Effective crisis management as a function of the chief school administrator's role is examined. A new professionalism and recognition of districts and schools as complex organizations facilitate administrators' ability to handle this enlarged responsibility. Chapter 1 identifies forms of school crises and offers explanations, drawing upon organizational theories from social science. Chapter 2 presents a policy framework for two strategies of crisis management. Chapters 3 through 5 document the use of these strategies in the field, illustrated by the experiences of three schools or districts. Interviews with six administrators supplement the discussion. Chapter 6 concludes with field-based guidelines for effective and responsible crisis management. (16 references) (LMI)