She decided to call her health and safety lead and superintendent to satisfy her own uncertainty. All three were unaware of the magnitude of what was ahead. Mariam read the first school closure announcement on a Twitter feed after school on Thursday, March 12th, 2020—the day before the much-anticipated March school break. Even though there was much buzz about the","cbCaisfWxUdzmcED","https://ap.wps.com/l/cbCaisfWxUdzmcED","pdf",458168,11,"English","# Abstract\n# Keywords\n# Case Narrative\n## Leading from Home","[{\"question\":\"Who is the central character in the case, and what is her role?\",\"answer\":\"The case centers on Mariam, an Ontario elementary school principal with more than 15 years of experience.\"},{\"question\":\"What challenges does Mariam face when schools shift due to COVID-19?\",\"answer\":\"She confronts extreme uncertainty and anxiety, lack of clear guidance, and the operational and communication demands of moving from face-to-face to virtual schooling.\"},{\"question\":\"What learning activities are included in the teaching notes?\",\"answer\":\"The activities include reflecting with a crisis leadership framework and using strategies to help leaders refocus from the outside in by practicing self-care.\"}]","Turning Leadership Upside-Down and Outside-In During the COVID-19 Pandemic | PDF",1792084140,28]