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Low  \nUniversity of San Diego  \nSchool leaders carry great responsibility when a crisis occurs. Understanding the significance and use of school crisis teams is vitally important and often unknowingly overlooked. This article examines the crucial role of school leaders when a crisis event occurs. Through combining existing research, case vignettes of actual events, and interviews with leaders, it is hoped that the gap between the unknown and the known is decreased and potential choices are increased.  \nIntroduction  \nColumbine. Paducah, Kentucky. Virginia Tech. Amish school. Once innocent locations, these now serve as raw reminders ofthe carnage violence at school can bring. There is little doubt as to the impact on students, schools and communities when large-scale crises such as these occur. What might be a principal’s response to the crises below:  \n• A middle school cheerleader faints at the game and dies the next morning.  \n• A high school senior and his freshman girlfriend die in a fatal car accident.  \n• A student finally succumbs to her 4-year battle with cancer in the middle of her fifth grade year.  \n• A fire forces evacuation of an entire school district while school is in session.  \n• A student is knifed in a gang incident at his house the night before and is now in the hospital in critical condition.  \nWhile no shots rang out in these examples, students will still huddle together openly grieving, impacted by the crisis that just hit their school.  \nRegardless of circumstances, grieving students need support to cope with their feelings. The job of a school leader is difficult in the best of times, and in the worst of times even more so. The pressure to do the right thing when you don’t know what that is generates anxiety in even the most seasoned leaders. A wise school principal once said,“I just didn’t know what I didn’t know.” This article examines the crucial role of school leaders when a crisis event occurs. Through combining existing research, case  \nCAPEA Education Leadership and Administration, Vol. 20—2008  \n©2010 DEStech Publications, Inc. 101  \n102 CAPEA Education Leadership and Administration  \nvignettes of actual events, and interviews with leaders, it is hoped that the gap between the unknown and the known is decreased and potential choices are increased. Readers will examine their current knowledge and assumptions, gain an understanding of crisis response teams and receive suggestions for how to proceed. Ethnographic interviews and vignettes illustrate key concepts regarding crisis response, promote readers examination of personal knowledge and assumptions and provide suggestions and resources for action.  \nA Short Self-Assessment  \nLeaders are wise to ask themselves the following questions:  \n1. Do I know what a crisis response team is and does?  \n2. What are my attitude toward and assumptions about crisis response and its impact on students?  \n3. Does my district have a crisis team? How do I access/activate the team?  \n4. Who in my building is a trained member of the crisis team?  \n5. Who in my building has crisis intervention experience even if there is not a team?  \n6. To whom can I turn if I don’t know the answers?  \nBased on the questions above which did you know? Not know? Were you surprised about what you didn’t know you didn’t know . . . but might need or want to know?  \nWhat Is Known  \nThe job of schools is to educate students, providing appropriate access and curriculum for all. Principals and indeed all other school leaders and personnel are taxed with the responsibility to do this to the best oftheir ability, giving students the foundation to live productive and fulfilling lives (Lovely, 2006) . It is the students’ responsibility to apply themselves and learn at school. Each day they bring lived experiences with them into the classroom. These experiences may enhance or impede their learning. A","cbCaipqDEABIset0","https://ap.wps.com/l/cbCaipqDEABIset0","pdf",54295,"English","# Introduction\n## A Short Self-Assessment\n## What Is Known\n## What You May or May Not Know","[{\"question\":\"What responsibility do school leaders have during a crisis?\",\"answer\":\"School leaders carry great responsibility when a crisis occurs and must understand the significance and use of school crisis teams, which are often overlooked. Their role includes shaping the outcome the event has on students, even when they cannot control the event itself.\"},{\"question\":\"How does the article help readers prepare for crisis response?\",\"answer\":\"The article combines existing research, case vignettes, and interviews to reduce the gap between unknown and known. It encourages readers to examine current knowledge and assumptions, learn about crisis response teams, and consider suggestions for proceeding.\"},{\"question\":\"What types of reactions can students have after a crisis event?\",\"answer\":\"The article lists fear, sadness, anxiety, anger, somatic symptoms, difficulty concentrating, memory difficulties, denial, and guilt as possible grief reactions. It also notes that without adequate support, these reactions can lead to long-term disruptions.\"}]","You Don’t Know What You Don’t Know - Choices for School Administrators When Crisis Hits | PDF",1792096230]