Educational Leadership: Considerations for the Development of Future Crisis Management Plans

By Tyrone Tanner and Kimberly McLeod.

Published by The Humanities Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Hurricane Katrina greatly impacted the educational climate of Houston area school districts. Houston area schools enrolled over 20,000 new students who were evacuees from New Orleans, and reportedly have not received financial assistance from the federal government three months after the arrival of the evacuees. The addition of these students to the Houston area education system has had a significant impact. While discussion from the victims’ perspective is necessary and most critical, the experiences of others who were effected by Hurricane Katrina, are relevant and worthy of discussion. Thus, the scope of this paper is limited to the systems that need to be considered or put in place for such a disaster and not meant to address the personalogical factors and experiences of the evacuees. The purpose of this research is to explore the ramifications of Hurricane Katrina on the education system in the city of Houston, Texas. Nine public school employees have been interviewed from three schools in Houston, Texas. A qualitative methodology was used, and findings of this research yielded three themes: 1) increased class size, 2) shortage of teachers, and 3) inadequate counseling services. Suggestions are made for future research.

Keywords: Educational System, Leadership, Hurricane Katrina

The International Journal of the Humanities, Volume 5, Issue 3, pp.183-188. Article: Print (Spiral Bound). Article: Electronic (PDF File; 530.941KB).

Dr. Tyrone Tanner

Associate Professor, Prairie View A & M University, Houston, Texas, USA

Prior to joining Prairie View A & M as an associate professor, Dr. Tanner's experience included working as an assistant professor at Texas Southern University, consultant (leadership, diversity, and urban school reform), high school and middle school principal, Urban school personnel director, and high school teacher. He recieved his Doctorate of Education from the University of Houston, a Master of Education in School Administration and Supervision from Southern University, and a Bachelors of Arts in Social Studies/Education from Newberry College. He is committed to researching and addressing issues of social justice.

Dr. Kimberly McLeod

Assistant Professor, Department of Counseling, Texas Southern University, Houston, Texas, USA

Dr. Kimberly McLeod has over 10 years experience in public education. She has held various positions in PK-12 public education including that of a teacher, counselor and administrator. She is the editor of for the Journal of Urban Education and the coordinator for the Texas Alliance of Black School Educators Research Institute. She believes in advocating for disadvantaged learners and special populations.

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