zilongwang/ReadingBank huggingface dataset:
Leadership Appraisal Matrix For Deputy Commissioners & SDOCC In respect of Revenue Administration Familiarity with Dharitree Can you run the modules of Dharitree on your own? For Mutation For Partition For Conversion For generating Pendancy status Which are the MIS features of Dharitree that you have used? Pendency status of petitions Encroachment on Govt. land Reclassification proposals Status of wetlands Status of hills Percentage of villages in respect of which entries in Chitha checked For Crops For Irrigation For Trees Number of Circle Offices which generated following through Dharitree Crop Abstract Irrigation Abstract Regular Doul Supplementary Doul Percentage of SKs and LMs whose proficiency in the use of Dharitree checked Functioning of Circle Offices Number of Circle Offices inspected Number of Circle Offices for which inspection reports received from subordinate officers
APPLICATION GUIDELINES PURPOSE Swinburne Student Life Awards recognise students across Swinburne University, as well as our top contributing students from the Leadership and Volunteering Program. If you play a significant leadership role within or beyond Swinburne University, you can nominate yourself or a friend this award. Up to 5 awards will be presented this year, across all three campuses. ELIGIBILITY AND WHO CAN APPLY To be eligible to apply for a Leadership Award, students must: Be currently enrolled at Swinburne Submit a formal application and address the Selection Criteria (pg. 2) for each of the categories Review the Assessment Criteria (pg. 2 & 3) when answering the Selection Criteria Please Note: You don’t have to be registered with the Swinburne Student Life Leadership and Volunteering Program to be eligible for an award. SELCTION PROCESS Awards are assessed by the Swinburne Student Life Awards Committee, consisting of staff from our Clubs, Sports and Leadership & Volunteering Teams, and the Associate Director of Swinburne Student Life. 2017 TIMELINE 11 August 2017 Nominations Open - 9am 20 September 2017 Nominations Close - 5pm 21 September – 4 October 2017 Selection Panel Review Applications 1 November 2017 Swinburne Student Life Awards Presentation Evening HOW TO APPLY Applicants are strongly encouraged to provide supporting documents/evidence in the form of photos, videos, flyers/promotional material, etc. You can submit a written application or alternatively, a video can be submitted addressing all Selection Criteria questions. NO hand delivered copies will be accepted. To apply for an Award, download the relevant Award Application pack. Prepare your response according to questions and assessment criteria, and then email your application to by Wednesday, 20 September 2017. SELECTION CRITERIA To apply for any of Clubs Awards categories, you will need to address the Selection Criteria for that award category. You must address each of the following criteria in a maximum of 300 words each.
Major Activity (Description of activities, including who is involved in the activity) Results/Outcomes (What products will be developed and/or how will practices change as a result of this proposal?) What results do you expect? Anticipated Timeline (all work must be completed and invoiced by June 30, 2017)
Category B Name of Association Position Held Points Claimed For Internal Use: Points Approved PROFESSIONAL ASSOCIATION INVOLVEMENT 10 to 25 points Category C Publication/Presentation Details (where, when, name of conference presented at) Date Points Claimed For Internal Use: Points Approved PUBLICATIONS / PRESENTATIONS 10 to 25 points TOTAL:
Category D Research Details and Role Date (started/ completed) Points Claimed For Internal Use: Points Approved RESEARCH 5 to 25 points TOTAL: Category E Details of Additional Duties/Leadership Role Taken On Date Points Claimed For Internal Use: Points Approved UNIT RESOURCE /SKILL / CONTENT EXPERT PERSON 20 points (awarded in consultation with Manager) TOTAL:
School Activity/Organization List any offices held & number of years Hrs per month Number of years of participation Community and Extracurricular Activities: List the community and volunteer activities in which you have participated and the leadership roles you have held in each (church, service clubs, etc.) (Attach an extra page if needed) Community Activity/Organization List any offices held & number of years Hrs per month Number of years of participation Briefly describe how these activities are important to both you and your community. Please attached a list of individuals with contact information that you reported to or worked directly with while doing community service. D. SELF-EVALUATION As a future leader how do you plan to make a difference in your community or country?
Day Two Outdoor Recreation Activities SLO 1.4 evaluate personal leadership characteristics and qualities based on experience within a leadership team. 1.3 describe various leadership styles 3.3 demonstrate fundamental leadership behaviours and skills while participating in a specific leadership team – effective communication, interpersonal skills, empowerment of other team members 3.6 Observe individual team members to identify their positive contributions to the team and the effective fulfillment of assigned team roles. 4.1 demonstrate fundamental skills to communicate, manage information, use numbers and think and solve problems 4.2 Demonstrate personal management skills to demonstrate positive attitudes and behaviours, be responsible and adaptable, learn continuously and work safely. 4.3 Demonstrate teamwork skills to work with others, participate in projects and tasks Day 2 Time Activity Location Staff 8:00 Hot Breakfast- pack lunches Bunkhouse 9:00 Depart for day Water Option: Canoe Lk Edith Snow Option: Hike or Snowshoe Maligne Valley Lake Edith Or Maligne Valley 12.00 Bag Lunch 1:00 Water Season Option: Maligne Canyon walk to 6th bridge and Wildflower Loop (land art session) Snow Season Option: Hike/Snowshoe Continued with Challenges (games such as Racoon Circle) and Snow Land Art Session Maligne Canyon area Or Maligne Valley
Post-Immersion (4 hours) 5.1 Complete/update a personal inventory 5.2 Create a connection between personal inventory and occupational choices Activities: -Journal – Career Pathways, Personal Inventory, SMART Goals, Mission Statement -As a group, plan and execute a leadership activity/project with a connection to cultural or environmental stewardship.
Three Types of Paraphrase, Three Intentions Purpose Intention Stem Acknowledge and Clarify By restating the essence of someone’s statements, acknowledging and clarifying paraphrases provide an opportunity to identify and calibrate content and emotions. By design, they communicate our desire to understand, and our value for what a person is feeling and saying. So, you’re feeling _____ You’re noticing that ____ In other words _______ Hmm, you’re suggesting that _________ Summarize and Organize Summarizing and organizing paraphrases offer themes and containers which shape the initiating statement or separate jumbled issues. This type of paraphrase captures the key elements and offers some organization to which the speaker can react. It offers a shape to the initiating statement. So, there seem to be two key issues here____ and _____ On the one hand, there is _____ and on the other hand, there is ____ For you then, several themes are emerging; ____ It seems you’re considering a sequence or hierarchy here; _____ Shifting Level of Abstraction (Up or Down) (Shifting up) For individuals who think in highly sequential and concrete patterns, the shift up is a way of helping them explore a bigger picture and provides a wider context for their thoughts. The intention of this paraphrase is to illuminate large ideas or categories, often leading the speaker to new discoveries. So, a(n) _________ for you might be______ “So, one of your goals is to create greater self-reliance in your learners.” category ● assumption goal ● value intention ● belief (Shifting down) For individuals who think in highly global patterns, the shift down is a way of grounding their thinking in specific examples and details. When shifting down, this paraphrase focuses and clarifies, increasing precision of thinking. So, a(n) _________ for you might be______ “You’re finding that your students are not able to follow directions.” example ● choice non-example ● action strategy ● option
Works Cited Aquino, Aimee Groth and Judith. "Meet The Guy Who Saved Ann Taylor, Made Gap Cool And Put J. Crew In The White House." Business Insider. Business Insider, Inc, 09 June 2011. Web. 08 Oct. 2016. Marsh, Lisa. "DREXLER OUT AS GAP'S CEO." New York Post DREXLER OUT AS GAPSCEO Comments. N.p., 22 May 2002. Web. 08 Oct. 2016. Schlossberg, Mallory. "J. Crew's CEO Just Made a Drastic Attempt to Win Back Lost Customers." Business Insider. Business Insider, Inc, 25 Apr. 2016. Web. 08 Oct. 2016 Lutz, Ashley. "Mickey Drexler Has A Crucial Quality That Most Executives Have Lost." Business Insider. Business Insider, Inc, 18 Apr. 2013. Web. 08 Oct. 2016. @bof. "Mickey Drexler | #BoF500 | The Business of Fashion." The Business of Fashion. N.p., n.d. Web. 17 Oct. 2016. Folan, Kerry. "Madewell Steps out of J.Crew's Shadow With Affordable Denim." Racked. N.p., 08 Aug. 2013. Web. 17 Oct. 2016. Merrick, Amy. "Gap's Drexler to Retire as CEO After Nearly 19 Years at Retailer." WSJ. Wsj.com, 22 May 2002. Web. 17 Oct. 2016. "Mickey Drexler’s Redemption." NYMag.com. N.p., n.d. Web. 17 Oct. 2016.
Leadership Competencies Activity Directions: Rank the leadership competencies (directly from the Leadership Framework) based on their importance and usefulness in the context of being a BV leader this summer. All of the competencies are important, but for the purpose of this activity you must rank them 1-7 with 1 being the most important/useful and 7 being the least. Then write a BV-related scenario for each competency that you ranked 1-3 highlighting how you would use the competency in that situation. ____ Self-Awareness ____ Interpersonal Communication ____ Supporting Learning and Development of Others ____ Honoring Context and Culture ____ Decision-Making ____ Fostering Bridge-Building and Collaboration ____ Moving Ideas into Action Scenario 1: Scenario 2: Scenario 3:
No. Developmental/Stretch Assignment Target Competencies to Develop Competency Strengths to Leverage 3 Major Sub-Activity* Feedback Method(s) Completion Date Resources Needed No. Developmental/Stretch Assignment Target Competencies to Develop Competency Strengths to Leverage 4 Major Sub-Activity* Feedback Method(s) Completion Date Resources Needed MAPP Employee Signature Date Supervisor Signature Date
Description descriptive adjectives Cause/Effect The author tells what cause, effect, ha ppened, the cause, therefore, reasons 0:1 ' " i'" • When the temperature drops below 45 degrees, it and its effects. why, because, as a I since causes goose bumps to pop up on my skin. As a result, I shiver. Problem/Solution The author states a The problem is... problem and then gives His dilemma was... one or more solutions. It solved, resolved may be done by posing Question? a th
South Georgia, very likely both for his strength and to keep an eye on him. Note: No photo is available of Vincent. Alfred Kerr Engineer A reticent man in his early 20s, Kerr had some experience working on oil tank steamers before joining the Endurance. Like his mate Rickinson, he kept largely to himself and did his job well. Louis Rickinson Engineer Why someone with a particular aversion to cold would join an expedition to the Antarctic is a mystery, but Louis Rickinson did. His condition might have had a medical basis, for it is believed he suffered a heart attack while on Elephant Island. Rickinson was deemed a solid engineer who had a knack with internal combustion engines. Ernest Holness Stoker Orde-Lees considered Holness, who hailed from Yorkshire, "the most loyal to the expedition." Holness was so desperate to smoke during the long wait on Elephant Island that, according to Orde-Lees, he "sits up in the cold every night after everyone else has turned in, gazing intently at Wild & McIlroy in the hopes that one of them will give him the unsmokeable part of a toilet-paper cigarette." William Stephenson Stoker The senior stoker, Stephenson was a former officer's servant and Royal Marine. When the ice crushed the Endurance, his job as tender of the marine steam boiler came to an abrupt end, as did that of his mate Holness. For some reason, he and Holness were two of only four people (the other two were Vincent and McNeish), whom Shackleton did not recommend for Polar Medal after the crew's return to England. William Bakewell Seaman The only American on the expedition, Bakewell posed as a Canadian when applying for a position aboard the Endurance. He had quite the roamer's resume, having been a farm worker, logger, railwayman, and ranch hand before going to sea. He helped his pal Blackborow stow away on the ship at Buenos Aires.
It cannot be denied that Queen Elizabeth I and Mary Kay Ash were two very effective leaders. They led in completely different worlds, with different people and different situations. However, there do seem to be several similarities in their leadership styles on the basic level. First, they both used their femininity to their advantage to lead in a male-dominated world. They both used emotions to gain support although they differed in some ways of applying this. Elizabeth used emotions in flirtations with her court while Mary Kay used her woman intuition to appeal to her female sales force through emotions. Religion was also a major aspect of their leadership. They both openly talked about God and to an extent were guided by religious teachings. However, it seemed more often than not Elizabeth was just using religion as an excuse for her actions. Mary Kay was truly guided by her faith; she built an entire company following the Golden Rule. Lastly, as all great leaders do, they were able to motivate those around them. Both Elizabeth and Mary Kay would use speeches and personal contact, although Elizabeth relied much more on this. Mary Kay also used recognition to make her beauty consultants feel special and worthy by helping them set goals and giving lavish gifts. Therefore, Elizabeth and Mary Kay have fundamental similarities in leadership styles. They used what they were good at to overcome obstacles and to rally support. Differences between them are largely accounted for the different settings in which they led. Mary Kay was ethical more often than Elizabeth, but a monarch must be strict with followers to maintain obedience or she would risk an overthrow of the throne. As a businesswoman, Mary Kay was not in much danger, other than financially, if she lost support so she could be more caring and focus of the ethicality of business behaviors. Nevertheless, the span of 300 years and working in different fields, Queen Elizabeth I and Mary Kay Ash have more similarities in their leadership styles than would ever be expected. References
5. Please provide an example which demonstrates your leadership in the area of Securing Accountability. Supervisor’s Signature Validating Evidence: Position: Print Name: 6. Please provide an example which demonstrates your leadership in the area of Personal Leadership Resources. Supervisor’s Signature Validating Evidence: Position: Print Name:
This role play gets to the heart of this case—how much guidance and support to give a subordinate who asks for structure and guidance. If Julia truly believes that a leader’s role is to encourage a subordinate to solve problems on his or her own, she will resist the temptation to develop contacts for Gus. The observers can look to see Laura remains firm in her belief about how much guidance to give a direct report.
RESILIENCE COACH Looks for and celebrates people who bounce back and try again. PRINCE / PRINCESS CHARMING Always polite and helpful. Looks for and celebrates others who are the same. FEEDBACK FANATIC Looks and listens for great written or verbal feedback which helps people learn. COMMUNICATIONS COACH Helps people to speak up in class about what and how they are learning. CRITICAL FRIEND Gives great written or verbal feedback which helps other people learn. CURIOSITY CATCHER Celebrates people who ask lots of questions about what we are doing and how to do it. CRITERIA CHECKER Makes sure that everyone knows and understands what makes our work great. WAGOLL WIZARD Checks that people know what a good one looks like.
Care partners; Volunteers Nancy Adams r.n.adams@sympatico.ca Community Associations Interfaith Advisory Committee Dr. Norman King Anne Shore (519) 253-2000 ext. 3443 ashore@bell.net Life After Fifty Calvin Little (519) 254-1108 clittle@lifeafterfifty.ca Alzheimer’s Society Sally Bennett Olczak (519) 974-2220 ext. 223 sbennett@aswecare.com Unifor 4441 Dino Chiodo 519-258-6400 ext 444 dchiodo@uni444.ca Canadian Mental Health Association1 Claudia den Boer Grima 519-255-7440 ext. 209 cdbgrima@cmha-wecb.on.ca Community Service Labour Sponsored Community Development Group Anna Angelidis 519-254-4824 angelidis@LSCDG.com Downtown Mission Ron Dunn Rukshini Ponniah 519-973-5573 ext. 250 519-256-5000 Assisted Living Services Southwestern Ontario Lynn Calder (519) 969-8188 lynncalder@alsogroup.org The Hospice of Windsor-Essex County Carol Derbyshire Lina Sabatini 519.974.7100 lsabatini@thehospice.ca Family Services Windsor-Essex Joyce Zuk 519-966-5010 ext. 18 jzuk@fswe.ca Social Services Community Living Essex Lynne Shepley 519-776-6483 ext. 232 NGO Multicultural Council of Windsor-Essex County Camila Alves 519-948-3443 calves@themcc.com New Canadian’s Centre of Excellence Inc Iole Iadipaolo 519-258-4076 iiadipaolo@ncce1.org Pathway To Potential Adam Vasey 519-255-6545 ext. 6953 United Way1 Lorraine (519) 258-0000 lgoddard@weareunited.com
Goddard ext. 1156 Health Leamington District Memorial Hospital1 Cheryl Deter Terry Shields 519-322-2501 cheryl.deter@ldmh.org terry.shields@ldmh.org Community Care Access Centre Lori Marshall (519) 258-1088 Ext7223 Hotel Dieu Grace Hospital1 Janice Kaffer (519) 257-5100 ext. 74120 janicekaffer@hdgh.org Windsor Regional Hospital Steve Irwin 519-564-4902 steve.erwin@wrh.on.ca Municipal County of Essex Brian Gregg 519-776-6441 ext. 1325 Education University of Windsor1 Jane Boyd Laura Lewis Dr. Gordon W.F. Drake 519-253-3000, ext. 2098 519-253-3000, ext. 2002 519-971-3646 jboyd@uwindsor.ca ljlewis@uwindsor.ca gdrake@uwindsor.ca Greater Essex County District School Board1 Clara Howitt ext. 10255 Anna.Pavia@publicboard.ca St. Clair College1 Patricia France Veronique Mandal 519-972-2701 pfrance@stclaircollege.ca vmandal@stclaircollege.ca Accountability Governance Tables (citizens, sponsors and coalitions) are accountable to the community through their Terms of Reference and their partnership agreements. All Tables receive regular updates from PMO, and advisory groups. The PMO is accountable to the LHIN via the Hospice Board for the deliverables under the terms of its funding agreement; to other funding agencies under the terms of specific grants; and is subject to oversight from the Sponsors’ Table for its functions and operations No changes are contemplated to existing oversight and accountability mechanisms governing inputs or individual components within the community such as funding, resources, programs, etc Meeting Schedule Citizens’ Table meets three times a year (open membership beginning April 2016) Sponsors’ Group meets bi-monthly (April to Dec in 2016; 3 times a year beginning 2017) Coalition Table meets bi-monthly (starts with each pilot launch) – population hub oversight
Interview Process and Final Selection Q. When will interviews be conducted? A. Nominees will be contacted and scheduled for an interview. Interviews will take place November 10th through November 21st. Q. What is the process and timetable for selection? A. Nominees will participate in a 20 minute interview facilitated by 3 Human Resources representatives. The interview explores and evaluates recognized leadership competencies and assesses whether the candidate has both leadership skills and leadership potential. The interview will require the candidate to provide examples of how they demonstrated leadership competencies. All questions are behavioral or competency-based. Q: What is the selection based on? A. The following scale will be used to evaluate/rate the quality of response by the candidate to each interview question. Well Qualified Candidate provides a thorough response to the question. Candidate demonstrates a thorough understanding of the issues at hand that is substantially more than the question requires. Response is well thought-out and well presented. Overall, candidate’s response is complete, addresses all aspects of the question and does not require probing. Qualified Response Candidate provides an acceptable response to the question. Candidate’s understanding of the issues at hand is equal to or slightly less than what the job requires. The response may not be as complete or thorough as the well-qualified candidate’s response. Overall, candidate’s response is complete, addresses the question and any probing required is minimal. Under Qualified Response Candidate fails to provide an acceptable response to this question. Candidate’s response does not convey the level of experience/expertise required to the question. Overall, candidate’s response was vague or incomplete. Q: When will the nominee be notified of their acceptance/decline status? A. Nominees will be notified of their status between December 15th and December 19th.
Team-Building Joined ANA and SDNA Will be providing a podium presentation at the SDNA Annual Convention on “Revitalizing Your Spirit for Nursing” October 5, 2015 Presentation will be completed. Will possibly have surveys available for the audience to obtain feedback. Physical (Body) wellness Attending the gym Participate in classes and the use of available equipment including the swimming pool I have joined and plan to be a more active member beginning 5/1/15 due to my recovery Will attend the gym a minimum of eight times per month which will be evidenced by receiving an employee discount Spirit/Soul wellness Getting back into attending church Making church more of a routine again Started April 26, 2015 Would like to plan on attending
Appendix B Table 2 Leadership Experience Rolling Log Course Number Date Activity Student Role Brief Description of Activities # of Hours NUR 611 April 13, 2013 Clinical Informatics Shadowed Director Observed as she took phone calls, multitasked during conference call, attended Regional Clinical Informatics Council meeting 4
NUR 611 April 16, 2015 Nursing Program Specialist at South Dakota Board of Nursing Shadowed the Specialist Attended a partial meeting with the South Dakota Board of Nursing 4 NUR 611 April 20, 2015 Public Health Director Shadowed the Director Observed her making phone calls, attended two meetings. She gave a very thorough overview of her rold 5 NUR 611 April 21, 2015 Director Nursing Integration Shadowed the Director Attended a half day of new nursing orientation, discussed recent AONE 4
convention she attended NUR611 April 22, 2015 Director Nursing Integration Interview Discussed roles and contributions to nursing 1.10 NUR 611 April 22, 2015 Director Clinical Informatics Interview Discussed views on nursing and contributions 1 NUR 611 April 23, 2015 Nursing Program Specialist at South Dakota Board of Nursing Interview Discussed views on nursing and the changes that have occurred, also importance of leadership qualities 1.15
webpage, the Office of Assessment aims to “support assessment for improvement at the university, college, department, and program level” (Office of Assessment, 2013). The office is also still heavily involved with accreditation efforts such as the current Quality Initiative Project. Moreover, this project aims to provide assessment of student work (assignments) relating to the Missouri State University public affairs mission. Lastly, this particular project will provide information about student learning, the measures, and tools utilized to assess learning at the institutional level. Personnel Originally, the OAIS consisted of two full-time staff members, Dr. Catau and an administrative assistant. Dr. Catau had a background in education and was highly involved with the faculty senate before given the role of director. Between he and the administrative assistant, they performed all prior mentioned tasks. A few years later, Dr. Catau stated that during his time as director, the staff never grew to more than four individuals. The two individuals added were graduate assistants. Moreover, with as much assessment as the office was conducting or assisting with, there was very little time for staff conflict. Everyone had to work together and work hard to get tasks accomplished. As time passed, the office saw new direction and leadership. After Dr. Catau left the office, Martha Kirker led the office followed by Chantel Labeck and Keri Franklin, the current director. Today, the staff is much greater in size than when the office began. The office consists of Dr. Keri Franklin, Director; Kelly Cara, Assessment Research Coordinator; Sarah Gray, Assessment Program Coordinator; two GAs and a student worker. The staff showcases a myriad of educational backgrounds and diverse perspectives. The office is currently in the process of hiring an administrative assistant. A branch of the Office of Assessment includes the
References Ewell, P. T. (2009). Two paradigms of assessment. Assessment, accountability, and improvement: revisiting the tension. Champaign, IL.: National Institute for Learning Outcomes Assessment. Manning, K. (2013). Organizational theory in higher education. New York: Routledge. Martin, J. (2002). Pieces of the puzzle: what is culture? what is not culture? Organizational culture: mapping the terrain. Thousand Oaks, CA.: SAGE. Northouse, P. G. (2013). Leadership (6th ed.). Thousand Oaks, CA.: SAGE. Office of Assessment. (n. d.). Missouri State University. Retrieved December 1, 2013, from http://www.missouristatate.edu/assessment/ Rath, T. & Conchie, B. (2008). Strengths based leadership. New York: Gallup. Thelin, J. (2011). A history of American higher education (2nd ed.). Baltimore: The John Hopkins University Press. Appendix A- Survey Results Appendix A- Survey Results Cont. Appendix A- Survey Results Cont. Appendix A- Survey Results Cont. Appendix A- Survey Results Cont. Appendix B – Transcribed Notes From Interviews 11/21/13 9:30am-10:00am Interview with Dr. John Catau **Check out the website for more information too!
3: Note: This worksheet is limited to two pages. Community Description: Provide a brief description of your community in the space below. Community Gaps and Resources: Using the Sequential Intercept Model, identify your community’s current gaps and resources. Intercept 1 Gaps First Second Intercept 2 Gaps First Second Intercept 3 Gaps First Second Intercept 4 Gaps First Second Intercept 5 Gaps First Second Intercept 1 Resources First Second Intercept 2 Resources First Second Intercept 3 Resources First Second Intercept 4 Resources First Second Intercept 5 Resources First Second
Appendix B – Professional Standards and Indicators for Administrative Leadership Standard 1. Instructional Leadership: Promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes effective teaching and learning the central focus of schooling. Indicators: a. Goals. Articulates clear goals and objectives relative to student achievement and curriculum, instruction, and assessment, which guide the work of the school and district; understands the school committee role in approval of district goals and objectives. b. Aligned Curriculum. Ensures the implementation of an effective curriculum that is aligned to state curriculum frameworks. c. Instruction. Ensures that instructional practices in all settings reflect high expectations regarding content and quality of effort and work, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. d. Assessment. Ensures that all teachers use a variety of formal and informal methods and assessments to measure student learning, growth, and understanding, and also make necessary adjustments to their practice when students are not learning. e. Evaluation. Provides effective supervision and evaluation in alignment and accordance with state Regulations and contract provisions. f. Data-Informed Decision-Making. Uses multiple sources of evidence related to student learning, including state, district and school assessment results and growth data, to inform school and district goals and improve organizational performance, educator effectiveness and student learning. g. Equity and Excellence. Promotes fairness, respect, high expectations, and support for all students through policies, programs, and practices, and addresses the impact of changes in student population on curriculum and instruction. h. Accountability. Creates a culture in which both staff and students take responsibility for their performance and behavior. i. Closing Proficiency Gaps. Can identify and address the complex, multiple causes of educational underperformance and ensures that districts/schools close proficiency gaps.
Section 3: Short Questions Please answer the following with Yes, No, Maybe. Are you willing to complete action items that may not be more enjoyable than others but still need to be done? Yes No Maybe Do you think you can instill order amongst your peers in a meeting? Yes No Maybe Are you interested in developing your leadership skills through mentor feedback? Yes No Maybe Do you think you will be able to balance your leadership responsibilities with other school activities you may have, homework, and time with friends and family? Yes No Maybe Section 4: General Questions Please answer the following questions with a sentence or two. Why do you want to be on the leadership team? What leadership strengths would you like to develop while on the leadership team? 3. If you were on leadership in the past, what were a couple of strengths you developed during that time? 4. What do you foresee as your biggest challenge if you are on the leadership team?
Represents the organisation in public forums; appropriately supports and promotes the organisation’s agenda. Presents a united leadership voice; supports other leaders. Seeks advice and guidance; admits to not always knowing the answer to a question. Examines own behaviour with reference to performance; identifies areas of strength and limitation.
By role modeling values-based behaviors, leaders can show rather than tell employees what they expect of them. According to Weaver, et al., people learn a great deal more from observing ethical behaviors than through personal experience. By watching how an ethical role model navigates a tricky situation, employees can then apply the same reasoning to any other tricky situation they themselves may encounter (2005, p. 314). Likewise, Grojean et al., found in their content analysis that non-verbal communication from leaders can be a powerful method of conveying values. “The leader behavior exhibited when role modeling not only activate desired values in the follower, but these behaviors also develop, identify, and activate value-appropriate normative prescriptions for follower behavior” (2005, p. 229). American Express incorporates ethical role modeling in their leadership development programs. Their code, in part, states: “An important part of a leader’s responsibility is to exhibit the highest standards of integrity in all dealings with fellow employees, customers, suppliers, and the community at large” (as cited in Weaver et al., 2005, p. 326). In an article from 2005, Studer gave 15 recommendations for encouraging good behavior from employees. One of these recommendations involved clear communication. “If you don’t spell out which behaviors are acceptable and which are not, you can’t hold people accountable for them” (15 tips, p. 11). Clement explicitly showed Studer what was expected of him at Holy Cross – to uphold a system that valued loyalty. Impact on Studer’s Leadership Style Studer says his leadership philosophy was reinforced at Holy Cross. His philosophy, he says, in a nutshell, is “you have to do the right thing even if it costs you money” (personal
NAME POSITION ADDRESS PHONE NUMBER EMAIL Brooke Cherfils Office Representative 112 3989 Henning Drive Burnaby, BC V5C 6N5 604.299.5450 Veronica Grusnick Chair 414 5765 Glover Road Langley, BC V3A 8M8 604.720.3577 Wade Thoreson Regional Member – Vancouver Island 1475 Hamilton Road Victoria, BC V3R 2X1 H – 250.818.9007 W – 250.475.7104 Trevor Sproule Regional Member – Thompson/Okanagan PO Box 871 Lumby, BC V0E 2G0 250.540.7505 Kyle Kronebusch Regional Member – North 1109 Douglas Street Prince George, BC V2M 2M8 778.581.0101 Javan Johnson Regional Member - Kootenays 2712 Davidson Road Castlegar, BC V1N 4P9 250.365.4702 Daniel Burgi General Member 20896 124 Avenue Maple Ridge, BC V4R 2N3 H – 604.463.0200 C – 778.552.8141 Krista Sabatino General Member 1605-958 Ridgeway Avenue Coquitlam, BC V3K 0C5 778.896.7577 Jaime Fennell General Member 16-838 Royal Avenue New Westminster, BC V3M 1J9 778.668.4940 Sasha Maleki General Member 589 Thompson Avenue Coquitlam, BC V3J 3Z9 604.936.2852 Judi Ambrozaitis-Torrao General Member 1584 Maplehurst Cir Burnaby, BC V5A 3Z1 778.686.1461 Riley Huntley General Member #29 15868 85 Avenue Surrey, BC V4N 0Y9 604.364.8143
Psychological Evaluation BPS • Selecting and implementing appropriate methods to evaluate the effectiveness, acceptability and broader impact of interventions (both individual and organisational), and using this information to inform and shape practice. Where appropriate this will also involve devising innovative procedures. Specific Goals Leading on service evaluation in this organisational context, feeding back into service. Developing new and innovative ways of evaluating services where appropriate. Evidence of Attainment
D) You were relaxed and comfortable and put your subordinate at ease. Answer: C Strand Leadership Theory and Application Standard Leadership Strategies Learning Objective/Benchmark LAFS.1112.RST.3.7 JROTC Crosswalk Negotiate a win/win solution for a given situation. For Instructor Use: U2C4L3
LEADERSHIP VIDEO SERIES GUIDE Webinar 1 Part I of III Parts The Principal Participant Goals To examine the role of the principal as the focus-keeper for change in the school To understand 5 areas of a principal’s leadership that most affect the academic success of a school To recognize which of these areas will be strengthened in your school and develop a plan to do so Facilitator Goals Facilitate honest and open reflection about what is being done in your school Guide discussion about what can be taken from the video and put into practice in your school Reflection 1-1 (slide #3) Consider the message in this quotation by Dr. Sam Redding. Prepare for this video series by choosing what you feel are the five most significant words. Write them below and tell why you selected them. Statement 1-1 (slides #4 and 5) While it is best to view all three of these videos and to do so sequentially, you are encouraged to view as many as can be scheduled, perhaps as part of your professional development plans for the year. Reflection 1-2 (Slide #8) With your teammates, reflect on these 8 behaviors. Which do you feel are the most vital in creating a culture of trust and safety and promoting a commitment to excellence? If you feel that it could be better developed in your school, brainstorm strategies that will develop that behavior and design a plan of action to begin implementing in your school.
in the classroom? Do you feel that it is used effectively? How do you know? What data proves your answer? Now that you have discussed the use of summative data, do you feel that something could be improved in the way your school used it in any of the areas questioned above? If so, make a plan now to initiate discussion about what can be changed to make its use more effective. You may want to include a timeline, potential committee members, and a possible plan of action. Activity 3-3 (Slide #18) By carefully analyzing each of these areas, a school leadership team can hone in on areas of weakness. Just one small change can make a great difference in results. As a team, reflect on the examples of operational data. Select one area in which you used the data to make improvements in your school, discuss the procedure and the results. Now consider areas in which you feel improvements could be made. Use the following questions to guide your discussion: Is there a change in scheduling, policies, or procedures that you feel would benefit your school? How effective are the programs you are using? What perceptional data do you collect? Have you used surveys? Do you invite the community to offer feedback? Have you reviewed the minutes and products of team meetings?
Afya Bora Fellows, January 2011 – Nairobi, Kenya Contact Us: Yohana Mashalla Dean, Faculty of Health Sciences, University of Botswana University of Botswana Faculty of Health Sciences Block 246, Private Bag 0022, Gaborone 267 Botswana; +267 355 4557 Neal Nathanson Associate Dean for Global Health, U Pennsylvania, School of Medicine 1007 Blockley Hall, School of Medicine, U Pennsylvania, 423 Guardian Drive, Philadelphia, PA 19104-6021, USA; 215 898 0848
WEEKLY SCHEDULE: LEADERSHIP MODULE Time Days of the week Day 1 Day 2 Day3 Day 4 Lecture: Orientation learning objectives, leadership skills SELF ASSESSMENT Fellows present short bios Case 1: Leadership attributes Case 4: Consensus building Fellows present short bios Preparation for presentations Questions and Answers with Instructors Case 1: Leadership attributes Case 4: Consensus building TEA BREAK Fellows present short bios Preparation for presentations Case 2: Strategic thinking Case 6: Mentorship LUNCH BREAK Role model presentation Preparation for presentations Role model presentation WRAP UP Lessons learned Fellows present short bios & Instructor summary Video presentation: Invictus Case 3: Entrepre- Neurship WRAP UP Lessons learned TEA BREAK
COMPETENCY CATEGORY SKILL OR CHARACTERISTIC CASE STUDY MODULE COMMUNICATION SKILLS Ability to write clearly and concisely Case 1: Leadership attributes Case 3: Entrepreneurship Communication skills module Technology and informatics module Ability to speak clearly and be easily heard Ability to speak in a logical and persuasive manner Ability to communicate with the media COMPETENCY CATEGORY SKILL OR CHARACTERISTIC CASE STUDY MODULE PEOPLE SKILLS Good listening Case 4: Consensus building Case 6: Mentorship Leadership skills module Communication skills module Programme management module Being able to maintain confidentiality where appropriate
APPENDIX 3 INSTRUCTORS, SPEAKERS, AND FELLOWS NAMES AND RELEVANT INFORMATION NAME BACKGROUND CONTACT INFORMATION Yohana Mashalla Dean, Faculty of Health Sciences, University of Botswana University of Botswana Faculty of Health Sciences Block 246, Private Bag 0022, Gaborone 267 Botswana; +267 355 4557 Neal Nathanson Associate Dean for Global Health, U Pennsylvania, School of Medicine B405 Richards Building, School of Medicine, U Pennsylvania, , Philadelphia, PA 19104-6116, USA; 215 898 0848 John Cheruiyot Consultant, Organizational Development, Kicher and Associates, Nairobi, Kenya Unipen Flats Hurlingham Shopping Centre, 2nd Flr, 61379-00200 City Square, +254 20 272 9720
Governors Curriculum and Committee Meeting Leadership Report 14 November 2013 Staffing - update New Appointments Appointment of a Maths and Business Teacher – Stuart Race Appointment of a part-time temporary Science teacher – Christine Osbaldeston Appointment of a temporary Attendance Exams/Data Administrator – Emma Waller Department for Education (DfE) Monitoring Visit Monitoring visit will take place on Monday 11 November 2013. Tony Colley DfE Advisor will conduct the 4th Monitoring visit. The focus on the visit will be: Quality of Teaching and Learning Progress Marking and Assessment Safeguarding External Visits Hayley Lomas – conduct learning walk – 12 November Helen Griffin- progress since Bradford Partnership review – 12 November Anita Dudgeon – English Review – 15 November Barbara Trayer – BTEC and Progression Module - quality assurance – 22 November Marketing/Communication Newsletter – sent out to all parents and employers Fortnightly -Director’s Blog on the website Website updated including staff profile Questionnaire sent out to all parents/ carers Student Council established Open Evening – 16 October Attending Post 16 Open Evenings at 15 schools Attending E3 conference on 28 November Parents Evening – 14 November Teaching & Learning Review
Building Leadership Support: District PLCs 2013-2014 Kindergarten – Core Classroom Teachers Leadership Support Cory Heaberlin Mindy Jones Dianna Anderson Lindsey Cornwell Andrew Burg Scott Nichols Marsha Kerper Jennifer Williams Location Madison School 806 Hoffman Ave. Park Avenue School 3141 SW 9th Hanawalt School 225 56th St. Capitol View School 320 E. 16th St. Grade 1 – Core Classroom Teachers Leadership Support Chris Feed Jaynette Rittman Rick Miller (Findley Dean) Sherry Amos Andrea Safina (Riverwoods Dean) Barb Adams (South Union Dean) Beth Sloan Craig Leager Julie Kruse Mark Adams (Brubaker Dean) Rob Burnett (Capitol View Dean) Location Oak Park School 3928 6th Ave. Morris School 1401 Geil Ave. Hillis School 2401 56th St. Willard School 2941 Dean Ave. Grade 2 – Core Classroom Teachers Leadership Support Peter LeBlanc Cindy Roerig Denise Roskamp (Moulton Dean) Constance VandeKrol Bill Szakacs Traci Shipley (Morris Dean) Carrie Belt Nicole Banegos (Monroe Dean) Cecil Brewton Terrie Price Location King School 1849 Forest Ave. South Union School 4201 South Union Hubbell School 800 42nd St. Carver School 705 E. University Ave. Grade 3 – Core Classroom Teachers Leadership Support Renita Lord Renee Gelfond (Brubaker Dean) Jill Burnett Jill Burke Cindy Wissler John Johnson Location Garton School 2820 East 24th St. River Woods School 2929 SE 22nd St. Monroe School 2250 30th St. Grade 4 – Core Classroom Teachers Leadership Support Amy Wiegmann Liz Ratcliff (Garton Dean) Lois Brass Brian Crook Jodie Kerchal (Edmunds Dean) Eric Huinker Holly Barcus (Samuelson Dean) Location Brubaker School 2900 East 42nd St. McKinley School 1610 SE 6th Street Greenwood School 316 37th St. Grade 5 – Core Classroom Teachers Leadership Support Tara Owen Cheri Dixon Dave Sharkey (Carver Dean) Mary Minard Dee Culp Dan Koss Greg Grylls Brad Paul (King Dean) Location Findley School 3000 Cambridge St. Jefferson School 2425 Watrous Ave. Perkins School 4301 College Ave.
Authentic leader (Evans, 2007) Trustworthy leader (Tschannen-Moran, (2007) Holistic leader (Tasysum, 2003) Integrity is the “fundamental consistency between personal beliefs, organizational aims, and working behaviour.” “authentic leaders build their practice outward from their core commitments rather than inward from a management context” Authentic leaders incorporate craft knowledge, life experience, native intelligence, common sense, intuition, courage and their capacity to “handle things” into their practice. Incorporates the five facets of trust (benevolence, honesty, openness, reliability and competence) Incorporates the five functions of leadership (Visioning, Modeling, Coaching, Managing and Mediating) Has the ability to “speak hard truths in a way that communicates value and caring” Reflection is a daily/weekly routine. Focus on generating possibilities and solving problems Cultivates a ‘culture of discipline’; norms that support people in being productively engaged with a task. Uses the Holistic Leader Model to “understand how and why the self has been constructed” Holistic Leader Model includes: 1) Formation (“explores the construction of a leaders’ character”); 2) Accession (“reveals how the leader became a leader”); 3) Consolidation (“explores the leader when they have gained knowledge, skills and experience through praxis”); and, 4) Move on (“the leader either themselves or divestiture occurs”)
(Aircraft) CASE STUDY TITLE: FOCUS SKILL: Leadership SOURCE: TERMINAL OBJECTIVE: At the completion of this case study, the audience will better understand how sound leadership contributes to mission effectiveness and the safety of the aircraft and crew. ENABLING OBJECTIVES: 1. 2.
Uses appropriate methods for data collection and analysis (e.g. gap analysis, run or control charts) Clearly and effectively presents the QI project in oral and/or written format (including mid-year and final project presentations) Recognizes and addresses research ethics issues appropriately 1 Unsatisfactory 2 Needs Improvement 3 Meets expectations 4 Exceeds expectations 5 Outstanding Not able to comment Overall Rating Indicate two or three areas of strength Indicate two or three areas for improvement Assessment date: _____________________ Completion by: _______________________
Explain how undertaking the course/s will assist you in addressing your identified skill gap. (1 mark) Tell us what knowledge/skill or experiences the course will give you and be specific about how will it help you address your skill gap. Answer (maximum 300 words) BENEFIT TO FUND Criteria Hint Identify a minimum of four tangible benefits that undertaking this course would provide to your fund. (4 marks) Number each benefit so you know you have identified at least four
Slide 27. Leader Key Competency 4. Physicians are able to: 4. Manage career planning, finances, and health human resources in a practice. Enabling Competency 4.1 is Set priorities and manage time to integrate practice and personal life. Enabling Competency 4.2 is Manage a career and a practice. Enabling Competency 4.3 is Implement processes to ensure personal practice improvement. Presenter Notes for Slide 27 From the CanMEDS 2015 Physician Competency Framework Use one slide for each key competency and associated enabling competencies Slide 28. Effective leaders: Have courage and take responsibility for errors Three Rules of apologies: Number 1. Be honest and authentic. Number 2. Do not explain. Number 3. Do not use the word “but.” Steps to an effective apology: Step 1. Express remorse: “I am sorry.” Step 2. Take responsibility for actions or behaviour. Step 3. Make amends for your actions to make the situation right where appropriate and within your authority. Step 4. Rebuild trust. Repair the relationship. Presenter Notes for Slide 28. Reference for this slide: copyright Mind Tools Ltd, 1996-2015. All rights reserved. “MindTools” is a registered trademark of Mind Tools Ltd. Lind Tools. How to apologize: asking for forgiveness gracefully. .
Other notes/reflections: 4. Summarize your TOP two or three areas of strength 5. Planning for improvement # Summarize your TOP two or three areas that need priority improvement over the next four to eight weeks? How are you going to work on your priorities over the next four to eight weeks? How will you know that you have achieved the needed improvement in your priority areas? 1. 2. 3.