Case Study Of Gross's Turbulence Theory

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Following, Staying Centered, Gross continued to develop his turbulence theory, and further inculcated it into school leadership with the publications of the following books: Promises Kept: Sustaining School and District Leadership in a Turbulent Era (2004), Leadership Mentoring: Maintaining School Improvement in Turbulent Times (2006), and in partnership with the educational researcher Joan Poliner Shapiro, Ethical Educational Leadership in Turbulent Times: (Re)Solving Moral Dilemmas (2013). Gross (2006) tells us, Since we are truly in turbulent era, filled with ethical dilemmas, a leader who values democratic schooling, based on clear ethical decision making, will, in my opinion, best be able to navigate effectively and support the development…show more content…
The type of positionality taken by Gross is a combination of both the Standpoint Theory and the Positionality Theory. According to Gross (2006), “Positionality is the concept that everyone in the organization does not experience the same level of turbulence at the same time” (p. 56). Furthermore he goes a bit further on positionality by stating, “Turbulence might seem uniform viewed from far away, but at the level of the specific case, where one was, in relation to the organization, seemed very meaningful” (Shapiro & Gross, 2013, p. 44). Accordingly, because of the importance of an individual’s orientation during moderate, severe, and extreme turbulence, Shapiro and Gross (2013), then, are suggesting that “When thinking of positionality as developed in Turbulence Theory, it is important to understand the relative situation of individuals in the organization in a multidimensional fashion” (p. 45). In other words, in each degree of turbulence, various school stakeholders—including superintendent, principal, teachers, parents, and students—will experience it differently based on their…show more content…
In the following scenario I intend to describe a possible cascading of events that may occur as a result of a principal using Glenn Singleton’s (2005, 2014) Courageous Conversations About Race to initiate teacher professional development (PD). The principal encountered the first “cascading” event during the first PD meeting, where staff engagement was limited. The principal, then, noticed a second cascading event during the following PD when several disgruntled teachers made a subliminal protest by simultaneously taking a personal day to avoid participation in the equity PD meeting. In fact, the absent teachers had made the other staff members aware of their silent

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