Listen and learn: Research paper 
We approached this study with the assumption that knowledge is socially constructed and that there are multiple realities to any story (Berger & Luckmann, 1966; Crotty, 1998). In addition, we considered the literature on effective school leadership (e.g., Grissom, et al., 2021), as well as our prior research on special education teachers during the pandemic (Courduff, et al., 2022). The latter revealed two particularly relevant theories that have influenced our interpretations in this study: Social Disaster Theory (Moore, 1956), and Happenstance Learning Theory (Krumbolz, 2009). These will be addressed in more detail in our final research report.
This study was based on findings from previous research (Courduff, et al., 2020; McElroy, 2004), regarding technology integration in teacher preparation and K-12 education. We utilized a multiple case study design, collecting data via individual interviews with principals, focus groups with teachers, and relevant documents, such as school improvement plans and local news articles. We sent out a call for participation through several superintendent organizations in the local areas. Principals were recommended by their superintendents. We then asked principals to recommend teachers who could discuss their schools in small focus groups. In all, the study included 6 principals and 13 teachers. For consistency, the lead researcher conducted all 19 interviews and 6 focus groups. We conducted all interviews via Zoom, using Zoom's transcription function. We then corrected the transcriptions for accuracy. We have been analyzing the data by individually doing a preliminary coding and then meeting to agree on common codes and possible themes. We then will re-code all data, creating themes, and analyzing data across all cases. We will collaborate on the final write-up of the study results.
Preliminary results indicate that exemplary principals during COVID demonstrated empathy, support for teachers, praise for successes, and saw failure as an opportunity. In addition, the site leaders in our study consistently provided resources for teachers to work in any location, modeled what was expected of teachers, provided training as needed or requested, and created an culture of collaboration to deal with the challenges presented by the pandemic. Other emerging results suggest that effective school leaders took a larger role in behavioral and attendance issues, seeing themselves as available 24/7 in supporting teachers.
All data are expected to be analyzed by November, 2022, and the final report completed by December, 2022.
Our preliminary findings suggest that effective principals are crucial for successful schools, especially in a time of crisis. Given the findings from a recent research synthesis by Grissom, et al. (2021) and decades of other research (including the McElroy study we were replicating), this is not surprising. But our multiple case study provides a detailed snapshot of exactly what principals did during a major national crisis that closed down schools. Moreover, it directly addressed the issue of how technology was used effectively in creating effective educational experiences for students, as well as supporting teachers. We believe that if these practices are effective during a major crisis, they should be considered for any school at any time. ISTE attendees will benefit from hearing how these extraordinary leaders made things work in their schools.
Courduff, J., Lee, H., Rockinson, A., & Herring, J. (2021). What have we learned? Assistive technology implementation: District to home during COVID-19, Assistive Technology Outcomes & Benefits (ATOB), https://www.atia.org/home/at-resources/atob/, 16(1). ISSN 1938-7261.
Courduff, J., Kiekle, J., & Hessling, P. (2022). Special educators’ experiences in the pivot from F2F to virtual learning during COVID-19: A phenomenological study. [in review]
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