Crisis/emergency preparedness planning in a public school in Luzerne County: A case study analysis

Scope and method of study. Crises occur whether we do nor do not plan for them, and it is unlikely that any school will escape the necessity of responding to a crisis situation. Natural and man-made crises/emergencies are inevitable. An effective response would involve previous planning and preparation. Developing a crisis/emergency plan is a significant step in that direction. The purpose of this study was to identify crisis/emergency preparedness planning by public school superintendents in Luzerne County, Pennsylvania. It compared the plans against criteria prescribed by the Pennsylvania Emergency Management Agency (PEMA) and the Pennsylvania Department of Education and cast the data against Fullan's (1982) Change Model. Specifically, the study evaluated data in relation to crisis/emergency preparedness information and crisis/emergency practice. Throughout the process, evidence in support of and refuting Fullan's (1982) change model was documented. The focusing of attention on the ways in which leadership can be employed to inspire educational change, should create an implementation plan for school reform. From a nucleus of the county's eleven chief school administrators, one representative public school superintendent was chosen who exhibited significant concerns in the change effect. This study examined the norms, beliefs, and values held by administrators which explored the views of the participants in regards to organizational change. This study examined one public school district in depth. Three approaches to data collection, specifically interviews, documentation, and observations provided the core of information from which to draw conclusions. The data was organized to allow patterns to emerge. The approach selected to carry out this study involved the analysis of a specific case supported by a limited population survey. Portions of a survey utilized by the South Carolina Department of Education, were completed by district principals.; The school data from both the interview respondents and from the surveys indicated that elements of crisis/emergency preparedness planning was evident. The study revealed that administrators were committed to improving upon existent policy. There was evidence to suggest that the superintendent wanted more administrators to get involved in updating the district plan. The Pennsylvania General Assembly amended the Emergency Management Service Codes in July 1988 which affected every public funded school within the Commonwealth. It required every school to develop an emergency preparedness plan, and to conduct at least on tornado or other disaster drill of the plan annually. Impetus from the Pennsylvania Department of Education and PEMA following a review of events which resulted from severe storms affecting schools in a 1986 mock drill, supported Fullan's Change Model.